Dramatic rise in cyber-attacks has made cybersecurity a major concern for the world. It is estimated that cybercrime cost world economy about a $1 trillion in 2020. In February 2021, a cyber-attack targeted a water treatment facility in Florida to change chemical levels in water supply. In May 2021, ransomware attack targeted the largest fuel pipeline in the USA. Cyber-attacks come in all shapes including worldwide data breaches, affecting both companies and people. For instance, a social media app cyber-attack resulted with 1.3 million users’ information leakage. Changing landscape of cybersecurity threats requires urgent need for comprehensive, dynamic, and applied cybersecurity education to qualify cybersecurity professionals for prevention, mitigation, and management of threats. CyberMACS proposes a full time 2-year joint European MSc programme (120 ECTS) focusing on “Applied Cybersecurity” to provide solid background within cybersecurity with focus on educating future cybersecurity experts to detect, prevent, mitigate, and manage cyber-attacks. Students will be trained on basics of cybersecurity in first year, then opportunities will be provided for specialization in the second year with compulsory following the winter/summer schools as well as compulsory internship. Besides specialization tracks, students will receive training in soft skills such as entrepreneurship and complete their degrees with master theses. To guarantee CyberMACS’s vision of high-quality education, three European higher educational institutions combine their complementary competencies: Kadir Has University (KHAS), SRH Berlin University of Applied Sciences (SRH-Berlin), and Ss. Cyril and Methodius University-Skopje, Macedonia (UKIM/FCSE). CyberMACS is a strong institutional cooperation for European excellence in higher education with a high level integrated & transnational study programme on applied cybersecurity targeting best students worldwide.

The field of Higher Education (HE) has been recognized as one of the key drivers within the EU2020 Strategy to overcome the socioeconomic crisis, to boost growth and jobs, and to foster equity and inclusion. Moreover, one of the key priorities for HE is the reinforcement of the “Knowledge Triangle”, through the support of innovation, entrepreneurship and university-business cooperation. This specifically applies to those traditional sectors, such as the manufacturing , where changes in education and training are required to equip the future workforce with the new skills for the new demands generated by the changing patterns of economic growth as a result of innovation in the industry. The European Manufacturing sector is a key driver of sustainable growth with a significant contribution to Europe‘s overall economic competitiveness, innovation, employment and growth, yet the sector continues to face well publicised skill shortages – and these are particularly acute across developing and potentially disruptive technologies such as Additive Layer Manufacturing (ALM).This project will contribute to filling the skills gaps in the engineering sector, recognised by the UK Government in their Industrial Strategy, as well as at the European scale. The EU agencies are reporting shortages of STEM skills in the manufacturing sector having the negative impact on European economy. There is a strong demand for highly skilled vocational professionals for example engineers, where there are significant difficulties in the recruitment of these professionals across the EU, as shown in the study carried out by the European Commission in 2017. In order to address this issue, the education and training systems need to align better and more swiftly to labour market needs. In addition, there needs to be better labour market intelligence tools, and EU governments need to design initiatives that address shortages in a coordinated manner.This Strategic Partnership between six European universities proposes the creation of a flexible learning pathway in line with the needs of learners and companies that could result in a Masters qualification. It will provide a joint study modular program between HE institutes combining high level expertise in advanced manufacturing technologies focused on the disruptive technologies of Additive Layer Manufacturing (ALM). Technical knowledge combined with the project-based experience at leading companies will accelerate students' engineering and leadership skills. The partnership will promote enterprise, innovation and will offer academic expertise and added value through the extensive range of additive layer technologies offered across the Partnership. It will provide students with opportunities to gain additional skills by studying and training abroad. In many instances qualifications are studied and passed but offer limited practical and real life experiences concentrating on theory and relying on the students to apply the knowledge gained during the award studied when they enter industry. In this instance the award developed will expose students to industry relevant equipment and industrial case study material that will produce industry ready graduates with the necessary practical and theoretical experience the ALM industrial sector requires.Regular consultations with 18 pan European industry stakeholders (3 introduced to the project by each partner all of which be invited to be associated partners and to constitute the projects Advisory Group) will feature in reviewing and advising on the consortium's selection of learning methods, learning objectives, assessment criteria, research methodologies, and required knowledge, skills, and competences, filling the gap between research, education and the workplace. Innovative teaching practices on modules will be delivered through pilot transnational summer schools at partner organisations, attracting a minimum of 72 participants, resulting in first-hand experience and feedback data.The curriculum to be developed is expected to include modules addressing manufacturing processes, processed materials, process control, factory systems, supply chains, risk management, change management, and, the product development process for additive production based markets. Modules will be delivered using live case study material from industry leaders, manufacturing entrepreneurs, and project stakeholders. Modules will be designed to both stand lone as a CPD offer, and build to a full Masters programme for those needing the accreditation. Intellectual outputs will include six postgraduate modules, a project module, on line materials to be shared and accessible through a virtual lab platform, and teaching materials developed, tested and shared across the partnership, this will culminate with a transnational ‘Train the Trainer’ event, extending the pool of experts across Europe with the knowledge to deliver this level of training in scarce manufacturing skills.

"CONTEXT: The project EUBILD-UNAKLIM has been launched in the context of European requirements and guidelines for the implementation of environmental and climate objectives, including the Europe 2020 Strategy, Mobility Strategy 2020 for the European Higher Education Area and the European Education and Training Strategy 2020.By developing a European educational concept for adults in the field of environmental, nature and climate protection, the participating partners contribute and support the climate and energy goals of the Europe 2020 Strategy.By focusing the project on the target group of the unemployed, it aims to put the European target of 75% of the population, aged 20-64, into jobs and reduce poverty. Adult education as lifelong learning plays an increasing role. Environmental and climate protection is a complex issue that only works across borders.OBJECTIVES: The aim of the project was to develop a cross-border training concept for unemployed with basic skills to successfully acquire further knowledge in this field. The European approach enables to participate more flexibly in the international labor market and integrate environmental aspects more strongly.PROJECT PARTNERS: 5 partners from 4 countries: Germany, Hungary, Poland and Romania formed the consortium, including 2 NGOs, 2 universities and a research institute.MAIN ACTIVITIES:- Preparation of country-specific research and documentation of education and job offers in the four countries.- Providing questionnaires for companies and training centers and a survey of at least 400 participants per country- Comprehensive statistical evaluations of the surveys and comparison with previously developed hypotheses- A curriculum on the basis of the researches and polls- Sample teaching letters on selected topics concerning renewable energies, Photovoltaic and geothermal energy on the basis of the curriculum- Examples and computations for a model experiment Practical work on a photovoltaic plant of the Romanian partner- Online tools for the development of an e-learning platform, using the the developed materials- Implementation of a summer school on the topics mentioned- A test-run-concept- 3 multiplier events with thematic excursions- 5 project partner meetings- A project website- Distribution of 3 project newsletters- Participation at conferences, events and fairs to present our project- Publication of project results in the trade pressACHIEVED RESULTS AND IMPACTRESULTS:OUTPUT 1: STUDIES:Country-specific studies concerning adult education in this field and on the ""green jobs market"", prepared by the partners and translated as a joint study into the 4 national languages and published on the project homepage. In two further studies, the surveys were statistically evaluated and compared separately for companies (economic interests), for educational institutions/funding agencies (educational interests), measured against our hypotheses and compared with other countries.OUTPUT 2: CURRICULUM:A jointly developed curriculum for an advanced training course, developed on the basis of modules including key qualifications, taking into account the results of the studies, implying a European internship promoting the exchange of experiences.OUTPUT 3: MODEL LETTERS ON SELECTED SUBJECTS OF REGENERATIVE ENERGIES, PHOTOVOLTAIC AND GEOTHERMIES:The teaching letters are based on the curriculum and published in the 4 languages on our homepage as a basis for the e-learning platform.OUTPUT 4: E-LEARNING PLATFORMThe developed teaching letters, curriculum and solar compendium for practical test facilities are freely accessible on the online platform.OUTPUT 5: PRACTICAL COMPENDIUM for fieldwork with a photovoltaic system as practical reference to applied learning.IMPACT- Enhanced knowledge for the partners, stakeholders and through the public provision of the Results in 5 languages for a broad stakeholder group benefiting Europe-wide.- Determination of the situation and the need for further training in that field as an argumentation aid for more support and development of further education offers in this field in Europe for strengthening competences- Knowledge transfer between European countries- Strengthening the integration of environmental issues in education, business and politics- Extension of the European networks of partners, stakeholders and interested parties- Achieving more employment in that field- The curricula and learning materials can be used Europe-wide as a basis for the development of adult education,- Greater awareness on the part of companies, society, the public at large for environmental and climate issues and changing patterns of behavior, to achieve the European climate change targets- Through our online e-learning program in further adult education even more people can take part."

Information Technology (IT) is a key aspect for Higher Education Institutions (HEIs). IT is present in almost all HEIs activities and, as a result of this importance, is a strategic asset that needs to be managed in an effective and efficient way. Moreover, IT will transform the way education is delivered, managed and accessed by students. On the other hand, IT Governance is one of the concerns for organizations all over the world. IT Governance is the organizational capacity to control the formulation and implementation of IT strategy and in this way ensure the fusion of business and IT. Apart from generic IT Governance models and standards (COBIT, Calde-Moir, ISO/IEC 38500, …), literature reported several efforts on IT Governance for HEIs, being University-oriented IT Governance Frameworks in Spain, one of the most important, cited and recent ones [1] and the pioneering work from Juiz [2]. This project is aimed to gather a set of researchers from four european universities with a wide experience in developing and deploying IT Governance (including ITG4U and dFogit) framework models from three different countries (Spain, Germany and Norway) to develop, adapt and test a new IT governance framework to be implemented in several Universities in Tunisia. Expected results of this project include a better governance model for IT in Tunisian HEIs as well as an overall modernization of the governance processes for HEIs and a contribution of the cooperation between EU and Tunisia. [1] Hontoria, E., Fernández, A., & de-la-Fuente, M. V.. Method for IT Governance Based on Enterprise Modelling. In Industrial Engineering: Innovative Networks (pp. 219-226). Springer London, pp. 219-226, 2012.[2] New Engagement Model of IT Governance and IT Management for the Communication of the IT Value at EnterprisesDigital Enterprise and Information Systems, Communications in Computer and Information Science Volume 194, pp. 129-143, 2011

Information Technology (IT) is a key aspect for Higher Education Institutions (HEIs). IT is present in almost all HEIs activities and, as a result of this importance, is a strategic asset that needs to be managed in an effective and efficient way. Moreover, IT will transform the way education is delivered, managed, and accessed by students. On the other hand, IT Governance is one of the concerns for organizations all over the world. IT Governance is the organizational capacity to control the formulation and implementation of IT strategy and in this way ensure the fusion of business and IT. Apart from generic IT Governance models and standards (COBIT, Calder-Moir, ISO/IEC 38500, …), literature reported several efforts on IT Governance for HEIs, being University-oriented IT Governance Frameworks in Spain, one of the most important, cited, and recent ones and the pioneering work from Juiz. This project gathered a set of researchers from four European universities with a wide experience in developing and deploying IT Governance (including ITG4U and dFogit) framework models from three different countries (Spain, Germany, and Norway) to develop, adapt and test a new IT governance framework to be implemented in several Universities in Albania. The project was developed in three main blocks: first, the training and capacitation of stakeholders, second, the assessment and development issues, and third the deployment. Results of this project include a better governance model for IT in Albanian HEIs as well as an overall modernization of the governance processes for HEIs and a contribution of the cooperation between EU and Albania.