Multilingualism defines Indian cultural landscape and is recognized as both a strength and a challenge to deal with. In a country with over 325 languages and 25 scripts as listed by the Anthropological Survey of India, English remains an aspirational language creating a base for its economic success. However, the country is caught between learning this foreign language that heralds economic success and local languages that hold cultural richness, rootedness. The situation also divides the urban and rural India in terms of language proficiencies. Caught between these two extremities of having education in either only a local/regional language or completely in a foreign language leading to slow death of language, the country looks for a fair and balanced approach for the education system to respond. Content and Language Integrated Learning (CLIL) – a methodology adopted in Europe mainly to encourage bilingualism or multilingualism comes across as an ideal solution at this point for Indian education system to adapt. Therefore, a Consortium with HEIs in India and Europe proposes the project CLIL@India. CLIL@India plans the following actions:1. Establish an international inter-institutional CLIL Resources and Training Centre at Manipal; 2. Establish satellite centres for CLIL at all participating HEIs in the project for spill-over effect; 3. Develop CLIL training materials in Hindi, Punjabi, Marathi, Kannada, Tamil and English;4. Develop and continuously update the webportal CLILatIndia.in to provide open access to CLIL study materials in India; 5. to implement the first CLIL academic modules at the Indian partner HEIs; 6. To disseminate information about CLIL methodologies developing open intensive courses and events; 6. To develop an evidence-based white-paper based on the impact of CLIL on the linguistic skills of pupils attending secondary education in India.

Antibiotic resistance is rising to dangerously levels in all parts of the world. New resistance mechanisms are emerging and spreading globally, threatening our ability to treat common infectious diseases. A project commissioned by the British government has released estimates of the near-future global toll of antibiotic resistance: 10 million deaths per year, more than cancer, and at least 124 trillion euros in sacrificed gross national product. Without urgent prevention and risk management actions, we are heading for a post-antibiotic era, in which common infections and minor injuries would kill. Following WHO Global Action Plan on Antimicrobial Resistance and the UN Heads of State political declaration on antimicrobial resistance, Indian and European policy makers has designed framework national plans fighting antibiotics resistance. PREVENT IT consortium has conducted a preliminary study that has highlight an alarming deficiency of academic modules on antibiotics prevention and risk management, and a total absence of awareness in the Indian society. As response, PREVENT IT plans to I) permanently introduce interdisciplinary curricula on antibiotics resistance - prevention and risk management – in per-existent studies programs – differentiating students’ target audience; II) Disseminate as open educational resource, a MOOC for students, health sciences experts, and civil society organizations working with health in rural communities; II) Conduct nine regional dissemination events; III) Involve new stakeholders with the organization - in different area of India - of sixteen workshops and one symposium; IV) Create social media campaign to increase awareness in Indian society; V) To ensure sustainability, Lab for regular training in projects’ proposals design. VI) During the last month of the funded period, to provide new impetus: establish the European-Indian Network for Antibiotics Resistance Prevention and Risk Management.

Previous industrial revolutions liberated humankind from animal power, made mass production possible. The Fourth Industrial Revolution is fundamentally different as artificial intelligences will impact all disciplines, economies and industries. Scientific literature had widely illustrated the potential negative impacts, mostly on employability. As widely demonstrated from recent trends in migrations, unemployment are not anymore a mere national affair, making Fourth Industrial Revolution a subject of global governance. According to the PeopleStrong Report, in India 1.5 million jobs annually will be lost in the country due to automation – affecting primarily labour force from disadvantaged socio-economic background. In order to successfully prepare the society for the upcoming changes, education system and timing are crucial factors. EDUREFORM curricula aim to empower future and in-service secondary schools teachers to train students’ critical, analytical, and creative skills. As labour market demand is shifting from ‘problem solving’ to ‘problem analysis’ competences, these soft skills are considered as a crucial assets to perform tasks not achievable by artificial intelligence. EDUREFORM Curricula objective is to create a national best practice to support Indian national authorities in successfully cope with societal challenges directly related to Fourth Industrial Revolution. The academic teachers’ education program will be modernized. With the organisation of vocational trainings, the same teaching techniques will be disseminated among in-service teachers. In order to succeed in its mission, EDUREFORM team is composed by experts from Indian and European universities, working closely with Indian and European schools, assisted by an Indian analytics company managing talent development - preparing national workforces for the ever-changing demands of the Fourth Industrial Revolution.

The majority of blindness and vision impairment can be avoided by good eye and vision care and in many regions optometrists are the primary providers of this service. OCULUS is a consortium of educators from optometry schools in Europe (Norway, UK, Spain and the Netherlands) and beyond with a three-pillar strategy to reform optometric education in Israel and India and harmonise it with European standards. This will mean greater employability and job mobility for graduates, and better trained optometrists will lead to a reduction in blindness and vision impairment.In pillar 1, new educational resources will be developed to reform the curricula in Israel and India, meeting the high standards of the European Diploma in Optometry (DipE), harmonising optometric education and scope of practice. The DipE was designed almost 20 years ago and is missing elements of education that lead to lifelong learning. Therefore, pillars 2 and 3 bring innovations to optometic education, enhancing the standard even further, beyond DipE. In pillar 2, educational resources for evidence based optometric practice (EBP) will be developed. EBP is a vital part of effective patient care but is still a novel concept in optometric education, and there is a recognised need for better EBP education in optometry, making this an important addition to the DipE. In pillar 3, a personal learning network (PLN) will be created for optometry students and practitioners, as an online portfolio of patient encounters and platform for peer review and discussion. OCULUS has the support of global optometry governing and education bodies. The Israel Council of Optometry and the Association of Colleges and Schools of Optometry in India are full partners. European Academy of Optometry and Optics and the Norwegian Association of Optometry are associate partners. These organizations will ensure that OCULUS outputs are disseminated globally for maximum exploitation and impact.