"The project idea is based on the observation that the state of the healthcare system in Kyrgyzstan is suboptimal and education regarding the operation of advanced medical equipment (such as diagnostic devices) is poor. Even the Kyrgyz Ministry of Healthcare admits that expensive medical equipment located at public hospitals cannot be operated because personal (medical doctors and technical staff) lack the required knowledge of operating (to western standards well-established) medical devices. An important objective of the project therefore is to sustainably facilitate the stakeholders for ongoing device usage, beyond the device acquisition. This should be accomplished by developing study programmes (curricula) for healthcare informatics and biomedical engineering which shall be established at the participating Kyrgyz partner universities.Within the framework of the project + “KyrMedu: Advancing Higher Education in Biomedical Engineering and Healthcare Management in Kyrgyzstan”, since 2015, seven universities in Kyrgyzstan were implementing large-scale activities to introduce innovative educational programmes. For this purpose, the project consortium has increased their teaching capacities, equipped the material, technical and educational capacities for practical and distance learning and strengthened the cooperation with medical institutions, economic partners, the Ministry of Education and Science, and the Ministry of Health of the Kyrgyz Republic. Also, a modern medical laboratory was created with a value of more than 238,000EUR (the KyrMedu Lab at KSMA and athe Cloud Lab infrastructure connecting the other Kyrgyz KyrMedu universities to the KyrMedu Lab), which is designed to share for all project partner universities as a training base for practice and laboratory classes.The objective of the project is to solve problems in the health sector by developing and implementing interdisciplinary educational programmes. Therefore, the project consortium covers four regional and three Bishkek universities with expertise in technical, medical and health care informatics directions, as well as three European universities with expertise in the implementation of international projects in medical informatics, biomedical engineering and e-learning technologies. The purpose of the project consortium is to create educational programmes where the disciplines of medicine, information technology and management meet. The final conference of the project was hosted at Talas State University (TSU) on April 11 and 12, 2019. In the frame of the project, a joint curriculum was developed and implemented that meets the requirements of the modern labor market and is oriented to practice. During the implementation of the project, all partner universities successfully launched the bachelor programme “Health Informatics and Biomedical Engineering”, where more than 120 students are currently enrolled. osh Stae University implemented the master programme ""Healtch Care Management"". Favorable learning conditions have been created for them, in particular, the tele-teaching infrastructure is equipped with modern equipment, computer equipment and measuring and diagnostic devices for practical and laboratory classes. As well, total 183 teachers completed advanced training courses in Germany, Romania and Croatia. Communication with local medical institutions has been established and cooperation agreements have been signed for practice, internship and employment. The regional universities in Talas, Osh, Naryn and Issyk-Kul have made and are making a huge contribution to the sustainable development of the respective regions in the fields of education and health. Recognizing such an effective impact of the project at the regional level, the final meeting of partners with the participation of project stakeholders was conducted at one of the regional universities, TSU. Results of the project and Dissemination and sustainibility plan on: kyrmedu.org"

Overall aim:To enhance local development strategy of Kyrgyz and Turkmen civil servants through improving their competencies by creating a face to face and virtual training and counselling campus and recommendations for sustainable development.Specific objectives:To carry out a competency training framework for local civil servantsTo create training and counselling centersTo train local civil servants in local development trendsTo create guidelines and recommendations for local development strategyTo create and implement an online virtual CampusOutcomes of the project:• Competency framework of local civil servants• ROAD training and counselling centers • ROAD training and counselling offer• Guidelines and recommendations for local development strategy• Online virtual Campus

Kyrgyzstan is carrying out higher education reforms geared at amending European standards in higher education management. Particular emphasis is placed on the adaptation of the Bologna process and European quality standards in higher education. At present, the transition to three-cycle education has been completed. A national qualification framework has been developed and approved. However, reforms of the universities’ management system so far have not kept pace. In particular, financial management systems are not adequately promoting university autonomy which is a precondition to cultivate innovative and competitive universities. The development of alternative management tools to the old management models increasingly requires the expansion of autonomy in the activities of higher education institutions. The aspect of financial independence occupies a prominent place in the system of autonomy of the university. This project is devoted to piloting and expanding new systems of university self-governance and increasing financial autonomy. By means of studying the European partners’ experience with expanding their institutional and financial autonomy, a model for university financial autonomy in Kyrgyzstan will be developed, piloted and evaluated. The project plans are to perform a needs analysis, develop an implementation strategy, develop a model of university financial autonomy, develop proposals for revision of legal regulations in close cooperation with the authorities in charge, and pilot training activities for staff from universities and ministries representatives.The project will study further prospects for increasing the financial, economic independence of universities in Kyrgyzstan, clarify the current, and projected limits of the powers of universities in the paradigm of developed and legally established model of autonomy, project will identify effective solutions to the complex process of financial and economic autonomy.

In conditions of very low youth labor force participation and unappealing perspectives in employment upon graduation, universities lack capacity to equip their students with entrepreneurial skills. Lack of internships and other professional training opportunities during studies, among others, lead to discouragement, lack of motivation and inactivity among the youth. Large group of GE and KG youth is losing their potential to put their creative ideas into product and create self-employment. Therefore, there is a need for more formal and non-formal education activities aimed at strengthening entrepreneurial capacity of students and graduates. These activities are often unavailable or inaccessible in due to the lack of competencies and relevant experience within HEIs. Systemic approach in incorporating entrepreneurship modules within study programs at GE and KG HEIs will have positive impact on the above mentioned issues, however, qualified and trained professors ready to introduce innovative methods of teaching into their curricula are also necessary. Another aspect is lack of guidance and mentoring which can be seen as a problem as it contributes to decreased involvement of youth in economic activities. Guidance and trainings are essential for already graduated students as well in order to help them fully make use of their potential and knowledge received during their studies.Within this context, the aim of optimization of HEIs are reform of HE system, adaptation it to the new economic environment and increasing the efficient use of material and human resources of universities. HEIs should review their own training process of graduates so that they can provide well formed and competent graduates who will be contribute actively to the development of their national economies.This project thus is concrete response to these attempts of reform. It aims to develop a creative and supportive environment in partner HEIS through the establishment of CreaLABs.

"The three targeted countries present real challenges to sustainability that future experts in applying green economy can contribute to mitigate. India’s progression to a greener economy is lagging behind expectations. India has recently been pointed as a bad student in environment by being ranked 155 out of 178 countries far behind other BRICS countries. A recent WHO survey indicated that 13 out of the world’s 20 most polluted cities can be found in India. In Nepal, government attempts to alleviate impacts of Climate changes and environmental protection does not address the benefits of a Green Economy. This is due, among other things, to the lack of specialists. Only one research center and associated partner (CGDE) is producing research on green economy issues for Nepal. In Kyrgyzstan, the transition to sustainable development is an urgent necessity, since at present, the country's socio-economic development is largely based on the consumption of natural resources. Green economy is recognised in the recent National Strategy for sustainable development of the Kyrgyz Republic. However, along with the state commitment to establishment an inclusive green economy for the country's strategic sustainable development plans, an urgent need is to promote this initiative from below to disseminate information on resource saving and the priorities of the ""green economy"" in the education system of KG.Milestones: 5 modules of 15 ECTS on green economy from multiple approaches (business, management, economics, law and environmental studies) + 1 interdisciplinary module on green economy in practice. Adding all modules together partners will be able to create MA program after accreditation.8 Green Economy Labs providing 5 courses (online, offline) on Green Economy to business, environment agencies and other HEIs to create a community of Green Economy practitioners.10 PR and marketing specialists formed with leadership skills to convey green behaviour in kindergarden & schools"