it * 
it it 
it it COMMISSION OF THE EUROPEAN COMMUNITIES 
Brussels, 09.10.1995 
COM(95) 458fmal 
REPORT FROM THE COMMISSION TO THE COUNCIL 
LINGUA PROGRAMME 
1994 ACTIVITY REPORT 

CONTENTS 
INTRODUCTION p 4 
I. GLOBAL ANALYSIS p 8 
A. LINGUISTIC POLICIES OF THE UNION AND LINGUA p 8 
B. LINGUA MEETINGS AND EVENTS IN 1994 p 12 
C. STUDIES AND PUBLICATIONS p 14 
D. MONITORING AND EVALUATION p 15 
E. DISSEMINATION p 15 
F. POINTS TO BE REINFORCED p 16 
G. CONCLUSION - THE FUTURE OF LINGUA p 17 
II. STATISTICAL ANALYSIS OF PROGRAMME ACTIONS p 19 
A. DECENTRALISED ACTIONS p 19 
1. In-service training of language teachers using 
mobility grants (Action I A) p 19 
2. Mobility of young people aged between 16 and 25 as part of 
Joint Educational Projects (Action IV) p 20 
B. CENTRALISED ACTIONS p 23 
1. In-service training of language teachers under 
European Cooperation Programmes (Action IB) p 24 
2. Languages and economic life (Action III) p 27 
3. Grants for associations and technical studies (Action VA) p 30 
4. Promotion of the least widely used, least taught languages (Action VB) p 32 
C. THE "HIGHER EDUCATION" ACTION p 35 
Promotion of foreign language learning in universities (Action II) p 35 
INTRODUCTION 
In its initial phase between 1 January 1990 and 31 December 1994, LINGUA1 was a programme of actions 
for the qualitative and quantitative promotion of the nine official languages and the two non-official national 
languages of the Community taught or learned as foreign languages. The budget allocated for implementing 
the programme was estimated at ECU 200 million, and slightly more than ECU 153 million was in fact 
allocated. 
Since its creation, LINGUA has been endeavouring to: 
1 ) help improve the quality of the language learning and teaching, whilst encouraging an evaluation of 
linguistic needs and existing language skills. This evaluation concerned the world in general and, perhaps 
more particularly, the economic world, 
2) provide the benefits of language learning to the greatest possible number of people, encourage 
diversification and promote the use of the least widely used, least taught ("LWULT") languages of the 
Union. 
With a budget of MECU 44.2, 1994 witnessed confirmation of the establishment of LINGUA, consolidation 
of the gains already made and the introduction of several new projects (see breakdown of the 1994 budget 
on the following page). 
1 The LINGUA programme was adopted by Council decision 89/489/EEC of 28 July 1989, 
published in the Official Journal of the European Communities no. L239/24 
The LINGUA budget in 1994 
Excluding technical assistance to the programme, the actual 1994 budget was distributed between the 
various actions as follows: 
ACTION IA 
- In-service training of language teachers 
(individual grants) MECU 8.0 
ACTION IB 
- In-service training of language teachers 
(European Cooperation Programmes and preparatory 
visits for these programmes) MECU 2.2 
ACTION U 
- Mobility of students and teachers in higher education 
(Inter-university Cooperation Programmes) MECU 8.5 
ACTION m 
- Promoting language learning in the economic world 
(support for projects relating to language audits, 
teaching materials, certification and preparatory 
visits for projects MECU 8.3 
ACTION IV 
- Mobility of young people between the age of 16 and 25 
(Joint Educational Projects) MECU 11.5 
ACTION VA 
- Grants for associations, seminars, publications etc. 
(including subsidies to LINGUA National Agencies) MECU 1.9 
ACTION VB 
- Promoting learning of the least widely used, least taught 
languages of the Union MECU 3.8 
Total MECU 44.2 
LINGUA in 1994 
Some key figures 
In 1994 : 
* Decentralised programme actions (Actions IA and IV) permitted : 
- 6,802 teachers to undertake in-service training in a country whose language they 
taught 
- 29,837 young people and 3,319 teachers to become involved in Joint 
Educational Projects through 1,460 partnerships between schools in the twelve 
Member States 
* Centralised programme actions (Actions IB and HI - including preparatory visits -
Actions VA and VB) permitted : 
- the establishment of 276 partnerships bringing together 1,357 different partners 
to improve and promote in-service training of language teachers and linguistic 
skills in both economic and general life, through the preparation and 
implementation of ambitious projects with a high multiplier effect. 
- more than 55% of the total number of languages targeted by the proposed 
projects to be designated least widely used, least taught languages of the Union. 
* The 'Higher Education" action (Action H) permitted : 
- the operation of 225 Inter-university Cooperation Projects bringing together 
1,277 different partners, bringing mobility to 10,378 students 
* All centralised projects combined (including Inter-university Cooperation Projects): 
- Universities represented almost 66% of partners involved 
* Excluding Inter-university Cooperation Projects: 
- universities represented 34% of partnerships and companies, professional 
associations and vocational training organisations almost 21% 
LINGUA from 1990 to 1994 
Some key figures 
Over four years : 
* Decentralised programme actions (Actions IA and IV) permitted: 
- almost 19,000 teachers to undertake an in-service training course in a country 
whose language they teach 
- almost 83,000 young people and more than 8,000 teachers to become involved 
in Joint Educational Projects through almost 4,000 partnerships between schools 
in the twelve Member States 
* Centralised programme actions (Actions IB and in - including preparatory visits -
Actions VA and VB) permitted : 
- the establishment of more than 800 partnerships, representing together almost 
3,800 partner-years, to improve, and promote in-service training of language 
teachers and linguistic skills in both economic and general life, through the 
preparation and implementation of ambitious projects with a high multiplier 
effect. 
- more than 55% of the total number of languages targeted by the projects 
proposed by these 801 partnerships to be least widely used, least taught languages 
of the Union. 
* The "Higher Education" action (Action H) permitted : 
- the operation of almost 900 Inter-university Cooperation Programmes, 
representing together almost 4,300 partner-years, bringing mobility to more than 
32,000 students 
L GLOBAL ANALYSIS 7 
A. THE LINGUISTIC POLICIES OF THE UNION AND LINGUA 
The new European Commission, which has been in place since January 1995, has clearly indicated 
its determination to strengthen ties with its citizens, to be closer to them, to share more in their 
everyday concerns, and help them to find answers to the problems they have to face. 
One element of this closer relationship should be to provide all those with a need to do so with the 
necessary means to communicate effectively with their counterparts in other Member States, in a 
thoroughly practical way. Through greater mutual communication, Europeans will get to know each 
other better, enjoy improved mutual understanding and share more culturally, socially, and 
economically. 
In this way, pursuing multilingual development in the Union emerges as an essential element in the 
construction of a Europe which respects each of its components and its members. 
This fundamental aspect of the European issue has been evoked on several occasions in 1994, 
especially during the LINGUA colloquium in Bonn, Germany, where political leaders were anxious 
to make multilingualism and equal opportunities for all languages a major focus of their activities. 
This aspect was also at the heart of the discussions, both at the Council and the Parliament, which 
preceded the adoption of the new SOCRATES and LEONARDO programmes, in which languages 
were accorded a role commensurate with their importance. 
A.l. LEARNING, TEACHING, EVALUATING NEEDS AND EXISTING SKILLS 
A. 1.1. Language learning and teaching 
The main aim of the LINGUA programme was to promote the quantity and quality of language 
learning and teaching. The Commission therefore introduced practical initiatives to increase the 
number of people benefiting, or in a position to benefit from, language training, and the number of 
teaching products designed to cover increasing needs. Furthermore, the Commission strongly 
encouraged Member States to broaden the range of languages offered for study in the various 
institutional or quasi-institutional organisations in Member States. 
As far as the number of products made available to would-be trainees is concerned, numerous 
original educational packages have been created, and entire sectors which were previously not 
covered are now catered for. With the establishment of effective procedures for the dissemination 
of these products, a growing number of users will be able to benefit from them. 
Language promotion measures have been particularly concerned with and encouraged: 
a) mobility at different levels and in different sectors, 
b) the promotion of original language learning methods and teaching and training programmes for 
use in all pre-elementary, elementary, secondary or higher education establishments, as well as in 
initial and in-service vocational training establishments and company training centres, 
c) early language training and the creation of educational tools intended to encourage and facilitate 
this, 
d) giving greater weight to the linguistic dimension outside of general education, and particularly in 
technical and vocational training. 
These measures are described below and concern both language learning and teaching; they have had 
a significant impact on the quality of such learning and teaching and contributed to their 
improvement. However, to this list of measures could be added the activities in which a large 
number of teachers participated as part of initiatives taken by many institutions and associations 
specialised in language issues (workshops, conferences, seminars, colloquiums, symposiums, 
meetings, etc.)2, activities which have all encouraged an enriching joint reflection, developed multiple 
transnational contacts and encouraged fruitful exchanges of experience. 
a) Mobility 
Over five years, the programme will have brought mobility to almost 200,000 people. 
. more than 120,000 young people will have been able to experience the practical realities of another 
country through visits or exchanges as part of a collective educational project spanning several 
months and covering a theme jointly defined by the partners (Joint Educational Programmes - JEP)3. 
. the Inter-university Cooperation Programmes4 will have enabled more than 30,000 students to 
undertake part of their studies, recognised by their university of origin, in a university in another 
Member State, 
. and more than 40,000 teachers will have been permitted to improve their skills (linguistic, teaching 
and cultural) in the country whose language they teach5, thanks to an individual grant, with higher 
education teachers being able to benefit from mobility as part of the Inter-university Cooperation 
Programmes mentioned in the previous item. 
The programme has also enabled thousands of persons to make preparatory and study visits: 
. teachers involved in setting up Joint Educational Projects 
. potential partners in European Cooperation Programmes 
. as well as potential partners for language projects aimed at the economic world. 
This mobility, which over the years has been shifting more and more towards the countries with the 
LWULT languages, is a prerequisite for European integration. Under the LINGUA programme, there 
has been massive mobility under conditions which guarantee both quality and effectiveness. Clearly, 
this could not have taken place on such a scale without the impetus and material support of the 
Community. 
b) Teaching and training methods and programmes 
The creation of new training tools and original teaching aids has been the subject of many projects, 
for the most part integrating new educational technologies. The latter frequently endow teaching aids 
with greater effectiveness by creating varied and motivating multimedia teaching software, making 
it possible to personalise the teaching process to a greater degree and to benefit from substantial 
2 see 'Statistical analysis of programme actions', Action VA, p.35 
3 see 'Statistical analysis of programme actions', Action IV, p.24 
4 see 'Statistical analysis of programme actions', Action II, p.40 
5 see 'Statistical analysis of programme actions', Action IA, p.22 
economies of scale. A good number of projects have also made use of the potential offered by open" 
and distance learning, the only appropriate response to teaching and learning languages on a massive 
scale, and therefore to their genuine démocratisation. 
Creating such new tools has involved teaching and learning languages in general, language training 
for young people engaged in technical and vocational training, as well as training all those wishing 
to take maximum advantage of their mobility opportunities6. This has also contributed to better 
language training for company staff. Many educational training packages and programmes in the 
context of which they can be used are now available to interested persons. They cover all of the 
languages of the Union and practically all levels. 
We call special attention to the efforts made by certain partnerships to reflect on the possibilities 
offered by the specific development of skills associated with comprehension (speaking one's own 
language, making oneself understood and understanding the other person when he expresses himself 
in his own language) and to create effective educational packages aimed at promoting such skills. 
In-service training of teachers has benefited from European Cooperation Programmes8. These 
Programmes enabled new training processes to be set up within partnerships bringing together the 
majority of the most important European Institutions specialising in language training. These training 
institutions have formed ever bigger and more integrated transnational networks, permitting them to 
share ideas and to pool various human and material resources. European Cooperation Programmes 
have contributed to greater professionalisation of language teaching and thereby to a tangible 
improvement in the quality and effectiveness of teaching. They have also encouraged the 
introduction of a truly European dimension into training such teachers, a dimension which, naturally, 
they then integrate into their teaching. 
In the field of creating training tools and teaching aids, the Community initiative has also made it 
possible to carry out projects which would have been difficult to do on the scale of a single country 
or within bilateral partnerships. 
c) Early learning 
Early learning was one of the priorities of the LINGUA programme, which endeavoured to support 
a good number of partnerships proposing to develop it, both through European Cooperation 
Programmes and projects envisaging the design, creation and production of teaching aids and 
teaching programmes especially for children. 
LINGUA has played a part in the official integration by Member States of this type of teaching into 
programmes in some of their establishments. 
d) Linguistic skills in technical and vocational education 
Technical and vocational education have for a long time paid little heed to tenguages in their 
programmes and pupils involved in such activities were generally at a disadvantage compared with 
their counterparts in general sectors. This applies to most Member States. However, at the same 
time companies in which these young people went to practice their professions had a growing need 
for employees who could understand and speak one or several languages to varying degrees. The 
6 see 'Statistical analysis of programme actions', Action VB, p.36 
7 see 'Statistical analysis of programme actions', Action III, p.31 
8 see 'Statistical analysis of programme actions', Action IB, p.28 
10 
result was a conspicuous mismatch between supply and demand, as well as a discrepancy which" 
needed to be addressed. 
The Joint Educational Projects mentioned earlier have enabled tens of thousands of young people in 
technical and vocational education to benefit from privileged contacts with their counterparts in other 
Member States. The fact that the preparation of these exchanges formed an integral part of their 
normal school work, as well as the fact that this work often generated teaching products specially 
suited to the sector of activity covered by the teaching project (products created by the young people 
themselves with the help of their teachers and usable by others), makes it possible to add a new, 
motivating dimension to language practice and, moreover, to integrate the practice of these languages 
not only into the study of disciplines as varied as history, geography, mathematics and science, but 
also into disciplines more closely related to their future profession. 
European Cooperation Programmes have also specialised in in-service training for language teachers 
in technical and vocational education, taking into account the special characteristics of the audience 
concerned and the type of language used (specialised language) and offering suitable "educational 
packages". 
The special attention paid by the LINGUA programme to these traditionally "linguistically deprived" 
groups in certain Member States, have permitted languages to be given enhanced status in sectors 
where their importance is now recognised, and will be even more so in the future. It has also 
encouraged a considerable number of adolescents and young adults to open up to horizons wider than 
those of their familiar environment, as well as teaching these young people to better understand each 
other, and consequently to better understand and appreciate their European counterparts. 
A. 1.2. Evaluation of needs and prior linguistic skills 
Implementing an appropriate and effective linguistic plan of action necessarily involves the most 
accurate assessment possible of language needs of the target groups and an evaluation of the gains 
achieved from past measures. 
These two dimensions have always been taken into account within the LINGUA programme in all 
actions leading to the design, creation and production of educational material. The Commission has 
always paid great attention to two factors which it believes to be fundamental in the choice of 
projects to be supported within the programme framework: firstly, the necessity for partnerships to 
conduct a preliminary study of the re'cvance of their future creations, and secondly, the necessity for 
such partnerships to provide the means to test the effectiveness of their products and assess their 
impact in terms of improved linguistic skills for their citizens. 
Furthermore, as part of the programme action aimed at the economic world, the Commission has 
supported projects concerned with the Hsfinition of analysis systems which can be Uc>ed for the in-
depth study of the language needs of companies as part of their global strategy (language audits), as 
well as evaluating the existing mechanisms for measuring linguistic skills and reflecting on the 
possible rationalisation of levels of knowledge and the corresponding communication skills 
(certification). 
The Commission has also taken part in seminars and workshops organised by the Council of Europe 
on the problems of recognition of existing language skills in general and certification in particular. 
In its turn it has invited the Council of Europe to participate in meetings which it has organised on 
these topics, during which experts from various Member States have been able to reflect on these 
issues together and make appropriate recommendations. 
11 
The Commission has therefore always strongly encouraged, within the LINGUA programme, aTT 
relevant initiatives which have contributed to the definition of methods for analysing needs and to 
the debate on the implementation of homogeneous and transparent systems for evaluation and 
recognition of linguistic knowledge. 
A.2. DIVERSIFICATION, AND THE LEAST WIDELY USED, LEAST TAUGHT LANGUAGES 
As for the range of languages on offer to would-be linguists in the various initial or in-service places 
of «training, observation of practices in certain Member States shows that this range is gradually 
broadening and that, although far from ideal, the situation is improving. This diversification is partly 
attributable to LINGUA and the commitment of Member States, as part of the programme, to offer 
a broader range of languages in their teaching and training programmes. 
In any case, priority has been given to linguistic diversification in all actions supported by the 
LINGUA programme. 
As envisaged in the Decision of July 1989, particular attention has been paid in the project selection 
process, to projects which provide a sufficiently wide range of languages or which guarantee easy 
transfer to languages other than those initially envisaged, in the subsequent development of their 
products. 
As for the LWULT languages, the political determination to pursue the construction of a multi­
cultural, and therefore, multilingual, Europe, necessarily leads to the establishing of appropriate 
strategies which enable teaching and training in all of the Union languages to be provided wherever 
the need is felt or sufficient interest expressed. 
The reasons for promoting the LWULT languages are as much political and cultural as they are 
intellectual and economic. Nevertheless, whatever their nature, they all plead in favour of developing 
these languages. 
A reading of the section on "Statistical analysis of programme actions" which follows this global 
analysis will provide evidence that.linguistic diversification has been encouraged by LINGUA, and 
that the eleven languages covered by the programme in its initial phase were all included in all 
actions. We also see that the LWULT languages, for their part, have all been targeted in projects 
falling within the framework of the action specifically designed to promote their development. 
LINGUA has certainly made.a substantial contribution to the process of defending and promoting 
the LWULT languages, both through the number and variety of the educational packages and the 
various aids created specifically for them. 
B. LINGUA MEETINGS AND EVENTS IN 1994 
B.l. COMMITTEE AND NATIONAL AGENCIES 
In 1994 the LINGUA committee met twice in Brussels, first on 11 and 12 April and later on 
14 November. 
On the second occasion, the Committee and the LINGUA National Agencies met at the request of 
the Commission. This meeting gave rise to interesting exchanges and allowed national programme 
leaders to exchange ideas among themselves and with the Commission on the future of LINGUA and 
12 
its integration into the new SOCRATES and LEONARDO programmes. 
The two meetings also allowed the Committee to examine the status of various programme actions 
and formulate strategies to be implemented subsequently. Finally, they gave participants the 
opportunity to reflect on the issue of promoting the LWULT languages and to examine and discuss 
the report by the Commission on language teaching in the Union, a document providing a critical 
summary of national reports drawn up by Member States. As usual, there were numerous enriching 
contributions from members of the Committee which the Commission took fully into account. 
LINGUA National Agencies also met twice, once in Spetses in Greece on 30 and 31 May, and once 
in Brussels on 14 and 15 November, the 14th being the date of the joint Committee/National 
Agencies meeting (see above). 
During these meetings the Agencies reported on the operational status of programme actions. They 
were also informed about developments in the adoption of the new programmes. Finally, they had 
an opportunity to reflect on their relationships with each other and on the operation of the network. 
The second Agency meeting also provided an occasion for representatives to welcome future 
colleagues from new Member States and the countries of the E.E.A. 
B.2. EVENTS 
B.2.1. Events in Member States 
Three major events were organised in Member States in 1994. 
a) Saarbriicken 
The first took place at Saarbriicken on 27 and 28 February. The theme was language audits and 
analysing language needs in professional circles. 
This resulted in: 
. fostering the formulation of a concept for language audits based on principles recognised by all 
potential users, 
. defining the means for broadening the use of analytical tools created as part of the LINGUA 
programme and for guiding new projects based on the results obtained from such analyses, 
. proposing standards, methods and instruments for regional, sectorial and company audits. 
b) Ghent 
The second event took place in Ghent on 24 and 25 June. Like the symposium held in Veldhoven 
in 1991, it examined the status of the European Cooperation Programmes. 
This event provided an opportunity to: 
. evaluate progress in the in-service training of language teachers since the Veldhoven symposium, 
. bring together the coordinators of Programmes currently under way and report on the status of 
actions, 
. exchange views on the possibilities of forming a network of current projects and training institutions 
in the various Member States, 
. reflect on the possible means of recognising in-service training of language teachers 
13 
c) Bonn 
The third event was held in Bonn on 28 and 29 November. It endeavoured to make participants 
think about the problems posed by learning foreign languages, "the key to communication and 
mobility in a common Europe". 
It gave rise to: 
. a review of the five previous years of the LINGUA programme's existence, 
. proposals concerning how to organise the promotion of language learning and teaching within the 
framework of the new SOCRATES and LEONARDO programmes, 
. a reflection on new possibilities for promoting language learning and teaching in Europe outside 
of these programmes. 
B.2.2. Other meetings in Member States 
National meetings on European Cooperation Programmes, bringing together project coordinators, 
partners, potential candidates for new Programmes, political decision-makers and representatives from 
National Agencies and the Commission, were held in all Member States (with the exception of 
Greece, Luxembourg and the Netherlands, where meetings are scheduled for 1995). The aim of these 
meetings was to bring together the teams working in the same country and encourage them, along 
with well as institutions specialising in in-service training for language teachers, to form networks 
on a national scale for current projects. 
Furthermore, "partnership fairs" were also organised in some Member States. These meetings 
enabled National Agencies specialised in Joint Educational Projects and establishments likely to take 
part in a project to make contact with establishments from other Member States interested in the 
initiative in such a way that their pupils could take part in joint educational activities. 
B.2.3. Meetings in Brussels 
Finally, three major meetings were held in Brussels. 
A working group comprised of National Agency representatives and specialists from various Member 
States met on 20 January to discuss the problems posed by the LWULT languages, the impact of the 
LINGUA programme in this domain and the additional resources needed to further their promotion. 
In addition, a group of experts met on 4 February to plan the strategy to employ in order to ensure 
the effective distribution of teaching products created as part of the LINGUA programme, to enable 
the greatest possible number of potential learners to benefit from them. 
Finally, a special group bringing together LINGUA programme operators and representatives from 
the Council of Europe met on 9 February to discuss, in a complementary fashion, the work 
undertaken by the Commission and the Council of Europe in the field of certification and 
transparency in the recognition of existing language skills.. 
C STUDB2S AND PUBLICATIONS 
Cl. STUDBÎS 
14 
The four studies announced in the 1993 report which were begun at the end of the same year 
continued into 1994 and the results were submitted to the Commission. 
Readers will recall that the first study concerned in-service training for language teachers, institutions 
specialised in this field and the types of training offered by such institutions; the second study 
focused on teaching aids created for use by the staff of SMEs and SMIs; the third study examined 
national and transnational associations for the promotion of languages; and the fourth was intended 
to establish a list of the main existing products created within or outside the LINGUA programme 
for learning and teaching the LWULT languages. 
C.2. PUBLICATIONS 
* published in 1994: 
. Report on language education in the Union (critical summary of reports provided by Member States, 
stipulated in the Decision of 28 July 1989) - revised edition of July 1994 
. Guide to Joint Educational Projects 
. Language audits and needs analysis (minutes of the Saarbriicken Symposium) 
. Compendium of LINGUA projects for 1993 
. LINGUA Activity Report for 1993 
* in preparation (published or to be published in 1995): 
. Proceedings of the European Conference in Bonn ("learning foreign languages: the key to 
communication and mobility in a common Europe") 
. Proceedings of the Ghent Symposium ("European Cooperation Programmes - 2nd Symposium") 
. Catalogue of LINGUA teaching products 
. Compendium of LINGUA projects in 1994 
D. FOLLOW-UP AND EVALUATION 
As in previous years, both of these were regularly carried out by the Commission. 
For centralised actions, follow-up and evaluation were carried out once again this year on the basis 
of interim and final reports submitted by project coordinators, and which were studied in depth. In 
addition, meetings combining projects (with the mandatory attendance of coordinators, as well as 
partners in some cases), organised by the Commission in collaboration with the National Agencies 
in all Member States and for all actions, made possible on-the-spot follow-up as well as fruitful 
exchanges between the partners themselves and between partners and the Commission. 
These studies of reports and meetings were complemented in 1994 by a greater number of individual 
visits to project coordinators. 
These visits enable the Commission to ensure that the actual content of the projects when 
implemented corresponded with the initial applications submitted by the candidates 
For decentralised actions, the frequent contacts between the Commission and the LINGUA National 
Agencies in the form of meetings in Brussels or visits to Member States and regular activity reports 
prepared by these Agencies at the request of the Commission, permitted effective follow-up and 
evaluation. 
E. DISSEMINATION 
15 
Since the vast majority of projects supported in the context of centralised programme actions have" 
come to an end, finished teaching products created by partnerships are becoming ever more 
numerous. 
For example, the two actions, "Languages and the economic world" and "Promoting the least widely 
used, least taught languages", alone have generated, at the last count in 1995, 314 paper-based 
products, 196 audio products, 116 video products and 308 educational software products (67 of 
which are multimedia, combining text, images and sound). 
In order to make the benefits of these LINGUA results available to everyone, these products should 
now be widely disseminated, initially amongst the originally targeted groups, of course, as well as 
amongst other groups likely to be interested. 
In order to achieve this, it is vital that the greatest possible number of potential users should be 
informed of the existence of LINGUA products. The Commission therefore decided to create a 
catalogue of these products in the form of a computer database which will provide accurate 
information on each product concerning the target languages, languages of the learners, levels, skills 
developed, learning situations, types of teaching aids, the technologies used and the target sectors 
and groups. Three thousand copies of the catalogue will be produced in 1995 and made available 
to resource centres where they may be consulted. 
In this context, The Commission has made contact with the heads of Euro-Info Centres. These 
centres could become the key partners in the dissemination of LINGUA products and potential users 
could contact them for relevant information on the various educational packages produced. One 
could also envisage the demonstration of certain products to users at these centres. 
The Commission also plans to use other possible outlets (universities, documentation centres, etc.). 
F. POINTS TO BE REINFORCED 
Current LINGUA programme actions will all reappear in the SOCRATES and LEONARDO 
programmes. Within these new frameworks, and in order to ensure that initiatives concerned with 
the promotion of language learning and teaching have an increasing impact, the Commission will 
ensure that certain points are reinforced or will encourage their reinforcement. 
The following points have always been dealt with as a priority; they consist of ongoing tasks which 
must continue to be accorded the highest importance: 
. integration of Joint Educational Projects into normal teaching programmes in schools in such a way 
that they are perceived by participants as a fully recognised official activity and not as an optional 
one, 
. development of links between European Cooperation Programmes and in-service training grants 
given to teachers, 
. development of the mobility of young people and language teachers towards the LWULT 
languages, 
. forming networks for the European Cooperation Programmes and institutions to provide in-service 
training of language teachers (this was one of the priorities at the Ghent symposium), 
. development of links between initial training and in-service training for language teachers (as an 
extension to the field of action and scope of the European Cooperation Programmes), 
. integration of a strong linguistic dimension into the training of non-linguist teachers, 
. inclusion of users in all partnerships producing teaching products, 
. development of teaching products destined for the teaching and learning of the LWULT languages 
16 
least well covered by existing products, 
. development of training products and modules designed to instil or improve skills associated with 
comprehension for the benefit of all of the LWULT languages. 
To this can be added the problems of evaluation and dissemination which should themselves also 
receive special attention: 
. critical analysis of the impact of measures taken as part of in-service teacher training on the quality 
of language teaching in educational establishments, 
. critical analysis of the impact of the Joint Educational Projects on schools and on language 
education in these establishments, 
. creation of the most transparent and easily comparable systems and resources required to 
evaluate prior learning and the skills of pupils, students and company staff, 
. ever wider distribution of LINGUA teaching products. 
Finally, the two points below concern Member States and fall under their direct responsibility: 
. the generalised replacement of teachers on mobility as part of in-service training to ensure that they 
can follow courses during the school year and not only during holidays, 
. teaching a greater number of languages in establishments and the development of early learning. 
G. CONCLUSION - THE FUTURE OF LINGUA 
The SOCRATES programme, adopted by the decision of the European Parliament and the Council 
on 14 March 1995, and the LEONARDO programme, adopted by Council decision of 6 December 
1994, both contain a substantial linguistic element. 
Nevertheless, the major part of the current LINGUA programme is retained in the SOCRATES 
programme, which even makes provision for new measures. 
The LINGUA part of SOCRATES envisages Community support for the following closely interlinked 
actions: 
. Action A : European Cooperation Programmes (LINGUA Action IB) 
. Action B : Immersion courses for language teachers (LINGUA Action IA) as well as for non-
linguist teachers 
. Action C : Linguistic assistantship (new measure) 
. Action D : Development of teaching materials (LINGUA Action VB) and evaluation and 
recognition instruments for linguistic knowledge 
. Action E : Exchanges of young people under Joint Educational Projects (LINGUA Action IV) 
. Complementary measures: promoting European cooperation in the field of language learning 
(LINGUA Action VA). 
The linguistic dimension will also appear in other constituent parts of SOCRATES, especially those 
concerned with higher education (ERASMUS) (LINGUA Action II) and school education 
(COMENIUS). Links will also be developed with the promotion of open and distance learning and 
adult education (both of which already existed in LINGUA). 
The changes and additional elements compared with the current LINGUA programme are essentially 
to measures concerning the initial and in-service training of teachers and setting up a system of 
assistantships, as well as the creation of tools for measuring linguistic skills. 
17 
The only part of the programme not taken over by SOCRATES concerns the promotion of languages-
in the economic world, whiqh has been transferred in its entirety to the LEONARDO programme. 
It can be seen that the achievements of the LINGUA programme have been completely preserved 
and its actions have in effect been developed and reinforced within the new programmes, since they 
appear both vertically, in a specifically linguistic section, as well as horizontally with languages 
being at the heart of all other actions. 
The Decisions stipulate that the two new programmes should be managed in synergy in such a way 
that education and training can be seen as complementary and as part of a "life-long learning" 
process. Naturally, this also applies to the parts concerned with promoting communication skills 
amongst Union citizens and it is important to remember that the Commission has undertaken not only 
to ensure a global approach to all linguistic activities which appear within each programme, but also 
to ensure that the resources are available to coordinate the linguistic dimension between the two 
programmes. This involves avoiding redundancy and preserving the internal logic of the LINGUA 
programme and the cohesion, or even interdependence, of its various actions. Improving the 
linguistic and communication skills of European citizens, which is at the heart of the concerns of 
European Union leaders, will thus continue to be effectively assured and the impact of LINGUA will 
continue to grow. 
18 
IL STATISTICAL ANALYSIS OF PROGRAMME ACTIONS 
LINGUA is comprised of five actions which can be split into two categories according to the way in which 
they are managed: 
- the so-called decentralised actions are administered by Member States in collaboration with the European 
Commission, 
- the so-called centralised actions are administered globally by the European Commission. 
A. DECENTRALISED ACTIONS9 
A.l. In-service training of language teachers using mobility grants 
(Action IA) 
The number of participants continued to grow compared with the previous year; indeed, in 1993/94, 
due to an actual budget of almost ECU 7.68 million and an average LINGUA grant of approximately 
ECU 1,070, this action enabled 6,802 teachers to benefit from in-service training courses abroad, 
representing an increase of more than 12.5% compared with 1992/93 when the number of grants 
awarded to teachers was 6,037. Since the beginning of 1991, this action has involved a total of 
18,612 teachers. 
(reminder: in 1994, the budget available for the 1994/95 training periods was MECU 8) 
8000 
6000 
4000 
2000 
90/91 91/92 92/93 93/94 94/95 
Action I A - Changes in the number of participants from 1990 to 1995 
(the figures correspond to the columns in the diagram: 1990/91, 516 ; 1991/92, 5257 ; 1992/93, 6037 
1993/94, 6802; estimate 1994/95, 7500) 
9 Since the training and exchange activities take place during the school year, the projects taken into 
consideration in 1994 as part of these actions are projects which were carried out between 1 October 
1993 and 30 September 1994. These projects were therefore financed by LINGUA National Agencies 
in Member States from the 1993 budget. 
19 
As in previous years, grants gave a growing number of teachers the opportunity to undertake 
in-service training in the country whose language they teach, thus also enabling them, like their 
predecessors, not only to improve their command of this language and their methodological skills, but also 
to gain greater understanding of the culture of the target country. They were therefore able to increase their 
overall professional know-how. In addition, courses brought them into close contact with the everyday 
reality of the language they teach, which is a vital prerequisite for a dynamic form of teaching practice 
based on real life. LINGUA thus encourages a more effective exercise of the professional activity of 
language teachers. 
Furthermore, even though the majority of requests continue to concern the United Kingdom 
and France, followed by Germany and Spain, the number of teachers undertaking training courses in 
countries with the LWULT languages, in particular Greece, Italy, the Netherlands and Portugal, has 
substantially increased compared with the previous year. 
It is reasonable to suppose that this new-found mobility of teachers to the countries with the 
LWULT languages could not have occurred without the impetus and intervention of LINGUA, and it is 
vital to pursue efforts concerning these countries. 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
total Teachers sent 
91/92 
202 
98 
2312 
73 
460 
480 
72 
613 
19 
121 
144 
663 
5257 92/93 
286 
112 
1957 
169 
625 
778 
101 
683 
7 
212 
243 
864 
6037 93/94 
265 
208 
2236 
240 
727 
741 
124 
921 
13 
217 
239 
871 
6802 Teachers received 
91/92 
21 
4 
447 
35 
577 
1416 
114 
189 
i 
29 
8 
2416 
5257 % 
0.4 
0.1 
8.5 
0.7 
11.0 
26.9 
2.2 
3.6 
0.0 
0.6 
0.2 
46.0 
100.0 92/93 
32 
2 
581 
87 
588 
1434 
199 
283 
20 
62 
49 
2700 
6037 % 
0.5 
0.0 
9.6 
1.4 
9.7 
23.8 
3.3 
4.7 
0.3 
1.0 
0.8 
44.7 
100.0 93/94 
45 
12 
521 
79 
663 
1561 
435 
355 
5 
96 
51 
2979 
6802 % 
0.7 
0.2 
7.6 
1.1 
9.7 
23 
6.5 
5.2 
0.1 
1.4 
0.7 
43.8 
100.0 
Action IA - Number of teachers sent and received by country in 1991/92, 1992/93 and 1993/94 
A.2. Mobility of young people aged between 16 and 25 under Joint Educational Projects 
(Action IV) 
Young people's exchanges and visits under Joint Educational Projects (language education 
projects between establishments in different countries), also continued to expand compared with 1992/93. 
In 1993/94, with an actual budget of ECU 10.5 million and an average LINGUA grant of a little over 
ECU 280, this action involved 29,837 pupils (almost 30% more than in 1992/93) and 3,319 teachers (over 
36% more than in 1992/93), giving a total of 33,156 participants (please note that there are also non-
reciprocal projects whose participants are not included in these statistics). To these figures must be added 
the 1,774 participants in 1,186 preparatory visits for setting up projects. Since the beginning of 1991, this 
action has involved a total of 82,699 people, plus the 5,304 teachers who have made preparatory visits for 
setting up projects. 
(reminder: in 1994, the available budget for 1993/94 Joint Educational Projects was 
MECU 11.5). 
20 
50000 
40000 
30000 
20000 
10000 
90/91 91/92 92/93 93/94 94/95 
Action IV - Changes in the number of participants from 1990 to 1994 
(the figures correspond to the columns in the diagram: 1990/91, 4335 ; 1991/92, 19909 ; 1992/93, 25488; 
1993/94, 33156 ; estimate 1994/95, 40800) 
It should be remembered that, as in previous years, Community funding for Joint Educational 
Projects never exceeds 50% of the total cost of operations (except in the case of projects which involve 
disadvantaged groups or which exclusively concern the LWULT languages; such projects may under 
these conditions be financed up to 75%). This implies that additional finance has to be found from 
outside the programme. In certain cases such additional funding is provided by the competent 
ministries or by local authorities in the form of subsidies, which clearly demonstrates that Member 
States, stimulated by LINGUA, recognise the primary importance of Joint Educational Projects and do 
not hesitate to invest in mobility for young people and in improving their linguistic skills. 
As in previous years, the great majority of Joint Educational Projects were of great cultural 
and educational interest, both in terms of the themes studied and research undertaken, as well as the 
work carried out by young people and their teachers. This work continues to closely interlink the 
intercultural and linguistic dimensions. The harmonious relationship between these two dimensions 
contributes greatly to introducing a truly international element into the educational process and to 
integrating a real European dimension into establishments in general and the teaching of disciplines 
other than languages in particular. 
21 
B 
DK 
D 
ÙR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
total Participants sent 
91/92 
418 
830 
3140 
304 
2851 
4860 
455 
2471 
0 
1434 
313 
2833 
19909 92/93 
665 
1124 
3120 
533 
5424 
4801 
895 
3212 
62 
1708 
715 
3229 
25488 93/94 
915 
1415 
3503 
808 
6413 
6120 
615 
7053 
172 
1499 
1251 
3392 
33156 Participants received 
91/92 
680 
1130 
1777 
291 
1632 
4200 
548 
1417 
42 
418 
280 
7485 
19909 % 
3.5 
5.7 
8.9 
1.5 
8.2 
21.1 
2.8 
7.1 
0.2 
2.1 
1.4 
37.6 
100.0 92/93 
754 
1170 
241$ 
627 
1889 
6052 
662 
2066 
72 
938 
551 
8289 
25488 % 
3.0 
4.6 
9.5 
2.5 
7.4 
23.7 
2.6 
8.1 
0.3 
3.7 
2.2 
32.5 
100.0 93/94 
843 
2^ 
3137 
967 
2m 
7021 
953 
3469 
38 
1327 
1215 
02S$ 
33156 % 
2.5 
7.2 
$.5 
3.0 
7.6 
21.1 
2.9 
10.4 
0.1 
4.0 
3.7 
28.0 
100.0 
Action IV - Number of participants sent and received by country in 1991/92, 1992/93 and 1993/94]0 
With the increased budget, all countries experienced growth in the number of participants 
sent and received compared with the previous year (with the exception, in the latter case, of 
Luxembourg). Trends in mobility in terms of host countries clearly show that the United Kingdom and 
France remained by far the most visited countries but they experienced a noticeable slowdown 
compared with the previous year, especially for the United Kingdom. This applies even taking into 
account the positive growth in figures for Ireland. On the other hand, we note a net increase in 
countries with the LWULT languages such as Portugal (+121%), Denmark (+105%), Greece (+55%) 
and the Netherlands (+42%). Italy grew by 68% and Spain by 33%. As for Ireland, it received 44% 
more visitors, although it was the English language which benefited most from this increase. 
As usual, although some countries had a more or less balanced flow (Belgium, Germany, 
France, the Netherlands and Portugal), others received more young people than they sent to other 
Member States. This phenomenon was particularly marked in the United Kingdom where the number 
of participants received is almost three times as high as those sent. This of course continues to pose a 
problem for reciprocity of exchanges with this country. 
It is also interesting to note that once again this year Spain, and especially Italy, send more 
young people on mobility than they receive (twice as many in the case of Italy). 
In this action, as in the previous one, it can be clearly seen that the LINGUA programme 
fully plays its role as a catalyst by encouraging linguistic diversification and promoting the LWULT 
languages which, without it, would certainly not have occurred. The principles of Joint Educational 
Projects (which were the subject of a publication entitled "A Guide to ECPs" in 1993) and their 
practical implications now form a part of the daily lives of a large number of pupils and teachers. 
10 Participants, young people and teachers accompanying them (the latter representing 10% of the total 
on average) 
22 
BETWEEN 1990 AND 1995, 
EXCLUDING UNIVERSITY EDUCATION, 
LINGUA 
WILL HAVE MADE POSSIBLE 
THE MOBILITY OF 
* almost 40,000 LANGUAGE TEACHERS 
* more than 120,000 YOUNG PEOPLE 
B. CENTRALISED ACTIONS 
In 1994, 524 projects were submitted; they involved 2,498 coordinators and partners and 
concerned the following activities: 
- Action IB : In-service training of language teachers as part of the European Cooperation 
Programmes (ECPs) (42 projects received) 
- Action III : Promoting languages in the economic world (218. projects received) 
- Action VA : Promoting LINGUA objectives via transnational associations or 
organisations (89 projects received) 
- Action VB : Creating general teaching aids for teaching and learning the LWULT 
languages of the Union (78 projects received) 
They also concerned: 
- Study visits and preparatory visits for setting up European Cooperation Programmes 
(ECPs) or language project actions in the economic world (97 projects received). 
Out of these 524 applications, 276 projects (involving 1,357 coordinators and partners) 
were selected (more than 52.5% of the projects submitted). Compared with 1993, this figure represents 
an increase of almost 12% in the number of projects accepted. 
As in 1993, the projects submitted in 1994 were, in general, of a very high standard and 
were it not for budgetary constraints, a larger number of projects would have been financed. Therefore 
23 
the only proposals to be taken into consideration and given financial support were those of a very high 
standard involving projects which would have had little chance of being implemented without the help 
of LINGUA and which proposed activities or truly innovative products responding to vital, clearly 
defined needs in terms of content and the sectors and target groups concerned. The 1994 selection was 
therefore, as in previous years, very strict. 
For example, the total cost of the 524 projects submitted solely within the framework of 
centralised actions was more than MECU 91 and requests for associated subsidies totalled more than 
MECU 43. The total cost of the 276 accepted proposals was MECU 48, with requests for subsidies 
totalling MECU 22.5 and Commission participation of almost MECU 15. 
The average level of funding for an accepted project in 1994 was therefore a little more 
than 65% of the amount requested and approximately 31% of the total cost As in previous years, 
financial aid granted represented the minimum amounts of additional financial support necessary for 
partnerships to create their products, or set up the activities described in their application forms. 
Experience from the first year of operation of the programme had shown that, for a centralised action, 
Community funding spread thinly over a larger number of projects resulted in a large number of them 
being withdrawn since partnerships found themselves forced to abandon them because of an inadequate 
level of funding. 
The table below shows changes in the situation for centralised actions (covering all 
actions) between 1991, the year when the first projects were funded, and 1994. 
1991 
1992 
1993 
1994 
total Projects 
submitted" 
32Ô 
3Ô6 
443 
427 
1496 Projects accepted'" 
93 
148 
199 
227 
661 "Partner-years",J 
324 
714 
935 
1144 
3117 
Number of projects received and the number of partners in projects accepted since 1991 
B.l. In-service training of language teachers as part of European Cooperation Programmes 
(Action IB) 
- 42 applications, 25 of which were requests for an extension (more than 59% of the total 
number of applications), bringing together 195 partner institutions, were submitted in 1994. 
Out of the 42 applications, 38 projects were accepted (more than 90% of all applications 
and almost 19% more than in 1993), 25 of which were extensions (almost 66% of the number of 
projects accepted and 100% of extension requests). These projects were set up for a contractual period 
extending from 1 September 1994 until 31 August 1995. 
The total amount of aid requested from the LINGUA programme by these 38 partnerships 
11 Excluding "Preparatory visits" 
12 see note 11 
13 The figures corresponding to "partner-years" reflect the fact that a partner involved in a project 
lasting more than one year is counted as many times as he appears in the proposals submitted 
24 
represented ECU 2,983,514 (almost 27% more than in 1993) and Community support of ECU 2,236,893 
was awarded (almost 75% of the total amount requested - approximately 18% more than in 1993 - and 
a little less than 27% of the total cost of projects). This latter sum does not take into consideration the 
support granted for preparatory visits. Total Community support for Action IB, including visit funding, 
totalled around ECU 2,260,000. 
The table on the following page shows changes in the situation of Action IB between 
1991 and 1994 and for each year shows the number of projects submitted, the number of projects 
accepted and the number of "partner-years". 
1991 
1992 
1993 
1994 
total Projects 
submitted14 
51 
62 
39 
42 
194 Projects accepted" 
12 
25 
(7 extensions) 
32 
(22 extensions) 
38 
(25 extensions) 
107 
(54 extensions) "Partner-years""5 
40 
110 
130 
178 
458 
Action IB - Number of projects submitted and accepted and the number of partners in accepted projects since 1991 
(in brackets: number of project extensions) 
- In 1994, the 38 accepted programmes involved 178 different institutions (almost 37% 
more than in 1993). 
- All Member States were represented in these projects, either as coordinators, or as 
partners. Only two Member States did not appear as coordinators, Denmark and Ireland, but these two 
countries were however involved in six partnerships. Naturally we should not overlook the significant 
representation of countries with the LWULT languages in partnerships, but we should stress that a new 
trend has been emerging ever more clearly, year on year, since the beginning of the programme: foreign 
language training in general and the methodologies used are no longer the prerogative of northern 
countries. Southern countries are very well represented and very active in the field of European 
Cooperation Programmes: 21 establishments in Spain, 15 in Italy, 9 in Portugal and 7 in Greece. Note 
also that, given the number of inhabitants compared with the number of language teachers and students, 
the distribution of establishments between the twelve Member States is fairly well balanced. 
- AH languages, including Irish which was targeted in four Programmes, and Danish which 
was targeted in three Programmes, and with the sole exception of Letzeburgesch, were included in 
projects and although English, French and German remained the best represented languages, Spanish 
and Italian were close behind and Portuguese, Dutch and Greek were also well placed. In view of the 
impact that European Cooperation Programmes could have on the range of languages offered in 
educational establishments, this year, as in previous years, the Commission monitored selection even 
more closely so that these Programmes would contribute to linguistic diversification and the promotion 
see note 11 
5see note 11 
ssee note 13 
25 
of the LWULT languages. These two elements appear clearly in European Cooperation Programmes 
and their presence can be explained by both the wide variety of establishments involved in projects and 
the potential for easy transfer from the majority of ECPS to other languages than those initially targeted. 
- Two categories of applicants between them equally shared two thirds of these projects: 
local and regional education authorities and higher education establishments. Included in these two 
groups were the Italian IRRSAEs, the French MAFPENs, the German Landeinstitute and the 
Universities officially made responsible for in-service training of teachers in certain countries such as 
Spain, Greece, the Netherlands, Portugal and the United Kingdom. 
IN 1994, 
EUROPEAN COOPERATION PROGRAMMES 
-ECP-
BROUGHT TOGETHER 
178 INSTITUTIONS 
SPECIALISED 
IN LANGUAGE TRAINING 
k k k -k k "k k 
ALL OF THE MOST 
IMPORTANT AND REPRESENTATIVE 
INSTITUTIONS IN THE UNION 
IN THIS FIELD 
WERE REPRESENTED IN PARTNERSHIPS 
- As in previous years, the selection criteria were based on several factors, especially those 
related to the following: 
. the quality of projects, assessed from the point of view of the contribution they 
could make to improving in-service training of language teachers and trainers, especially in the areas of 
methodology and innovation 
. the priority given to the joint production of teaching programmes, teachings 
materials and/or in-service training modules for language teachers and trainers 
. the importance of transnational partnerships, in particular the participation of in-
service training establishments from each of the Member States, either as coordinators or partners. 
we note that: At the level of general trends in the 1994 batch of European Cooperation Programmes, 
1. Selected programmes were required to have a significant impact on the quality of 
26 
professional development of trainers and teachers. 
2. A large number of projects were recommended because they encouraged 
integration of new theoretical models into the training process. 
3. Preference was also given to projects which laid the foundations for effective 
links between the two strands of the "In-service training of language teachers" action (European 
Cooperation Programmes and mobility grants - see Action 1A in decentralised programme actions). 
4. The majority of the selected projects focused on seven major themes: the 
European dimension, the creation of materials for in-service training of teachers and trainers, 
introducing languages into elementary schools, self-tuition in training, new education technologies, in-
service training for bilingual education and in-service training for speciality languages. 
- 9 preparatory visits for setting up European Cooperation Programmes were financed for 
the 18 applications received. 
B.2. Languages and economic life (Action HI) 
- 218 applications, 82 of which were project extensions (more than 37.5% of all 
applications), bringing together 1,101 partner institutions were submitted in 1994. 
Out of the 218 applications, 101 projects were accepted (more than 46% of all applications 
and around 4% more than in 1993), 66 of which were extensions (almost 65.5% of the number of 
projects accepted and more than 80% of requests for extensions). These projects were set up for 
contractual periods running from 1 July 1994 until 30 June 1995, for projects submitted for the selection 
round of 15 March 1994, or from 1 January to 31 December 1995 for projects submitted for the 
selection round of 15 September 1994. 
The total amount of aid requested from the LINGUA programme by these 101 partnerships 
came to ECU 12,931,909 (around 10.5% more than in 1993) and Community support of ECU 8,175,000 
was awarded (more than 63% of the total requested - around 2% more than in 1993 - and almost 30.5% 
of the total cost of the projects). This sum does not take into account the support given for preparatory 
visits. Total Community aid, including for visits, was ECU 8,270,000. 
The table on the following page shows changes in the situation for Action III between 
1991 and 1994, and, for each year, shows the number of projects submitted, the number of projects 
accepted and the number of "partner-years". 
27 
T59T 
TW 
IWT 
TW 
"tôtâT Projects 
submitted17 
Tsr 
"TW 
"25T 
1W 
"&2T Projects accepted" 
"56" 
(34 extensions) 
m 
(57 extensions) 
TOT 
(66 extensions) 
m 
(157 extensions) "Partner-years"" 
"TO" 
W 
"355" 
T7ÎT 
Action III - Number of projects submitted and accepted and the number of partners in projects accepted since 1991 
(in brackets: number of project extensions) 
- In 1994, the 101 projects accepted involved 566 different institutions (+11% compared 
with 1993). 
The most widely represented institutions were university or para-university organisations 
(167 or around 29.5% of the total number of institutions involved in projects); initial and in-service 
vocational training organisations came in second place (75 institutions, or almost 13.5%), followed by 
SMEs and SME organisations (67 or almost 12%); next came publishers and distributors of educational 
software (40 institutions, or a little over 7%), then non-profit-making associations (36 institutions, or 
almost 6.5%). Also involved in partnerships in decreasing order of importance were professional 
associations and organisations - three of which were teaching associations or federations- (35, or a little 
over 6%), Chambers of Commerce and Industry (29, or just over 5%), language schools and centres (27, 
or more than 4.5%), official organisations - national organisations or local authorities (25, or almost 
4.5%), as well as, in less significant numbers, certification organisations (4) and large companies (3). 
There were also 58 miscellaneous organisations and institutions representing isolated categories 
(consultancy offices, for example). 
- All Member States were representee! in the projects. 
- All languages were represented in the projects, with English, French and German taking 
47.5% of the total of target languages and maintaining a clear majority, but showing a significant 
decline compared with the previous year (almost 5% less), confirming and accentuating the trend in 
recent years. The shift in interest amongst partnerships towards the LWULT languages and their use in 
situations where other languages previously predominated has thus once again been amplified. Indeed, 
(even if we exclude Spanish and Italian which, with almost 23% between them of the total of targeted 
languages, confirm their place as the most widespread of the LWULT languages in the Union) the six 
other languages alone represented more than 27% of the total, although the action was not entirely 
devoted to them. Once again this left Irish and Letzeburgesch a long way behind, two languages for 
which substantial efforts still need to be made. 
- In 1994 the type of project most frequently submitted was, as in past years, the design, 
creation and production of teaching aids (83 out of 101 projects). Trailing a long way behind came a 
small number of projects for setting up teaching programmes (6 projects), language audits and analyses 
of language needs (4 projects) and certification (1 single project). It should however be remembered 
see note 11 
see note 11 
see note 13 
28 
that in almost all projects concerning teaching material, an initial phase was planned or had already 
been carried out involving an in-depth analysis of the needs to which the educational material was 
intended to respond. 
The use and development of new educational technologies integrated into teaching aids 
continued to predominate. The vast majority of selected projects developed products using computers 
(interactive multi-media or hyper-media products) and many made use of optical memory devices such 
as the CD-ROM, as well as computer networks. The increasing use of voice cards, making it possible 
to record the voice of the student in multi-media applications, should also be noted, along with projects 
using satellite television and/or video-conferencing. 
The emergence of new educational technologies has had a dual direct effect: firstly, the 
complexity of systems has increased and brought with it an rise in development and production costs. 
On the other hand, the explosion in the market for CD-ROMs at affordable prices combined with 
networks such as the INTERNET, offer the prospect of wider and more economical distribution to the 
publisher. 
Open and distance learning (ODL), a vital factor in the context of more personalised 
learning of foreign languages, is far from being the best represented learning method. Since open and 
distance learning also allow the maximum dissemination of products in other Member States or in 
economic sectors other than those initially envisaged, the Commission attached great importance to this 
component in the list of factors affecting the selection process for projects to receive support. 
- project selection criteria were essentially based on those listed in the "LINGUA 
Applicants' Guide": 
. demonstrating the necessity of carrying out the project with the involvement of several 
partners specialised in the project content and established in different Member States 
. validity and feasibility of the objectives being pursued in line with LINGUA general 
criteria and priorities 
. matching of coordination, working schedule and financial aspects 
. the quality of the partnership in terms of transnationality, distribution of tasks, expertise, 
involvement/representation of users 
. the quality and justification of the methodology and, where appropriate, the technology to 
be used 
. the prospects and guarantees of distribution for the products produced. 
In addition, in order to avoid duplication between new projects and existing projects and 
also to ensure the greatest possible coverage of needs, the following priorities were observed. Thus 
projects had to involve: 
. the LWULT languages in economic life 
. educational materials aimed at the most advanced students in the case of the most widely 
used languages 
. target groups not yet covered by existing projects 
. the transfer of results already obtained and products already produced, after an analysis of 
needs, to one or several other languages, for example: 
. adaptation of a project covering the learning of language A by native speakers of 
language B for native speakers of language C 
. the use of innovative methods and technologies developed in the context of designing 
teaching material intended for language A in the production of teaching material intended 
for language B. 
29 
OVER 4 YEARS, 
PROJECTS INTENDED FOR THE ECONOMIC WORLD 
- ACTION in -
BROUGHT TOGETHER 
1,754 INSTITUTIONS 
WITHIN 
339 PARTNERSHIPS 
AND TO DATE HAVE PRODUCED 
242 ORIGINAL EDUCATIONAL 
PACKAGES 
- In general, in 1994 as in previous years, the activities supported by Action HI of the 
LINGUA programme have continued to play a crucial role in generating interest in language learning 
among enterprises and their staff in the business world. 
submitted. 40 preparatory visits to set up Action III projects were financed out of the 79 applications 
B.3. Support for associations (Action VA) 
- 89 applications covering 386 partner institutions were submitted in 1994. 
Out of these 89 applications, 42 projects were accepted (a little over 47% of all 
applications and around 55.5% more than in 1993) 
The amount of support requested from the programme by these 42 partnerships was ECU 
726,317 (almost 31% more than in 1993) and total Community aid of ECU 525,424 was awarded 
(almost 72.5% of the total amount requested). 
30 
i99i 
1992 
1993 
1994 
total Projects 
submitted 
28 
22 
57 
89 
196 Projects accepted 
8 
14 
27 
42 
91 "Partner-years"iU 
38 
70 
1Ô5 
184 
397 
Action VA - Number of projects submitted and accepted and the number of partners in projects accepted since 1991 
- In 1994, the 42 projects accepted involved 184 different institutions (around 75% more 
than in 1993). 
The most widely represented institutions were university or para-university higher 
education establishments (37, or more than 20% of all institutions engaged in projects), non-profit 
making associations (26, or more than 14%) and the competent ministries and ministerial departments 
(22, or almost 12%). 
- AH Member States were represented in these projects. 
- Given the nature of the action and its objectives, all languages were represented in the 
projects in one way or another. 
- The most frequently submitted types of project primarily concerned the organisation of 
conferences or colloquiums (32 out of 42 projects), then publications (16 projects) and the activities of 
organisations and associations (10 projects). 
The themes covered by events, symposia and other seminars receiving from Community 
support were extremely varied. In particular, they concerned training language teachers, the promotion 
of the LWULT languages and new educational technologies in languages. 
Other initiatives focused on meetings concerned with monitoring, evaluating and finding 
synergy for projects 
- In general 1994, even more than 1993, provided an opportunity to extend and diversify 
the field of activities of Action VA and integrate them more precisely into the global strategy of the 
programme. 
Action VA underwent substantial development in 1994. It is necessary for future 
initiatives generated by this type of action to continue to grow in both quantity and quality and provide 
the different European operators in the field of languages with the possibility of meeting and comparing 
their ideas and experiences. It is also necessary for this type of action to contribute to the reflection on 
various linguistic actions undertaken by the Commission and to bolstering the strategy of widespread 
dissemination of language, teaching or other products produced with the help of Community finance. 
see note 13 
31 
B.4. Promotion of the LWULT languages (Action VB) 
- 78 applications, 29 of which were requests for an extension (or more than 37% of all 
applications) bringing together 339 partner institutions, were submitted in 1994. 
Out of these 78 applications, 46 projects were accepted (almost 59% of all applications and 
nearly 7% more than in 1993), 26 of which were for extensions (around 56.5% of all projects accepted 
and almost 90% of requests for an extension). These projects were set up for contractual periods 
running from 1 July 1994 until 30 June 1995 for projects submitted for the selection round of 15 March 
1994, or from 1 January to 31 December 1995 for projects submitted for the selection round of 
15 September 1994. 
The total amount of aid requested from the LINGUA programme by these 46 partnerships 
came to ECU 5,677,790 (around 16.5% more than in 1993) and total Community support of ECU 
3,786,000 was awarded (more than 66.5% of the total sum requested - around 15.5% more than in 
1993 - and almost 36.5% of the total cost of the projects). 
1991 
1992 
1993 
1994 
total Projects 
submitted 
56 
52 
93 
n 
279 Projects accepted 
15 
23 
(7 extensions) 
43 
(22 extensions) 
46 
26 extensions) 
127 
(55 extensions) "Partner-years""' 
51 
93 
191 
216" 
551 
Action VB - Number of projects submitted and accepted and the number of partners in projects accepted since 1991 
(in brackets: number of project extensions) 
- In 1994, the 46 projects accepted involved 216 different institutions (more than 13% 
compared with 1993). 
The most widely represented institutions were university or para-university organisations 
(125 or almost 58% of the total number of institutions involved in projects); next, but far behind, came 
publishers, manufacturers and distributors of educational software (19, or almost 6.5%), official 
organisations - national organisations or local authorities (14, or almost 9%), language schools or 
centres (12, or more than 5.5%), non-profit-making associations (10, or more than 4.5%), and teaching 
associations or federations (6, or a little less than 3%). Also involved in partnerships in decreasing 
order of importance were vocational initial and in-service training organisations (5), SMEs and SME 
organisations (also 5), 2 professional associations and 2 certification organisations. There were also 16 
miscellaneous organisations and institutions representing isolated categories. 
- AH Member States were represented in the projects. 
- AH of the LWULT languages were covered by the projects, with Italian representing 
almost 13% of the languages targeted by the projects, Spanish and Greek almost 12% each, Dutch and 
Portuguese around 11% each, Danish almost 8.5%, Irish more than 5.5% and Letzeburgesch around 1%. 
see note 13 
32 
As in previous years, this clearly demonstrates the implementation of the decision to reserve Action VB' 
for supporting diversification in teaching and learning the LWULT languages in the Union. 
IN 1994, 
the 8 LEAST WIDELY USED 
LEAST TAUGHT LANGUAGES 
in the UNION 
THE LEAST WIDELY 
USED 
LEAST TAUGHT 
LANGUAGES -
WERE TARGETED 
89 TIMES 
WITHIN THE 
46 PILOT PROJECTS 
SELECTED 
- The most frequently submitted types of project concerned the design, creation and 
production of teaching aids (44 out of 46), with the two other projects devoted to the development of 
teaching programmes. 
- The remarks made concerning Action III (see page 18), in terms of the use and 
development of new technologies integrated into teaching aids produced by partnerships, as well as the 
"Distance learning" dimension, also apply to Action VB. These elements are clearly present in 
practically all of the projects and exert vital influence on their impact and effectiveness. 
33 
LINGUA - ACTION VB 
THE PROMOTION 
OF THE 
LEAST WIDELY USED, 
LEAST TAUGHT 
LANGUAGES 
AND 
LINGUISTIC 
DIVERSIFICATION 
- Once again the selection criteria were essentially based on those listed in the "LINGUA 
Applicants' Guide" and the only projects which received support were those concerned with the design, 
creation and production of educational materials (and their integration into teaching programmes) aimed 
at the LWULT languages for which their are not enough educational methods or aids available. 
Moreover, special attention was paid to projects involving one or several of the following 
learning situations: 
. self-tuition 
. distance learning 
. assisted learning using advanced technology, especially multimedia technologies 
(combined use of computers, video and audio) and satellite transmission. 
Priority was also given to projects which made proposals to transfer the results from a 
current or completed LINGUA project to one or several of the LWULT languages in the Union. 
- Action VB continues to play a vital role as part of the linguistic initiatives taken by the 
Community since it is largely responsible for the success of linguistic diversification and the promotion 
of the LWULT languages in all other initiatives undertaken within Community education and training 
programmes. Indeed, it is largely thanks to this action that the teaching aids which encourage such 
diversification and promotion have been produced. 88 important educational packages have already 
been produced to date, but others are expected to emerge from the results of projects under way. These 
packages are, for the most part, comprised of advanced materials and, in general, the media used very 
well suited to effective learning of the LWULT languages as foreign languages. Henceforth, members 
of the general public wishing to learn one of the LWULT languages will have numerous and varied, 
quality teaching materials at their disposal. 
34 
C THE "HIGHER EDUCATION" ACTION 
Promoting the learning of foreign languages in universities (Action II) 
Action II of the LINGUA programme covers inter-university cooperation as well as 
mobility and exchanges for students and staff in higher education. The administrative procedures for 
this action were modelled on those used for the ERASMUS programme and joint provisions for 
managing ERASMUS and LINGUA Action II were set up. 
As in previous years, applications were evaluated in such a way that selection would 
clearly reflect the priorities of the LINGUA programme. Priority was therefore given to the LWULT 
languages and to projects involving the training of future language teachers. In the case of visit grants, 
particular attention was paid to the study of the linguistic problems posed by student mobility and 
applying new technologies to language education. Special attention was also given to projects planning 
to set up courses involving the study of a foreign language as the main theme in combination with a 
another discipline. 
Again, as in previous years, the selection policy in 1994 confirmed the commitment over 
several years of most programmes which had been accepted in 1993/94, whilst continuing to encourage 
universities to develop new initiatives for inter-university cooperation. 
All partners in the Inter-university Cooperation Programmes who requested special renewal 
of their contract at the end of the normal three-year cycle had to provide additional information and 
renewal decisions were only taken when the ICPs responded very precisely to a set of special 
performance criteria. 
The diagrams below show the changing patterns in institutions involved in the Inter-
university Cooperation Programmes and the number of students benefiting from mobility between 1990 
and 1995. 
90/91 91/92 92/93 93/94 94/95 
Action II Changes in the number of institutions involved in ICPs from 1990 to 1994 
(the figures correspond to the columns in the diagram: 1990/91, 215 ; 1991/92, 627 ; 1992/93, 972 ; 1993/94, 1147 
1994/95, 1277) 
35 
12000 
10000 
8000 
6000 
4000 
2000 
A 4. jj n, 90/91 91/92 92/93 93/94 94/95 
A ctwn II - Changes m 
the number of 
students profiting 
from mobility from 1990 to 1994 
(the figures correspond to the columns in the diagram: 1990/91, 1897 ; 1991/92, 4180 ; 1992/93, 6724 ; 1993/94, 8847 ; 
1994/95, 10378) 
- Out of 242 applications for Inter-university Cooperation Programmes (1.7% more than in 
the previous year), 225 ICPs were selected in 1994 for the 1994/95 academic year (a fall of 0.4% 
compared with the previous year). These involved 10,378 students (17.3% more than in 1993/94) and 
866 teachers (25.9% more than in 1993/94). 
- 37 applications for study visit grants were accepted out of the 44 applications submitted. 
Wherever applications allowed, preference was given to requests for visit grants concerning the LWULT 
languages and those clearly including the dimension of "training future teachers". 
The number of projects selected in 1994 fell by 19% compared with 1993 and, as in 
previous years, the overall number of visits remained very low. This is due, in part, to the fact that 
since the beginning of the programme, there have been few, if any, applications where learning one of 
the LWULT languages represented a major component of a course combining languages and one or 
several other disciplines. 
36 
ANNEXES 
STATISTICAL OVERVIEW 
1994 
Annexes 1 to 4 illustrate decentralised Actions IA and IV. 
Annexes 5 to 11 illustrate centralised Actions IB, III, VA and VB as well as preparatory visits. 
Annexe 12 illustrates Action II. 
37 
LINGUA ANNEX 1 - ACTION IA - MOBILITY OF FOREIGN LANGUAGE TEACHERS PER MEMBER STATE 
S 
E 
N 
D 
I 
N 
G 
C 
0 
U 
N 
T 
R 
Y Bg 
Bfr 
Bnl 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
Total 
% 
Rank HOST COUNTRY 
Bg Bfr 
12 
5 
21 
3 
41 Bnl 
4 
4 
45 
| 0,60 J 0,06 
0,66 
10 
B DK 
4 
1 
7 
12 
0,18 
11 
DK D 
1 
1 
31 
26 
19 
17 
83 
47 
65 
8 
17 
206 
521 
7,66 
4 
D GR 
36 
5 
32 
1 
2 
3 
79 
1,16 
8 
GR E 
14 
9 
33 
199 
109 
18 
20 
59 
202 
663 
9,75 
3 
E F 
3 
107 
49 
510 
36 
136 
53 
208 
9 
49 
96 
305 
1561 
22,95 
2 
F IRL 
11 
43 
198 
1 
69 
45 
4 
35 
29 
435 
6,40 
5 
IRL I 
2 
14 
18 
168 
2 
9 
23 
6 
113 
355 
5,22 
6 
I L 
1 
4 
5 
0,07 
12 
L NL 
1 
70 
4 
20 
1 
96 
1,41 
7 
NL P 
34 
1 
1 
13 
1 
1 
51 
0,75 
9 
P UK 
1 
16 
54 
39 
1001 
181 
485 
477 
561 
4 
74 
86 
2979 
43.80 
1 
UK 
HOST COUNTRY TOTAL 
5 
45 
215 265 
208 
2236 
240 
727 
741 
124 
921 
13 
217 
239 
871 
6802 
100 % 
0,07 
0,66 
3,16 3,90 
3,06 
32,87 
3,53 
10,69 
10,89 
1,82 
13,54 
0,19 
'3,19 
3,51 
12,81 
100 Rank 
6 
10 
1 
7 
5 
4 
11 
2 
12 
9 
8 
3 Bg 
Bfr 
Bnl 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK S 
E 
N 
D 
1 
N 
6 
C 
0 
U 
N 
T 
R 
Y 
» 
DK 
GR 
F 
I 
NL 
UK ANNEX 2 - ACTION IA - SENDING AND RECEIVING FLOWS PER MEMBER STATE 
i 
1 
c i—r 
r=i 
! ; ^^^^M ^_£ 
F1 
~ 
=p czf 
-3000 -2000 -1000 
TEACHERS SENT 0 1000 
TEACHERS RECEIVED 2000 3000 
LINGUA/RAP. 94/AN. 1/2 
LINGUA ANNEX 3 - ACTION IV - MOBILITY OF YOUNG PEOPLE PER MEMBER STATE 
S 
E 
N 
D 
1 
N 
G 
C 
0 
U 
N 
T 
R 
Y Bg 
Bfr 
Bnl 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
• UK 
Total 
% 
Rank HOST COUNTRY 
Bg 
10 
10 Bfr 
41 
35 
105 
10 
150 
16 
15 
20 
22 
414 Bnl 
60 
74 
40 
73 
15 
32 
42 
336 
760 
0,034 | 1,388 | 1,126 
2,547 
10 
B DK 
12 
58 
352 
68 
121 
464 
25 
630 
12 
87 
97 
233 
2159 
7,24 
12 
DK D 
26 
79 
202 
10 
16 
335 
492 
83 
675 
77 
148 
79 
592 
2814 
9,43 
4 
D GR 
22 
13 
93 
96 
226 
329 
30 
41 
20 
870 
2,92 
7 
GR E 
61 
78 
195 
69 
759 
58 
373 
23 
166 
12 
458 
2252 
7,55 
3 
E F 
20 
112 
124 
332 
124 
2270 
72 
226 
1815 
10 
244 
309 
691 
6349 
21,28 
1 
F IRL 
38 
40 
117 
33 
284 
20 
210 
46 
70 
858 
2,88 
6 
IRL I 
35 
44 
286 
228 
308 
419 
873 
72 
252 
110 
476 
3103 
10,40 
5 
I L 
20 
14 
34 
0,11 
11 
L NL 
31 
48 
94 
81 
218 
139 
22 
288 
19 
46 
198 
1184 
3,97 
8 
NL P 
13 
69 
96 
55 
94 
164 
36 
209 
65 
286 
1087 
3,64 
9 
P UK 
152 
60 
383 
1557 
2049 
1860 
1709 
291 
306 
8367 
28,04 
1 
UK 
HOST COUNTRY TOT 
20 
368 
435 'AL 
823 
1284 
3183 
721 
5810 
5420 
552 
6403 
157 
1344 
1122 
3018 
29837 
100 % 
0,07 
1,23 
1,46 2,76 
4,30 
10,67 
2,42 
19,47 
18,17 
1,85 
21,46 
0,53 
4,50 
3,76 
10,11 
100 Rank 
9 
7 
4 
10 
2 
3 
11 
1 
12 
6 
8 
5 Bg 
Bfr 
Bnl 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK S 
E 
N 
D 
1 
N 
G 
C 
0 
U 
N 
T 
R 
Y 
ANNEX 4 - ACTION IV - SENDING AND RECEIVING FLOWS PER MEMBER STATE 
DK 
GR 
F 
I 
NL 
UK 1 j 
! ! 
1 1 
; i 
| > i i Fmm 
^^^^^^m 
!•••• 
i ^^^^^ 
: i , i 
1 ! i 
j 1 
i r^ 
i i 
i i 
i 1 1 .. t . _, _. . 
i . : ! i 1 1" ' 
-"" " rj 
i iMIIllllil 
^^•^^n 1 .1 
-8000 -6000 -4000 -2000 
YOUNG PEOPLE SENT 2000 4000 6000 8000 10000 
YOUNG PEOPLE RECEIVED 
LINGUA /RAP 94/AN.3/4 
LINGUA 
ANNEX 5 - CENTRALIZED ACTIONS - PROJECTS RECEIVED AND PROJECTS ACCEPTED IN 1994 PER MEMBER STATE 
STATE 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
TOTAL PROJECTS RECEIVED 
IB 
2 
6 
1 
1 
7 
9 
1 
3 
2 
10 
42 III 
10 
12 
30 
43 
20 
35 
4 
17 
1 
8 
4 
34 
218 VA 
7 
5 
11 
9 
9 
22 
9 
1 
3 
1 
12 
89 VB 
5 
5 
6 
18 
3 
9 
8 
4 
7 
3 
10 
78 VISIT 
4 
7 
13 
8 
14 
22 
1 
10 
3 
15 
97 TOTAL 
28 
29 
66 
79 
47 
85 
13 
49 
3 
24 
10 
81 
524 
STATE 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
TOTAL PROJECTS ACCEPTED 
IB 
2 
6 
1 
1 
6 
6 
1 
3 
2 
10 
38 III 
6 
4 
17 
12 
11 
11 
1 
11 
1 
6 
3 
18 
101 VA 
4 
4 
2 
4 
6 
12 
4 
1 
1 
4 
42 VB 
3 * 
4 
4 
7 
2 
7 
4 
2 
3 
3 
7 
46 VISIT 
1 
4 
8 
2 
7 
9 
3 
3 
12 
49 TOTAL 
16 
16 
37 
26 
27 
45 
5 
26 
3 
16 
8 
51 
276 B DK D GR 
I I "T— "T-^ "T^ I I 
B DK D GR E F IRL m VISIT 
13 VB 
• VA 
H m 
DlB 
• VISIT 
DVB 
• VA 
• III 
DlB 
L NL P UK 
i 
LINGUA/RAP 94/AN. 5 
LINGUA ANNEX 6 - CENTRALIZED ACTIONS - 1994: BREAKDOWN OF PROJECTS BY REGION 
R1 : BRD DEUTSCHLAND : Total =37 1 
Rl 1 : Schleswig-Holstein, Rl 2:Hamburg 
Rl 3: Niedersachsen, Rl 4: Bremen, RT5: Nadiheln-Westtaten, 
R16: Hessen, Rl 7: Rheinbnd-Pfafe, R18: Baden-Wùrttemberg, 
R19: Bayern, R1A: Saatand, RIB: Berlin, R1C: Brandenburg, 
RID: MecMenbugAfapommern, R1E: Sachsen, 
Rl F: Sachsen-Anhalt, Rl G: Thuringen 
\R2: FRANCE : Total = 45~1 
R21 : lie de France, R22: Bassin Parisien, 
R23: Nord - Pas-de-Calais, R24: Est, R25: Guest, R26:Sud-Ouest, 
R27: Centre-Est, R28: Méditerrannée, R29: Départem. dOutre-Mer 
: Total = 26 
R31 : Nad Ovest, R32: Lombardia, R33: Nad Est, 
R34: Emilta-Romagna, R35: Centra, R36: Lazfo, R37: Campania, 
R38: Abruzzi-Molise, R39: Sud, R3A: Sicilia, R3B: Sardegna 
R41 : Noad-Nederland, R42: Oost-Nederiand, 
R45: Zuid-Nedertand, R47: West-Nede/land . 
Total = 16 
** ^A Guadeloupe (F) 
~ "^ 
RC2 Açores (P) Martinique (F) 
R29 ^ 
RC3 Madeira (P) Réunion (F) 
RB7 Canarias (E) Guyane (F) 
LINGUA 
ANNEX 7 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1994 - DISTRIBUTION ACCORDING TO TARGET LANGUAGES 
Language 
ES 
DA 
DE 
GR 
EN 
FR 
IRL 
IT 
NL 
PT 
LE ACTION 
IB 
17 
3 
20 
6 
27 
21 
4 
15 
9 
10 III 
41 
18 
48 
24 
57 
48 
3 
32 
19 
21 
2 VB 
13 
9 
8 
13 
8 
11 
6 
14 
12 
11 
1 TOTAL 
71 
30 
76 
43 
92 
80 
13 
61 
40 
42 
3 
UNGUA/RAP 94/AN. 7 

LINGUA ANNEX 9 - BR \R1: BRD DEUTSCHLAND ; Total = 1 ul 
Rl l: Schleswig-Holstein, Rl2:Hamburg 
Rl3: Niectersachsen, Rl4: Bremen, RT5: Nordrtiein-Westfaten, 
R16: Hessen, Rl 7: Rhehbnd-Pfafc. R18: Baden-Wurttemberg, 
Rl9: Bayem, R1A: Saarland. RIB: Berfin, RIC: Brandenburg, 
Rl D: Mecklenburg-Vorpommein, Rl E: Sachsen. 
RIF: Sachsen-Anhalf, RIG: Thuringen 
R2: FRANCE : Total = 160] 
R2l : Be de France, R22: Bassin Parisien, 
R23: Nord - Pas-de-Calais, R24: Est, R25: Ouest, R26:Sud-Ouest, 
R27: Centre-Est, R28: Médrterrannée, R29: Départem. dOutre-Mer 
J-. ^* «^ Guadeloupe (F) 
~ ~T 
RC2 Açotes(P) Martinique (F) es, Q 
R29 ^J 
RC3 Madeira (P) Réunion (F) 
RB7 Canarias(E) Guyane (F) \R3: ITALIA : Total = 117 \ 
R31: Nord Ovest, R32: Lombardia, R33: Nad Est, 
R34: Emilia-Romagna, R35: Centra. R36: Lazb. R37: Campania. 
R38: Abruzzf-Molise, R39: Sud, R3A: Steïta, R3R Sardegna 
IR4: NEDERLAND : Total =~5Ï~\ 
R4l : Noord-Nederiand, R42: Oost-Nederiand, 
R45: Zuid-Nederland, R47: West-Nederiand 
\R5:BELGIQUE-BELGIË : Total = 61 \ 
R51 : Vlaams Gewest, R52: Région Wallonne, 
R53: Bruxelles-Brussel 
R6: LUXEMBOURG : Total =11 \ 
R7: UNITED KINGDOM : Total = 168 l 
R7l : North, R72: Yorkshire and Humberside. 
R73: East Midlands, R74: East Anglta, R75: South East, 
R76: South West, R77: West Midlands, R78: North West, 
R79: Wales, R7A: Scotland, R7B: Northern Ireland 
R8: IRELAND : Total = 5ô\ 
R9: DANMARK : Total =~65~1 
RAl : \foreia Elkxta, RA2: Kentriki Ellada, 
RA3: AttiW, RA4: Nista 
LINGUA 
ANNEX 10 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1994 - DISTRIBUTION ACCORDING TO TYPE OF COORDINATOR AND PARTNER 
Type of Coordinator/Partner 
1 = Ministerial department 
2 = Local Government 
3 = Local or regional educational authority 
4 = Higher education institution 
5 = Research Centres specializing in foreign 
language teaching 
6 = Foreign language teacher training institution 
7 = School 
8 = Language Centre 
9 = Assoc, or federation of foreign language teacher ; 
10 = Initial vocational training organization 
11 = Continuing vocational training organization 
12 = SME training organization 
13 = Adult or workers' training organization 
14 = SME 
15 = SME organization 
16 = Large enterprise 
17 = Organization of large enterprises 
18 = Chamber of Commerce or Industry 
19 = Sectoral organization 
20 = Professional organization 
21 = Workers' association 
22 = Publisher or software manufacturer 
23 = Certification body 
24 = Non-profit association 
25 = Other IB 
38 7 
2 
27 
69 
2 
13 
4 
0 
12 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
4 
140 III 
3 
2 
4 
20 
3 
0 
0 
5 
0 
3 
12 
9 
3 
1 
3 
0 
0 
2 
2 
2 
1 
8 
2 
11 
5 
101 9 
3 
4 
125 
15 
4 
4 
18 
3 
5 
35 
20 
17 
27 
7 
3 
0 
27 
7 
15 
5 
32 
2 
25 
53 
465 VA 
42 19 
3 
3 
33 
10 
0 
9 
4 
2 
0 
12 
2 
1 
0 
0 
0 
0 
3 
1 
6 
7 
4 
0 
14 
9 
142 VB 
46 170 Visits 
49 2 
0 
0 
2 
1 
0 
1 
3 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
3 
0 
7 
145 
164 Total 
276 46 
9 
36 
328 
34 
19 
20 
32 
20 
S 
50 
22 
18 
31 
7 
3 
0 
30 
8 
23 
12 
51 
4 
53 
220 
1081 TOTAL 
DP 
• c 
0 50 100 150 200 250 300 350 
UNGUA/RAP94/AN. 10 
LINGUA 
ANNEX 10 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1994 - DISTRIBUTION ACCORDING TO TYPE OF COORDINATOR AND PARTNER 
III 
50 100 150 VA 
1 -
2 • 
3 5» \ 
;5'=] 
6 
8'F 9 . 
10 . 
11 •——' 
12'? 
13 i 
14 i 
15 
16 
17 
18 '=3 
19 ^ 
20 'F3 
21 F^ 
22 F 
23 
25 mm VB 
20 40 50 100 1 
2 
3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 J 
23 
24 
25 Visits 
I . 
• 
. 
.i 
j 
i 
i 
.i 
i 
.i 
i 
50 100 150 
UNGUA/RAP94/AN. 10 
LINGUA 
STATE 
B 
DK 
D 
GR 
IRL 
NL 
UK 
TOTAL ANNEX 11 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1994 
GRANTS REQUESTED AND GRANTS AWARDED PER CONTRACTING MEMBER STATE 
GRANT 
REQUESTED 
1,219,821 
986,165 
3,162,644 
2,978,503 
2,062,867 
3,153,723 
561,715 
2,320,409 
344,000 
1,377,920 
859,623 
3,469,295 
22,496,685 GRANT 
AWARDED 
863,761 
697,230 
2,040,418 
1,772,423 
1,264,460 
2,089,312 
410,000 
1,627,294 
231,750 
797,185 
570,640 
2,474,136 
14,838,609 APPLIED 
10% IRL 
2% AWARDED 
3,500,000 
3,000,000 
2,500,000 
2,000,000 
1,500,000 
1,000,000 
500,000 
0 • REQUESTED 
• AWARDED 
B DK D GR 
UNGUA/RAP 94/AN. 11 
LINGUA 
ANNEX 12 - ACTION II - GENERAL OVERVIEW 
ICP participants 
ICP 
SM - participants 
Students 
Student months 
SM - programme 
TS - programme 
CD - programme 
IP - programme 
ICP participants 
ICP 
SM - participants 
Students 
Student months 
SM - programme 
TS - programme 
CD - programme 
IP - programme 
ICP participants 
ICP 
SM - participants 
Students 
Student months 
SM - programme 
TS-programme 
CD - programme 
IP - programme 
ICP participants 
ICP 
SM - participants 
Students 
Student months 
SM - programme 
TS - programme 
CD - programme 
IP - programme Total grant applications 
received 
1,340 
242 accepted 
1,277 
225 
Total grant applications 
received 
1,302 
10,734 
77,227 
233 
121 
Renewal a 
received 
336 
69 accepted 
1,246 
10,378 
74,900 
218 
75 
pplications 
accepted 
336 
69 
Pluriannual activities 
received 
330 
2,441 
17,023 
67 
10 accepted 
330 
2,441 
17,023 
67 
10 
New applications 
received 
214 
43 accepted 
184 
36 
New applications 
received 
190 
1,402 
9,102 
38 
16 accepted 
167 
1,235 
8,091 
33 
7 
Special reapplications 
received 
790 
130 accepted 
757 
120 
Special reapplications 
received 
782 
6,891 
51,102 
128 
51 accepted 
749 
6,702 
49.786 
118 
44 acceptance 
rate (%) 
95.3 
93 
acceptance 
rate (%) 
95.7 
96.7 
97 
93.6 
62 
acceptance 
rate (%) 
100 
100 
acceptance 
rate (%) 
100 
100 
100 
100 
100 
acceptance 
rate (%) 
86 
83.7 
acceptance 
rate (%) 
87.9 
88.1 
88.9 
86.8 
43.8 
acceptance 
rate (%) 
95.8 
92.3 
acceptance 
rate (%) 
95.8 
97.3 
97.4 
92.2 
86.3 accepted in 
1992/93 
1147 
226 
accepted in 
1992/93 
1,129 
8,874 
63,585 
220 
70 increase (%) 
in 1993/94 
11.3 
-0.4 
increase (%) 
in 1993/94 
10.4 
17.3 
17.8 
-0.9 
7.1 acceptance rate ^ 
(%) for 1992/93 
96.5 
95 
acceptance rate 
(%) for 1992/93 
96.6 
96.5 
97.2 
94.8 
65.4 
new activities within renewal applicatios 
received 
0 
0 
0 
0 
16 accepted 
0 
0 
0 
0 
5 acceptance rate (%) 
31.3 
New applications + new activities within renewal applicatios and 
special reapplications 
received 
190 
1,402 
9,102 
38 
60 accepted 
167 
1,235 
8,091 
33 
21 acceptance rate (%) 
87.9 
88.1 
88.9 
86.8 
35 
New activities within special reapplications 
received 
0 
0 
0 
0 
28 accepted 
0 
0 
0 
0 
9 acceptance rate (%) 
32.1 
Notes: 
SM = student mobility 
TS = teacher mobility 
CD = joint development of new curricula 
IP = intensive programme 
LINGUA/RAP 94/AN. 12 

ISSN 0254-1475 
COM(95) 458 final 
DOCUMENTS 
EN 16 
Catalogue number : CB-CO-95-502-EN-C 
ISBN 92-77-94039-5 
Office for Official Publications of the European Communities 
L-2985 Luxembourg 
/-. /?