"Providing optimal support for their students and graduates when entering the labour market has become an integral part in the roleof higher education institutions. The more institutions can prove the success of their graduates in finding adequate work orfounding successful businesses the higher their chances of recruiting bright future students, since the decision for a highereducation institution is often related to future career prospects. In that point the interests of HEIs and European policy are aligned,especially nowadays where the financial crisis has shown how vulnerable our markets are and how fast the consequences can be felt- especially by young graduates trying to start their own career.The aim of this application is to acquire the necessary funds to form a consortium of European career services that together form ashared ""transnational career service department"". This transnational career service will help to cater to various stakeholder needs, allrelated to building a career or business in a global/European context. We deliberately think career and entrepreneurship together,since we see a lot of potential and possibilities if one connects academic expert knowledge, experienced career administrators andrelated stakeholders under one ""roof"" and adds an international dimension.All proposed partner institutions have a strong track record of student mobility with courses and internships abroad. In fact, mostinstitutions have integrated compulsory study abroad periods and obligatory internships (not all have to but all can be doneabroad). But whilst we have strong ties in terms of study mobility cooperation, our career services focus mainly on national or evenlocal markets. We want to change that. Students are greatly in need of support structures with comprehensive internationalknowledge.The consortium is our answer for those needs. It pools resources, shares information on local labour markets, trains local careerservice staff and connects it with academic experts. This facilitates home students in finding their desired employment orsuccessfully launching businesses within Europe. To achieve this aim we wish to set up a shared online platform and series ofworkshops, summer schools and network meetings where knowledge is accumulated and distributed in a sustainable way. Allmeasures will be implemented under the common umbrella of “European Centre for Career Development &Entrepreneurship” (ECCE). This creates a ""shared"" transnational career department and boosts the internal and external visibility ofthe project. Since employability and internationalization are of such significance to all students and form the core values of ourinstitutional mission statements and internationalisation strategies, the project is of great strategic importance for all businessschools and universities involved.To fulfil our requirement for a profound and sustainable enhancement of service we seek to:1. Internationalize career services & widen their scope of international and academic cooperation2. Improve career services through specific training3. Improve student employability4. Increase mobility of students, teaching and administrative staff5. Enable graduates to access different European labour markets6. Enable graduates to build businesses in different European countries7.Share local resources in order to provide a larger net of knowledge and information for all the students and institutions involved.Results aspired to after 3 years:1. Every student has the opportunity to access information on labour markets, established application practices, business etiquetteand job postings and can expect from his career service that they will be able to provide assistance on an always up to date basis.2. Every career service has at least one staff member who can provide this knowledge and is able to support students, colleaguesand superiors in matters of the European labour market whilst keeping in regular contact with European colleagues.3. The ECCE is established as a cooperation framework for inter-institutional staff and student development.To summarise: We aim to provide our students with the best prerequisites to smooth the way into international labour markets andto give optimal support in their international entrepreneurial endeavours. In order to do that and to truly recognise and embrace theopportunities for international mobility and flexibility, we will need first rate career service officers who are well prepared,knowledgeable in international affairs and working closely with academic experts regarding entrepreneurship and employment.Students and staff must also have easy access to information and resources. To set up and maintain such a structure at every singleinstitution can be costly and time intensive. However, our project is designed to create a cost efficient and sustainable solution thatwill be able to deliver the expected outcomes."

ENEMLOS has the aim of bringing reality in the classroom will enhance student employability, which is currently one of the most pressing issues in Montenegrin economy and society in general. To that end, in order to provide more possibility for young lawyers to reach first employment, the plan is to create a live legal clinic. The legal clinic would be providing legal advice by students, under the supervision of qualified lawyers and mentors at the clinic, which mitigates fears of potential incompetence. One of the most important benefits of this legal clinic will be that it will allow access to legal advice and information to the poor and socially disadvantaged groups of society who do not have sufficient financial means and cannot get information in any other way simply because they cannot afford a lawyer. Namely, there is a strong need in Montenegro for this type of legal aid since the existing social situation such that it leaves many without sufficient financial capacity to obtain professional legal advice and representation. All students will be organized into groups specializing in particular areas of law, which are recognized to be of the greatest importance for the live clients of the Clinic. The groups are: International – human rights, Criminal law, Commercial law, Property law, Family law, Heritance law, and Obligation law. Although the legal clinics are generally focused on providing advice to live clients with low incomes or those that do not have access to legal aid, since the Commercial law clinic exist in the curriculum of the FoL UoM we will try to engage the students at this clinic in providing of the legal services to start-up companies on commercial and corporate law, if this proves to be necessary in the realisation of this clinic, or to facilitate the identification of the candidates for the international moot court competitions in the field of Commercial and international law, under Commercial Law Clinics.

The consortium partners of MELE intend to enhance the transversal competences and academic skills of students by improving the teaching skills of academic staff among all consortium partners. Moreover, the project’s objective is also to raise awareness of cross-cutting topics, like gender issues, Green deal and climate change, digitalisation and multilevel governance, for legal studies. Effective education and professional training systems are the cornerstones of equitable, open and democratic societies and of sustainable growth and employment. In this context, it is increasingly questioned whether education and teaching methods, especially in the field of legal studies, are still up to date to meet the profession’s needs. Currently, students are trained in very traditional methods, exclusively focusing on legal knowledge and not beyond it. This despite the fact that evidence demonstrates that an increasing number of graduates will most likely not work in traditional legal professions. Hence, additional competences and skills are required to ensure high employability of law graduates. Such needs have been triggered by the globalisation of the legal profession and the increased need for understanding of cross-cutting subjects, e.g multilevel governance, Green Deal and climate change, as well as global digitalisation of societies and automatisation of legal procedures. Furthermore, the working environment of nationally trained ‘traditional’ lawyers will be undergoing considerable changes in future, varies from increased numbers of claims and computerised procedures to complex international cases, which include multiple jurisdictions. These changes in the traditional legal labour market require revisiting of legal education approaches and teaching methods to ensure that graduates are prepared for such emerging challenges. The delivery of legal education requires a holistic engagement with requirements and needs of today’s global job market. To achieve these goals MELE plans four intellectual outputs: - a survey on teaching transversal competences in legal studies (O1) to analyse the current state including transversal competences in the existing teaching and learning and to serve as a basis for the development of the intellectual output “Method tool box” (O3); - an online course for academic skills in European and international context (O2) which will be used for teaching students and PhD candidates the necessary skills for scientific research and work focusing on a European and international background; - a method tool box for new and innovative teaching methods and transversal competences (O3) which compiles handouts and samples of new and innovative teaching methods, like legal clinics and moot scenarios, that improve the teaching skills of academic staff. This toolbox will provide teaching staff with necessary teachings skills for transversal competences whereby students skill will be improved and their employability strengthened.- a publication/collection of articles “Law and beyond” which explains the links of cross-cutting topics for legal teaching and research (O4) and opens up new research fields for legal scholars. MELE will be supported by the implementation of four LTT activities. The workshop for the online course (LTT1) will train teaching staff in the necessary basics for designing an attractive, didactically based and innovative online course. Moreover, it provides possibilities to discuss the structure of this course. The “train the trainers” event (LTT2) will give an overview of relevant transversal competences and their application in legal teaching. Additionally, it will make teaching staff familiar with various innovative teaching methods that can be integrated in the method tool box. The learnt methods will be tested in the summer school (LTT3) so that the participating students will be exposed and trained in transversal competences. Finally, cross-cutting topics will be discussed in the legal context, including a publication, at the workshop “Cross-cutting topics in legal studies” (LTT4). All these activities will be accompanied by dissemination activities by all consortium partners and four multiplier events that will present the intellectual outputs to other academic institutions, stakeholders in the education sector and other interested parties. MELE targets teaching staff, especially young academics, students and PhD candidates of all consortium partners. The project consortium consists of nine different partners across Europe with expertise in the relevant fields. The trans-European composition guarantees a broad horizon, multiple approaches to teaching and different legal backgrounds as well as diverse expertise.MELE creates a forum and network for exchanging and enhancing ideas, experiences and best practices for innovative teaching and research, especially addressing transversal competences and cross-cutting topics, for all consortium partners and beyond.

We are living in a highly digitalized, interconnected society, where the immediacy of human interaction make us feel very close to each other. However reflective activity is seldom practiced.We understand that communication, in the wider meaning of the word, is an inherently essential need for humanity. This is what drives us to embark on a reflective exercise on some frequently ignored forms of communication: unconventional languages.First of all, and based on a preliminary needs analysis, we determined what issues are relevant to our project and what are the priorities to be address: social inclusion, learning for life, civic engagement, deprived communities, etc. Given these considerations, our concern about communities in danger of social exclusion, this will be a social project.Our objectives set the pattern of actions and approaches to complete our project: research, student’s direct involvement, and dissemination of results and activities undertaken.We expect to achieve both tangible and intangible results:•Tangible: consolidated report, documents, blog entries, multimedia files, etc.•Intangible: enhancing our awareness and or further knowledge of different cultures,Greater feeling of belonging to an European common culture, opening new horizons, etcIn order to meet these objectives and achieve the desired outcomes, great care will be need in ensuring the of tasks required for the completion of the project are fairly shared among the partner organisations. These activities will be adaptative to the changing circumstances and determined at different intervals as the project unfolds.These will include specific activities for each institution, virtual meeting, transnational coordination meetings, and mobility activities with students. These will be carried out in each of the partner organisations, and designed by the host institution:•Turin: Sign language, braille and malossi•Prague: Computing and digital language•Navalcarnero: Visual language•Pireo: Emotions and art language•London: Sound and musicA risk assessment was performed to determine and minimise possible drawbacks.This included criteria for the selection of the partner organisations, share of responsibilities, budget and the decision to select a Eramus+ KA204 – Strategic Partnership/exchange of good practice in Adult Learning project.We will work towards the creation of a collaborative atmosphere among our team, developing team building activities.Our assessment will focus on 4 aspects: specific activities at each organisation, transnational meeting, mobility activities and final global assessment.Thorough work on the design and assessment of each activity will help us achieve the desired impact, which we expect to be in 5 layers: participants, organizations, students, locally and regionally, national and global.We will identify items that provide a quantitave assessment (web interactions, blogs or social media, number of participating students, materials created, feedback questionaires, etc) and qualitative (media exposure, impact, external links, etc).In order to ensure sustainability, all our activities will be widely shared via the Erasmus+ Difusion Plan.We expect a smooth development of our project, carrying out successfully our planned activities, achieving our set objectives and disseminating our outcomes with the wider European community.Finally, provided we can complete the project according to plan, many of the materials and activities shared will remain for further use and/or further development, thus meeting the sustainability requirement, integral in all major European projects.

Since the accession negotiations between Montenegro and EU started in 2012, the harmonization of Montenegrin legal and institutional system with the European standards has been a very dynamic process. Today, Montenegro is almost certainly the next EU Member State. The dynamics of accession processes requires active and responsible approach of all public institutions and other stakeholders, especially of the sole public Faculty of Law, which is also one of the oldest academic units of University of Montenegro. Given that the harmonization with Acquis Communautaire is par excellence legal issue, and taking into account that the most important chapters in the accession negotiation process are related to legal aspects, the role of UoM Faculty of Law at this moment is of crucial importance.Key objectives of the project are following:- Through facilitating various study visits between partner institutions from various Member States, securing the proper training for UoM Faculty of Law academic staff, so as to improve their general teaching skills and their level of comprehension and understanding of various aspects of EU law, which will improve the quality of higher education of future lawyers in Montenegro in general;- Assessment and potential refreshment of the newly accredited general curriculum (will have various positive impacts. It will contribute to better recognition of the curricula at the labour market, and make it more compatible and comparable to the similar EU programmes, thus enabling higher mobility of students);- Confirming that curricula of the various courses dominantly or partially linked to various aspects of EU law are framed in a manner that equals that of such courses in EU Member States, in order to introduce topics related to EU law, with an approach to studying EU law in Montenegro not only in line with best practices in EU Member States, but also customized in a manner that will take into consideration current specific features and historical development of Montenegrin legal system and society in general;- Producing a guidebook/reference manual on teaching and researching various aspects of EU law in Montenegro;- Contributing to overall endeavours of Montenegro in successful closing of accession negotiations with EU.The project will allow academic staff to acquire new competences which they will systematically transfer not only to students but to Montenegrin judges as well, since they will be involved via project partners, such as Judicial Council and Judicial Training Centre. Montenegro will be more prepared to efficiently apply EU law once it becomes a Member State.