ARCHIVESHISTORIQUES
DELACOMMISSION
COLLECTION RELIEEDES
DOCUMENTS "COM"
COM(78)241
Vol.1978/0079

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COMMISSION OFTHEEUROPEAN COMMUNITIES
COM(78)241final.
Brussels,8June1978
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EDUCATIONAL ACTIVITIES WITHAEUROPEAN CONTENT:
J
THESTUDYOFTHEEUROPEAN COMMUNITY INSCHOOLS
(Communication fromtheCommissiontotheCouncil)
COM(78)241final.

■iUnJCATIOSALACTIVITIES WITHAFuHOFEAJfCOFTEiVri's
THESTUDYQPTHEHJROPE.WGOMMU17ITYINSCHOOLS
lïJTRûBUCTïOiï
1«TlisActionProgPQjnmiSS'i.op"fc^d."by"felisCoxuiciX Mxnisi;€?3?sof
Educationon9February19?6(ParagraphIT,5/proposed»togivea
Europeandissension "tothe©xperisxiceofpu.pil3andteachersin
primaryandsecondaryschoolsis.theCommunity *.Withinthat
contextitwasresolvedthatMemberStates.willpromoteandorganise
(interalia.)educationalactivitiesvithaEuropeancontent',and
that'Cooperationinthisareawillbedevelopedinthelightof
theactivitiesandexperienceofMemberStates*.
2.Animportantfactoralsoistheinterestinthisthemewhich
hasfrequently "beenshown"bytheEuropeanParliament.
3.TheCommission nowwishestoproposethatMemberStatesshould
consideraseriesofmeasxiresdesignedtostrength®onespecific
aspectoftheEuropeandimensioninschools–namely,thestudy
oftheEuropeanConmranityitself.
THEEUBQPFAff DIMENSION TODAY;TEACHING PROGRAMMES AHDPRACTICE
4«Itissuggestedthatactivityshouldconcentrate oneducation
uptotheageof18inafirstphase,withtheintontionofinitiatives
forthoseovertheageof18atasecondstage.
(l)JOBo033,19thFebruary1976,

-2-
5«Seas tentative conclusions can foedrawn ,from tlvadocumentation
currently available and frosa the stu&iea which have been carried out
(1)bythe Comasissionv»Inthefirst place there canbenodoubt that in
all the Member States asubstantial amount oftiaoe isdevoted to
various aspects ofthestudy ofSJorope *Approaches inthevarious .
Member States differ considerably ,andinsome countries mulfidisciplinary
programmes have besn develcjied ;thegreat balk ofteaching takes place
however within individual subject programmes –sotably incivics ,
geography ,economics andhistory courses .-Language teaching isanother
important component oftheEuropean dimension .However ,itisonly in
afewcases –tojudge fro® existing evidence –that there hasbeen a
conscious effort either incurriculum planning ,inthepreparation of
official examination syllabuses orinthework ofschools tobring into
close relationship with on©another thevarious elements needed to'
establish theEuropean dimension *Such efforts have ,however ,been
made bysome national educational authorities inthecourse ofrecent
revision ofsyllabuses ,andinoneortwocountries some newamlti –
disciplinary courses have been developed .
6.Moat ofthese courses have been focwssed onaspects ofcontemporary'
Europe ,including theEuropean Community .Butitisprecisely with
regard ,tothis aspect oftheEuropean dimension that thenon-governmental
reports aremost critical® Their criticism aaredirected atanumber of
different ,ifrelated issues .Insome cases they arefocussed onthe
lack ofprovision j orinsufficient opportunity tostudy ,.the
Community ;inothers ,itisasserted thatnational and/orregional
educational authorities have failed toshow anyinterest inthedevelop­
ment orencouragement ofsuch study jandamore general complaint is6f
thelack ofhelp available toteachers whowish toteach about the
Community ,both interms ofinitial andin-service training facilities ,
appropriate teaching materials ,andthesupporting facilities (including
facilities fortheexchange ofinformation between teachers within
individual countries ,andwith those inother Community countries ).
Moreover ,there islittle evidence that there exists either thepolicy
orthejaeohanism toensure that learning about the (kawmmity ,normally
*
brief list ofreference material isgiven inAnnex A.
•♦/••

distributed over anuiabsr ofdisciplines ,isactively coordinated ,
eothat pupils aregiven acoherent programme during anyoneyear ,
letalone anintelligible and .progressiva sequence oflearning
throughout their school career .
7»TheCommission ,foritspart ,views this situation with consid­
erable concern .Ittherefore proposes that priority should nowbe
given toconsideration ofthis particular aspect oftheEaropsan
dimension -namely ,teaching about theEuropean Community ,
TSACEIKG ABOUT THUS COMMOBITY :ASUGGESTED APPROACH
8.Abasic under staa&ing oftheCcaaimmity isnecessary onthepart
ofitscitizens ifitistosucceed inbuilding -*acloser union among
theEuropean peoples' towhich allitsMember States arecommitted#
9«IntheCommission 1sview there is,forthese reasons ,anover­
whelming case fortheinclusion ofteaching about theCommunity inthe
schools ofitsMember States .Asfarasthesubject matter itself is
concerned itsuggests that this should include thefollowing three main
areas during thefull span ofthepupil 'seducational career *
1
a«thoCommunity initsEupope&aa contexts thehistorical axsdpolitical
context which gave rise tothecreation oftheCommunity ;theobjectives
ofitsfounders ;itsrole inrelation toother levels ofgovernment •
(local ,regional ,rational ); "theCommunity asaframework forcoonnon
action while preserving human ,cultural andnational diversity ,
relations with other countries andregions inEurope .
b.theCommunity inaction ?itspowers anddecisionmaking processes .
Institutional developments (including dirsot elections )andtheir
implications ;itsmainachievements aridproblems ;howitaffects the
lives ofitscitizens ;problem' related toitsfuture development .
o.theCoMnumty inits*orldcontext ?relations withthesuper-powere ,
other industrial countries andthedeveloping world ;itsrolewith
regard tothsUnited Bâtions *

10. TheCommission recognizes that anvonber ofimportant psds .gtjg3 .cal
problems arise inthetreatment ofthis subject matter ;andthat great
care hastobetaken todeal with itobjectively andinconformity with
accepted pedagogical criteria .Italso recognises that careful exaa®~
ination isneeded oftherelationship ofthis subject matter toother
elements intheEuropean dimension ;ofthecontribution tobemade by
individual subject areas aswell asmulti-disciplinary approaches ;and
ofhowtime canbefound for stick study within .thecurriculum .
11. Itisalso oftheview that itwould bewrong toaimatanystandard
pattern cfstudy .While itbelieves that itisimportant tostimulate a
Community -t^Lde discussion ofthepedagogical issues mentioned above ,it
believes that themyinwhich thesubject matter isapproached should be
adapted totheneeds ofindividual countries ,and indeed toindividual
schools and their teachers#
12*. Atthesame time itis oftheview that theobjective should be
toensure that each pupil inevery member country should have anopportunity
tolearn ,about theCommunity bymeans ofacoherent sequence ofappropriate
studies throughout hiscareer intheprimary andsecondary school *
13. Theachievement ofthis objective will only bepossible ifitis
actively encouraged bytherelevant educational authorities ineach Member
State .While recognizing that thepowers and scope foraction ofsuch
authorities vary very considerably from oneMember State toanother ,the
Commission nevertheless suggests that Member States should agree ina
Community context toendorse theprinciple that teaching about theCommunity
should berecognized asanessential element oftheEuropean dimension in
secondary schools ,andshould agree toundertake appropriate action to
provide opportunities forallpupils atthesecondary level inthemember
countries tolearn about the Community and todevelop their understanding
ofitasthey progress through their school careers .
14- TheCommission accepts that this objective canonly be
realised progressively over aperiod oftime .Itrecognizes that insome
countries some progress towards ithasbeen made inrecent years .But
oneofthecentral characteristics -andweaknesses -oftheexisting
situation isthat theefforts made toimprove teaching about theCommunity
inshcools have "taken theform ofscattered initiatives byindividual
educational authorities ,voluntary organisations andteachers ,conducted

forthemostpari:inisolationfromoneanother,andwithoutany
coherentoverallstrategyateithernationalorCommunitylevel.
15,TheCommissionbelievesthatthestartingpointforanew
seriousattempttodealwiththepro"bl«sasposedinthiscontextisto
constructsuchacombinedstrategyforactionatbothrationaland.
Communitylevel*
l6oInitsviewtfeausainelementsofthisstrategyshouldhe;
a*thesystematiceaconrageiaent ofprovisionforthestudyofthe
ComnroriityinthscurriculaofallschoolsintheCommunitycountries;
"boaCommun!ty-videcurriculumdevelopment schémaaesigneàto
workoutandapplyinanumberofpilotprojectsnewapproachesto
thestudyoftheCoTamtyaityintheschools;
c.thepromotionanddevelopmentinallMemberStatesofinitialand
iij-serviceteachertrainingprogrammeswhichpreparesforteaching
abouttheCommunity,andthesupportoftheworkoftraining
institutions whichspecializeinthisfield;
d.theprovisionofsupportingfacilitiesandresourcestohelp
teachersengagedinteachingabouttheCommunity;
e.theinclusionofthestudyoftheCommunityasanaspectof
theworkoftheCommunity *3EducationInformation Network.
17*.Theremainder -ofthiscommunication isdevotedtoamoredetailed
explanationcftheseproposals,andtotheorganisational andresource
aspectsofaninitialprograms®9designedtocarrythemintoeffect.
MAGEISMPGRACTIO!*
Or-gs.rj.isationalaspects
13,TheGcusnissioRsuggeststhatinordertoplanaaadcarrythrough
theproposedinitialprogr&®a®,therele-vantnationaleducational
authoritiesshouldvcrkinpartnershipwithallthoseotherbodieswhich
haveacontribution tomakeforinstances
teachertraininginstitutions ;universities and
otherinstitutesengagedinresearchintothecurricularandresoarce
needsofEuropeanetudyjcentresspecial?.singinthestudyofthe
Ccaaatmity;associationsofteachersKithrelevantdisciplinaryor
subjectinterests(forinstance,historians,geographers,econoraiets,

mi .tøm r..as
-•~V-rV
–6*«
modern linguists aswell asteachers ofcivic orpolitical
education andofsocial studies )$andvoluntary organisations
grouping teachers with &special interest inEuropean andCommunity
affairs .
19® In .this context theexisting Centre forEuropean Education ,
located inBrussels ,hasauseful role toplay »Formed some years
ago toprovide acommon bureau fortheEuropean Schools Dayandthe
European Campaign forCivic Education ,with which theEuropean
Association ofTeachers isclosely associated 5this Centre isin
theprocess ofestablishing within allMember States oftheCommunity
national committees onwhich the relevant national educational
authorities arerepresented .TheCommission believes that theCentre
could make avaluable contribution inthe support which itgives to
projects setupbythenational committees ,infacilitating contacts
and joint projects between agencies indifferent countries andin ,
supplying documentation toagencies working inthis field inallthe
Member States .Inthis way ,account could betaken oftheCentre 's
continuing activities within theframework oftheproposed strategy
outlined inthis paper .
Content ofprogramme ;
a)Curricular provision
20.Inorder toensure that adequate provision ismade forthestudy
oftheCommunity ,theCommission proposes that theMember States should
undertake orencourage asystematic examination oftheexisting relevant
curricula andtake thenecessary steps tointroduce orencourage such
modifications ordevelopments asmaybefound necessary .
A

-7-
21.Toencourage andfacilitate this process ,theCommission proposes
that Member States should attheendofthree years report tothe
Education Committee onprogress made ,andthat after eighteen months
theCommission should organise acolloquium ofexperts atwhich experience
ofinterim progress could informally "beexchanged .
b)Curriculum development
»
22.Inorder tofocus attention onthepedagogical issues related to
thestudy oftheCommunity intheschools ,toexplore newways ofunder­
taking such study and todisseminate models ofgood practice ,theCommission
proposes that theCommunity should support ascheme ofcurriculum
development projects inthis field .
23.Thefirst step inthesetting upofthis scheme would heto
conduct astudy ofthecurricula ?needs andpossibilities inorder to
establish models which could beoperated inaselected number ofpilot
schools ordistricts .Atthis stage close attention would bepaid to
thepossibilities andconstraints ofthedifferent national systems ,
butatthesame time theopportunity would betaken forMember Stages
tolearn from each other 'sexperience andbenefit from each other 's
proposals .
24.TheCommission would indicate totheEducation Committee ,from
theprojects submitted bytheMember States ,aselect number ofprojects
forinclusion inthescheme ,insuch awaythat asatisfactory overall
balance were achieved .Thepilot projects would provide thenecessary
test-bed forthetrying outofnewly designed materials andforthe
careful appraisal andapplication ofapproaches developed inthe
teacher training programmes .These aspects aretherefore closely
linked totheproposals mad©inthefollowing sections (c)and(d)»
/.

-8-
25*Priority would b<3given toinclusion xnthescheme ofcurriculum
development projects involving -.districts orlooalities ,rather than merely
single establishments ?animated bythelocal or •regional educational
authorities concerned -
26® Schools participating inthesoheos would b®able tobenefit from the
provision ofteaching materials produced byceatral agencies orbyratioaal
agencies inother Member States ,aadfrom Community assi stance inthe
organisation ofshort-term teacher exohautga andpupil exchange with other
participating' schools .
27•Theprojects would befinanced partly from Community resources ,.
normally ona50$basis .;TheCctamunity would beresponsible forthe
costs ofevaluation 'and publication atCommunity level ofthe res-alts of
theproject ,andth®Commission would report onth®progress ofthescheme
a3awhole after &period ofthr©© years frcsc .itsoperational ocaBaenQement .
c)Teacher training
28® Theavailable evidence suggests thai th©present opportunities for
teachers tolearn about theCommunity ,andhowtopresent itintheclass­
room ,areextremely limited both during their initial tmining andalso
insubsequent i:rt™service training . Aslong asthis situation continues ,
itwill bevery difficult tomake anymajorprogress towards the -objective
which has been defined earlier inthis paper .
*29•Itistherefor© suggested that Member States should reviax *current
provisions both forinitial andin-service training with respect to
teaching about theCommunity ,andidentify those institutions where such
teaching iscurrently taking place ,orwhere there would beaninterest
indeveloping it,examine thepossibility ofcertain institutions
developing specialized functions atnation&l orregional level andaddress
themselves toth©problems tobefaced inachieving anexpansion ofthe
provisions currently available .
30.The Commission for itspart would undertake tosupport th® operation
ofworking links between institutions ofinitial andinrservice training
indifferent countries which areengaged inOutstanding work inthis
field ,over andabove theopportunities already offered bytheCommunity

schemes toassist thedevelopment ofjoint courses andtofacilitate
study visits forhigher education staff .
31.Finally ,theCommissi onwould undertake todesign andsupport a
scheme ofshort -andmedium-term study visits andexchanges forserving
teachers who specialise inthis field .
d)Support facilities forteachers
32.Another common complaint among teachers wishing tooffer courses
about theCommunity isofthelack ofappropriate teaching materials
(both written andaudio-visual ),andother types ofhelp including access
tosources ofinformation .
33.Asfar assource material itself isconcerned the Commission has
already taken theinitiative ofcompiling acatalogue ofrelevant material .
Itproposes tomake this available totherelevant authorities inthe
Member States andtothe Centre forEuropean Education .Steps should
then "betaken ,onthebasis ofthis catalogue ,topublish andmake widely -
available aguide toexisting material andother sources ofrelevant
information ineach appropriate language .Thecatalogue would also
enable deficiencies inthematerials atpresent available tobeidentified ?
sothat thenecessary development work could beundertaken .
34.TheCommission isalso aware that insome countries stsps arebeing
taken either tocreate local resource centres ortoprovide -through
existing documentation orpedagogical centres –information andmaterial
needed byteachers .Itsuggests that information about such initiatives
should bemade available throughout theCommunity through theeducation
information network which theCommunity isinthecourse ofestablishing *
e)Participation intheCommunity 8sEducational Information Setwork
35.Inorder tofacilitate agreater flow ofinformation about teaching

-10-
ontheCommunity -aswell asother aspects oftheEuropean dimension
inschools ~atboth national andCommunity level ,theCommission proposes
that consideration should begiven totheinclusion ofthis theme within the
overall remit oftheEducation Information Network which theCommunity will
establish in1979 ?though this maybephased inatalater stage .
36.Forthis purpose ,andtoclarify theprecise arrangements tobemade ,
theCommission proposes tosponsor afeasibility study toexamine thescope
ofexisting documentation units andthepotential foracooperative information
system inthis field .
Resource implications
37•TheCommission proposes that theprogramme described above should
befunded onabasis ofcooperation ,with contributions both from the
Community andtheeducational authorities intheMember States *The
budgetary andstaffing implications areindicated intheattached annex .
CONCLUSIONS
38.TheCommission proposes that theCouncil andMinisters ofEducation
«
–approve theprinciple that the study oftheCommunity should be
regarded asanessential element intheeducation provided inthe
schools oftheCommunity countries ;
–approve theobjective ofproviding anopportunity forallpupils at
thesecondary level toundertake such study ,and todevelop their
understanding oftheCommunity throughout their school careers ;
–approve anaction programme atCommunity level topromote these
objectives ,and 'its budgetary andstaffing consequences .The
programme will consist ofthese elements :
(i) acurriculum development project implemented inpilot
schools ;
(ii) promotion andsupport ofinitial andcontinuing teacher training ;
(iii) provision ofsupporting facilities andmaterials forteachers ;
(iv) consideration ofthis aspect intheCommunity' sEducation
Information Network .

Annex A
BeEuropese Pxmensie in_de_Ou rrxcula vanhetalgemeen sekundair or.derwiis .
WxmFVerike ,Utrecht 1976 .Study sponsored bytheCommission .Available
inEnglish only as'TheEuropean dinension intheGeneral Secordarr School
Curriculum *. Covers allMember States andthework ofselected inter­
national organizations .
LesR§alit6 setladimension europ^ermes danalesprogrammes ds1'enssignern
primaire etde1-enseignsm entsecondaire ,prepared bytheSiuropea a.Association
ofTeachers andproduced DytheCentre forEuropean Education ,Brussels 1977 *
Inthelanguages ofthecountries concerned .Covers Belgium ,Germany (Bayerm ;
Bremen ,Hamburg ,Niedersachsen ,Berlin ),France ,Italy ,Luxemburg (aswell 8.3Austria andSwitzerland ).
Europeens parl'ecole ,working paper produced bytheEuropean Association of
Teachers ,Luxem ourg 1978 .Includes theresults ofaquestionnaire completed
by3,000 teachers .
Social andCivic Education ,byBonney Rust ;Kb.9inthe C.C.C.series •
European Curriculum Studies ,Strasbourg 1974 .InFrench andEnglish .
Descriptive sections cover seven oftheMember States .
Teaching Aids ontheEuropean Community ,produced by "theInformation services
oftheCommission ,Brussels 1978 *Covers allMember States and selected
international organizations .Each section isinthelanguage ofthecountry
concerned .
Rote TheCommission 'sservices also received reports oneducational
activities with aEuropean Content from seven ofthedelegations tothe
Education Committee ,which have beetai taken into account inelaborating this
Communication .

ANKEX B
ACTION :THESTUDY OFTHEEUROPEAN COMMUNITY IffTHESCHOOLS
Concise financial note forbudgetary authority ,relating to
proposals forn®w actions
ι
1.Budget line
392 Expenditure relating toaction inthefield ofeducation *
2*Details ofbudget line
Post 3922 Educational activities with ,aEuropean contents the
study oftheEuropean Community inschools .
3.Legal basis
Resolution oftheCouncil ,andoftheMinisters ofEducation meeting
within theCouncil ,of9February 1976 ,comprising aprogramme of
action inthefield ofeducation (OJC38of19*2.1976 );inparticular ,
paragraph IV5oftheResolution ,which reads :
*Enorder togive aEuropean dimension totheexperience ofteachers
andpupils inprimary andsecondary schools intheCommunity ,Member
States will promote and organize educational activities with a
European content .Cooperation inthese areas atCommunity level will
bedeveloped inthelight cftheactivities andexperience ofMember
States .'
Resolution oftheCouncil ,andMinisters ofEducation meeting within
theframework oftheCouncil ,tobeadopted intheautumn of1978 ,„
establishing aprogramme atCo&munity level topromote educational
activities with aEuropean content intheschools atprimary and
secondary levels .
4.Objectives oftheactions
4>1*0 *General objectives
Thegeneral objective istopromote andencourage effective teaching

about theEuropean Community intheprimary andsecondary schools
oftheMember States *
4,1-1#Specific objectives oftheactions andtheir contri
tothe general objective
(a)Topromote theestablishment ofteaching about theEuropean
Community onasound basis bysetting upamajor curriculum
development project inthisfield atCommunity level ,comprising
–establishment with theaidofexperts ofcurriculum models
forteaching about theEuropean Gommunity ,appropriate to
thedifferent educational systems oftheMember States }
–implementation ofthese models in30pilot schools Within
theMember States ;
–evaluation oftheproject .
(b)■Enabling thepilot schools tobenefit from each others *
experience during thecourse oftheprojeot ,byfinancial
support atCommunity level for :
–short study visits forteachers between thepilot schools ;
–visits forgroups ofpupils from thepilot schools toschools
within oroutside theproject .
(c)Promoting widespread exchange ofexperience (i.e. ,beyond the
pilot project )forteachers andother educationists special­
izing inthis field bymeans offinancial support atCommunity
level for :
–aprogramme ofone-term teacher exchanges between Member
States ;
–aprogramme ofgrants tosupport links between teacher -training
institutions andpedagogic centres ;
-aprogramme ofintensive study visits foreducational personnel
*
inpositions ofresponsibility#

-3-Π
(&)Ensuring theavallability toteachers ofteaching material
concerning theCommunity which isboth accurate anddesigned
astolevel andpresentation foreducational f.Be ,bymeans ofs
–production ofbibliographies ofmaterial already available
inthedifferent languages :
I
–collection anddissemination ofavailable .multi-lingual
material ;
–identification oftheneed for ,andproduction of»new
material atCommunity level *

-4-
Pjnancj.al iippll.ca"fci.oRs of "theaction s(inE»U*C<)
5-0.Implications forexpenditure
Expenditure from theCommunity "budget {estimat ion)
ACTIONr
|1980 1981 1982 1983
A.Setting upofpilot projects
toimplement curriculum modelsI
|
!
A.1.Direct development grants
toindividual projectsI
I
I
!600.000 600,000 600,000 600.000
A.2.Evaluation ofwhole project 20,000 75,000 75,000 50,000
A.3»Teacher exchange "between
pilot schools 30,000 30,000 30,000 30,000
A.4 »Pupil visits from pilot
schools 90,000 90,000 90,000 90,000
A.5*Administrative costs of
A.3 «andA.4 « 30,000 30,000 30,000 30,0005.
3*0.0*0.

5-
5.0.OX),continued•/•
ACTION1980|1981I1"
I1982 1983
B.Exchangeofexperience
"betweenspecialistsI
I
I
B.1.Programmeofone-»tenn
teacherexchanges 200,000 200.000 200.000 200,000
B.2«Grantstosupportlinks
betweenteacher-training
institutions andpedagogic
centres 50,000 50,00050,000 •50,000
Bo*Programmeofstudyfor
specialists50,000|
: I50,00050,00050,000
fC.Provisionofteachingmaterials
C.1.Production anddissemination
ofbibliographies 15,000 15,000I
15,000 !15,000
G.2.Collectionanddissemination !
ofmulti-lingual materialsi
5,000 5,0005,0005,000
C.3.Production ofnewmaterials
atCommunitylevel 80,000 80,00080,00080,000
C.4«Administrative costsof
C.1–C.3» 15,000 15,00015,00015,000
!
i
I
i
.i
i
f

-6-
5.0.0.0.continued./•
SUMMARY:Estimatedexpenditure
ACTION 1980 .1981 1982 1983
-A.Pilotproject 770.000825,000 825.000t
800.000
B.Exchangeofexperience 300.000300,000 300.000300,000
C.Teachingmaterials 115,000115,000 115,000115,000
TOTALCcfimnrunity "budget 1,185,0001,240,000 1,240,0001,215,000

AMsSÎIDED
5.0.0.1./5o0*0-2.Expend !turo bynational ads.' ,inistrators /other sectors
Owing' tothedifferent financial structures oftheeducational systems in
theMember States ,itisnotpossible toparticularize inadvance the
distinction between national contributions andcontributions atother
levels ofpublic administration orfroa other sectors .
PestsiirplicitT *tLerelation "bstvesa the Coirarcriitj e^enditcira given -anfiar
5.0.0.0 .above ,andthecontributions oftheMember States aresetoatas
follows !
Foractions A2,A3,A5,BlfB2,CI,C2,03,C4thecontribution ofthe
Commission will normally constitute 100^ofthecosts oftheaction .
Foractions Al,M»B3theMember States concerned will normally roake a
contribution ofupto50$ofthecosts oftheaction *
5.0.1 .Annual expenditure (separated credits )
Engagements andpayments will take place within thesame budgetary year .
5„0*2 «Calculations :allfigures relate toestimated expenditure .
Action Al
-Block grant of20,000 to30pilot schools
(additional staff ,teacher-training programmes ,
equipment ,consumables ),comprising Comnranity
contribution of5^®oftotal coasts foreach
school of40,000 p.a.600,000 1980-83
Action A2
-Staff time ofevaluation unit
«-Organization ofaseminar ofteachersandexperts (90participants for3days )
–Twovisits toeach project ,at500e.u«a «,
over three–year period
-Production offinal report20,000 1980-83
45,000 1981 ,1982
10,000 1981-2
30,000 1983
Action A3
-Twoteacher visits porpilot school psr
year at500e.u.a .30,000 1980-3

AMENDED
Action A4
-50pupil visits perpilot school per
year at120e.u.a .eaoh «180,000 e.u.a .
50$Community contribution 90.000 1980-3
Action A5
-Administrative costs ofunit coordinating
actions A3andA4»-at15$oftotal cost
ofaotions (i.e. ,ofappro *.210 ,000) 30,000 1980-3
Action B1
_50one-term teacher bursaries at4,000 peryear200,000 1980-3
Action B2
–5grants peryear tosupport institutional
links at10,00050,000 1980-3
Action B3
-200study visits peryear at500-100,000
50$Community contribution50,000 1980-3
Action Cl
-Production ofbibliographies inonelanguage ,
average oftwoissues peryearato.2,000 e.u.a .
foreaoh offour languages16,0001980-3
Action C2
-Collection anddissemination ofavailable
multi-lingual material ,staff andmailing
costs5,000 1980-3
Action C3
-Production ofnewmaterials atCommunity
level ,twoprojects peryear at40,000
including staff ooBts80,0001980-3
Action C4
-Administrative costs ofC1-C3 above atapprox .15%15,000 1980-3

-9~
5.1 . Implications for revenues
Hot applicable
6.Financing
6.0.Possible financing bymeans ofcredits inscribed inthegiven
chapter ofthe currant "budget
Hone .Thebudget provision for1979 related tothese objectives allows
only forpreparatory work onamodest scale ?theactions foreseen will
notbesufficiently well prepared forengagements orpayments tobemade
before 1980 .
6.1 .Financing byvirement
None .There arenoother budget chapters from which virements could be
made .
6.2 .Need forsupplementary budget
Nil .
6.3 .Credits tobeinscribed infuture budgets
Estimated expenditure fortheperiod 1980-1983 hasbeen given above .
Expenditure from 1984 onwards cannot beforeseen until 1982 .
Additional information ,for anew action
Information ,concerning personnel needed forimplementation oftheaction
The additional staff resources needed inthe Commission 'sservices for
execution oftheaction ar©-|A -ft-B+