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Dumlupinar University

Dumlupinar University

11 Projects, page 1 of 3
  • Funder: European Commission Project Code: 2021-1-TR01-KA220-VET-000028090
    Funder Contribution: 184,368 EUR

    << Background >>Statistics show that occupational diseases and accidents kill 2 million people each year. This number is higher than the death rate related to drugs and war. Mining has the highest reported number of accidents and deaths per worker. According to European Statistics on Accidents at Work (ESAW) and Social Security Institution (SGK), the highest incidence of fatal accidents at work has been observed in mining. In the mining sector, nearly more than 150 miners die and 20 thousand workers have accidents annually in EU countries. Even though all countries have their safety laws, they cannot stop accidents. Therefore; improving the preparedness level of miners by sufficient rescue education is of great importance in prevention of high fatality rate in accidents.There are some rescue education and treatment studies in EU countries, but there are many deficiencies in these studies when they are compared to Canadian and Australian ones (EU Heads of Mining Comity). There is no standardized rescue curriculum in mining vocational schools, vocational education and training (VET) schools providing labour sources to the mines and rescue units of mining companies neither in Turkey nor in EU countries. Even though many rescue centres have been established in the EU, none of them has standardized curriculum equipped with contemporary tools such as virtual reality (VR) and augmented reality (AR) simulations to animate the mining environment. It is very well known that these kinds of tools for some sectors are necessary as they need to make practice by using a simulator, such as aviation, nuclear and mining. With the help of implementing smart technologies for proper training, these tools will improve capacity building, modernization of the mining sector includes VET schools and provide well-prepared rescue teams.Detailed need analysis has been conducted to figure out the current situation and expectations. According to the survey performed by Turkish Coal Enterprises (TKI), 75% of the rescue members say that they need to do virtual practices. Many surveys have been implemented to rescue teams and analysis of the current curriculums have been investigated by the PhD thesis of Çatakcı (2016) regarding mine rescue. This study shows the necessity of standardisation, digitalization and putting the psychological aspects. Interviews with TKI, Portugal Mining Companies and Polish Rescue Service were performed and results were analysed by all partners for this project. Polish Rescue Service also declares the necessity of mental wellbeing application for the rescue team members, and learners in the mining sector including VET schools can adapt these new approaches to their curriculum. The Heads of European Mining Authorities meet annually and discuss the issues regarding mining and they also declared that there is a need for a modern rescue training simulator in the EU. All these analyses of surveys and researches reveal the urgency of developing a standardized training program with digital and mental wellbeing tools for rescue education. Thus, learners in vocational schools (mining), the rescue team members of mining (private and state) companies, the miners, students in the technical VET schools, which are the target groups, will have a sufficient rescue curriculum.<< Objectives >>With DigiREscueMe, two main achievements were targeted for the vocational education sector. First one is that we would like to develop standardised and digitally enriched rescue education for target groups by using not only engineering but also psychological and pedagogical aspects. To create a safe environment, DigiREscueMe Project focuses on improving readiness, resilience and capacity of learners in vocational education. The achievements expected with DigiRescueMe Project is given as below from local to international level:At local level, the Rescue CAVE (Vr/Ar Simulator) will be constructed in Kutahya, Krakow Porto and Balıkesir. The products will be actively used in real rescue operations and support the sufficient rescue operations. Every year more than hundreds of learners from VET schools may be educated on-site. By integration of digital technologies, the VET Schools will be preferred by students for recruiting. The Cave Simulators will make the cities a kind of centre for excellence in terms of rescue.At regional level, the partner organizations will include the stakeholders in their region to the project activities. This kind of cooperation within the region will make a positive contribution to the sustainability of the Project in terms of raising awareness about the inevitable place of rescue as a part of OHS. This kind of regional development will contribute to national targets of regional rankings within the EU, in terms of OHS requirements. In addition to these, regional standardization in rescue issues in mining will be ensured under such an EU Project.At national level, all mining companies and sectors that are engaged with rescue issues will be informed and the products of the project will be shared with them. For example, in Turkey, Turkey Coal Enterprises will support the implementation of the project as an associated supporting institution and will have a crucial role in disseminating the results and products to mining companies. Similarly, other partner institutions will do the same. After this process, a national awareness and completion of training in terms of rescue will be ensured and a contribution will be given to countries’ national targets on OHS within the context of EU international targets. At European level, the results of the current project will serve the EU Commission and EU Heads of Mining Comity goals for safety issues. In addition to this, standardization issues are highly supported and aimed by the EU Commission. With this project, standardization in rescue matters and related processes in mining fields will be ensured under this alliance. Moreover, this project will also lit a light to further studies and alliances related to the subject of the project between other EU countries. For the first time, a standardised mine rescue curriculum enriched with digital and mental wellbeing tools will be created at EU level.At International level, the results of the project will form a standardized model which will attract the attention of stakeholders, related institutions and academicians related to rescue issues in mining both physical and mentally. As the free use of the products, the companies or institutions will use the products free of charge which will make them closer to the EU systems and applications. Moreover, the base of more partnerships and further studies will be formed which will contribute to the values universally. Thanks to the Erasmus fund, mining vocational schools will interdisciplinary work with IT department and improve the capacity of vocational schools, vocational training centres of mines, and that will be a good example for the other field of works. The big gap between the EU and other developed countries such as Australia and Canada will be closed by DigiRescueMe Project in terms of mine rescue vocational education.<< Implementation >>The main objective of DigiRescueMe project is to create a digitally enriched standard rescue and safety curriculum for learners in Vocational Schools and mines. Among the activities of the project to realize this objective, two specific project results (PR) will be accomplished. In addition to these, two learning teaching training (LTT) activity, five multiplier event (ME) and five small scale seminar will also be organized as project activities.The first PR of the Project is the development of standardized Rescue Curriculum. To achieve this, know-how transfer will be carried out in the first TPM; semi-structured interviews will be held in four countries; meta-synthesis of the qualitative research will be made; planning and preparation phases for curriculum will be finished; content creation for three modules will be carried out; pilot implementation of the curriculum will be realized; multiplier events related to this objective will be organized and final curriculum will be published. To reach the previously mentioned goal, additionally the publications related to the subject will be presented. Finally the evaluation of the results will be done to understand whether the expected impact for the objectives achieved or not.The second PR of the Project is the creation of Mine Rescue Multisensory Cave. To achieve this, each partner organization will organize multiplier events, more individuals from target groups will be included in the implementation of the project and they will be exposed to the project results which will increase the awareness of participants in terms of the importance of standardized effective curriculum and use of technological devices in vocational trainings accordingly. As the events will be organized at national and international levels, the usage effect and feedback which will also help revision of product will be transboundary. The product is to create an immersive VR environment where projectors are directed between three and six of the walls of a room, including the floor. The Set up a multisensory Rescue Cave as a VR environment will consist of a cube-shaped VR room in which the walls, treadmills like floor and ceilings are projection screens.With Training of Trainers activity within LTT, the innovative side of rescue and safety curriculum in relation with mining and tip points of mental wellbeing in rescue issues will be directly given to participants and with the push notifications, the results will be evaluated in better forms than promised. As the participants will multiply events in their own cities from local to national level, the standardization of curriculum and dissemination related to use of developed technological tools will be enabled.To disseminate the results of the project to target groups and to increase the effect of the project five MEs will be organized at national and international level. To these events, rescue team members, miners, mining engineers, vocational high school and university mining students, mining company owners and other stakeholders will be invited and the project products will be offered free of charge. In addition to these, academicians will be also invited and the academic perspective of the matter will be discussed officially. Besides MEs, each partner organization will organize small-scale seminars in their region to disseminate the results in their region.In addition to these, other dissemination and follow up activities will be also conduected. In this respect 5 Transnational Project Meeting and 7 online meeting will be organized, at least 5 academic publications will be prepared, surveys will be implemented to both within partners and target groups, the interactive website will be created, dissemination materials will be prepared, vocational training centers, mining companies and other relevant stakeholders will be visited and reports related to results will be prepared and shared with relevant stakeholders and ministries.<< Results >>We want to produce two main specific outcomes for the vocational education sector. We would like to develop standardised and digitally enriched rescue education for target groups by using not only engineering but also psychological and pedagogical aspects. To create a safe environment, DigiREscueMe Project focuses on improving readiness, resilience and capacity of learners in vocational education. In addition to these, some additional achievements of the project are;- to improve the mental wellbeing and preparedness level of learners for rescue, - to create a mine-cave (simulator) for learners for improving their practice capacity and digital competences.We will also produce tangible and intangible results which will be led by partners according to their expertise. A standardized rescue curriculum will be developed as a first project result (PR). First PR will include three main modules which are rescue, risk assessment and mental wellbeing. To produce this PR, the first outcome will be the semi-structured interview protocol, which will be created on the basis of previously carried out desk research and need analysis. Systematic research will be carried out and semi-structured interview analysis will be conducted with the help of all partners in partner countries. Semi-structured interviews will be applied to miners/learners in Turkey, Poland, Italy and Portugal to determine their knowledge about the rescue process in case of any mining accident and to measure their mental preparedness level. In the project, a meta-synthesis book which will include analysis of these semi-structured interviews will be created as a second outcome.The second result of the project is a multisensory CAVE system (Cave Automatic Virtual Environment) as a VR environment which will be created according to curriculum. The output will include a cube-shaped VR room in which the walls, treadmills like floor and ceilings are projection screens as another tangible result. The rescue VR/AR Cave will be constituted physically in Poland, Portugal and Turkey. The first implementations will be carried out to determine the efficiency of the simulator and to fine-tune the content of scenarios in the curriculum. There will be at least 50 different hazardous scenarios.There are also some intangible results that will be produced during project lifetime and after completion. These are:- Know-how transfer between partners coming from different backgrounds,- Improving the capacity of partnership to manage and implement international projects,- Improving the awareness of VET learners and educators on digital tools,- Creating collaboration between the universities and VET providers.The language of all output and results will be in English, Turkish, Portugese, Italian and Polish.

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  • Funder: European Commission Project Code: 2016-1-TR01-KA201-034947
    Funder Contribution: 180,167 EUR

    Erken Okul Terki(ESL); AB 2020 öncelikli çalışma alanlarından biridir ve karar vericiler var olan ESL oranını %10'un altına çekmek için çözümler aramaktadır. Projenin konusu olan okul devamsızlığı ise öğrencileri erken okul terkine sevk eden göstergelerden biridir. Bu bağlamda var olan uluslararası probleme kalıcı ve radikal çözümler sunmak için Kütahya Dumlupınar Üniversitesi koordinatörlüğünde Avrupa’dan 3 kurum (Elliniko Mesogeiako Panepistimio, Wuppertal Üniversitesi ve M&M Profuture S.L) ve Kütahya Rehberlik Araştırma Merkezi(RAM) bir araya gelmiştir. Projemizin temel amacı,14-18 yaşları arasındaki bireylerin devamsızlıklarını önleyerek, AB’de ESL oranlarını %10'un altına düşürme hedefine katkıda bulunmaktır. Bu projeyle erken okul terki oranlarının düşürülmesine katkının yanı sıra, örgün olmayan eğitim yöntemlerinin geliştirilmesi, dijital araçların üretilmesi ve kullanımı sağlanmaya çalışılarak program önceliklerine katkıda bulunulmuştur. Proje kapsamında 7 fikri çıktı üretilmiş, 1 LTT faaliyeti düzenlenmiş, biri uluslararası olmak üzere 5 farklı çoğaltıcı etkinlik yapılmış ve 5 TPM gerçekleştirilmiştir. Bunların yanı sıra onlarca yaygınlaştırma etkinliği ve sosyal medya paylaşımları yapılmıştır(issapoject.com). Proje süresince; öğrenciler, veliler, öğretmenler, rehber öğretmenler, yöneticiler, karar vericiler ve diğer kamu ve sivil toplum kuruluşlarının temsilcileriyle görüşülmüştür. Engelli bireyler ve mülteciler gibi dezavantajlı katılımcılar da bu faaliyetlere dahil edilmiştir. Projede üretilen fikri çıktılar sırasıyla; öğrenci devamsızlık nedenleri analiz kitapçığı, bireylerin bilgi paylaşımı yapabilecekleri ve yetkililere sorular sorabilecekleri interaktif bir e-platform, öğrencilerin bireysel olarak devamsızlık nedenlerini saptayan ve çözüm stratejileri sunan ISMA modül, öğretmenlere yeni pedagojik yöntemlerin aktarıldığı ve öğrencilere yönelik kariyer planlamalarına da katkı sağlayacak eğiticilerin eğitimi kitapçığı, okullarda uygulanarak öğrencilerin bilinç altı farkındalığını arttırmaya yönelik pedogojik tiyatro konsepti dokümanı, okulların devamsızlık sorununu çözmeleri için sonsuz döngü ile oluşturulmuş dijital ISMA Rehber kitabı ve akademik yayınlardır(issaproject.com). Projenin başlangıcında hedef gruplara nitel ve nicel anketler uygulanmış, konuyla ilgili bilinen tüm literatür taranmış ve delphi yöntemi ile alan uzmanlarının da görüşü alınarak; devamsızlık nedenleri irdelenmiş ve analiz edilmiştir. Elde edilen bu verilerle bireyselleştirilmiş çözüm yazılımı olan ISMA modül oluşturulmuştur. Böylece ilke defa devamsızlık ile ilgili içerisinde 77 neden ve 67 çözüm stratejisi bulunan bir dijital araç geliştirilmiştir. İspanya’da düzenlenen kısa dönem eğiticilerin eğitimi faaliyeti düzenlenmiştir. Bu faaliyet kaskad sistemi ile yerel eğitimcilere dağıtılmıştır. Projede pedagojik tiyatro oluşturulmuş, bunun için geliştirilen konsept okulların kullanabilmesi için şimdiden yayımlanmıştır. Ayrıca beş faklı tiyatro oyunu yazılarak oynanmıştır. Projenin hedef gruplarının birbirleriyle bilgi alış verişini sağlayacağı bir interaktif e-platform’da oluşturulmuştur. Projenin önemli çıktılarından biri de kurumlara devamsızlıkla ilgili bir problemi nasıl çözeceklerini başlangıçtan sona yapılması gerekenleri anlatan dijital araç ISMA Pathwaydir. Son olarak proje sonuçlarının etkinliği arttırmada kritik çıktılardan olan akademik yayınlar taahhüt edilenden daha fazla sayıda üretilmiştir. Gerçekleştirilen projemiz ile tüm dünyada kullanılabilecek nitelikte 2402 yayının incelenmesi, 600’ün üzerinde öğrencinin anketlerle katılımı ve 15 alan uzmanının görüşleri kullanılarak devamsızlık ile ilgili bir analiz kitapçığı, 2 makale ve 2 bildiri üretilmiştir. Şimdilerde 430’un üzerinde bireyin üye olduğu e-platformumuz, devamsızlık ve bağlantılı konularda tartışmaların gerçekleştiği interaktif bir araç hüviyetindedir. ISMA Modül iki pilot okulda uygulanmış ve nedenleri tespit etme ve giderme anlamında umut veren bir yazılım olmuştur. Kütahya’daki diğer okullarda da kullanılacak olan modül için, Girit, Barcelona, Muğla, Denizli ve Isparta’dan eğitim teklifleri tarafımıza ulaşmıştır. 20 eğitimci yeni eğitim metodlarını LTT etkinliği ve geliştirilen ilgili kitapçıktan öğrenmiş ve 100’ün üzerinde kişiye bunları aktarmıştır. Okullarda uygulanabilecek ve içerisinde bilgisayar oyunu (zeibi) içeren bir pedagojik tiyatro konsepti geliştirilmiş, ayrıca 5 farklı oyun sergilenmiştir. Son olarak e-platform, tiyatro ve modül ile ilgili 6 bildiri yayımlanmıştır. Projede pilot uygulamada 9 öğrencinin devamsızlığının engellendiği, 487 öğrencinin devamsızlık nedenlerinin ortaya konulduğu tespit edilmiştir. Sosyal medya, basından haberler ve toplantılarla binlerce bireye ulaşılmıştır(issaproject.com). Proje çıktılarının geniş bir tabanda kullanılmasıyla İspanya ve Türkiye gibi ülkelerde devamsızlık kök nedenlerinin tespiti adına kullanışlı olmasının yanı sıra geliştirilebilir çözümler üretmesi açısından da etkin olacaktır.

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  • Funder: European Commission Project Code: 2020-1-TR01-KA204-094632
    Funder Contribution: 189,640 EUR

    Migration is a phenomenon that is part of the actuality of Europe. The European Commission has adopted an Action Plan on 2016 that includes actions about education, language training, teacher training, civic education, employment, vocational training and also actions to promote early integration into the labour market and migrants entrepreneurship. There is still a lack of policy focus when it comes to the integration of migrant women. Although adult schools play an important role to acquire basic and professional skills, the rate of participation in the courses is limited for immigrant women as the current education structure does not specifically focus on needs of immigrants.Integrate2EU project aims to improve the social inclusion of immigrant women through the development and improvement of their competences (social, cultural, values, organizational, educational, etc.). To increase the social integration of immigrant women, Integrate2EU aims to strengthen the participation of women immigrants in language and vocational courses within adult schools, on the other hand, to create a migrant centered approach in these schools that takes into account the needs, sensitivities and sociocultural characteristics of immigrant women. In addition, employers are important actors in increasing the visibility of women migrants in the professional and so social field. Determining the needs of employers, informing employers about immigrant workforce and creating a link between employers and immigrants will provide a holistic approach to strengthening women's employment and social visibility. Integrate2EU project intends to reinforce: participatory attitude of migrant women to adult schools, communication between adult school staff and immigrant women, entrepreneurial capacities of migrant women and cooperation between the migrant workforce and professional domain.There will be four main groups of participants: 1) Adults immigrant women: They will be selected from both those who are students in adult schools and those who are not. 2) Adult school staff: They will be selected between the adults’ schools and organization which are full partners in the project. 3) Employers (small and medium sized enterprise): It is necessary to reveal the needs of employers and to establish a bridge between immigrants and employers by evaluating the potential for the immigrant workforce. 4) The institutions who have the political responsibility for adult education and immigration: They are important actors on the dissemination activities and on the validation of the final product and also to reach out to immigrants and schools.Two intellectual outputs (IO) will be produced. Intellectual Output (IO1) “Digital Tools for Social and Occupational Integration of Female Migrants” will be produce in the context of immigrant women' needs. We will develop a digital application for immigrant women and also employers will also be able to use these tool. This tool accelerate the integration social of the immigrant women and their digital competences. The digital tool will create workforce communication opportunities between immigrant women and employers. Intellectual Output (IO2) “Alternate Intercultural Communication Guidebook for Trainers who Teach Migrants” aims to create a guidebook for trainers who teach migrants. This will include the use of emotional intelligence, migrant integration, cooperation, empathy technique, prevention of discrimination and intercultural communication. This will be also delivered to policy makers to disseminate these from local to national level to increase integration of migrants.At the same time, these outcomes will be supported by seminars and workshops according to the needs of each group.The expected impact of Integrate2EU on migrant women is to improve the professional and basic skills, to expand the use of digital tools, to reinforce their autonomy and sociability. The expected impact on adult school staff is to gain intercultural communication skills. The expected impact on employers is to learn more about immigrant labour qualifications and contributions. The expected impact on political responsible is to contribute to social inclusion policy practices. These practices can be extended to other adult schools.Methodology steps to be used in carrying out the project are; In-depth needs analysis for both immigrant women and employers, Development of digital tools (IO1), Creating an intercultural guide (IO2), Pilot implementation of digital tools and guide, identifying deficiencies and re-creating the tools, Simultaneous application of both outputs to target audiences, Seminars and workshops for each group (migrant women, school staff and employers) simultaneously, Dissemination of activities.The tools obtained will be given to the use of the institutions after the project is completed and the institutions will be able to use it while making their training application planning.

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  • Funder: European Commission Project Code: 2015-1-PL01-KA204-016999
    Funder Contribution: 209,791 EUR

    The purpose of the “Knowledge is Power, Age ain't Matter” project is to provide more opportunities for people aged 50+, making them more active and counteracting social and digital exclusion by developing and disseminating know-how on how to commence and conduct non-vocational education at higher education institutions within the framework of the Academic University of the Third Age.Five universities from different parts of Europe take part in the project: from Poland – the Poznań School of Banking, from Turkey – Kütahya Dumlupinar University, from the United Kingdom – Dundee Univerdsity, Italy – University of Salerno, Spain – University of Vigo. Project participation and experience exchange among partners representing public and private universities, specializing in different disciplines from economics to technical, to medical, to pedagogical, and with different experience in the tuition of people aged 50+, coming from different countries diversified in terms of territory, culture and religion, and at different economic and social levels shall ensure that the solutions and outcomes of the project will be international in nature and applicable in practice. This project is a response to issues identified during reviews and research held and conducted by all project partners, and specifically: - low level of activity or participation in non-vocational education by people aged 50+, in particular males. Reason: lack of a non-vocational training offer suited to their needs and interests, and lack of motivation due to insufficient awareness of people aged 50+ about the benefits from lifelong learning (LLL). - low level of digital competencies- ICT, and lack of motivation to use them resulting in social and digital exclusion of people aged 50+, - missing know-how at many higher education institutions related to the use of the potential they have: educational, organizational and infrastructural to drive and conduct non-vocational lifelong learning for people aged 50+ - lack of competencies among academics to prepare and conduct non-vocational courses adapted to the needs and learning capabilities of people aged 50+.To help counteract and address the presented problems the following actions were planned in the project which shall translate into results and outcomes.1. Creation of a survey to research interests of people aged 50+ (split by females and males) as well as their motivation to undertake personal development activities, with research held at partner universities as a follow-up.2. Survey data to be used to select 40 topics for courses and workshops for people aged 50+ as well as the development of curricula. At least 50% shall address the needs of males, since they make up just under 20% of people 50+ who are active.3. Insights shall be used to prepare an effective marketing campaign dedicated to the group aged 50+ and to create promotional materials that will be used in focus group research. 4. To prevent digital exclusion of people aged 50+ a Moodle50+ platform shall be developed for remote learning and communication, suited to the capabilities and needs of people aged 50+ and five 18-hour long blended learning courses shall be prepared on ICT, adapted to the pace of learning of people aged 50+.5. In order to improve the skills of partnership universities’ staff in teaching people aged 50+ they will be trained on the methodology of preparing and conducting classes for people aged 50+ using Moodle50+. For dissemination purposes they will run similar workshops for their universities’ staff. In addition, a manual shall be prepared on how to teach people aged 50+.6. The presented project outcomes will be regularly disseminated on the project website and will serve as input to develop an innovative tool dubbed AU3A Guidebook (Academic University of the Third Age Guidebook), which will be a compendium of know-how, tools and best practice for universities in EU, to commence and conduct non-vocational education of people aged 50+. In order to test the manual, offer and for promotional purposes Dumpupinar will start a Third Age University pilot in which 50 people aged 50+ will take part. The testing of the Moodle50+ platform, ICT courses and offer for males will be held at the Poznań School of Banking. In addition, to disseminate the results all information about the project and AU3A Guidebook will be available on the project website and the website popularizing Erasmus plus program. This will also be sent to 60 higher education institutions which are closely networking with project partners both in their countries and abroad. Popularizing events will be organized for ca. 200 people in total – academics and guests at all partner universities. The long-term outcome of the project will be the opening or development of Third Age Academic Universities at project partners’ Universities in 5 countries and encouraging 60 other higher education institutions to pursue such activities.

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  • Funder: European Commission Project Code: 101083272
    Funder Contribution: 728,461 EUR

    As you finish reading this sentence, do you know how many workers died in mines around the world?Mining has always been a vital economic and social activity since pre-historic times. Providing valuable resources for the survival and the well-being of a considerable part of humanity. Although it is a crucial activity, it ranks as one of the most dangerous working sectors. And still has a negative image within society. When an injury occurs at a workplace it comes at a cost, not just in the suffering of the injured person, but also direct and indirect costs for the company and society.Large mining companies are talking about goals such as “Zero Harm”. To achieve a Zero Harm environment two main measures should be done, one obvious method is continuously identifying, eliminating or reducing risks at the risk management stage. The other essential method is training workers to deal with the risks in a risk-free environment, for instance using Virtual Reality and Augmented reality (VR\AR) equipment to mimic the mining environment. Safety Training with Real Immersivity for Mining (STRIM) arises from the synergy between higher education institutions and mining companies providing tools to improve occupational health and safety (OSH) conditions and implementation of coherent and comprehensive educational approaches for mining sector. With the help of implementation smart technologies in proper training, these tools will improve capacity building, modernisation of universities and to provide safety-oriented culture.This proposed KA aims at enhancing knowledge exchange through an effective collaboration between researchers in the fields of Occupational hygiene, safety and health in and environment in Mining Engineering.The project aims to modernize the educational programs of HEIs in African countries. As well as add master programs in OSH.

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