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.

REASONS: In order to respond to the:- Digital Transformation of Industries (Industry 4.0) which requires DIGITAL TRANSFORMATION OF EDUCATION with overtaking pace, the consortium will develop Concepts of adapting the educational system to the digital generation considering the specific conditions of each of the Central Asian countries;- EU Requirement to give the opportunity for EVERYBODY to learn at ANY time and at ANY place with the help of ANY lecturer, using ANY device – HiEdTec will create Centres for Innovative Education Technologies (IET Centres).- Digital Competence Framework for Citizens & Digital Education Action Plan– HiEdTec will support university lecturers to adopt effective digital teaching methods, open pedagogies & tools. MAIN PROJECT OUTCOMES AND PRODUCTS:- Sustainable academic network for sharing experience and exchange of good practices in the field of IET and didactic models;- 5 Concepts of adapting the education system to the digital generation in line with the specific conditions of each partner country (PC);- 15 IET Centres;- 45 active learning classrooms; - Virtual classrooms;- Handbook of implementing IET in PC HEIs;- Courses for trainers for the acquisition of digital skills and learning methods – 75 trainers trained;- Courses for lecturers for the acquisition of digital skills and learning methods – 600 lecturers trained;- 75 OERs;- 75 PowerPoint presentations of lectures suitable for delivery on an interactive electronic white board; - 5 Cloud-based Virtual Libraries of the digital educational resources.IMPACT:- The project products will be of benefit to all stakeholders in education: • National and university policy-makers in the field of education; • University academics who are trainers / lecturers / learners;- The project will help to turn the partner HEIs into innovative universities and to improve the quality of the trained specialists needed to perform the Digital Transformation of Industries.