ANNEX IV.2: Template Report Form For Cluster Meetings .

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ANNEX IV.2: Template Report form for Cluster meetings organised by NEOsREPORT ON CLUSTER MEETING(FOR INTERNAL USE)Purpose of report:The report should give a good overview on the way and extent to which the participating projects havehad (and/or will have) an impact in the Partner Country(/ies) for concerns the topic (/thematic area)addressed by the meeting.The conclusion should sum up the main achievements (realised and/or expected) as well as therecommendations addressed to the projects, the national authorities and the European Commissionfor improving the Programme/projects impact on the thematic area/topic concerned.Depending the stage of the participating projects (closed or on-going) the report should give anassessment of the actual (or expected) sustainability of the products and on the impact of each projectat individual, institutional and national level (for more guidance please consult the table ofIndicators/descriptors on impact indicators (Annex I.13) and guiding questions for impact a(AnnexI.9 )I. Information on the meetingTitle of the Cluster meetingCluster meeting of CBHE projects focusing on the CurriculumDevelopmentSpecify the topic (/thematic area) Curriculum Developmentof the meeting and if applicableits geographical coverage (forwhat concerns the PartnerCountries)Date of the meeting29th-30th November 2018City, CountryPodgorica, MontenegroProjects invited (list of theprojects with title and trical Energy Markets and Engineering engthening Capacities for Higher Education ofPain Medicine in Western Balkan tern Balkans Urban Agriculture trengthening Capacities for Tourism Changes in WB– Building Competences for Quality Management ofHeritage and Cultural Tourism hancement of study programs in Public HealthLaw, Health Management, Health Economics andHealth Informatics in Montenegro1

6.573866-EPP-1-2016-1-ME-EPPKA2-CBHE-JPCapacity Building of the Faculty of Law, Universityof Montenegro - curricula refreshment, boosting ofinternational cooperation and improving human,technical and library tablishing Modern Master-level Studies inInformation Systems loping and Adapting Professional Programs forEnergy Efficiency in the Western etency Based Curriculum Reform in Nursingand Caring in Western Balkan RModernizing and harmonizing maritimeeducation in Montenegro and ructuring of Study Programme inArchitecture to Long-cycle Integrated Master in linewith EU standards12.530766 – TEMPUS – 1-2012-1-ME-TEMPUS SMHESFoundation of Study Programme for InclusiveEducation in Studies in Bioengineering and Medical REnergy efficiency, renewable energy sources andenvironmental impacts-master studyII. Feedback and conclusions on the meeting1. AGENDA OF THE MEETING (ATTACHED)2. LIST OF PARTICIPANTS (ATTACHED)Name, title/function, role (e.g. project representative, public authorities, media, external stakeholder,etc.) and employing organisation. If applicable, contact details (/email address)3. BACKGROUNDGive a short summary of the background of the topic chosenExplain the situation of the subject area /field in focus in the partner country and explain why it waschosen.Present the meeting objectives2

Curriculum Development (CD) projects are chosen purposely since these types of projects are ofmajor interest for the country’s higher education system, and are the most frequently used types ofprojects by Montenegrin higher education institutions (HEIs). This was a real necessity for HEIs,especially at the beginning of the higher education (HE) reforms. Changing and developing newcurricula was the starting point in the overall HE reform process that gradually led to the overallimprovement of the HE system in the country. So far about 35 Tempus projects have been realized and11 Erasmus Capacity Building in Higher Education (CBHE) projects selected as curriculumdevelopment type.The meeting aimed at examining the results of those type of projects, both Erasmus CBHE andTempus, their impact at various levels – individual, faculty, university level, widening to the societylevel on the whole. By the same token, cluster meeting aimed at discussing the obstacles, or potentialproblems encountered during their implementation phase. But not only that, the idea was also toidentify good practise examples, and enable sharing of local experiences among professors, localcoordinators, with all relevant stakeholders, as well as discuss all relevant CD project related issuesamong other stakeholders as well, directly or indirectly linked to the projects themselves, such asMinistry of Education, Ministry of Health, representatives of the business sector etc. Agency forControl and Quality of Study Programmes, recently established in Montenegro, among other things, incharge of accreditation procedures, was also invited, although not having participated in the projectsso far. However, given the importance of accreditation in general, and especially in the currentmeeting context, their role was of extreme importance, both for them to get to know what kind ofactivities were/are being performed in Montenegro in CD field, and obstacles encountered which havebeen mostly related to the accreditation issue. Last but not the least, a special attention was paid to thesustainability of the projects as well as challenges during the projects implementation.Selection of the projects embraced all CD Erasmus CBHE projects (excluding 2018 call), as well as7 Tempus projects, in order to have wider perspectives of the benefits, as well as different perspectivesof the CD projects, through the eyes of coordinators, partners, different areas, different HEIs anddifferent HE cycles.4. MAIN CONCLUSIONS OF THE MEETINGI. Impact of the projects at different levelsDescribe how the participating projects have led (/will lead) to behavioural, structural, pedagogical,etc. changes in the Partner country(/ies) for the topic (/thematic area) concerneda) Impact at individual level(for instance: new skills/competences acquired; improved information/awareness on thetopic/thematic area; access to new tools/equipment; etc.).b) Impact at the Higher Education Institutions(for instance: new governance structures /strategies /methods; new services offered; increasedtransparency; delivery of new curriculum; improvement in the recruitment rates, teaching methods,students' performance; etc.)c) Impact at national/regional level (on the society as a whole)3

(for instance: changes in the relevant legal framework, in the practices of the HE sector, in the linksbetween HE and society at large, ; increased awareness on and improved coverage of thetopic/thematic area in the country(/ies); etc.)d) Impact on international level(for instance: increased/improved cooperation between partner country HEIs and HEIs from otherregions in the topic/thematic area concerned; establishment of joint degrees with EU universities;international accreditation of study programmes; etc.)Speaking in terms of benefits for the institutions, all of the CD projects subject to cluster meeting wereextremely useful for raising the level of quality at the respective HEIs, and study programmesconcerned. The improved quality could be reflected in the improved teaching methodologies,improved infrastructure, and better visibility and attractiveness of HEIs in question. In the context ofMontenegrin system, a decade ago it was unimaginable that certain subject areas could be brought intoconnection (“Studies in Bioengineering and Medical Informatics” 530423-TEMPUS-1-2012-1-UKTEMPUS-JPCR). Introduction of the new topics (“Strengthening Capacities for Higher Education ofPain Medicine in Western Balkan Countries”585927-EPP-1-2017-1-RS-EPPKA2-CBHEJP ,“Developing and Adapting Professional Programs for Energy Efficiency in the Western Balkans”543782-TEMPUS-1-2013-1-AL-TEMPUSJPCR, “Enhancement of study programs in Public HealthLaw, Health Management, Health Economics and Health Informatics in Montenegro” 573997-EPP-12016-1-ME-EPPKA2-CBHE-JP) through new study programmes, and introduction ofinterdisciplinarity gave a new “flavour” to the already well established study programmes inMontenegro, making the study offer more diverse, more attractive, as well as more in line with thelabour market needs. Introducing new programmes, and interdisciplinary approach opened some newprospective and new horizons in terms of diversity of topics (new electrical energy markets(“Electrical Energy Markets and Engineering , environmental protection,(“Energy efficiency, renewable energy sources andenvironmental impacts- master study” - 530194-TEMPUS-1-2012-1-RS-TEMPUS-JPCR); efficientenergy use (“Developing and Adapting Professional Programs for Energy Efficiency in the WesternBalkans”- 543782-TEMPUS-1-2013-1-AL-TEMPUS-JPCR; mechatronics etc.). Not only that, throughsome of the projects, which is the case of project related to the introduction of MSc in inclusiveeducation (“Foundation of Study Programme for Inclusive Education in Montenegro”- 530766 –TEMPUS – 1-2012-1-ME-TEMPUS – SMHES), HEI brought to light an issue of societalimportance, raising awareness of society and respective authorities of the special part of society –students with disabilities, students with special needs etc.Students as direct, and sometimes indirect participants, or witnesses of these changes introducedthrough these CD projects were always positively tackled.The projects indirectly underpinned better collaboration at the local level, both within Montenegrinacademic community, as well as contributed to the collaboration with non-academic partners, andopened platform for closer communication and dialogue with the labour market, which is the case forthe project in maritime studies, inclusive education, architectureetc. Indirectly, these projectscontributed to better understanding of what should be done by both sides to make the projects moreattractive and better recognized at the labour market, and contributing to higher employability ofgraduates.CD projects also sometimes influenced changes at the legislative level, as is the case with CB HEproject on public health policy 573997-EPP-1-2016-1-ME-EPPKA2-CBHE-JPIt also contributed to the EU integration process, which is the case with the architecture field, and itsharmonization with the Directive on Regulated Professions EU/2013/55, thus fulfilling the strategicgoals at the state level (530440-TEMPUS-1-2012-1-ME-TEMPUS-JPCR). This concrete project alsocontributed to the higher recognition of the study programme in architecture, and enabled highermobility in this field, which was not the case before.4

However, the word most frequently mentioned in terms of obstacles was accreditation – verydemanding, and time-consuming exercise. This has quite often created problems during theimplementation phase, thus delaying the projects activities, or leaving it to the enthusiasticindividuals to struggle with this challenge. Examples of this kind could be classified as examples ofnot so good practise, but still as a learning tool for the future projects. This is especially alert to theresponsible authorities, to take over more responsibility, and ownership of the projects, and be flexiblein terms of support they give to the HEIs submitting the applications.Projects need to be institutionalized both from the HEI side, as well as supported by nationalauthorities when projects are related to the priorities defined as such at the national level.To sum up, the implementation of CD projects has brought great benefits to the higher educationsystem in Montenegro with the most obvious results of which are:-Establishment of new study programs;-Existing study programs revised, adapted to the labour market needs;-New topics of relevance tackled and introduced;-Improved governance, quality and visibility;-Quality of teaching and study programs offers raised;-Possibilities for LLL courses created;-Basis created for linking HE programs with the world of business;-Established partnershipsThe impact of the projects at the local, institutional, societal and the level of individuals could besummarized as follows:-Introducing new study programs and courses;-New programs following the HE framework (strategic framework);-Direct and indirect contribution to European Integration prospects;-Possibility for professional development of teaching staff and people from business sector;-Increased mobility of individual and staff;-Infrastructural resources;-Networking of the team;-Industrial and outside community: many of them finished training in such projects;-NGOs started to do the job of education;-Direct impact on curricula;-Direct impact on research;-Direct impact on future project developments,-Direct impact on infrastructure equipment.II. Sustainability (Capacity of the project(s) to continue and for their products/results to be usedbeyond the funding period and/or the partnership)Describe how the projects and their results/products have achieved (/will achieve) the expectedsustainability within and, if applicable, the partnership.Describe the type and intensity of support received at national (i.e. public authorities or stakeholdersfrom the private sector) /institutional level for reaching this sustainabilityPresent the specific factors /constraints/obstacles/problems that, according to the meetingparticipants, have affected the sustainability o