Formation of Teachers for Emerging Challenged Areas in the Philippines (FORTH) addresses the reality of teaching in socio-economic deprived areas with very specific needs and contexts for both children and teachers. FORTH particularly addresses teacher´s loss of motivation and self-esteem ending in absenteeism and attrition. It addresses this challenge with a number of joint measures such as bringing to the forefront the relevance of this mission for the eradication of poverty through education, highlighting the importance of this task creating new curricula and developing it into a Master and then into an Erasmus Mundus Joint Master Degree while making it accessible to a) people already in the area (part time) and b) those who make it a choice and a vocation to go to these areas. The curricula will be designed jointly by specialists from Phil and EU, having a critical mass 10 per university fully trained (total 50 people) and making it a centre of excellence by research and international links.Other measures relate to a plan for BA students, willing to take their practical year in these marginal areas, learning and taking part in the project. Further, the project will foster the creation of University clusters, learning communities of university- school teachers (in the selected areas as a pilot) enjoy join learning activities related to exploit specific methodologies existing for these type of teaching and use and build new material relevant to the children´s in these areas to learn and create self-esteem, sense of value and conviction that they can make it. Web repositories and audiovisual material will be created jointly the Master students and the teachers in the area.FORTH intends to be a pilot in the Philippines to be replicated in other parts of the world, making a network of interested partners. FORTH counts on a privilege team both in Phil and in EU and particularly it counts on the presence and support of the Ministry of Education of the Philippines.

Asian Family Businesses (FB) are the backbone of the Asian economy, however the specific characteristics of family businesses which can affect their longevity and their competitiveness remain unexplored. More efforts should be directed towards studying the contribution of family businesses to establish the proper institutional frameworks to support their longevity. In this context the project aims to create a new Master’s programme in the specialized academic area of FB Management in total 16 HEIs of Cambodia, Malaysia, Philippines, Bangladesh, Bhutan and Nepal, that is as much absent from HEI programmes in the Partner Countries (PC) involved as it is needed. The FAB curriculum will incorporate novel entrepreneurial theories, business models and innovative management tools fostering new family entrepreneurs, but also promoting entrepreneurial behaviour (including innovation) in existing family firms.Beyond coursework, the program will be structured around:- industry placement, in family businesses;- ‘FB Centers of Excellence’ in PC HEIs that will act as foci for research and innovation in the area;- country-specific VET online courses (MOOCs), introducing PC HEIs in the MOOC era;- digital learning, to allow modern forms of learning, as well as to enable contribution from experts across the globe in the development of the program;- promote cooperation, exchange of know-how and good practices in the subject area between EU and PC HEIs;-establish viable synergies and links with family businesses in order to address their needs in specialized personnel and enhance the employability of FAB graduates;-contribute to local economic growth, by providing to program participants the right knowledge/skills/tools to turn the local family-business sector into a driver of social and economic growth;-promote dialogue between the academic sector, family businesses and policy/decision makers in PC and help convey the concerns faced by FB into policy consultation processes.

Internationalisation is one of the pressing issues for South-East Asian HEIs: Mission & Vision statements, as well as Strategic Plans confirm the strong will of the HEIs in the Region to strive for Internationalisation for the sake of students & graduates. Ministerial & Regional policy documents, too, advocate Internationalisation as priority for individual countries & the Region.What HEIs & policymakers lack are the core Recognition Mechanisms:- RM1 Regional Subject-Specific Qualifications & Assessment Reference Frameworks,- RM2 Measuring Full Volume of Student Workload as part of Programme Planning, &- RM3 Authentic Assessment of Programme Learning Outcomes.To address this gap, CALOHEA brings together 26 HEIs from 8 SEA Countries (Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Thailand & Vietnam), AUN-ACTS Network, AUN & 5 EU partners highly experienced in creating & helping HEIs adopt the 3 core RMs. University of Groningen & ASEAN University Network act as Project Coordinators &, together with all the Partners, will work to achieve the following:- create & install RM1-3 in 3 pilot areas – Civil Engineering (a door to the Engineering sector), Medicine (a door to the Health sector) & Teacher Education (a door to Social Sciences)- train Teams of Champions for Recognition & Internationalisation in 26 SEA HEIs- reach out to all ASEAN & many more SEA HEIs to encourage regional adoption of the 3 RMs &, thus, help any SEA HEI in Internationalisation efforts.Students & graduates will be direct beneficiaries, since RM1-3 will considerably facilitate mobility & employment. HEIs & their academic & administrative staff will be equipped with the tools to achieve higher level of Internationalisation. Policymakers, &the Region as a whole, will obtain the foundational tools and the Champions necessary to make a serious step forward in articulating a common HE Space and increase mobility among the SEA countries, as well as between SEA and other world regions

Tuning Asia-South East project brings together 7 South East Asia nations and 6 EU Member States giving the opportunity for 30 higher education institutions to engage in policy dialogues, work on key issues related to harmonising competences, and enhance mutual recognition of higher education qualifications. In order to contribute to and support the harmonisation process within the South East Asia region through building of a framework of comparable, compatible and transparent degree programmes, project aims to apply the Tuning methodology in the South East Asia universities in three subject areas – Civil Engineering, Medicine and Teacher Education, develop Tuning Meta-Profiles in three subject areas; develop, implement, monitor and improve degree programmes, and promote regional and international cooperation between the South East Asia and EU universities. The project main results are ensured by using a multi-stakeholder bottom-up approach while taking European and world Tuning experiences in collaboration with key stakeholders at national, regional and international levels. They include: a well-established group of trained academics and managers (65 academic staff and 40 management staff); Reference Points for the Design and Delivery of Degree Programmes in Civil Engineering, Medicine and Teacher Education; 4 BA Degree Programme Profiles and 1 Master’s Degree Profile; 2 Regional Dissemination Seminars; 2 International Dissemination Conferences; 2 High Level International Policy Forums; 1 Public interactive website. The outcomes of the project are of relevance for all higher education institutions in South East Asia.