The MS FSCC project brings five leading Southeast Asian higher education institutions in agriculture and life sciences from the Philippines, Indonesia, Thailand, and Malaysia to build a joint master’s degree on the topic of Food Security and Climate Change. These HEIs have been working together within the Southeast Asian University Consortium for Graduate Education in Agriculture and Natural Resources (UC) since 1989 and have a concrete experience of exchanges in Science and Academic programmes but never reached the level of building a joint degree. The MS FSCC was designed on the model of the Erasmus Mundus Joint Master’s Degrees in Europe. It aimed at responding to acute needs in the professional sector that developed recently, where each individual university may not have all the disciplinary resources to address such topics at the highest (postgraduate) level. This difficulty is generally increased when the professional targets of the learning objectives lead to multidisciplinary orientations of teaching and research. A consortium of universities sharing common learning objectives and organising the mobility of students according to their individual academic strengths was assumed to be in a better position than individual Universities to produce graduates relevant to the market needs. This is the case with Food Security and Climate Change to prepare graduates to work at implementing the commitments of the member countries at the last Paris Conference on Climate Change, while taking into consideration the challenges of food security linked with the recent implementation of the ASEAN integrated market. This corresponds to a new professional challenge in the area of agriculture in SE Asia. The UC has the necessary skills to address this challenge, but individually, none have all the skills needed to properly address the training needs in this domain. Building a joint degree and using mobility to get the best offer in the region may better address that new challenge rather than what they would do individually. Simultaneously with the development of the synopsis of joint MS FSCC programme was the challenge of offering a dual/double degree, an innovation that the UC had never done before. By building common rules to govern within the MS FSCC: exchange/mobility of students, mutual recognition of courses between pairs of Universities within the UC, organisation of summer schools to offer courses to accommodate all students, option to have one semester mobility in Europe to complement the local supply of courses, FSCC-wide quality assurance system recognised by each of the collaborating Universities, and joint evaluation of master thesis between academic teams, Departments, Faculties of the different co-graduating Universities, the UC has experimented agreements that lead to building other post graduate joint programmes, a major institutional innovation in the SE Asian academic world. Whereas building this joint degree was much inspired by the European experience of the Erasmus Mundus programme, it required several adaptations and innovative rules in the participating Universities’ academic systems. These adaptations took more time than initially expected as it had to be accepted in five Universities in parallel and in real practice, for real students, in a real joint programme, and not just in theory. These innovations have been clearly identified, and at least they have been addressed in the case of a first collaborative programme, run with three successive cohorts of students.

MICROCASA is the first international project aimed at sharing the European experiences and building institutional capacities in Southeast Asia to co-create, promote and deliver short competence-oriented educational units leading to micro-credentials with the goal of solving various economic and social problems. Focusing on different aspects of micro-credentialing, for instance course content co-creation, educational technology, transparent quality assurance, technologies for issuance and verification of digital micro-credentials, the project builds a comprehensive set of competences and technical capacities in Southeast Asian Universities. Leveraging on the partner networks, as well as on the links to the national educational authorities and regional initiatives, MICROCASA has an ambition to have a systemic impact on the ASEAN region as a whole. The project plan builds around the following groups of activities:•Regional Micro-credentials Study and Roundtables, which will allow gathering factual data and experts opinions about the barriers and enablers for introducing micro-credentials into the regional HEIs, as well as to benchmark the regional approaches to the ones in the EU;•Micro-credentials capacity building Programme covering all abovementioned aspects of micro-credentialing;•Pilot development, delivery and evaluation of the set of Digital Competences courses granting micro-credentials;•Targeted awareness raising and dissemination activities spreading the excellence beyond the project consortium.On the European side, the project consortium includes 3 European Universities with complementary competences, Italian NARIC Agency and the quality assurance expert company. The representative group of 6 Southeast Asian University includes central agenda-setting national Universities, as well as Universities with regional development missions.

"ANTENA is a structural project that aims to increase the academic quality and research of universities in the Philippines through the development of internationalisation capacities. The ANTENA project will first of all consolidate the Internationalisation structure and build human capacities of 10 HEIs by means of targeted training programmes. Secondly ANTENA will accompany the governance reforms of CHED and enhance international networking through strategic actions in key areas of the Philippine higher education system.The ANTENA project will achieve the above-mentioned objectives by: 1. Increased inter-institutional cooperation and sharing of good practices via the needs analysis and Institutional Building: 1 Study Need Analysis of Internationalisation produced, 2 site visits to UA&UM workshops for Top and Managerial staff implemented and 10 IROs fully equip and ruining;2. Strengthening of Internationalisation of higher education system through the promotion of HEIs governance reforms. 2 National Round tables carried out (One by CHED), Internationalisation Strategic Plans developed for 10 HEIs in the Philippines and the drafting of a ""Policy Roadmap for the implementation of strategies on the Internationalisation of Philippines HE"" under the leadership of the Ministry-CHED;3. Enhancement of managerial and administrative staff capacities in dealing with internationalisation issues: set of 6 comprehensive training materials developed and 2 training completed. 20 replication workshops conducted and ready to be implemented by non-partners HEIs in the Philippines;4. Establishment of a National Network and conducting 2 Philippines Internationalisation of Higher Education Conferences, and promoting the participation of the ANTENA Network in higher education international events;5. Increase public awareness and understanding of Internationalisation within higher education institutions."

The objective of the Capacity Building for Legal and Social Advancement in the Philippines or “CALESA” is to help remedy the following interdependent problems in Philippine legal education:1. The dearth of academic research in law schools.2. The inability of professors and students to access the source materials of their own civil law tradition, and developments in other civil law traditions due to weak multilingual interest and skills.3. Inability of the legal profession to contribute significant academic (as opposed to professional) expertise to the modernization of outdated legal codes, the protection of human rights and the rule of law, and advancement of ASEAN integration, despite their critical and/or geo-strategic importance.At the root of these problems is a systemic defect in Philippine legal education – the lack of programs in law schools that are focused on developing academic expertise and generating research. Virtually all of the country’s 108 law schools are professional. This means that they are geared towards producing legal practitioners. This creates a knowledge deficit that prevents the legal profession from more effectively combining law and policy to deal with some of the most pressing needs of society.Upon CALESA’s completion, it is envisioned that the Philippines’ leading law schools will adopt curricular innovations that are focused on research, multilingualism, human rights and the rule of law, regional integration and comparative law in a manner that is consistent with the Bologna process in order to facilitate portability with EU universities. Because these institutions are among the thought leaders in the field of legal education, the expectation is to initiate a cascade effect whose benefits will in time reach the other law schools, the Judiciary, the legal profession, the legal system, and Philippine society.

The aim of the project is to promote equity and access to higher education in Malaysia, Indonesia and Philippines through the use of inclusive instructional design (ID) and learning analytics (LA) in online and blended learning, especially in the context of Open and Distance Learning (ODL). The objectives are to build capacity in inclusive ID and LA, improve students’ learning engagement, active learning and study skills with the help of ID and LA based interventions, improve pedagogical and technical accessibility of digital learning materials, and use LA for more effective, personalised support for distance learners.In all three Partner countries, improving access to quality higher education is a priority. ODL is seen as a viable way of doing this, as it gives access to students with diverse backgrounds, for instance students in remote areas, mature age students and working students. However, access is only the starting point: the students also need to be able to successfully complete their studies. To ensure better equity and student retention, issues such as pedagogical and technical inclusion, accessible digital materials, and personalised support must be considered. In the project, inclusive instructional design methods and learning analytics solutions are utilised to address these issues.Pilot interventions addressing specific local needs related to the project scope are developed at each Partner HEI. This is supported by authentic capacity building activities and ongoing online support throughout the design, development, implementation and evaluation of the pilots. The outcomes of the project will be tried and tested recommendations and guidelines for using inclusive ID and LA for promoting equity and access to higher education. The results will be disseminated both regionally and more widely in the ASEAN region through multiple channels, including an international conference and a Handbook which will be published online with a Creative Commons license.