Energy services are essential for the development of any society. Sri Lanka has an energy growth of 6-8% every year, starting at a more than 60% fossil-fuel dependency. To fulfill its commitment towards the Intergovermental Panel och Climate Change to decarbonize the country it needs to rapidly transform the sector towards renewable energy sources of a varity of kind, using the abundant in-country energy resources.One of the essential steps in this process is to develop a high-level, efficient higher education, with a perspective of increased collaboration between academia and industry. This education must reach out to the different parts of the country. The Sri Lanka universities have also a need to modernize the higher education in so that students will be more prone to create new companies in the renewable sector, with a societal perspective. The education should thus become more student-centered, allowing for the students to explore new avenues through global learning options.The EUSL-ENERGY project takes these perspectives into account and creates a high-level, so far not yet existing joint MSc program in the energy sector between four universities. The project take a full circular economy, as well as ecological, perspective with raw materials and considerations of how the waste from this, and other, sector(s) can be re-utilized towards a more energy-efficient society in a financial sustainable way. The EUSL-ENERGY Master program uses the latest pedagogical developments towards “flipped classrooms”, case- and challenge-based digital education, shareable learning units and MOOCs. All the education is performed within the framework of the EIT-label perspective innovation and entrepreneurship, as well as ensuring that the graduates possess the “21st century soft skills” that employers ask for. The program is as such at the forefront of contemporary educational methodology, and introduces a new educational dimension in the energy sector in Sri Lanka.

For international follow-up and competitiveness, the quality of a country's education is central. The teacher education inSouth Asia is far behind that of developed countries, hence, also the educational quality in the schools of thesecountries is poor:The overall aim of CONTESSA consists in the improvement of the educational situation in Cambodia and Sri Lanka. Inthis project concrete didactic programmes teachers need to appropriate contemporary skill sets and to be equippedwith the didactic competences for 21st century are elaborated. CONTESSA provides a three step programme aiming atthe professional development of a continuum of teacher education for:1) Teacher educators: A comprehensive train the trainer programme for higher education didactics is worked out.2) Teacher students: An online-based learning programme for the acquisition of 21st century teaching skills is accessibleon an OER platform.3) In-service teachers: The online-modules are offered to in-service teachers for further education measures as well as forthe training of teachers without pedagogic formation.To ensure broad accessibility and usability, the didactic programmes will be translated into Khmer, Singhalese andTamil. Ethnic and country-specific requirements and adaptations are made.IMPACTS:- Delivering a ‘step-change’ in the development of critical skills, knowledge and competences to provide the foundations for participation in work and society.- Improving the transition of learners at critical stages in the education and training system.- Increasing the use of ICT in teaching and learning as flexible learning paths for individual development.Ł- Improving the learning experience and the success of learners: Increase the quality of Early Years to deliver a better learning experience for young children.- Improving the progress of learners at risk of educational disadvantage or learners with special educational needs.