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 project aims at enhancing quality of design and delivery of initial teacher education (ITE) towards increasing the professionalism bar for teaching profession in Kosovo through the implementation of European-inspired quality assurance mechanism that produce teacher professionalism aspired by teaching profession in Kosovo. The two important concepts in this project are 1) internal quality assurance mechanism in Initial Teacher Education (including but not limited to program review, organised monitoring, collecting feedback from students on quality of teaching and learning resources, review of quality of student services, review of managerial practices including staff policies, review of research activity etc, and 2) the development of teacher professionalism. The project makes the link in a way that the proposed internal quality assurance mechanism needs to contribute to the achievement of the desired professionalism in school system. The desired professionalism is referred to the policy set up for the teaching profession which the internal quality assurance system needs to contribute to. In addition, in order to achieve a quality culture in initial teacher education, the project supports the development of management skills and practices to manage internal quality assurance as well as development of teacher educator competencies to be able to deliver quality courses (specified in quality indicators for teaching in teacher education) that are in line with the expectations of professionalism in teaching profession and at the service of school reform. In order to address this, the project provides capacity building and resources for teacher educators and managers of initial teacher education. In this way the project brings all stakeholders together to link to the development of a quality culture in teacher education in Kosovo.

This project addresses of of Erasmus + KA2 CBHE priorities: Recognition of Qualifications and Qualification Framework. This is a regional priority for the Western Balkans, meaning it is a cumulative priority for all countries. Moreover, an added value is that for Albania and Bosnia and Hercegovina, this is also a national priority for CBHE projects. Service related competences are becoming an important aspect in non-formal and informal learning setting however, their integration in HEI learning approaches is quite new. Thus the project presents a new engagement of HEIs into an innovative qualification framework of social-related competences. Considering that none of the Balkan Countries has a previous experience in validating qualification framework of social related competences the project includes each WBC, represented by two HEI each. Following the European path, Partner countries are evolving into a service-based society. Hence professional lives are increasingly determined by concepts such as:- customer orientation,- sectoral and international collaboration-the need for continuous learning to adapt to rapidly changing demands.Consequently values and competences like:- external (customer) orientation,- team work/ cooperation- social competences necessary for effective management in the service sector are becoming competitive factors at the job level and as such aspired competences both for employment and societal reasons.Most important outputs will be:->Validation of service related competences-> IT-based system to create and validate learning outcomes-> Validation and creation of service-related with an IT-based Assessment and Evidencing system.

The aim is to provide practical solutions to help close the gap between industry needs/expectations and educational system outputs, by creating a STE(A)M education master programme. The later will train in-service and future educators at all levels of education to implement STEAM-related courses in the target countries. Innovative learning material and services will be also developed offering educators a multidisciplinary perspective and participating universities the chance to exchange best practises, modernize, renew and align their curricula towards multidisciplinary skills and competencies necessary for rapidly changing job markets.In this context, the consortium will transfer significant know how from the European Educational System that will be used by the partner country Institutions to design an advanced MSc Curriculum for STE(A)M education. The absence of such a degree makes the need for its design and introduction pressing and the consortium envisages that this effort will spearhead similar endeavors in other Western Balkan countries. The Master’s Programme combines the diversity of expertise of leading European Universities and offers education oriented to a multidisciplinary understanding through the involvement of experts from complementary fields.The aim of this MSc programme is to enhance future and in-service educators, in order to:• develop a broad theoretical base reflecting current cutting edge research in STE(A)M education• comprehend and demonstrate specialised knowledge and skills in cross-disciplinary approaches• choose and use appropriate methods for active learning while teaching STE(A)M• design, develop and evaluate curricula and materials for STE(A)M-related courses• equip with the knowledge and skills to solve complex workplace problems and find flexible, intelligent, innovative solutions at the professional level• identify, design and implement effective STE(A)M-related training and development programmes

European business sector pays an ever more increasing attention to competences such as sense of initiative and entrepreneurship. The recommendation 2006/962/EC on key competences for lifelong learning highlights paramount importance of these key competences for employability. These competences related to entrepreneurship play a paramount role in EU neighbouring countries in their development process towards higher performing market economies and convergence with EU economic and social standards, their employers miss these competences in graduates particularly from ICT and engineering. WB countries and Russia in general have a high level of resistance to private initiatives, business and entrepreneurship. Many of the youngsters prefer “safe” employment at public enterprises, awareness and appreciation of own entrepreneurship potentials is low.The project aims at developing, testing, validating and mainstreaming holistic and needs driven open learning modules to promote entrepreneurship competences of ICT and engineering graduates at the interface of academic education and learning in practice business contexts.Competence level of graduates in participating partner countries is researched and regional training needs are identified; modular, practice-oriented entrepreneurship trainings are developed; validation system comprising a suite of entrepreneurship-related competences descriptions, context-related reference systems to assess and evidence these competences, and an online assessment and validation system based on the proven and tested Level 5 approach are created and used; a connection of this assessment and validation system to formal validation and accreditation systems (ECTS) and certification systems (EUROPASS) will be explored to allow for transnational exploitation of acquired competences; entrepreneurship training modules and competence validation system are piloted, evaluated and mainstreamed into existing curricula in ICT and engineering programmes.