"In the field of vocational education and training (VET) quality has become one of the most relevant issues. Besides regulation patterns, curricula that fit the demand by labour markets and reliable and efficient organisations for the delivery of VET, one crucial ""input variable"" is the professionalisation of teachers working in the field of VET. For the quality of teacher training the mode in which teachers are trained has become more and more complex since teachers need to be (1) experts in their vocational field (2) pedagogical/didactical experts who know how to teach effectively; (3) and they also need to know what young people to be trained expect when they start their career.The project addresses these issues and wants to contribute to establishing a profound didactical understanding and underpinning of VET teacher programmes/courses in the Ukrainian universities taking part in the project. Didactical and organisational inputs come from three EU countries with strong experience in VET teacher education. The project aims at newly created or revised curricula for VET teacher courses taking account of modern didactics, the importance of pedagogy in general, and also internship regulations that ensure that future teachers also can gain practical experience in schools and companies before they start their career. Hereby, the involvement and commitment of vocational schools/colleges and companies will be a crucial objective of the project.It is intended that the project can contribute to raise awareness of securing a modern VET teacher education system in Ukraine, that it will underline the general social and economic importance of this professional group and that it will contribute to raising the status of teachers in the Ukrainian society in general. Besides, long-term impacts can be seen in a more functional and quality-minded approach to VET delivery in schools and companies."

MoPED aims at modernizing curricular for Pedagogical Universities in Ukraine by incorporating novel courses with modern ICT-based tools, instruments and top-notch teaching methods. The project focused on the following:-creation of 3D map (pedagogy, technology, education institution) based on the profound study of pedagogical higher education in Ukraine and usage of EU HE best practices with further transformation to a guide on building digital competence teacher's profile that fully corresponds to the modern pedagogical trends and UA educational reform policy;-design of new accredited at the institutional level courses and STEAM (Science, Technology, Engineering, Art and Mathematics) learning materials for Bachelor’s and Master’s degree programs in participating UA HEI;-enhance professional level of UA HEI and primary/secondary school teaching staff by providing a series of trainings and master classes and applying the EU best practices in usage of sound technologies and pedagogical methodologies in a classroom;-settlement of “Innovative Classroom” (ICR) in each UA HEI as a 21st-Century learning space based on the best European practices that serves as a practical environment for training and implementation of knowledge and skills related to up-to-date teaching methods and tools application;-improving English proficiency of the pedagogical teaching staff by introducing intensive online professional English course for educators;-establishing of MoPED ecosystem that initiates the innovative professional environment for fostering, sharing and broadcasting the effective teachers’ practices and facilitates the effective cooperation between EU and Ukrainian Pedagogic HEIs, school teachers and their associations strengthening internationalization, knowledge transfer and academic capacity.MoPED project makes great contribution to the ambitious large-scale educational reforms in Ukraine and gives answers to burning challenges and requirements met by both higher and primary/secondary school education: digital and didactic competences necessary for a modern school teachers, innovative leaning space that corresponds to contemporary demands and possibilities. It ensures the appearance of highly skilled and relevant to contemporary labour market professionals ready to be flexible and adapt to constantly changing educational demands.

The conditions in Morocco, Tunisia, and Ukraine are ripe for the successful modernisation with gender studies different Master's programs in the different field of Social and Behaviour Sciences. The consortium is formed on the basis of professionalism, mutual complement and quality sufficient experience of project implementation. It consists of HEIs from the Lithuania, Greece, Hungary, 2 Moroccan, 2 Tunisian, and 3 Ukrainian HEIs and three NGO as associative partners.There are analysis of existing curricula, concept of updated curriculum; cross-regional contacts as results of the Preparation WP.The main results of the Development WP: - Modernised curricula in gender issues (updated curricula; syllabi for updated and new courses);- Core resources (teaching, learning and training materials for teachers and students; staff skills in Partner countries HEIs improved at short internships at Program countries);- E-resources (OER; E-test system).Dissemination activities carry out publications, press, posters, printed promotion material etc. International multiplier events will be organised: three Schools, two Conference, Seminar of Young Teachers & Scientists, and Forum.An effective system of project management and quality control is developed.The main results are published in hard & in e-version and posted on the project website in French, Arab, English and Ukrainian. The project creates the new competences and new thinking in gender equality and improve education in gender studios of students of modernised MA Programs in Social and Behavioral Sciences; disseminate the updated curricula into the universities of other regions; promote the convergence of the education system in EU-neighboring countries with European state education systems; promote increasing of level of digital competence in all target groups; promote strengthening of ties between Europeans and their neighbours; realize positive changes in gender equality in the world community

GameHub project ensures employability and self-sustainability of HEI graduates, unemployed engineers as well as veterans of Anti-Terror Operation (ATO) in Ukraine by equipping them with knowledge and skills demanded by digital game industry (GI) - a highly networked global impact economy. Game Industry is strongly based on online work approach allowing the development of a highly technological field in Ukraine.The project aimed at establishing monitoring instrument of competence profiles and training necessary for employment in ICT market in Ukraine including international networking and business opportunities, at building in each higher education institution in Ukraine capacities for digital game production and entrepreneurship and at increasing the cooperation between academia, veterans associations and ICT creative business.The project developped the competence scheme for successful employees and enterprises in the ICT and Game industry, built the concept, structure and facilities of GameHub fused with game lab, trained 180 university teachers , 500 students and 150 unemployed including the ATO veterans, developped 18 bilingual learning modules and integrated them into the HEI curricula, established academia, enterprises and unemployment centers links at UA HEI -GameHub Scaffold and organized a series of sustainable job fairs on Game Design.GameHub plans to expand the new methodology and resources for enhancing student competency required by modern IT, including creative game industry.

The major reason behind MultiEd is the need for improving language skills of the population in Ukraine through reforming the curricula of the teachers of foreign languages, introducing new foreign language educational approaches and CLIL (content and language integrated learning) methodology, doing a survey and developing multilingual education strategies for universities and consequently developing National Recommendations on Multilingual Higher Education and internationalization in Ukraine. The results of MultiEd are the following:1) 8 new courses designed, 14 courses upgraded, reformed 8 BA and 8 MA curricula for teachers of foreign languages introduced, new teaching practices adopted, National Guidelines on TFL curricula produced;2) content-based instruction offered to BA, MA, PhD students to increase their employability and career opportunities; 3) multilingual education strategies and national recommendations on multilingual higher education and internationalization designed, internationalization level of universities improved;4) e-course “CLIL methodology” delivered; 5) the platform for the introduction of regular trainings for in-service teachers created, lifelong learning efficient practices promoted to the level when they provide sustainable professional development of teachers;6) policy makers made aware of EU strategies and approaches in HE, multilingual instruction and are provided with specific guidelines to support reform of education.The impact envisaged features the support of the educational reform “New Ukrainian School” initiating a long-term impact on UA HEIs due to the multiplication of the project practices on institutional, regional, national and international level.