The UNICAM project has been designed to enhance overall human health and ecosystem security posture of Cambodia (ME) by accelerating the availability of educational and training resources designed to improve the behavior, skills, and knowledge of every segment of the population. The main project objective is to enhance education quality and develop human resources through implementing comprehensive curriculum on Sustainable Agriculture at young universities in the rural areas of Cambodia. UNICAM project will build highly aware Cambodian society through establishing an education framework:• To reform and/or develop Master curricula in Agriculture Production with respect to environmental sustainability• To enhance technical and theoretical skills of university staff • To improve the employability ratesQuality Control and Monitoring of project activities and results will be realized continuously throughout the whole duration of the project. The synergy of national Ministries of Education, Youth and Sport, with relevant institutions in EU highly experienced in education, is the best guarantee of the sustainability of project results beyond its life time.

Over the past 50 years, the continued miniaturization of transistors has allowed them to run faster and dissipate less energy. This meant more efficient computation and radical changes in the electronics industry. On the same time, automation and robotics have also developed all these years to an unprecedented level: faster and more flexible production lines and higher level of automation have been created.This radical change affected all the industrial and societal sectors, and it is difficult for a country to keep-up to the globalization changes, if its educational system does not keep-up with these. For specific regions of Asia however, this process have not been developed adequately. To this end, the Digi-CHE-Asia project focuses on enhancing the Digital Capacities of these countries through specific actions and cross-fertilization of ideas and methodologies with successful examples from Europe.The Digi-CHE-Asia project has 3 main pillars: a) the enhancement of undergraduate studies via suggestions to optimize curricula, b) the development of an innovative MSc programme in relation also with VET courses for professionals and c) the inclusion of public and private stakeholders, especially from the manufacturing and high-tech industry in order to give the opportunity to students and professionals to increase their capacities in Electronics, Automation and Robotics (EAR) and thus becoming invaluable assets to the modern industries.Additionally, Digi-CHE-Labs will be created in order to create a focal point of EAR in each University, where interested students, academics, professionals and industry experts will have the opportunity to exchange ideas and keep up-to-date with the new technological advancements.It is expected that the Digi-CHE-Asia project will have an important impact at academic, industrial and societal level, allowing the participating countries to become important players in the manufacturing and high-tech industry.

CIRCULAR seeks to boost the social innovation ecosystem in Malaysia, Cambodia and Laos by bringing together and reinforcing the links between Teaching, Research, Innovation and Society in order to collaboratively design and test innovative solutions to mitigate waste management problems, promote circular economy approaches and improve the quality of life of local communities.It will pursue the following specific objectives:- Design a new collaborative model for reinforcing HEIs’ third mission and for enhancing effective and successful Knowledge Square cooperation for social innovation with a specific focus on the topic of circular economy. - Enhance community-based participatory research and citizen science at the same time promoting a new pedagogical framework for embedding community engagement actions as part of Higher Education study programmes. - Set-up Living Labs as open innovation ecosystems that integrate education, research, development and innovation, and regional development to help trigger the adoption of green and more sustainable practices and a more efficient use of resources.- Build the capacities of academics to design, organise and implement collaborative social innovation programmes that promote students’ active citizenship and simultaneously contribute to solve everyday sustainability and climate-change problems.- Build the capacities of researchers on new methodologies and updated strategies to conduct community-based research activities on the topic of circular economy and waste management.- Empower students and young people to become socially-engaged, climate-conscious and active citizens and raise the awareness of students, young people and members of local communities on the topic of circular economy and sustainable development, and promote alternative consumption habits and waste management practices underpinned by knowledge, research and innovation generated by Higher Education Institutions.

"The Project’s overall aim is to support Partner Country HEIs in building their capacity to develop and deliver high quality and specialisation academic programmes that can suitably prepare young scientists and professionals to provide applicable solutions to various societal problems, focusing on these resulting from climate change, mainly disaster risk vulnerability and susceptibility. In achieving so, the partnership will develop a specialised MSc in ""Geomatics for Disaster Risk Reduction"" of 120 ECTS that will be accredited and delivered in Partner Country HEIs. A notable share of academic, administrative and technical staff of Partner Country HEIs will have the opportunity to participate in Educational Study Visits and Trainings that will provide them with the necessary supplies to not only effectively deliver the MSc, but also transfer their skills and knowledge to their colleagues, multiplying the effects of these capacity building activities. All teaching and learning material that will be used during the capacity building activities for staff, as well as a comprehensive introductory training programme to the specific topics of the MSc for prospective students, will be included in the interactive Virtual “GIS for DRR” Learning Environment (VLE) that will be developed for the Project. Since the delivery of such a specialised and technology-oriented MSc requires a high-quality level of corresponding facilities, a fully equipped ""GIS for DRR” Laboratory will be established in each Partner Country HEI. Through a range of dissemination events, the Project will reach multiple target groups, including local communities, public authorities of local, regional, and national level, labour market actors, policy makers, etc., aiming not only to disseminate the Project, but also raise awareness about climate change impact on disaster risk, and facilitate exploitation and sustainability of results."

In the last twenty-thirty years, quality assurance (QA) has emerged as an essential factor for Higher Education Institutions (HEIs) to facilitate comparability and readability of academic achievements and degrees, enhanced cooperation and mobility. In Europe, QA is embedded in the Bologna Process, which is seen as a good practice to follow in many regions willing to improve performance in this domain.Indeed, as a crucial element to an internationally competitive HE, QA is of most importance for countries immersed in HE reform and wishing to adapt and conform to global/regional trends. This would be the case of Cambodia, which thanks to enormous efforts has turned in the last two decades from one of the world’s poorest countries to a lower middle-income country today. Cambodia has formulated an ambitious policy for HE reform, the HE Vision 2030, and QA is an integral part of the same. Main strategies of the Policy include ensuring that HEIs develop QA systems/specific units to meet national accreditation standards and allow full participation in the global system of quality-assured HE. Action lines to implement the abovementioned objective imply establishing internal QA mechanisms, fostering capacities & skills, as well as infrastructures, and conducting regular internal self-assessment of the management and programmes, amongst others.Within this framework, SICA proposes a sound scheme of activities and actions to contribute to Cambodian Higher Education Vision 2030 through the improvement of internal Quality Assurance in Cambodian HEIs. Capacity building for professional development; exchange of good practices EU-Cambodia; set-up of internal QA units; and embedding quality assurance processes are some of the priority lines of the project.