aim and objectives

The project covers the regional priority for Asia through curriculum development and Education. training and life-
long learning. The project follows the EHEA vision that everyone has the right to quality and inclusive education,
training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society
and manage successfully transitions in the labour market. The project integrates 3 courses in teacher training
programs to foster democratic values, non-discrimination, gender equality as well as pedagogic tools to combat
radicalism.
We will also develop the professor in education. In order to impart the new knowledge the AURORA project needs
to be sure that the teachers have the required skills, methodologies and competences to do so. It is important that not
only they are able to deliver the message but also have the messenger able to do it.
Lastly the AURORA centres will also help in disseminating the project and its outcomes to a wider population base.
This is done because we don’t want to only affect the education system but the entire society. The knowledge we are
trying to give: inclusiveness, democractic values, gender equality, fight against radicalism should not be only taught
inside a classroom be in the “wild” with other people. The more exchange we have, the more democratic it will be
and the more understanding people will be between each other.

Aims and Objectives

Create a program for Curricular Reform in India and Nepal that will promote inclusive education through teacher training programs at BA/MA levels by developing new courses in educational programs, faculty and Teacher workshops, student leadership training and student activities
to foster gender equality, democratic values and combat radicalism to be applied from early stages in the school.
The specific objectives of the AURORA project are:

To enhance the quality of academic education for teacher training through the development and modernization of courses that tackle gender equality, respect for human rights and democracy and radicalism.
To disseminate and sustain new courses extending them to other dept., HEIs and primary/secondary Schools.
To establish AURORA Clubs at HEIs and at Schools to enhance social inclusive and democratic values.
To enhance cooperation between HEI with other educational centers.

European added value

AURORA will transfer best practices related to ‘Education for Democratic Citizenship’, ‘Education for Gender
Equality’ and ‘Combating Radicalism through Education’ and pedagogical approaches from EU to Asia and HEIs
in terms of activities, training materials, tools and processes. AURORA member HEIs have expertise in developing
and implementing these methodologies and pedagogical approaches, and AURORA partner HEIs are committed to
adapting the practices developed in EU to their cultural contexts and integrating them.
In Asia, due to the current socio-economic context, there are constant cutbacks in HE. This puts stress on each HEI's
financial capacity to invest in "extras", and available funding is usually allocated strictly to research. Asian HEIs are
lacking the funds for the kind of knowledge transfer and capacity building, which this project requires.
AURORA resources will enable setting up AURORA centers in partner HEIs and help create the infrastructure to
sustain them. Once the infrastructure is created, programs are developed, piloted and proven and CoPs are formed,
these centers may become an integral part of the academic culture and of the HE-professional field connection in
Asia.
The situation of the government owned schools is precarious. Lack of budget and bureaucratic hurdles are main
causes to bring the schools in such situation. Moreover, corruption in development projects, political intervention
and undue political influence in the schools, low commitment of the teachers, lack of proper supervision, lack of
rewards and punishment are the causes of the poor performance of the schools. To overcome such problems external
support is required.

Specific Project Objective/s

Specific Project Objective/s:	Indicators of progress:	How indicators will be measured:	Assumptions & risks	How the risks will be mitigated:
What are the specific objectives, which the project shall achieve?	What are the quantitative and qualitative indicators showing whether and to what extent the project’s specific objectives are achieved?	What are the sources of information that exist and can be collected? What are the methods required to get this information?	What are the factors and conditions not under the direct control of the project, which are necessary to achieve these objectives? What risks have to be considered?	risks can be mitigated through proper planning and management of the project and using a collaborative approach within the consortium.
To enhance the quality of academic education for teacher training through the development and modernization of courses that tackle gender equality, respect for human rights and democracy and radicalism. To disseminate and sustain new courses extending them to other dept., HEIs and primary/secondary Schools. To establish AURORA Centres for inclusive education at HEIs and at Schools to enhance social inclusive and democratic values. To enhance cooperation between HEI with other educational centres.	# of Pilot Courses developed. # of faculty trained in. # of Students trained. # of teachers in workshops. # of pilots run. # of students attending AURORA’s courses. # of AURORA’s courses being implemented in other HEIs. # of clubs established. Number of agreements and collaboration between HEIs and another educational centre.	Questionnaires gathered by involved faculty and uploaded to project platform. Participant and faculty assessment of pilot programs. Project documentation and inventory reports by NGOs, students, teachers who set up AURORA clubs. Online monitoring of materials being downloaded from the project’s website and feedback of users of the program.	Lengthy procedures in the process of adopting institutional amendments to the current national regulations for curriculum reform in Asian partner countries. Loose structural and functional integration of new courses in Higher Education Institutions in Asian partner countries. Users’ motivation and readiness to recognize the importance of AURORA approach.