Cultural heritage, origin products and biodiversity in rural areas are often underutilized or exploited according to short-term logics. SUS-TER addresses the need of developing specific knowledge, skills and abilities for the elaboration and support of inclusive and sustainable territorial valorization of these local resources. SUS-TER will develop a new interdisciplinary profile of “Territorial Enhancer” capable to activate and facilitate these processes of sustainable valorisation. He/she will be able to design and implement: - local forms of interaction between resources, society and local economy, applying a territorial development paradigm - local systems of governance of biocultural rural territories and associated knowledge and know-how- territorial marketing plans, applying methodologies that allow local enterprises to participate in markets competitively, sustainably and inclusively.This general aim will be pursued by means of the design, elaboration and testing delivering of an innovative course, based on the concepts of modularity, integration of theoretical and practical knowledge, blending of different learning methods, recognition within existing HEI curricula. Territorial laboratories will play a key role in the methodology, allowing for the integration of knowledge and practice by means of a learning space linking teachers, producers, entrepreneurs and public authorities. The course will be delivered at international level and within each university. It will be recognized by the Universities according to their institutional rules, as such or as part of existing curricula. The course and teaching materials will be in Spanish. Preliminarily, a specific training for academic staff will be carried out.SUS-TER will impact students and Universities, but also SMEs, NGOs, collective organizations, international, national and local development agencies, allowing for inclusive and sustainable processes of valorization of rural heritage.

Although in Europe and North America health management has evolved together with a greater complexity and higher costs of healthcare services, in LA healthcare management has not developed accordingly. In LA, generally, those who have managerial responsibilities, do not understand that ‘managing’ means that the mission entrusted to said organizations should be fulfilled and that accounts should be rendered for that. Especially in the public sector, there is no sense of accountability, as the obligation of managers to account for their activities and to disclose health results in a transparent manner, including the management of money or other entrusted goods and properties. PAHO and National Ministries of Health are committed to improve personnel management capacity and working conditions in order for healthcare workers to be more involved in the mission of their institutions. So that there is a group of forces that constitute a unique opportunity for HEIs in LA to develop training offers in healthcare management. LASALUS project aims to increase and improve, in LA, the access of professionals from outpatient centers, hospitals and healthcare centers, to Higher Education in Health Care Management, through the development and implementation of an international cluster curriculum in health management characterized by distance education mode and computer-based simulation training. Distance learning will provide more geographical accessibility and time and pace flexibility. The Simulation-based training (SBT) as a constructive, collaborative tool to approach to real world and be prepared is very much linked to the quality of the academic material and the digital learning environment.If competences for result-based management of personnel who hold managerial positions in healthcare services, are improved, said populations will have access to better services, especially those which are required for the achievement of the goals set in the MDGs 4 and 5.

In Latin America, especially in Argentina, Brazil and Mexico the automotive industry represents between 9-17% of the manufacturing GDP focusing on manufacturing and being employment industry number one. All countries are manufacturing countries – very little development is conducted as the qualified human capacities are missing. Therefore, big OEMs identify ARG, BRA and MEX as little attractive for development as skills are lacking.ASCENT will close the current lack of skilled labour on automotive engineering (AE) to increase the positive impact of the automotive industry on regional development through the execution of expert trainings for academic staff, students and companies interested in AE and sales management to be also able to sell developments. Further, the installation of testing bays will lead to increased knowledge on AE, higher standards in teaching and will also create higher employability of graduates and more university-business cooperation through the operation of the 6 competence centres on AE in ARG, BRA and MEX attached to the testing bays.Through the expert trainings the target groups are going to receive upgraded knowledge on AE and sales to reach the following aims:• to spread the knowledge of AE during the counselling sessions of the competence centres • to increase the number of projects on AE with companies and • To increase the employability of students due to upgraded knowledge on AE and sales To expand generated knowledge a network for AE and sales will be established. It´s promoted through cross-border conferences and it´s important to add value to the automotive industry in Latin America.Through the cooperation with companies, associations and governmental bodies, the university-business cooperation will be improved. This leads to three advantages: • increased employability of students in the automotive sector• increased teaching standards• strengthen cooperation uni-business

"The starting point of the project was the standard and widely accepted definition of internationalization as ""the process of integrating an international dimension into the teaching, research and service functions of the institution"". In our opinion, this definition does not capture the essence of a process whose ultimate goal should be to integrate the institution into the emerging global knowledge production and transfer network. In this respect DHIP conceived internationalization of HEIs as the process of integrating the institution and its stakeholders into a globalizing world. This process calls for a change in existing structures, operating modes and mind-set in order to allow the institution as a whole to join and contribute to the emerging global knowledge and learning network. The DHIP project has allowed the Latin American (LA) partners to increase their capacity of managing an internationalization process effectively and to generate a spill-over effect on the three target countries through the developed good practices and tools. This has been achieved thanks to a new tool, the Internationalization Enhancement Plan (IEP). IEP enables an integrated approach, based on a strategic vision of internationalization and on a multidimensional, integrated and recursive operating plan containing process improvement actions, services, communication tools and marketing skills. IEP also identifies milestones, deliverables, mid-term results, expected results and monitoring, and evaluation criteria.Despite the pandemic forced the Consortium to reschedule some tasks, all the activities planned in the proposal were realized:WP1: N. 7 Territorial Fora held; N. 9 video conference rooms implemented in LA;WP2: N. 9 IEPs implemented and officially approved with formal administrative act; N. 3 LA tutoring meetings;WP3: N. 9 organizational redesign of the IROs (and N. 9 IROs equipped); the development of training activities on internationalization (N. 9 Training Webinars and N. 3 study visits in Europe); N. 27 Multicultural and social events realized; N. 78 international agreements signed;WP4: quality plan definition and continuous quality monitoring; development of the Impact Evaluation System;WP5: DHIP Guidelines on internationalization in higher education; N. 18 Twinning Events; N.1 Dissemination Event and N. 1 Final Conference. WP6: effective project and financial management; constant monitoring of activities and results; continuous sharing of information. DHIP achieved the following specific objectives.1 - Developed and/or improved effective HEI internationalization strategies for each LA partner consistent with the ECHE principles and priorities through the design and implementation of IEPs.2 - Increased and/or consolidated a network of contacts and regional alliances with peers and with other institutions or associations for mobility, academic exchanges, including the use of Tuning tools, to effect the shift to student centred learning, and experience with the Latin American Reference Credit - CLAR.3 - Developed soft skills and transversal competencies and provided specialist training on strategic topics for the implementation of the IEP.4 - Developed participation, communication and networking tools able to connect HEI internationalization policies with the needs/vocations of the local production systems.5 - Promoted the dissemination of institutional strategies for internationalization based on good practices among the Latin American HEIs community and supported the development of strategic alliances with other LA and EU HEIs and the inclusion of communities of knowledge and of practice that boosted the viability of IEPs and generated new initiatives and activities."

The CITYLAB project aims to stimulate innovation in teaching in higher education through problem-based learning in the Caribbean, to make higher education institutes and students better prepared to deal with contemporary urban problems and challenges. Problem-based learning is a proven innovative approach for introducing real-world problems in the education program with huge possibilities to transform the quality of learning and teaching. It is a kind of active, integrated and constructive learning method that works from a student centered approach and emphasizes on learning to learn and learning by doing, and breaks with traditional teaching methods, which are still the dominant educational methods used in the Caribbean higher education institutes. Problem-based learning requires to work on specific real-life problems through and inter- and transdisciplinary approach. We choose to work on specific urban problems and challenges , as they are most pressing in the Caribbean. As these problems are in general complex of nature, they require a multi - and transdisciplinary approach. The selection of urban problems demands cooperation with urban actors and provides the opportunity to structurally strengthen the relationship between the higher education institutes and several public and civil society organizations. Accordingly, education becomes more socially relevant. The project departs from existing niches of problem-based learning methods in curricula of urban planning, urban engineering and architecture in 10 Caribbean higher education institutes, and gradually involving members from other faculties such as sociology, law, geography, public administration, political sciences, environmental engineering and criminology,... through the development of the CITIYLAB modules. The modules are transformations of accredited parts of existing curricula. The teachers from different faculties will be involved and trained to implement PBL methods in their CITYLAB module.