PROJECT STRANDS

 

In order to respond to the various challenges in the third countries not associated to the programme, the CBHE action is composed of three specific Strands:

Strand 1 – Fostering access to cooperation in higher education

This Strand is designed to attract less experienced HEIs and small-scale actors to the CBHE action to facilitate access to newcomer organisations. These partnerships should act as a first step for HEIs and organisations with a smaller operational capacity located in third countries not associated to the programme to access and increase means to reach out to people with fewer opportunities.This Strand will finance small-scale projects to reduce the internationalisation gap among HEIs from eligible third countries not associated to the programme, from the same country or Region. Projects should establish partnerships to develop cooperation ideas as well as to facilitate transfer of know-how, experience and good practices, fostering access to capacity building opportunities and improving social inclusion and the access of students/staff with fewer opportunities to a qualitative higher education offer. In particular, these projects will particularly focus on:

1- HEIs from least developed countries not associated to the Erasmus + programme;
2- HEIs located in remote regions/areas of third countries not associated to Erasmus + programme;
3- Newcomers or less experienced HEIs and Faculties from countries not associated to the programme;
4- Involvement of students and staff with fewer opportunities.

Activities

Activities aiming at enhancing the management/administrative capacity of the targeted HEIs such as:
 reforming and modernising the university governance, including the enhancement of services in particular for the benefit of students (student guidance, counselling and job orientation etc.);
 establishing or strengthening international relations offices and elaborating internationalisation strategies;
 establishing new or developing existing quality assurance units and processes/strategy within HEIs;
 creating or increasing the capacity of planning and evaluation units;
 enhancing mechanisms for communication and dissemination of results from international cooperation projects;
 building capacities to support students and staff mobility activities.

Activities aiming at ensuring high quality and relevant education such as:

 modules or study programmes, technical or professional orientations of programmes
 establishing intensive study programmes bringing together students and teaching staff from participating HEIs for shorter study periods
 developing capacities for postgraduate students and academic staff as well as promoting postgraduate students and/or staff mobility;
 implementing training courses for HEI academic staff;
 creating synergies and strengthening the links with the business sector and with private or public organisations active in the labour market and in the fields of education, training and youth.

Activities aiming at increasing the accessibility of the students/staff with fewer opportunities such as:

 developing remote and inclusive learning pathways and opportunities by relying on digital technology and elearning for vulnerable students;
 updating the digital technology to develop specific services aiming at ensuring equal and fair learning
opportunities to students with disabilities;
 promoting initiatives aiming at positive discrimination by empowering women and ethnic/religious minorities;
 develop initiatives addressing and reducing barriers faced by disadvantaged groups in accessing learning opportunities;
 contributing to creating inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community.


Strand 2 – Partnerships for transformation in higher education

Projects under this Strand shall address the different state of advancement and challenges of HEIs located in eligible third countries not associated to the programme, enhance the impact of the programme and where relevant complement other sources of funding. They shall introduce new approaches and initiatives in higher education, based on peer learning and transfer of experience and good practice affecting not only the institutions but also the society at large. Partnerships for transformation in higher education are complex and innovative capacity building projects based on a transfer of experience, competencies and good practice with a range of interconnected activities that aim to strengthen the capacities of the targeted HEIs to address the 21st century challenges such as migration, climate change, governance and shifts towards a digital economy. The projects’ outcomes should have a significant and long-term impact on the targeted HEIs beyond the projects’ lifetime and as such benefitting the society as a whole.

these projects will combine the following elements for the benefit of HEIs in Libya:

Innovation in higher education in order to enhance its relevance for the labour market and the society.

It is expected that the proposed projects address mismatches between the requirements of employers and the offer of higher education institutions and propose integral solutions to enhance better employability of students. This can be done by implementing comprehensive interventions that include:
o the design of innovative curricula and introducing innovative elements in the existing curricula;
o the implementation of innovative learning and teaching methods (i.e. learner-centred and real problembased teaching and learning);
o the active engagement with the business world and with research, the organisation of continuing educational programmes and activities with and within enterprises;
o the strengthening of the capacities of HEIs in the third countries not associated to the Erasmus + programme to network effectively in research, scientific and technological innovation.

Promoting reform in HEIs

to become catalysts of economic and social development in the third countries not associated to the programme. Projects should support HEIs to develop and implement the institutional reforms that will make them more democratic, inclusive, equitable and full-fledged constituents of the civil society. Institutional reforms include new governance and management systems and structures, readiness in terms of digital skills, modern university services, quality assurance processes, tools and methods for professionalization and professional development of academic, technical and administrative staff. The development of an entrepreneurial mind-set and improved competencies and skills within the institutions are key aspects for the success of this Strand. Transversal skills learning, entrepreneurship education and the practical application of entrepreneurial skills will enable HEIs to put their knowledge and resources at the service of their local/national/regional communities.

Activities

development, testing and adaptation of innovative curricula in terms of content [key competences and transversal skills, (entrepreneurship, problem solving, green jobs etc.)], structure (modular, joint…) and teaching/learning methods (including the use of open and flexible learning, virtual mobility, open educational resources, blended learning, Massive Open Online Courses (MOOC), etc.);
 development, testing and implementation of new learning methods, tools and materials (like new
multidisciplinary curricula, learner-centred and real problem-based teaching and learning) through practical training and placements of students;
 introduction of Bologna-type reforms (three-level cycle system, transparency tools such as credit systems and Diploma Supplement, quality assurance, evaluation, National/Regional Qualification Frameworks, recognition of prior and non-formal learning, etc.) at institutional level;
 introducing practical training schemes, internships and study of real-life cases in business and industry, which are fully embedded in the curriculum, recognised and credited;
 introducing dual learning systems bridging tertiary studies with upper secondary VET as a mean to boost the employability of graduates;
 development of solutions for challenging issues, product and process innovation (students, professors and practitioners together);
 development and testing solutions to pressing social demands not addressed by the market and directed towards vulnerable groups in society; addressing societal challenges or relating to changes in attitudes and values, strategies and policies, organisational structures and processes, delivery systems and services;
 support the creation of centres, incubators for innovation, technology transfer and business start-ups, and the integration of education, research and innovation at institutional/regional/national level;
 development and testing of continuous education programmes and activities with and within enterprises;
 set-ups to trial and test innovative measures; exchanges of students, researchers, teaching staff and enterprise staff for a limited period; providing incentives for involvement of enterprise staff into teaching and research;
 reform of governance and management systems and structures at institutional level (incl. quality assurance methods and systems, financial management and HEI autonomy, international relations, student services and counselling, career guidance, academic and research boards, etc.);
 development of strategies and tools for the internationalisation of HEIs (international openness of curricula, interinstitutional mobility schemes), and their capacity to network effectively in research, scientific and technological innovation (scientific cooperation and knowledge transfer, etc.);
 development and testing solutions to pressing social demands not addressed by the market and directed towards vulnerable groups in society; addressing societal challenges or relating to changes in attitudes and values, strategies and policies, organisational structures and processes, delivery systems and services;
 development of solutions for challenging issues, product and process innovation (students, professors and practitioners together);
 development, adaptation and delivery of tools and methods for the upskilling, evaluation/assessment,
professionalization and professional development of academic and administrative staff, for the initial training of teachers and continuous career development.


Strand 3 – Structural reform projects

Projects under this Strand shall support efforts in third countries not associated to the E+ programme to develop coherent and sustainable systems of higher education to meet their socio-economic needs and broad ambition to create a knowledge-driven economy. Mainstreaming and upscaling of successful results as well as synergies with ongoing or pipeline support in the area under bilateral support programmes are also elements of this Strand. Structural Reform projects will address the needs of eligible third countries not associated to the Erasmus + programme to support sustainable systemic and structural improvement and innovation at the level of the higher education sector. More specifically, these projects will address the efforts of countries to develop coherent and sustainable systems of Higher Education to meet their socio-economic needs and ultimately create a knowledge-driven economy. By involving the competent National Authorities (notably Ministries of Education) of third countries not associated to the programme, HEIs, Research institutions and other relevant authorities/bodies and stakeholders, these projects will particularly:

 Promote cooperation and mutual learning among and between public authorities at the highest institutional level of the EU Member states or countries associated to the Erasmus+ programme and the eligible third countries not associated to the Erasmus + programme to foster systemic improvement and innovation in the higher education sector.
 Promote inclusive higher education systems that can provide the right conditions for students of different backgrounds to access learning and succeed. Particular attention should therefore be paid to people with fewer opportunities.
 Increase the capacities of HEIs of third countries not associated to the Erasmus + programme, bodies in charge of higher education and competent authorities (notably Ministries) through their participation in the definition, implementation and monitoring of reform processes to modernise their higher education systems, particularly in terms of governance and financing;
 Identify synergies with ongoing EU initiatives in the third country(ies) not associated to the programme in areas covered by Erasmus.

Activities

Projects should propose activities that will bring a clear added value to the higher education system as a whole and that will have a direct impact on the targeted beneficiaries. These activities should contribute to the reform of higher education policies that respond to societal and labour market needs. A non-exhaustive list of possible activities is provided below:

Foster national ownership by experimenting and mainstreaming positive and best practices in Higher Education at national and/or regional level:
o to increase the employability of graduates;
o to widen access to Higher Education to people with fewer opportunities;
o to strengthen the links between, education, research and innovation.

Contribute to efficient and effective policy making in the field of higher education by involving other stakeholders in the Higher Education field:

o encouraging the participation of other responsible public authorities to increase the relevance of the Higher Education sector and increase its impact on society at large;
o enabling the active participation of students in governance and reform of the Higher Education system;
o involving associations active in other relevant fields such as vocational training and youth;
o enhancing the international dimension of higher education through cooperation between high-level
institutions in EU Member states or countries associated to the Erasmus + programme and in eligible third countries not associated to the Programme. In particular, developing and implementing schemes that facilitate the mobility of students and academic staff such as the creation of a regional credit transfer system or support to the development of National Qualifications Frameworks;
o defining a national / regional quality assurance framework;

Foster regional academic cooperation and promote voluntary convergence of the third countries not associated to the Erasmus + programme towards a common regional strategy in the field of Higher Education:

o defining steps to create a regional Higher Education Area;
o facilitating national and cross-border recognition;
o removing barriers to learning, improving access to high quality and innovation-driven education and making it easier for teachers, learners and workers to move between countries

Foster the introduction of funding mechanisms aiming at:

o increasing the participation of people with fewer opportunities in higher education;
o bridging the digital divide at institutional and individual level.

Enhance the attractiveness of the teaching profession by introducing measures such as:

o promoting initiatives for career development;
o promoting their participation in the internationalisation of Higher Education by creating incentives.

Responsible public authorities with competences in the sectors touched upon by the project (e.g. employment, youth, finance, social affairs, home affairs, justice, health, etc.) are encouraged to participate in the projects as well as authorities from EU Member states or countries associated to the Erasmus + programme. HEIs from eligible third countries not associated to the Erasmus + programme are particularly encouraged to act as applicants under this Strand.