The action is structured in Regions and Strands.

In Region 2 - Neighbourhood East, the overarching priorities apply. For Strands 1 and 2, the applicable priorities are further detailed in the regional context as follows:

• Green Deal: Support the modernisation of economies, making them more competitive and innovative, while ensuring the green transition towards climate neutrality. Research & innovation initiatives are to focus upon climate change mitigation and adaptation, the greening of cities, promotion and implementation of new sustainable value chains and green skills & jobs. Academic cooperation should help provide answers to public demands on urban and rural development, energy efficiency, health and natural resource and waste management.
• Digital transformation: Foster an effective, inclusive and gender-sensitive digital transformation in education and science, in the first place by addressing the digital skills gap. Priority areas in the digital strand include the development of connectivity solutions empowering citizens through the improvement of digital skills and digital literacy, distance learning, and learning and teaching innovations, specifically in remote and rural areas and vulnerable communities. Priority should also be given to fostering links between Education, Research and Business in the area of digitalisation. Calls related to Data infrastructure, Data management and SME/business digitalisation are encouraged.
• Integration of migrants: Support education initiatives contributing to the development of a regional higher education area, particularly credit transfer systems and qualification, degree and credential recognition. Provide for the integration of migrants and displaced persons by granting access to education, including language education and scholarships.
• Governance, peace, security and human development: Contribute to an area of democracy, prosperity, stability, security and increased cooperation between resilient and inclusive societies sharing common values. Projects should notably focus on rule of law reforms, protection of human rights, the fight against corruption and discrimination, media literacy, the role of an independent media and civil society and promotion of gender equality.
• Sustainable growth and jobs: Investing in young people and better connecting education, research and innovation with private sector needs are crucial building blocks in achieving economies that work for all. Areas of particular focus are teacher training, youth entrepreneurship, the offer and uptake of Science, Technology, Engineering, Arts and Maths (STEAM) skills, and related gender inclusiveness. Linkages with the green transition towards climate neutrality should be stressed. Particular attention should be given to vulnerable communities as well as remote areas, including rural areas.

For Strand 3 and given the nature of the Strand, which aims at supporting structural reforms in the third countries not associated to the Programme, projects must address the needs of higher education in the country(ies) concerned at large.

In addition, each applicant will need to identify in Part A of the application form also one of the overarching priorities, which are defined by the European Commission and reflected in the Programme Guide. This is compulsory. Please note that multiple priorities cannot be selected.

Beyond the applicable overarching priorities, and in order to respond to the various challenges in the third countries not associated to the Programme, the CBHE action in Region 2 is composed of three specific Strands:

Strand 1: Fostering access to cooperation in higher education

As explained in the Programme Guide, this Strand is designed to attract less experienced HEIs and small-scale actors to the CBHE action to facilitate access to newcomer organisations, through small-scale projects and primarily focusing on the following areas within third countries not associated with the Programme:

• HEIs from least developed third countries not associated to the Programme
• HEIs located in remote regions/areas of third countries not associated to the Programme
• Newcomers or less experienced HEIs and Faculties from third countries not associated to the Programme
• Students and staff with fewer opportunities.

The proposed activities and project results under any of these areas should have a clear added value for the targeted beneficiaries. A non-exhaustive list of possible activities is provided below:

Activities aiming at enhancing the management/administrative capacity of the targeted HEIs, such as:

• reforming and modernising the university governance, including the enhancement of services in particular for the benefit of students (student guidance, counselling and job orientation, etc.);
• establishing or strengthening international relations offices and elaborating internationalisation strategies;
• establishing new or developing existing quality assurance units and processes/strategy within HEIs;
• creating or increasing the capacity of planning and evaluation units;
• enhancing mechanisms for communication and dissemination of results from international cooperation projects;
• building capacities to support students and staff mobility activities.

Activities aiming at ensuring high quality and relevant education, such as:

• modules or study programmes, technical or professional orientations of programmes;
• establishing intensive study programmes bringing together students and teaching staff from participating HEIs for shorter study periods;
• developing capacities for postgraduate students and academic staff as well as promoting their mobility;
• implementing training courses for HEI academic staff;
• creating synergies and strengthening the links with the business sector and with private or public organisations active in the labour market and in the fields of education, training and youth;

Activities aiming at increasing the accessibility of the students/staff with fewer opportunities, such as:

• developing remote and inclusive learning pathways and opportunities by relying on digital technology and e-learning for vulnerable students;
• updating the digital technology to develop specific services aiming at ensuring equal and fair learning opportunities to students with disabilities;
• promoting initiatives aiming at positive discrimination by empowering women and ethnic/religious minorities;
• develop initiatives addressing and reducing barriers faced by disadvantaged groups in accessing learning opportunities;
• contributing to creating inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community.

Strand 2: Partnerships for transformation in higher education

As explained in the Programme Guide, this Strand shall introduce new approaches and initiatives in higher education having a significant and long-term impact on the targeted HEIs beyond the projects' lifetime and as such benefit society as a whole. Projects should pursue:

• Innovation in higher education and
• Reform in HEIs.

The proposed activities and project results under any of these areas should have a clear added value for the targeted beneficiaries. A non-exhaustive list of possible activities is provided below:

• development, testing and adaptation of innovative curricula in terms of content [key competences and transversal skills, (entrepreneurship, problem-solving, green jobs, etc.)], structure (modular, joint…) and teaching/learning methods [including the use of open and flexible learning, virtual mobility, open educational resources, blended learning, Massive Open Online Courses (MOOC), etc.];
• development, testing and implementation of new learning methods, tools and materials (like new multidisciplinary curricula, learner-centred and real problem-based teaching and learning) through practical training and placements of students;
• introduction of Bologna-type reforms (three-level cycle system, transparency tools such as credit systems and Diploma Supplement, quality assurance, evaluation, National/Regional Qualification Frameworks, recognition of prior and non-formal learning, etc.) at institutional level;
• introducing practical training schemes, internships and study of real-life cases in business and industry, which are fully embedded in the curriculum, recognised and credited;
• introducing dual learning systems bridging tertiary studies with upper secondary VET as a means to boost the employability of graduates;
• development of solutions for challenging issues, product and process innovation (students, professors and practitioners together);
• development and testing solutions to pressing social demands not addressed by the market and directed towards vulnerable groups in society; addressing societal challenges or relating to changes in attitudes and values, strategies and policies, organisational structures and processes, delivery systems and services;
• support the creation of centres, incubators for innovation, technology transfer and business start-ups, and the integration of education, research and innovation at institutional/regional/national level;
• development and testing of continuous education programmes and activities with and within enterprises;
• set-ups to trial and test innovative measures; exchanges of students, researchers, teaching staff and enterprise staff for a limited period; providing incentives for involvement of enterprise staff into teaching and research;
• reform of governance and management systems and structures at institutional level (incl. quality assurance methods and systems, financial management and HEI autonomy, international relations, student services and counselling, career guidance, academic and research boards, etc.);
• development of strategies and tools for the internationalisation of HEIs (international openness of curricula, interinstitutional mobility schemes), and their capacity to network effectively in research, scientific and technological innovation (scientific cooperation and knowledge transfer, etc.);
• development, adaptation and delivery of tools and methods for the upskilling, evaluation/assessment, professionalisation and professional development of academic and administrative staff, for the initial training of teachers and continuous career development.

Strand 3: Structural reform projects

As explained in the Programme Guide, this Strand shall support efforts in third countries not associated to the Programme to develop coherent, inclusive and sustainable systems of higher education to meet their socio-economic needs and broad ambition to create a knowledge-driven economy, including in the fields of science, technology, engineering and maths (STEM), through Structural Reform projects that involve the competent National Authorities (notably Ministries of Education) of third countries not associated to the Programme as well as HEIs, research institutions and other relevant authorities/bodies and stakeholders.

Strand 3 - Special Moldova initiative: EU-Moldova Master’s programme in European Affairs

As explained in the Programme Guide, under this window in Strand 3, this action will support a structural reform project aimed at establishing a flagship and sustainable Master’s programme in European Affairs in Moldova, based on cooperation between Moldovan universities and their peers from Member States or countries associated to the Erasmus+ programme. It will target students, young professionals and civil servants from Moldova and neighbouring countries/other associated countries, selected through a merit-based and transparent process, and will aim to enhance Moldova’s institutional capacity for EU accession.

The objective is for the academic content and degree to be primarily delivered by Moldovan institutions in English language, with substantive contributions from European academic and policy experts through joint curriculum development, guest lectures, and short-term secondments with appropriate diploma arrangements.

The programme will be tailored to the training needs of Moldova’s public administration in the context of the EU accession process. The project will also strengthen ongoing structural reforms of the Moldovan higher education system, through capacity-building, curriculum innovation, and continuation of the alignment with the Bologna Process and the European Education Area. It will lay the groundwork for a permanent national capacity to deliver European studies and EU policy training within the Moldovan higher education system.

The expected goals of this project are to:

• Support Moldova’s administrative preparedness for EU membership by high quality training of existing or new public servants, with comprehensive knowledge of EU institutions, policies, and law, and foresight vision,
• Strengthen through content, methodology and teaching staff the quality and internationalisation of higher education provisions, currently implemented in higher education reforms in Moldova,
• Contribute to human capital development and retention of skilled professionals within the country,
• Enhance the societal connection to the European project by cultivating awareness of EU values, cultural diversity, institutions and the benefits of EU integration, contributing to a deeper sense of belonging among European citizens.

The Master in European Affairs will serve as a flagship initiative under Erasmus+ in support of Moldova’s accession process. The EU grant will be EUR 2 000 000 for a single project.

During the project, Moldovan and European partners would be given the opportunity to implement the following indicative list of activities, aimed at establishing the academic and institutional foundations of a Master’s programme in European Affairs:

• Conduct a needs assessment and feasibility study to define the academic and institutional set up of the Master’s programme,
• Establish partnerships with EU universities (or from countries associated to the programme) to facilitate academic exchanges, guest lectures, short-term secondments, and joint research activities,
• Develop a Master’s curriculum covering EU law, institutions, policies, or governance, including practical modules informed by EU institutional practice,
• Pilot selected modules or learning components, where feasible, to test the curriculum and gather feedback from students and staff,
• Support the official accreditation by an ENQA agency, and validation process of the Master’ s programme, in line with national quality-assurance requirements,
• Strengthen teaching and administrative capacity by providing training for academic staff and university administrators in curriculum delivery, student-centred pedagogy, and digital learning tools,
• Embed internal quality assurance mechanisms, including a self-assessment framework for programme content, teaching quality, student outcome, and mechanisms for continuous programme improvement,
• Develop and apply procedures for student selection, admission, assessment and establishment of ensuring transparency and inclusivity,
• Ensure institutional ownership and sustainability by integrating the Master’s programme into national higher education frameworks and developing a financial model to sustain the programme beyond EU funding.

In the medium term, the Master’s programme could serve as a basis for the creation of a centre of excellence in European studies in Moldova, contributing to broader structural reforms in the education and public administration sectors in Moldova and other countries.

For additional guidance and complete information on the CBHE call, applicants are invited to consult the Call document (Programme Guide).

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