Armenia and Russia have a long tradition of working with part-time students combining work and learning. Ministries of Education and Science of the two countries put a great attention and focus mainly on the dual model of education for full-time students. This decision was very fruitful for the development of university-enterprise cooperation. However, opposite to this we see many students working at various companies and work places who are not involved in the systematic institutional relations with dual education due to various reasons: companies and universities are not ready to develop dual education systematically, it is not so easy for HEIs to find real partners for a group of students and so on. We offer to develop a new opportunity - flexible WBL Framework, which is suitable for any student who combines learning and work at any enterprise and could be developed by any university without special approval from authorities. That is the main reason why our consortium tries to find funding and partners to obtain professional expertise and gain knowledge and skills of creation of WBL for the study programme delivery in different subjects. The CBHE project of Erasmus+ programme is the ideal instrument for our project where we can 1) find professional expertise from those who created already or are at the stage of completion of real WBL Integrated Curricula, 2) capacitate our teachers, administrations and employers with the best knowledge and skills how to develop a new win-win model for working students, 3) obtain contribution from the Programme Country partners where more than 200 WBL projects have been completed http://www.net-wbl.eu/ is invaluable, 4) show our authorities the positive outcomes of making teaching and learning more flexible and accessible to receive further support and save the part-time and extramural education5) facilitate and support the transfer and adaption of the European practice of WBL implementation

IIn Kazakhstan and Russia the term “employability” is not listed in official documentation, such as legal regulations, reforms etc; not formulated as an strategic goal of the universities; not framed as an concept including a set of competences, skills and attitudes and no practical instruction or recommendations on how to implement it is given. Universities in KZ and PF are obliged to include certain key competence modules into the study programs which are predefined by the Ministries of Education, but normally do not pursue a holistic competence model integrated into the educational program and are running as a common thread through the university. Consequently, the topic of employability is not incorporated into the strategy of the universities and hence doesn`t have the appropriate high priority as defined in the Bologna Declaration. Following the finding of the problem analysis the core aim of the project is to place the issue of employability on universities` agenda and to develop concepts taking into account all the variety and peculiarity of the each partner university.Main steps to pursue the aim and obtain the project outputs and results:• Development of an individual competence model and definition of employability in every PC HEI taking into account country specific and institutional peculiarities • Conceptualization and establishment of Centers for Competence and Employment Development (CCED) at PC HEI with offerings to different internal and external target groups • Provision of tested of trainings, modules, tools and instrument oriented to different target groups• Promotion of the CCED as well as the competence and employability approach inside and outside the universities. • Elaboration of a manual with practical recommendations to transfer the concrete experiences of the partner by using cases and guiding questions. By pursuing these objectives the situation in the PC can be changed on the institutional and also in the mid-term perspective regional and national level, since* individual concepts for holistic competence development will be adapted to the external and internal specifics. * a definition and aim description of “Employability” as well as didactic concepts and concrete formats of measures and instruments will be suggested. * CCED as a regional expert for competence development can be positioned.

The reason for the project is the multiple challenges faced by Russian and Kazakhstan university staff teaching vocational education. These include a lack of competencies and skills in TUNING Educational system and modern pedagogical teaching practices, the need to acquire key principles in vocational language teaching as well as the need to be an “integrated teacher” capable of combining both theoretical education and practical training, understanding quality assurance processes and mechanisms in vocational education, to secure opportunities to develop and retain practical skills of existing university vocational teacher staff. The main result after a Kick Off meeting with needs analysis, planning and QA training will be an initial EU training (after preparation) in English for Specific Purposes (terminology, soft skills, key writing) and general vocational pedagogical training with ECTS/ Tuning modular system inputs. Programme Countries then create a 10 module Pedagogical ECTS/ Tuning modular system which will be developed, piloted and integrated into existing university pedagogical vocational teacher training in each university. National Awareness Days explaining the objectives and status of the project will take place twice in each PC and promote dissemination and sustainability. Action Group will develop a ALLVET Strategic Plan ensuring post-project dissemination and sustainability. All modules will be downloadable on an online platform designed as not only a hub for academic activity but additionally for administration. We envisage very strong impacts as the Programme Country universities were selected for their interest in this project and based on EU partner experience a project like this will initiate key change.

ENTER aims at creating a novel multicultural and international approach for formal post-graduate professional and pedagogical education for engineering educators. Furthermore, it is focused on low cost and convenience, thus strongly based on e-learning technologies, whenever feasible, and designed with the objective of being internationally recognized and accredited.In order to design the ENTER iPET programme, a thoroughly market and requirements analysis of HEIs and educators needs will be conducted, focused on the EU and partners’ countries, but also considering opportunities in other markets like North Africa, South America and Asia. The ENTER iPET programme, accredited internationally by Estonian Centre for Engineering Pedagogy at TTU, proposes a hierarchy of 3 structured educational programs for engineering educators, in the context of the European Qualifications Framework for Lifelong Learning. The actual design is to one of the outputs of the project, but we foresee 3 educational programs with different content and duration (names are tentative):- iPET-1 Short-focused (e.g. 2 ECTS) – “Qualification Development” Certificate;- iPET-2 Professional Retraining (e.g. 8 ECTS) – Diploma ‘’Higher Education Teacher”;- iPET-3 International recognized (e.g. 20 ECTS) – a full programme leading to international accreditation as “Engineering Educator”. Programmes have modular structure, i.e. modules of iPET-1 are included in iPET-2, and both are included in iPET-3. This provides a sustainable improvement path that educators can walk at their own pace. It will also be possible for the educators to combine modules from different ENTER network members. Whenever possible, ENTER will avoid duplicating existing offers. For example, the International Engineering Educator Certificate ING-PAED provided by IGIP will certainly be a reference in the iPET programme design.

The Wider Project Objective:To strengthen the European dimension in qualifications of the tourist sector to enhance employability of graduates in the field of tourism in Russia and Kyrgyzstan.Specific Project Objectives:1. To harmonize qualifications and competences in the tourist sector in the Programme and Partner Countries on the basis of learning outcomes, occupational standards and sectoral qualification framework (SQF). 2. To improve qualification of the teaching staff of PCIs, involved in developing and implementing new curriculum, based on OS and SQF 3. To design a pilot curriculum in tourism for the 7th qualification level (Masters’ degree) based on OS, SQF and learning outcomes 4. To establish quality control and monitoring procedures at PCIs and enhance quality, relevance and convergence with EU initiatives 5. To disseminate project outcomes and best practices in higher education sector of Russia and Kyrgyzstan and to enhance networking among HEIs and professional associations across Program and Partner Countries6. To ensure effective and efficient project and programme managementThe project partnership was help RU and KG PCIs improve the quality in tourism education by modernizing their educational systems and strengthening intellectual, cultural, social, scientific and technological potential. The project was allow for reforming qualification systems and developingOccupational Standards and Qualification Framework for the tourist sector in RU and KG. On the basis of OS and SQF partners was jointly develop a pilot innovative second cycle curriculum in tourism focused on 7th level learning outcomes, professional competences and student centered pedagogical approach, which was meet the industry demand in employees’ qualifications. To enhance the EU dimension and to reference qualification levels to European qualification framework (EQF) partners was need to understand their own national qualifications landscape and explain allocation process at national and EU-level as was as reflect EQF and national contexts and objectives. Cooperation and dialogue of actors across vocational, higher and general education and social partner and private sector involvement play a bridging role. The partnership was work towards a ‘common language' to translate occupational standards into qualifications and understand and compare qualifications both at national and EU level.– Qualifications that have both national and international value are truly a global phenomenon. Recognition and transparency of all qualifications was make it easier for individuals to explain their skills and increase mobility in the national labour markets and across countries.The changes in the industry also creates demand from employers and practitioners for opportunities for employees to update or improve their qualifications, and hence there is growing interest in Mastres' programs. The full picture is that the above factors make it more likely that the changes carried through during the project was be sustained long after it has been completed and was be beneficial for the target groups. On the whole, the situation in the tourist dector was change for the better, since the tourist education will be structured around competences specified at each level, and the tourist industry will get specialists trained in accordance with the qualificitaions required.The project will contribute to the structural changes in tourist education and was produce the multiplier effect through the disemination activities. Ministries of Education in RU and KG direct involvement in the project was of great value in endorsing the project outcomes through accreditation process.