"Lecturers trained in didactics and aligning curricula to learning outcomes, and formal student mentorship programmes established.

Links established between secondary schools and universities, including open days for secondary school students to visit universities in order to improve their preparedness for university education.

Links with industry established including the involvement of industry partners in developing and implementing training and academic programmes focused on graduate competence. "

The project enhanced the quality of training of Agricultural and Rural Innovation (ARI, a programme set up through a previous EDULINK project) and AgTrain PhD programmes through student and staff exchange between African and European universities, and converting selected modules for online delivery. 19 academic, 6 administrative staff and 79 students participated in the joint delivery of 10 modules with 51 and 69 student and staff exchanges . The 10 modules were updated and 6 of them converted and tested for online delivery.

The curricula for 6 food and nutrition science related programmes were reviewed, and input from stakeholders and recommendations for university-industry engagement were developed and disseminated. The reviewed curricula incorporated activities aimed at developing enhanced research and practical skills among graduates. A total of 16 academic and 16 technical staff were trained to enhance their capacity to instil practical and research skills. Joint training, supervision and examination of graduate students enabled the partner universities to leverage human resources in the network.

Capacity building was provided in the field of higher education and contributed to create an efficient, highly productive, sustainable and job-creating agribusiness sector in Kenya, Uganda and in other East African countries. Two complete facilities, in Kenya and Uganda, for e-learning content production and teaching have been equipped, each consisting of a classroom with 25 laptops and one multimedia recording room.

A BSc. in Aquaculture and Aquaponics in Guyana and a MSc in Aquaculture and Aquaponics in the Dominican Republic have been developed and implemented, with the first cohort in September 2016. 384 fish farmers and technicians (46.1% female) were trained in both Guyana and the Dominican Republic in support of the academic programmes. The virtual Institute of Aquaculture & Aquaponics (INAQUAP) has been created and now supports several projects including the incorporation of three foundations.

"New university teaching modules in the fields of Energy and Agro-food were implemented with the following outcomes: - Increased capacity of the universities to offer innovative higher education programmes. - Enlarged network of interrelationships among university, professional and administrative worlds. - Reliable conditions to boost professional skills, strengthen innovation, and raise sustainability in the bioenergy-agricultural sectors. "

Nine Continuous Professional Development (CPD) courses and 15 degree programmes have been revised, including 56 courses and the development of 22 new courses. 2,106 students were trained and 384 urban professionals engaged with the partnership in urban policy development.

Academic staff of Higher Education Institutions in east and southern Africa acquired improved skills for curriculum development and innovative teaching methods. Management skills of deans, heads of department and researchers were also strengthened and a model regional MSc Postharvest Technology curriculum initiated. Quality assurance roles for students and professional associations have been introduced and institutionalised. New inter-institutional networks between HEIs in ESA and the EU have been established and significantly strengthened.

A total of 111 graduate students and 18 teaching staff have developed skills in problem-based learning and interdisciplinary research in the context of climate change adaptation and food value chains. Six  existing curricula have been revised and have successfully completed the approval process at university level in Kenya and Ethiopia. The new techniques of problem-based learning and interdisciplinary research have been integrated into the methods utilised by researchers at the partner HEIs.

Transition to the Licence-Master’s-Doctorate (LMD) system was achieved by developing the skills of administrative and managerial staff to international standards for HEI management. PhD curricula were developed in the field of Agriculture and Food Security, as well as courses on Internationalisation, the LMD system, and PhD development. An e-learning system was introduced at the HEIs. Agreements were drawn up for the SEADD-VALCOBIO international consortium, involving the universities of Torino, Comoros and Madagascar (Antananarivo, Toamasina and Mahajanga).