About one in five higher education institutions in Ukraine has been damaged or destroyed (UNESCO and related assessments).
View source
UNESCO and related assessments, as cited in the OLYMPIA application.
ERASMUS+ CBHE · 24 MONTHS
About the project
Skills for Life framework and resilience structures for war-affected higher education in Ukraine and Palestine
Keeping learning and recognition within reach
OLYMPIA helps universities in Ukraine and Palestine keep students learning, recognised and supported when campuses close.
Start: [month year]
End: [month year]
THE CONTEXT
Learning interrupted. Potential intact.
About 16 percent of Ukrainian school-leavers in 2022 were displaced (phys.org, July 2025).
View source
phys.org, July 2025, as cited in the OLYMPIA application. Full citation pending confirmation.
All 12 higher education institutions in Gaza have been damaged or destroyed since October 2023, affecting close to 90.000 students.
View source
OLYMPIA application. Underlying assessment link pending confirmation.
Only around 11 to 13 percent of young Palestinians attain higher education.
View source
OLYMPIA application. Underlying assessment link pending confirmation.
Students lose more than lessons: they lose proof of what they can do.
Support often depends on one helpful person rather than a clear entry point.
OLYMPIA builds small, lasting structures that keep both going.
OLYMPIA
Small structures. Lasting change.
From practical skills to a place to turn for support, OLYMPIA connects learning, recognition and resilience.
Skills for Life framework
A shared framework of competences in personal resilience, digital and employability skills, and civic, peace and intercultural skills. It turns broad “skills gaps” into outcomes that can be taught and assessed.
Micro-credential modules
At least four modules of 5 ECTS each, stackable toward a 20 to 30 ECTS pathway. They work offline and on low bandwidth, so part of the pathway still earns recognition.
One-Stop Desks & Resilience Units
One clear entry point at each partner university for orientation, fair prioritisation and referral. Trained peer mentors reach students who would otherwise be missed.
Teachers & student projects
Teachers learn trauma-informed and inclusive teaching. Student teams run small community projects that put their skills to work.
THE PROJECT TIMELINE
From listening to lasting structures.
Project months, not calendar dates. Start and end dates will be confirmed.
M1–M4Needs assessment
Partners identify student and institutional needs to inform an inclusive pathway.
M4–M7Competence framework
Partners co-design shared, teachable and assessable competence outcomes.
M6–M11Modules and teacher training design
Modules and training materials are designed for offline and low-bandwidth learning.
M10–M16Teacher training
Teachers develop trauma-informed, inclusive approaches through training and practice.
M12–M18Pilot cycles
Students try modules and partners gather feedback to refine the pathway.
M13–M22Community projects
Student teams apply their skills through small community projects.
M14–M22Skills for Life Package
Partners assemble the framework, resources and institutional guidance for reuse.
M18–M24Local events and final conference
Local activities and a final conference share learning with universities and wider networks.
OUR COMMITMENTS
What we expect to achieve.
Project targets — not achieved results.
HEIs with Units and Desks by M12
modules by M11
open educational resources online
students supported through Desks by M24
students completing three or more modules
reporting improvement in two or more competence clusters
community projects
open webinars
local multiplier events
Skills for Life Package downloads