COMMISSION OF THE EUROPEAN COMMUNITIES 
Brussels, 08.09.1995 
COM(95)416 final 
ERASMUS Programme 
Annual Report 1994 
(presented by the Commission) 

SUMMARY 
The annual report for 1994 describes the general implementation of the ERASMUS programme during the 
calendar year and the inter-university cooperation activities supported for 1994-95 - the eighth year of the 
programme's opération 
The total number of inter-university cooperation programmes (ICPs) approved by the Commission for the 
award of Community funds was 2 280, of which 414 were new programmes. As for the activities within 
these programmes the number of institutional participations and the number of students proposed for 
mobility in approved ICPs increased between 1993-94 and 1994-95 by over 20% i.e. a total of 1 707 
participations and 127 221 students eligible to undertake studies abroad. The number of teachers planning 
to travel rose by 21% (i.e. a total of 9 753 for 1994-95) over 1993-94 figures. 
For higher education establishments from the EFTA countries, 1994-95 was the third year of ERASMUS 
participation. Relations with Switzerland and Liechtenstein continued on the basis of bilateral agreements 
signed with the Community in 1991, the actions relating to the other EFTA countries i.e. Sweden, Norway, 
Finland, Austria and Iceland being covered by the Agreement on the European Economic Area (EEA) as 
from 1994. These countries increased their level of participation by approximately 50% over 1993-94 (i.e. 
1 834 participations for 1994-95), accounting for 10.8% of participation and 9.7% of students eligible under 
the ICPs. 
For the European Community Course Credit Transfer System (ECTS) 1994 was a year of extension to other 
fields and studies, or at the institutional level even for the establishments participating in the pilot project. 
There was also increasing interest by an ever-widening section of the university world and the principles 
of the ECTS scheme were introduced in establishments and subject areas which were outside the scope of 
the current pilot project. 
In 1994 the Commission awarded 22 grants under Action 4 of Erasmus (additional measures to promote 
inter-university cooperation). The projects approved involve 300 establishments and organisations evenly 
distributed across the Member States of the Community and the EFTA countries. 
The Commission continued throughout 1994 its work to stimulate interest in inter-university cooperation 
by organising or participating in information campaigns and by financing study visits by the staff of higher 
education establishments. 
The publications programme continues to play a leading role in the wider dissemination of information on 
ERASMUS. The use of electronic information techniques is also being developed in a preliminary 
experimental phase in order to open access (via the Internet network) to a broad range of information on 
ERASMUS which hitherto was available only in printed form. 
The Commission in 1994 launched two pilot projects on the assessment of quality in higher education in 
Europe. These pilot projects which should be completed in 1995 will make it possible to devise European 
methodology based on the existing systems and on an enhanced European added value. 
In order to mark the transition from ERASMUS to SOCRATES and looking ahead to the adoption of a 
SOCRATES programme, the Commission, assisted by the ERASMUS National Grant Awarding Authorities 
(NGAAs), for the second time round awarded ERASMUS prizes at a ceremony held on 4 December 1994. 
Two prizes per Member State, awarded by a prestigious jury, were given to a member of the teaching staff 
and to a student who have made a significant contribution to the development of inter-university 
cooperation in the Community. 
ERASMUS Programme - Annual Report 1994 
The Commission's follow-up programme and the activities to assess the programme went on and led to the 
publication of several studies on the results of the various activities under ERASMUS and their significance 
for future Community action programmes. 
For the Commission 1994 was a year of intense activity looking ahead to the adoption of the friture 
Community action programmes in the area of education and vocational training, SOCRATES and 
UEONARDO, submitted by the Commission in January 1994 in the wake of the new powers attributed to 
the EC by the EC Treaty and particularly Articles 126 and 127 thereof. 
This has made 1994 a decisive year for the ERASMUS programme. The experience gained through this 
programme and through the LINGUA programme and the various pilot projects has been strengthened and 
expanded in the proposal for the new SOCRATES programme. 
The negotiations started on 4 January 1994 under the codecision procedure continued throughout the year. 
The Council of Ministers and the European Parliament formally adopted the SOCRATES programme on 
14 March 1995 for a five-year period with a budget of ECU 850 million. 
ERASMUS Programme - Annual Report 1994 
TABLE OF CONTENTS 
SUMMARY 1 
L IMPLEMENTATION OF THE ACTIONS OF THE ERASMUS PROGRAMME 4 
Action 1 : European univeisity networic financial support for the ICPs and for study 
and teaching visits 5 
Action 2: ERASMUS student mobility grants 9 
Action 3: Measures to promote mobility through the academic recognition of 
diplomas and study periods 10 
Action 4: Additional measures to promote mobility 11 
IL INFORMATION AcrwrnES 13 
m. ADVISORY AND IMPLEMENTATION STRUCTURES 14 
IV. THE EFTA COUNTRIES 15 
V. MONITORING AND ASSESSMENT 15 
VL SYNERGY BETWEEN ACADEMIC AND PROFESSIONAL RECOGNITION 18 
VII. FOLLOW-UP TO THE MEMORANDUM ON HIGHER EDUCATION IN THE COMMUNITY: 
THE EUROPEAN RESPONSiBiLnY OF THE UNIVERSITIES 
(EUROPEAN CONFERENCE IN PISA, 23-26 NOVEMBER 1994) 18 
VU! NEGOTIATIONS AND ADOPTION OF SOCRATES 19 
IX INTERVCIION WITH OTHER COMMUNITY PROGRAMMES 20 
X. CONCLUSIONS . '. 21 
Annexes: budgetary and statistical information 
ERASMUS Programme - Annual Report 1994 
L IMPLEMENTATION OF THE ACTIONS OF THE ERASMUS PROGRAMME 
1. This report describes the general implementation of the programme in 1994 and the various inter-university 
cooperation activities funded during the 1994-95 academic year - the eighth year of its operation. It has 
been prepared in accordance with Article 6 of Council Decision 87/327/EEC of 15 June 1987 establishing 
the ERASMUS programme, and amended by Council Decision 89/663/EEC of 14 December 1989. 
Under seven Council Decisions (from 91/611/EEC to 91/617/EEC) of 28 October 1991 concluding bilateral 
agreements between the EC and the EFTA countries higher education establishments in these countries have 
been able to take part in cooperative actions under the ERASMUS programme with establishments from 
the European Community since the 1992-93 academic year. 
Only the relations with Switzerland and Liechtenstein continued on the basis of these bilateral agreements 
in 1994, the actions relating to the other EFTA countries (Sweden, Norway, Finland, Austria and Iceland) 
being covered by the Agreement on the European Economic Area (EEA). 
The main result of this was that the criteria for being eligible for an ERASMUS mobility grant were 
henceforth the same as for EC students, whereas hitherto when the establishment of origin was situated in 
a Member State of the Community students from the EFTA countries had to be permanent residents in that 
country in order to qualify for this grant. This condition nevertheless continued to apply in 1994 for 
nationals from Switzerland and Liechtenstein. 
The activities financed under ERASMUS are divided into four actions: 
Action 1: inter-university cooperation programmes (ICPs) making up the European university 
network and study and teaching visits; 
Action 2: management of the ERASMUS student mobility grant scheme; 
Action 3: measures to promote mobility through the academic recognition of diplomas and periods 
of study, including the implementation of the fourth year of operation of the European 
Community Course Credit Transfer System (ECTS) pilot project; 
Action 4: additional measures to promote inter-university cooperation and student mobility. 
The budget allocated to the ERASMUS programme for 1994, for the 12 Member States of the Union, 
amounted to ECU 82.5 million. Taking into account the contribution from the EFTA/EEA countries, 
Switzerland and Liechtenstein, as well as sums arising from the re-use of revenues from former financial 
years, the total funding available for the programme in 1994 was ECU 96.7 million. This total amount lias 
been fully used. The distribution, by Action, of the ECU 96.7 million committed is given in Figure 1. 
In addition to the direct provision of funding to establishments, organisations, teachers and students covered 
by these Actions, the Commission continued to support European academic cooperation through an active 
information policy, close liaison with the university world in the eligible countries and through monitoring 
designed to ensure improvements. 
The analysis of inter-university cooperation programmes (ICPs) in this report relates to the funding of 
activities for the 1994-95 academic year; all the statistics on ICP activities are based on information 
provided by the Commission in April 1994 after the selection phase. 
ERASMUS Programme - Annual Report 1994 
ICP applications for the 1994-95 academic year show a substantial increase in demand for institutional 
participation and for student mobility. The increase was particularly marked in the case of the EFTA 
countries, in this third year of their participation; interest in the programme has continued to grow within 
the Community, too. The budget is clearly far lower than the actual costs of implementing cooperation and 
student mobility under ERASMUS. Access to additional funding at national level remains a major policy 
issue, with a view not only to relieving immediate financial pressure, also to securing the future of inter-
institutional cooperation through a more explicit commitment from regional, national and institutional 
funds. 
Action 1: European univeisity netwoik: financial support for the ICPs and for study and teaching 
visits 
2. The ICPs implemented under ERASMUS by higher education establishments in the eligible countries 
involve one or more of the following activities: 
Student mobility programmes (SM) 
Teacher mobility programmes (TS) 
Joint development of new curricula (CD) 
Intensive programmes (IP). 
3. Student mobility programmes of a substantial duration (three months to one university year) which give 
full recognition to the period of study abroad (up to and including the doctorate or equivalent) are eligible 
for financial support to develop the programme, to prepare documents and teaching material, to provide 
language tuition for the students prior to departure and after arrival, and to provide guidance and 
counselling; this financial support can also be used for the other costs directly related to the programme 
e.g. organising meetings and monitoring the activities funded. The Commission's support has enabled the 
establishments to continue to improve their commitment to student mobility, particularly as regards 
language tuition, information provision and accommodation. 
4. Teacher mobility programmes enable higher education teaching staff-to take an active part in the normal 
study programme of the partner establishment for a period of one week to one year as part of a structured 
project which provides for the mobility of a number of teachers. Financial support is given towards the 
development of the programme, teachers' travel and accommodation costs and (in certain cases) the costs 
of replacing staff absent for three months or more. Financing of language tuition for teachers from 
ERASMUS grants, first permitted in 1993-94, was also authorised for 1994-1995. 
Teaching staff exchanges contribute to making the benefits of European cooperation available not only to 
those students who are actually involved in exchanges but also to the majority of the student population, 
who are not. Experience has shown that teacher mobility can have useful spin-offs for other types of inter-
university cooperation, including joint research projects. 
5. Grants for the joint development of curricula may be awarded to assist higher education institutions in 
developing curricula for implementation in all partner institutions. Preference is given to projects which 
clearly contribute to improved academic recognition (especially by using modular curricula), which 
incorporate the European dimension into the content of courses, or which lead to the sharing or transfer 
of expertise (whether through distance teaching methods or otherwise). Support is provided towards the 
cost of joint meetings and the production, translation and circulation of the necessary documents. 
Curriculum development programmes pool the teaching skills of institutions in different eligible states and 
encourage them to create innovative new courses with built-in recognition procedures. Many new 
"European" degrees (degrees which are fully recognised in several eligible states) have been created as a 
result of curriculum development programmes, and some of these may emerge as models for larger-scale 
implementation within the European University Network. 
ERASMUS Programme - Annual Report 1994 
6. Intensive programme grants enable networks of higher education institutions to organise short, intensive, 
full-time teaching programmes bringing together students and teaching staff from several eligible states for 
periods of between one week and one month. Special attention is given to multinational participation, the 
involvement of significant numbers of students (in relation to staff numbers) and the award of academic 
credit to those taking part. In addition, account is taken of whether a proposed programme is on a subject 
not normally available at any one of the participating institutions alone, or contributes to the dissemination 
of knowledge in a rapidly-evolving new area. 
Support may be used to cover the travel and subsistence costs of teaching staff and students who have to 
go from one eligible state to another to attend a course and the expenses incurred by holding preliminary 
meetings and preparing documents. 
Intensive programmes are especially effective in academic subjects where long-term mobility is difficult 
to arrange, for mature students and others for whom it is normally impossible, or where new subjects or 
techniques are being taught. 
7. Visit Grants are available to facilitate the planning of new ICPs (notably in subject areas less well-
represented among Erasmus ICPs), to extend existing programmes to new partners or to enable the staff 
of institutions to become better informed about the higher education systems in other eligible states. Visit 
grants are also available for individual intensive teaching visits of no longer than four weeks' duration, 
which take place outside the framework of ICPs. 
ICP applications for 1994-95 
8. The number of ERASMUS ICPs applications coordinated by establishments in the Member States of the 
European Community rose slightly in 1994 and stood at 2 424 as shown in Annex II (a). 
There were 202 applications for 1994-95 coordinated by establishments from the EFTA countries, an 
increase of 18% over 1993-94, so the level of participation in the programme by these establishments 
remains comparatively low in relation to that of the EC. There was a substantial increase in "institutional 
participation" (see Annex HI (a)) from the Member States (+17.6%) and especially the EFTA countries (+ 
45.7%). This increase is in line with the trend which is well established within ERASMUS whereby the 
increase in demand first shows through in the rise in the volume of activities proposed within the networks 
rather than through the number of applications submitted by coordinators. 
The most significant increases for the Community came from Ireland (+24.7%), Greece (+23.9%), Spain 
(+22.6%) and Portugal (+19.9%). 
Significant upward trends were also noted from the EFTA countries of Finland (+78.7%). Norway 
(+51.4%), Switzerland (+41.8%) and Austria (+35.2%). 
Annex IV (a) shows the breakdown of ICP applications by subject area for 1993-94 and 1994-95. This 
analysis points to substantial stability, which is also confirmed in the student mobility programmes, except 
in the areas of Education and the Framework Agreements which rose by approximately 25% and 20%. 
ICPs selected for 1994-95 
9. The applications received were all processed before being submitted to three advisory groups of academic 
experts. The latter play an important role in the selection process from the point of view of quality and for 
the selection of the 2 280 ICPs funded the Commission took the utmost account of their opinions. 
In accordance with the Decision of 14 December 1989 on the second phase of the ERASMUS programme, 
the 1994-95 academic year was the fourth year of operation of the system of multi-annual applications and 
ERASMUS Programme - Annual Report 1994 
simplified renewal arrangements. The Commission was already committed to most of the programmes 
approved in 1992-93 and 1993-94 under the multi-annual financing framework (i.e. programmes which 
were into their second and third years). The budget for 1994-95 was, as for the previous year, allocated 
so as to strike a balance in funding for new applications and for both new and existing activities in the 
programmes which in 1994-95 enter their second or third year of multi-annual funding or which were 
starting their first year as 'out-of-period' ICPs. 
The 1994-95 academic year was in fact the first one in which programmes approved in 1991-92 arrived 
at the end of their multi-annual period. While taking due account of the opinion of the ERASMUS advisory 
committee, the Commission decided to grant them an albeit lower level of funding in order to satisfy all 
applications for funding selected for the 1994-95 year in the "out-of-period" programmes category. 997 
"out-of-period" ICPs were thus selected and funded. 
414 of the 2 280 ICPs approved (EC +EFTA) were completely new and were awarded, in the same way 
as new activities in the existing programmes, slightly above average funding in order to provide a solid 
financial basis for their start-up phase. The approval rate for new programmes in relation to the overall rate 
of 86% rose slightly in relation to that for the previous year (69%). 
The number of eligible establishments participating in one or more approved ICP rose by 10% (EC + 
EFTA) between 1993-94 and 1994-95. This increase was more marked for the EFTA countries (with 
approximately 50%> for Finland and 30% for Norway) and, although to a more limited extent, the trend 
remains the same in the other Member States. The year-on-year increase since 1988-89 is shown in Annex 
vn. 
Grants to ICPs on average represented 27% of the amounts requested in the applications (EC + EFTA); 
in more precise terms 25.6% for student mobility programmes, 25.2% for teacher mobility programmes, 
39.1% for joint development of new curricula and 35.8% for intensive programmes. The average per ICP 
for 1994-95 (ECU 10 915 for 1993-94) is ECU 9 477 for new ICPs, 8 667 ECUS for ICPs receiving multi-
annual funding and ECU 7 366 for the "out-of-period" ICPs. Taking all types of ICPs together, the funding 
per participating establishment fell by 32.7% compared with the previous year and now stands at ECU 1 
107 due to the increase in the average number of partners per ICP. 
Annex II (b) shows the distribution of approved ICPs by country of the coordinating establishment. As 
regards the Member States of the Community, the number of coordinated programmes in Ireland rose 
sharply between 1993-94 and 1994-95, followed by Spain and Greece (22%, 15% and 12.5% respectively). 
The trend is much the same for the other countries eligible under ERASMUS but on a smaller scale with 
the exception of Denmark (-6%) and Germany (-1%). The level of participation in the programmes was 
up 19%, a rise which is visible in all the eligible countries (see Annex HI (b). The EFTA countries taken 
together show rates of participation in coordination which rose 50% and 34% respectively between 1993-94 
and 1994-95. 
The 1994-95 distribution of approved ICPs by subject area for (Annex IV (b)) differs very little from that 
of 1993-94. The Commission continues to seek a balance between the subject areas and this means the 
application of above-average standards when selecting the ICPs in the areas deemed to be well-represented 
e.g. business/management. On the contrary, there is special emphasis on applications in education sciences 
or medicine and psychology which the Commission is endeavouring to encourage. A comparatively 
significant increase is noted for 1994-95 in Framework Agreements (in various areas of study) (+30.5%), 
Education Sciences (+21.6%) and Fine Arts/Music (+ 19.3%). 
The number of applications for student mobility, teacher mobility, joint development of new curricula and 
intensive programmes rose between 1993-94 and 1994-95 (Annex V (a)) and it is worth remembering that 
the percentage of applications submitted under the multi-annual funding procedure and simplified renewal 
is on the increase. The number of approved programmes per type of activity rose substantially in relation 
ERASMUS Programme - Annual Report 1994 
to 1993-94 for the intensive programmes (+ 40%), followed by teacher mobility (+24%) and student 
mobility (+6%), but there was a fall in the rates of acceptance for the joint development of new teaching 
curricula (CD) (Annex VI (b)). As for the acceptance rates themselves, an increase was recorded for teacher 
mobility and intensive programmes (see Annex VI). 
127 221 students were eligible under the ICPs approved for 1994-95 (EC + EFTA), i.e. an increase of 
22.5%o over 1993-94 (103 894). Student mobility between the Member States of the Community rose by 
20%. The UK (host country for 23% of the students concerned (EC + EFTA), France (19.5%) and 
Germany (14.5%) continue to be the most popular destinations for ERASMUS students, 25% of them 
intending to travel between these three countries (compared with 27% in 1993-94). The traditional 
ERASMUS student "importing" countries remained France, Ireland and the United Kingdom (see Annex 
X for details of the number of students by origin and host country). 
In the 591 ICPs approved and involving student mobility, 9 819 (EC + EFTA) are expected to go to 
another eligible country, i.e. 21% more than during the previous year. But the average time spent abroad 
fell from 2.9 weeks in 1993-94 to 2.5 weeks in 1994-95. With the exception of Luxembourg, Liechtenstein 
and Austria, all the eligible countries plan to send more teachers abroad, particularly Portugal (+ 26%), the 
United Kingdom (+25%) and Greece (+ 24%) and the seven EFTA countries (+ 57% for the seven 
countries). 
Visits 
(Annex VIE (a) and (b) gives details of the applications for visit grants and of grants awarded by eligible country 
and by subject area). 
10. The organisation of three selection rounds in 1994 enabled candidates to submit applications throughout 
the year and to receive a quick decision. The total number of eligible applications was 1 385, 730 of which 
- involving over 1 649 people (833 women and 816 men) - were approved. This total funding required was 
over 4.2 million ECUS, well over the 1.4 million ECUS allocated for the grants provided. The number of 
applications for 1994 was approximately 15% down on the previous year. 
There was substantial demand throughout the year and the standard was very high. The acceptance rate in 
1994 fell back by only 2% and represented 53% despite budgetary constraints. 
Most (approximately two thirds) of the visit grants, as on previous occasions, went to help to prepare or 
expand ICPs. Just under a third related to information visits, although the two types of visits can lead to 
results different from those initially envisaged. Generally speaking, the contacts created between staff 
thanks to the study visits have made a significant contribution to a better understanding of the problems 
and the assets of the higher education sectors in the Member States. Applications relating to short term 
teaching visits accounted for only 8% of the total, these visits being alternatives (an option granted only 
once) to teacher mobility as part of the ICP actions. This type of programme is more integrated and appears 
to be more attractive for institutions. Be that as it may, significantly, the interest aroused by this type of 
activity as part of visits has now risen from 3% (in 1987) to 8%. 
Priority went, as in previous years, to applications for countries which are under-represented in the ICPs. 
Due account was taken of the Commission's priority to approve only applications of sound quality. Over 
one third (46.9%) of visit grants were paid out to the ECs four Mediterranean countries (Portugal, Spain, 
Italy and Greece), a figure which is well above their present rate of participation in the ICPs (31.3%). 
As regards the academic subject areas, the Commission has continued to encourage visits relating above 
all to areas which are under-represented in the ICPs although this aspect is losing ground in view of the 
general balancing-out being sought across the subject areas covered by the ERASMUS programme. The 
number of applications by subject area within the "visits" action has over the past five years settled and 
the distribution of applications accepted covers all areas. 
ERASMUS Programme - Annual Report 1994 
Action 2: ERASMUS student motility grants 
i 
11. Of the 2 280 ICPs approved for the academic year 1994/95 (EC + EFTA), 93% incorporate student 
mobility. Provision for grants to individual students within these ICPs, to ECTS students and to a small 
number of "free movers" accounts for 73% of the overall budget for the Erasmus Programme. Grants up 
to a niaxirnum level of ECU 5 000 per student per year may be awarded (although in practice grants in 
all eligible states are invariably smaller than this). Now that the agreement on the European Economic 
Area has been in force since 1 January 1994, the conditions of eligibility of students have changed. As 
from 1994-95 all students who are nationals of one of thesecountries (the Member States, Austria, Finland, 
Iceland, Norway and Sweden) are eligible for an ERASMUS grant. Nevertheless, students from the EFTA 
countries can obtain grants only for study visits in Community establishments. 
On the basis of the number of students resulting from applications for 1994-95, the total demand for grants 
shows an increase of 243% Over 1993-94. And the 2 112 ICPs approved which contain a student mobility 
chapter shows an increase of 22.5% in the number of eligible students. The average duration of a study 
visit abroad has fallen back to around five months. 
The unavoidable time lag between the implementation of the actions of the prograrnme and the availability 
of final figures based on the reports on the ICPs and from the NGAAs means that the figures for student 
mobility used in this document and in paragraph 9 reflect the maximum estimated numbers given in the 
applications approved. Qn the basis of the information provided by the NGAA in previous years it can 
reasonably be considered that approximately 60% of the number of students eligible do undertake a period 
of study abroad. This would put the number of students having benefited from ERASMUS mobility grants 
at between 70 000 and 80 000 for 1994-95. 
12. 'The funds available for Action 2 for 1993/94 were divided between the eligible states in accordance with 
the allocation formula specified in the Council Decision of 14 December 1989. (Annex IX shows the 
resulting distribution.) 5% of the budget was assigned at the discretion of the Cbrnrnission, with a view to 
improving the overall balance of student flows. Each eligible state then received a base allocation of ECU 
200 000 and the remainder of the Action 2 budget was allocated on the basis of the number of young 
people aged between 18 and 25 in each eligible state and the number of students enrolled in institutions 
of higher education, adjusted by factors reflecting travel costs and cost of living differentials. 
The 5% reserve was distributed by the Commission on the same basis as in 1993/94. An overall limit of 
150% of the initial allocation was imposed for any country benefiting from the use of the 5% Within this 
restrictiori. the average grants to students in Greece and Portugal was reduced to ECU 120 per month and 
a lower limit for all other countries was set at ECU 70.5 per month (except in Ireland, where the notional 
average grant reached the 150% upper limit at ECU 65.5). The countries benefiting from this reserve fund 
are Belgium, Greece, Ireland and Portugal, and to a lesser extent than the year before, Denmark, the 
Netherlands and Sweden. There has therefore been an increase in the average grants for their students in 
these countries. Over the past year Sweden has benefited from part of the funds for the first time. The 
average grant is estimated for all countries at 89.2 ECUS per month In addition, ECU 71 000 (i.e. 1% of 
the total budget for Action 2) was allocated directly to the European University Institute in Florence and 
the Fondation Universitaire Luxembourgeoise in Arlon, to cover mobility grants for their students as these 
establishments are not covered by the network of NGAA Similarly, ECU 20 000 of the ECTS allocation 
was paid directly to the group European Partnership of Business Schools (EPBS), represented by the ESC 
in Reims. 
Additional financial support was granted to the NGAAs to cover ECTS student mobility grants on the basis 
of ten notional grants for one university year per establishment (or consortium) belonging to trie ECTS 
inner circle. 
ERASMUS Programme - Annual Report 1994 
13. As regards anticipated student flows for 1994-95 mobility involving the EFTA countries continues to 
increase. Students from these countries (11 177) account for 8.8% of the total eligible students (6.8% for 
1993-94) while 8.8% of the total EU students eligible (10 217) intend undertaking a period of study in an 
EhfA country establishment 
14. The principle of complementarity between Coinimimtyard Member State 
been considered essential to the further development of the Programme. This is particularly true of student 
mobility support, given the "top-up" nature of Erasmus student mobility grants (\vhich are intended to cover 
only the additional costs of mobility) and the constantly-increasing shortfall between demand for these 
grants and the available budget In some Community Member States, complementary public funding is 
available to some or all outgoing Erasmus students from national or regional sources. (Such complementary 
funding may be allocated specifically for Erasmus student mobility or for international student mobility 
more generally, or there may be a combination of these arrangements.) LiKembourg is sornething of a 
special case in that its national grants system is already directed towards study abroad, given the absence 
of a comprehensive higher education system in the Grand Duchy itself. In Greece and Ireland no 
complementary funding is available at present. As for the EFTA countries, Austria has substantial 
additional funding. 
Action 3: Measures to promote mobility through the academic recognition of diplomas and study 
periods 
European Cbmmumty Cbuise Qedit Tiapsfer System (ECTS) 
15. The ECTS pilot programme was launched for a six-year period (1989-95) under Action 3 of the 
ERASMUS programme, the aim being to facilitate recognition of periods of study abroad 
The ECTS system has three key features: 
transparency of curricula 
prior agreement between the partner institutions on the syllabus to be followed by the 
students involved 
• the use of credits to indicate the volume of work carried out by the students. 
In order to test and develop this system the Commission has set up a selea network of higher education 
establishments in all the Member States (84 at the start in 1992, now expanded to 145, including the EFTA 
countries) in five study areas (medicine, chemistry, management, history, mechanical engineering). 
The pilot project has been closely monitored internally and externally and the smooth operation and the 
compatibiiity of the ECTS system with the various education systems have been çonfinned. 
The five groups (œrresponding to the five subject areas selected) not only pursued their student exchanges 
during the 1994-95 academic year by using the ECTS system (2 054 students in the 1994-95 year cornpared 
with 1 850 students for the previous academic year) but have also responded enthusiastically to the 
Commission's call by proposing projects for the extension of the use of the ECTS both within their own 
estabhshrnent (by introducing ECTS in other subject areas) and within their cooperation rjartaerships, 
particularly in the ICPs. The proposals have been assessed by the Commission in conjunction with an ad 
hoc group of academic experts and support averaging ECU 13 000 has been granted to the 143 universities 
taking part 
The implementation of this extension will be closely monitored by the Garnmission and the experience will 
undoubtedly be very useful in developing, the incentives envisaged under the SOCRATES programme. 
10 ERASMUS Pfograniine - Anmt&l Report 1994 
Annex XI shows the numbers of ECTS students by subject area and by country of origin for 1993-94, the 
most recent year in respect of which iriformation on mobility is to hand. 
The network of National Academic Recognition Information Centres (NARIQ 
16. Each Member State of the European Union or the EFTA has designated a national centre whose task it is 
to contribute to student, teacher and researcher mobility by giving them information and advice on matters 
concerning academic recognition of diplomas and periods of study in other countries. 
Most of the NARIC centres also serve as information counters as regards the implementation of Council 
Directive 89/48/EEC on a general system for the recognition of higher education qualifications awarded 
on completion of education and training of at least three years' duration. 
The Commission has networked these national centres in order to secure close cooperation and optimum 
exchange of information in the interests of the mobile student. The Commission accordingly organises two 
meetings yearly for the representatives of the national centres, one of which is a meeting jointly organised 
with the ENIC network of the Council of Europe and UNESCO-CEPES which covers a wider range of 
countries. The 1994 meetings were held in Budapest ((19-21 June 1994) and Brussels (5 December 1994). 
Community support under ERASMUS (ECU 67 250 in 1994) also permits study visits between the national 
centres and the implementation of joint projects particularly studies and summary reports. In 1994, 
members of the network prepared training modules on the assessment of diplomas and certificates issued 
abroad which will make it possible to disseminate more widely the knowledge and experience amassed in 
these areas. 
Action 4: Additional measures to promote mobility 
17. Under Action 4, grants are awarded in support of projects which improve cooperation and the flow of 
information at European level - in particular to associations of higher education institutions or to individuals 
working or studying in the higher education field. The associations concerned may either be entirely new, 
or be established groups wishing to engage upon a particular project with a European dimension. 
Publications which enhance awareness of study and teaching opportunities in the different eligible states, 
or which highlight important developments in higher education cooperation are also eligible for financial 
support. Action 4 funding is awarded to long-term projects for an initial launching period. From time" to 
time the Commission may, alone or in association with various institutions, launch Special Initiatives to 
reinforce the involvement of particular disciplines or regions in the Erasmus Programme or to test new 
forms of cooperation. 
There were three selection rounds in 1994 and out of the 88 applications received 64 related to the 
financing of student and teacher associations and 24 to projects for publications concerning mobility. 22 
grants were awarded - 9 for the development of association activities and 13 for publications - representing 
a total budget of ECU 187 200 (ECU 67 000 for association activities and ECU 120 200 for publications). 
Altogether there were over 300 establishments and organisations involved, with an even distribution across 
the Member States of the EC and the EFTA countries. 87% of the total allocated to associations and 
publications (ECU 162 200) went to 19 projects relating to nine specific subject areas, particularly in 
medicine (6 projects) and translation (3 projects), the remaining 13% (ECU 25 000) going to 
multidisciplinary projects. 
Five Action 4 grants went to student associations, particularly a subsidy for the publications of the student 
platfonn IMSO (Intersectoral Meeting of International Student Organisations), which groups four subject-
specific student bodies, mid for the organisation of a conference on physical and international mobility by 
the AEGEE {Association des états généraux des étudiants de l'Europe). 
ERASMUS Programme - Annual Report 1994 
Another interesting project funded by Action 4 is the creation of a register of organisations providing legal 
training outside the law faculties in the EEA. 
In order to develop actions in open and distance learning the Commission has lent its support for a project 
submitted by DOMUS (the European Open and Distance learning Students' Association) designed to 
prepare documents reflecting the opinions of students. These documents will be submitted to the public at 
a conference entitled "Educational and Cultural Barriers to Open and Distance learning" organised by 
Sheffield University. 
Financing has also been given to specific projects by the COTEC (Committee of Occupational Therapists 
for the European Communities) in order to set up an educational occupational therapy network. 
As part of a European campaign to raise awareness within higher education establishments in the non-
univeisiry sector, a sector as yet under-represented in the ERASMUS programme, the Commission has 
organised eight of the 10 events envisaged in order to promote the involvement of these establishments in 
ERASMUS. The Commission entrusted the organisation of this campaign to the national organisers, mostly 
members of EURASHE (European association of institutions of higher education). Many establishments 
participating in these events were taking part in a European cooperation action for the very first time. 
The Member States participating which have a very representative network of higher education within the 
non-university sector were Belgium, (Flemish-speaking area), Denmark, Finland, Greece, Ireland, the 
Netherlands, Norway and Portugal. Despite greatly differing situations within the countries concerned, 
similar issues emerged. Joint cooperation between these countries is needed in order to solve the problems, 
particularly by disseminating models of good practice among staff not so experienced in European 
cooperation and by deriving innovatory ideas from the intrinsic diversity of the sector. 
18. Studies on higher education 
Several studies on the agenda of the Liaison Committee/CRE and EURASHE were supported by the 
Commission. The publications prepared have the advantage of covering the full spectrum of higher 
education establishments and enable the Commission to know when the differences between the various 
types of establishment may be significant as regards the implementation of its policy. These publications, 
including the study on the mobility of teaching staff mentioned further on in this report (see Monitoring 
and assessment), relate to: 
Improving academic networks (CRE7EURASHE) 
The objective of this study was to examine the features of the academic networks, to exploit 
experience amassed and to give recommendations for future action. The overall approach consists 
of an examination of the different types of network, how they operate and their reason d'être. 
Special attention was paid to the types of network envisaged by the SOCRATES Programme. The 
final report stresses the need to guarantee academic commitment throughout the network structures. 
• Links between curricula and economic life (EURASHE) 
The study on the links between curricula and economic life looks at a number of issues in areas 
other than higher education in the strict sense, particularly employers and employers' organisations. 
This publication also covers training and the LEONARDO programme in particular. Interaction 
between skills requirements and education opening on to initial qualifications is the main focus for 
curriculum development in this study. 
The European dimension in institutional management (CRE) 
During this study a team of "visiting consultants" (rectors or persons of equivalent seniority) 
conducted a survey among staff of different levels and different origins (central level, faculty level, 
professors, administrators, but also at the external level: EC agencies, government and national 
agencies) on subjects looked at from differing angles: education, research, management, policy, 
etc). A correlation was established between the conclusions of this survey and the personal 
experience of the consultants in order to make the exercise beneficial for the establishments 
12 ERASMUS Programme - Annual Report 1994 
covered by the survey and for the persons participating in a seminar/case-study organised in this 
context. The final report makes recommendations both as regards the European dimension of 
institutional management and on the possibility for applying this new case-by-case approach to 
other higher education establishments in Europe. 
IL INFORMATION ACTIVITIES 
19. Information services on ERASMUS were provided for the university world in 1994 to the relevant national 
agencies and authorities, to the media and to the public. This involved producing and distributing a range 
of basic information products for potential applicants; improving the presentation of the Programme at fairs 
and conferences; receiving and advising visitors and dealing with requests for information from the 
academic and political world and the press. The level of public awareness concerning the Programme 
continues to increase, thanks to sustained press relations and to the broad base on which the Programme 
now rests. Well over 5 000 written enquiries were handled in Brussels during the year, in addition to 
numerous personal visits and more than 2 000 telephone requests for information. A significant proportion 
of information requests come from such sources as university international offices, student associations or 
the media, all of which play a "multiplier" role which is crucial in the dissemination of information. 
The programme of publications on ERASMUS continues to play a major information role. Publications 
prepared or published in 1994 include: 
• the Erasmus Directory of Programmes & Lingua Action II1994/95 (1 622 pages, with details of 
all the ICPs approved; published in December 1994) 
the 1994 ERASMUS prizes (awarded to mark the success of the programme since 1987) 
'Le Magazine'for Education, training and youth, DG XXU's single magazine covering all the areas 
which relate to education, training and youth, including activities under ERASMUS (activities 
previously covered by the ERASMUS newsletter) 
the ERASMUS annuel report 1993 (describes the general implementation of the programme in 
1993) 
Guidelines for Applicants 1994/95 (a document in nine languages containing application forms, 
together with information on procedures and on the types of grant available, which is sent to all 
eligible establishments) 
a new ECTS information booklet in nine languages 
a wall display of Erasmus participation in the regions of the EC and the EFTA countries 
The other information activities include: 
the development of press relations, leading to a substantial increase in the extent of press coverage 
of Erasmus 
the participation of ICP coordinators and NGAA representatives in local or national events or radio 
and television programmes 
representation of the Programme (either in person or by the provision of documentation) at 19 
international fairs. 
Other methods of disseminating information on Erasmus, including more extensive use of electronic 
communications, are under consideration. 
20. In order to facilitate access to information and to speed up its dissemination DG XXII, Education, Training 
and Youth has opened, initially on an experimental basis, electronic access to information (hitherto 
available only in printed form) by the creation of an ERASMUS Gopher. Preparatory work for server 
connections, the structure of the latter and the information files input was earned out in the first three 
months of 1994 and information on the ERASMUS programme has been accessible via the Internet 
network since January 1995. The ERASMUS Master Gopher is constantly updated and shows inter alia 
ERASMUS Programme - Annual Report 1994 13 
contract models, information on the ECTS, on the visits programme, regional statistics on the programmes 
selected and other practical information. 
21. ERASMUS prize 1994 
As envisaged in the decision adopting the ERASMUS programme, the Commission can award ERASMUS 
prizes to students and staff members who have made an outstanding contribution to the development of 
inter-university cooperation within the Community. The ERASMUS prize was awarded for the first time 
in 1990. For 1994, the Commission wished to mark the transition in continuity from ERASMUS to 
SOCRATES by awarding for the second time ERASMUS prizes to the most meritorious people. Two prizes 
were given per participating country, one for the university staff category and one for the student category. 
The selection from the nominations put forward by the NGAAs and adopted by the Commission was 
entrusted to an international jury chaired by Mrs Nicole Fontaine, Vice-President of the European 
Parliament, and comprising celebrities from the European academic world known for their contribution to 
inter-university cooperatioa 
The award-giving ceremony for ERASMUS 1994 took place on 4 December 1994 in the presence of the 
jury, of Commissioner Ruberti and the Ministers for Education of the EU and EFTA countries. The 
ceremony, enlivened by performances by ERASMUS students, was broadcast by Euronews and was widely 
reported in the European press. 
EL ADVISORY AND IMPLEMENTATION STRUCTURES 
ERASMUS advisory committee 
22. The ERASMUS advisory committee (EAC) which assists the Commission in implementing the programme 
met twice in Brussels in 1994 (on 21 March and 3 October). 
The first of these meetings was held primarily to discuss ICP selection policy for 1994-95 and it was in 
particular agreed to extend funding of the former programmes beyond three years in order to secure sound 
and phased preparation of the universities for the institutional contract envisaged in the SOCRATES 
programme. At the October meeting the Commission enlarged on the procedural phases for adopting the 
SOCRATES programme and described a number of activities which were in progress: the launching of the 
pilot projects on assessment of quality in higher education, the Pisa conference, the phased extension of 
the ECTS, evaluation meetings on cooperation by study area, the ERASMUS prize. 
Academic advisory groups 
23. Three academic advisory groups each covering a broad range of subject areas and comprising 
representatives from the university world designated by the Commission assist the latter in the selection 
of the ICPs; the three groups met in March 1994. 
The National Grant Awarding Agencies (NGAA) 
24. All states participating in Erasmus have designated a National Grant Awarding Authority (NGAA), to be 
responsible for the award of Erasmus student mobility grants to students of higher education institutions 
in that state wishing to spend a recognised period of study abroad, whether within the framework of an ICP 
or the ECTS pilot project or as a "free mover". Although NGAAs may allocate student mobility grants 
directly to grantholders, the most common pattern is for awards to be made via the sending institution. 
With the exception of Denmark, Greece, Italy, Portugal and the EFTA countries, eligible states allocate few 
free mover grants. The EFTA countries are allocating significantly fewer free mover grants for 1994/95 
than for the previous year due to the ever increasing number of EFTA students participating in ICPs. 
14 ERASMUS Programme - Annual Report 1994 
The NGAAs took part in the EAC meeting held on 21 March 1994 in Brussels as observers. A meeting 
of the NGAAs was held on 22 March. The agenda concerned proposals from the Commission to simplify 
the procedures under Action 2, particularly as regards management as such, checks and computerisation 
of agencies. On this latter point a working party was convened by the Commission on 24 June 1994 and 
was attended by seven agencies (A, D, GR, L, N, S, UK). In the wake of this restricted meeting a 
questionnaire was drafted intended for the agencies. The answers provided offer a solid base for analysing 
the existing situation in order to look at the possibilities for computerised relations (processing and 
dispatching of documents) between the Commission and the agencies. 
The NGAAs made informal visits to Brussels in 1994 and staff from the German, Dutch and Finnish 
national agencies were seconded for short periods to work in the ERASMUS Bureau. The Commission, 
to which the management of ERASMUS Action 2 has been transferred, made visits in 1994 to agencies 
in virtually all the countries taking part in order to strengthen relations with these organisations and to 
examine outstanding issues with those in charge. 
The NGAAs also handle a large number of applications locally and many of them attended or organised 
information meetings, particularly national or regional meetings with universities, ICP coordinators, 
prospective ICP participants and students. Several of them also took part in other information initiatives 
e.g. the publication of brochures and catalogues on the programme in their countries, or the organisation 
of specific campaigns for the non-university sector. 
The ERASMUS Bureau 
25. The Commission continues to be assisted in the implementation of the Programme by the Erasmus Bureau, 
an independent non-profit making body of the European Cultural Foundation. However, the management 
of mobility grants for students (Action 2) and additional aid for associations and publications (Action 2) 
was transferred to the Commission as from 1994. The assistance of the ERASMUS Bureau is provided 
under a contract between the Commission and the Foundation. 
IV. THE EFTA COUNTRIES 
26. The academic year 1994/95 marks the third year of EFTA participation in the Erasmus Programme. As has 
already been noted, the scale of EFTA participation has seen a substantial increase by comparison with 
1993/94. 
The entry into force on 1 January 1994 of the EEA Agreement (see summary above) means that Erasmus 
is now extended in full to Austria, Sweden, Norway and Iceland. These countries now accordingly attend 
the EAC meetings, with Switzerland and Liechtenstein attending only as observers. 
The EEA countries contribute 9,44% to the Erasmus budget. Switzerland's contribution for 1994 was 
calculated in the same way as for 1993; the proportionality factors governing the contributions were thus 
determined, in each case, by the ratio of the gross domestic product of the EFTA country concerned to the 
sum of the gross domestic products of that country and of the Community. Lastly, Liechtenstein made a 
lump-sum contribution of 35 000 ecus. 
V. MONITORING AND ASSESSMENT 
27. Substantial importance has been attached from the outset of the ERASMUS programme to monitoring and 
assessment in terms of both quality and quantity. Monitoring is largely carried out as part of the operational 
management of the programme while assessment is conducted by advisory groups of experts. A third level 
of assessment is carried out by the participants themselves. The challenge of self-assessment reflects the 
increasing maturity of the programme and paves the way for its future development. 
ERASMUS Programme - Annual Report 1994 15 
28. The Commission is assisted in its assessment work by the Wissenschaftliches Zentrum fur Berufs- und 
Hochschulforschung (Centre for research on higher education and work) at Gesamthochschule Kassel, 
which sees to collection of statistical data and the qualitative analysis based on questionnaire surveys of 
particular categories of programme participant. 
The following studies were completed in 1994: 
• ERASMUS beyond Departments - Infrastructure in Support of Mobility and Cooperation (in 
English): study on the arrangements made in establishments to support teaching activities in 
Europe, taking due account of the diversity of the categories of higher education establishment, the 
different formulas for participation in European activities and the decision- making procedures in 
the areas concerned. This study has proved very useful as a basic document during the discussions 
on the switchover from the ERASMUS programme to SOCRATES. 
Study abroad and early career: the experiences of former ERA SMUS students (in English) : second 
follow-up study (rounding off an earlier document in this area) on the experience of students who 
took part in ERASMUS in 1988/89, five years after their time abroad. 
• Student mobility within ERASMUS 1992/93 (in English): annual statistical study. 
ERASMUS Student Mobility programmes in the view of the local directors (in English) 
• experiences of ECTS students 1990/91 and 1991/92 (in English). 
The summary report on the whole of the ERASMUS programme (document in progress) is the most 
significant monitoring and assessment document, providing a summary of opinions on ERASMUS since 
the start of the programme, and pointers for the future. This report is a summary of all the Kassel studies 
conducted up to now. the experiences of students, teachers, coordinators and other staff in the institutions. 
The document will be finalised by mid-1995. 
Three other analyses were completed in 1994; these were based on the study entitled "ERASMUS Teaching 
Staff Mobility" prepared by Kassel in 1993. These studies provided detailed examination of teacher 
mobility from the point of view of the universities, the non-university higher education sector and from 
an overall point of view. The four studies will be published jointly in 1995. 
29. Conferences to assess European inter-university cooperation 
At the end of 1993 the Commission published in "ERASMUS Newsletter" a call for expressions of interest 
in organising conferences to assess cooperation generated under the ERASMUS programme in each area 
of study. 
For each of the areas considered each conference pursues a threefold objective: 
outline of the organisation of teaching of teaching in each Member State in that specific area 
assessment of the results of inter-university cooperation in the specific area of study 
outlook for the subject area in the light of the SOCRATES programme and the likely and/or 
desirable developments in that area. The Commission is particularly interested in receiving 
proposals for innovatory activities specific to the area of study concerned. 
Many universities and university consortia responded and have submitted projects. In view of available 
funding the Commission has selected the following areas for evaluation: phannacy, law, biology, physics, 
chemistry, tourism and leisure activities, agriculture, languages, teacher training, archaeology, 
communication studies, women and management studies. 
The participants invited to these conferences are academics from faculties and departments in the sectors 
concerned, ICP coordinators and participants, practitioners and representatives of European organisations, 
and representatives from other Commission Directorates-General interested in the area of study. 
16 ERASMUS Programme - Annual Report 1994 
The conference organisers will be assisted by a scientific committee comprising one academic per Member 
State. In addition, a representative of the professions concerned or from the business sector concerned by 
the area of study will be invited to take part in the work of the scientific committee. 
Each member of the committee will draft a national report for his own country consisting of three parts: 
• structure and organisation of training (university/vocational) in the study area concerned 
identification of new training requirements 
• proposals for measures/actions specific to the area of study concerned to meet these new needs. 
An identical structure has been adopted for all the reports so that inter-country comparisons can be made. 
The organisers will be expected to draft a summary report of the observations and proposals made. This 
report and the national reports will be published at a later stage. The whole will constitute, for each subject 
area, a comprehensive summary of the organisation of studies and cooperation between higher education 
establishments. 
30. Pilot projects on the assessment of quality in higher education in Europe. 
Following up the conclusions of the Council of Education Ministers in 1991 the Commission published 
a study entitled: "Management of quality and quality assurance in higher education in Europe" in October 
1993. This comparative study explains the methods and means used to manage quality in higher education 
in the EC and the EFTA countries. Using this publication as a basis and following up the conclusions, of 
the 1993 meeting of the Council of Education Ministers the Commission has, in conjunction with a group 
of experts, prepared two European pilot projects in this field which should be completed by the end of 
1995. 
The main objectives of these pilot projects on the assessment of quality in higher education are to: 
draw attention to the need to assess quality in higher education 
develop the European dimension of quality assessment 
improve existing national procedures for quality assessment 
• contribute to improving mutual recognition of diplomas and study periods by encouraging 
cooperation between establishments and by improving mutual comprehension of syllabuses in the 
different countries. 
The actions undertaken as part of these pilot projects relate more specifically to the self-assessment of each 
participating establishment, the assessment of these same establishments by a group of external experts and 
an assessment visit in situ. The projects also stick to a set of guidelines jointly accepted by all the partners. 
The participating institutions will examine the common elements in the assessment methods, based on their 
own expertise and taking their institutional and regional situation into account. This approach will enable 
them not only to identify the scope for transferring experiences across different countries as a function of 
the mutual interest and reciprocity between establishments but also to identify the specific problems of 
institutions under different education systems, in different areas, etc. Reports drafted by national committees 
designated by the Member States will describe and analyse the experiences of the institutions and their 
common methods. A European report will subsequently analyse these national reports and submit the 
findings at the end of 1995. 
The two existing pilot projets, both involving 23 institutions, relate to engineering sciences and 
communication/information sciences or arts and design 
ERASMUS Programme - Annual Report 1994 17 
To launch these pilot projects the Commission organised a conference in Brussels in November 1994 to 
which it invited all the presidents and secretaries of the national committees, the representatives of the 
participating institutions and the coordinators designated by each Member State. 
VL SYNERGY BETWEEN ACADEMIC AND PROFESSIONAL RECOGNITION 
31. The Commission communication on the recognition of qualifications for academic and professional 
purposes adopted by the Commission on 13 December 1994 (COM(94)596 final) was submitted to the 
Education Committee at the meeting held on 31 January 1995 and was well received by the Member States. 
The purpose of the communication is to get the various Community institutions to focus attention on 
synergy in the recognition of diplomas for academic and occupational purposes and to instigate a discussion 
at all levels in the Member States (higher education establishments, relevant national authorities, 
professional circles, the business world) so that each player can make his contribution in his own area of 
competence and his own sector of activity. 
The Commission has asked each Member State to appoint a coordinator or organise national or regional 
events bringing together the experts and the authorities responsible for academic and professional 
recognition. They will also be expected to draw up a national report on these events. 
The situation will be monitored jointly by DG XXII and DG XV. The communication will also be 
discussed in the European Parliament, Economic and Social Committee, the Committee of the Regions and 
by other European organisations or associations. The Commission looks forward to receiving reactions from 
the Community institutions and from players concerned, who are invited to submit their comments 
preferably in conjunction with players in other Member States in July 1995. The national reports andihe 
comments received by other European organisations will be examined by the Commission. The final 
summary report will be completed by December 1995 so that they can be followed up if necessary. 
VTL FOLLOW-UP TO THE MEMORANDUM ON HIGHER EDUCATION IN THE COMMUNITY: 
THE EUROPEAN RESPONSIBILUT ŒTHE I]MVERSTTIES (EUROPEAN CONFERENCE IN PEA, 23-26 NOVEMBER 1994) 
32. The memorandum on higher education in the Community elicited substantial interest which has prompted 
the Commission to forge ahead with its focus on education in Europe. The Commission has accordingly 
organised a conference on the European responsibility of the universities, in conjunction with the University 
of Pisa, on 23-26 November 1994, four years after the Siena conference which had preceded the 
memorandum. The conference was attended by some 200 rectors, senior ministerial officials responsible 
for education, delegates from international organisations, representatives of EU Member States, and 
observers from other European countries, and looked at different facets of European responsibility of the 
universities through matters relating to unity and diversity, research and teaching methods, links between 
free research and targeted research. 
The Commission's aim in organising this conference was to get certain key messages across. The 
universities, thanks to their corpus of linguistic, historical and cultural knowledge, are in a position to 
encourage mobility and comprehension between the Member States of the EU. The Commission has also 
made recommendations on cooperation with other European countries and the rest of the world, on lifelong 
learning (which needs in-depth consideration and reworking of structures and teaching methods), on 
research and on the creation of a Trans-European Network for Research and Education. This network would 
be a preliminary step towards the establishment of an information society which could derive benefit from 
the new technologies in all fields. 
Given the wealth of themes discussed and the outlook presented, the Commission hopes to continue to act 
as a catalyst for focusing attention on education at the European level and intends to publish in 1996 a 
second memorandum on the European responsibility of the universities. 
18 ERASMUS Programme - Annual Report 1994 
vm NEGOTIATIONS AND ADOPTION OF SOGRATES , 
33. 1994 was a period of intense activity in the preparation for the adoption of the Community activities under 
the new programmes in education and vocational training, SOCRATES and LEONARDO DA VINCI. 
These two programmes take account of the EC's new powers in the areas of education and training 
specified in Articles 126 and 127 of the EC Treaty. Lengthy negotiations took place in 1994 between the 
Commission, the Council and European Parliament with a view to adoption of these programmes1. 
34. SOCRATES differs from the previous Community initiatives in that it covers all types and levels of 
education in a single programme for cooperation in the area of education, thus contributing to the 
improvement of the quality of education. Trie programme has three chapters: 
higher education known as ERASMUS (inter-university cooperation, student mobility and 
networks) 
• school education, known as COMENIUS (school partnerships, education of the children of itinerant 
workers and travellers and intercultural education, in-service training and courses for teachers) 
horizontal measures (promotion of language proficiency, information technologies and open and 
distance learning, exchange of information and experience, adult education and additional 
measures). 
35. Chapter 1 of the SOCRATES programme covers higher education and continues the current activities of 
the ERASMUS and LINGUA (Action H) programmes. 
The experience gained during previous Community programmes such as ERASMUS and LINGUA and the 
preparatory work described in greater detail in the 1993 annual report, served as the basis for the adoption 
of the SOCRATES proposal of 4 January 1994 (COM(93)708) by the Commission, a proposal based on 
Articles 126 and 127 of the EC Treaty. 
The SOCRATES proposal was forwarded to the Council and the European Parliament on 3 March 1994. 
The opinion of the Economic and Social Committee was received on 27 April 1994 and that of the 
Committee of the Regions on 17 May 1994. 
In accordance with the co-decision procedure described in Article 189B of the EC Treaty, after a first 
reading of the Commission proposal the European Parliament adopted its opinion on 22 April 1994, 
including the 104 amendments tabled. Under the ternis of Article 189B of the Treaty, the Commission then 
submitted an amended proposal for a Decision on 17 May 1994. This amended proposal included 48 of 
the Parliament's 104 amendments, relating more specifically to the groups of less advantaged beneficiaries, 
information for the public and intercultural education. 
The Council adopted its common position on the proposal (in accordance with Article 189B of the Treaty) 
on 18 July 1994. The Council accepted in toto or in part 29 of the 48 amendments accepted by the 
Commission and three other amendments not accepted by the Commission. The European Parliament 
acknowledged receipt of the Council's common position on 19 July 1994. 
Prior to that the Commission had on 15 July submitted its position on the Council's common position to 
the Council and to the European Parliament. The main points of divergence between the Council's common 
position and the Commission's proposal related to the inclusion of the new article on the amount felt to be 
The LEONARDO programme was formally adopted on 6 December 1994 by the Council (OJ L 340/8 
-29.12.94 (94/819/EC) 
The SOCRATES programme was formally adopted on 14 March 1995 by the European Parliament and 
the Council (OJ L 87/10 -20.4.95) 
ERASMUS Programme - Annual Report 1994 19 
necessary and the total amount allocated for the programme (ECU 760 million instead of ECU 1005.6 
million proposed by the Commission) and the type and structure of the committee to assist the Commission 
in implementing the programme. 
After a second reading, the European Parliament on 26 October 1994 submitted its opinion on the common 
position which included 22 amendments. The Commission accepted 18 of these and on 11 November 1994 
adopted a modified proposal on the basis of these amendments which was forwarded to the Council and 
the European Parliament. 
The Council of Education Ministers on 5 December 1994 announced that it was not in a position to accept 
all the amendments proposed by the European Parliament. A Conciliation Committee therefore met on the 
same day to examine the two main amendments relating to committee procedures and the amount felt to 
be necessary. A second Conciliation Committee meeting was held on 25 January 1995 in order to find a 
solution to the other points of divergence, including the total amount to be allocated to the programme. An 
agreement was concluded on the amount of 850 million ECUS for a five-year period for the programme 
and also including a joint declaration concerning the revision of the budget two years after adoption and 
on the basis of a report submitted to the Commission. At its plenary session on 28 February 1995 the 
European Parliament gave its final approval and the Council formally adopted the programme at the council 
meeting on research on 14 March 1995. 
DC iNTERACnOV WTTH OTHER COMMUNITY PROGRAMMES 
36. The future development of Erasmus as part of the SOCRATES programme must be viewed within-the 
wider framework of Community initiatives in the field of education and training aimed at exploiting the 
potential of the Internal Market. With this in mind, steps are taken to ensure proper coordination between 
Erasmus and other Community programmes in relevant areas of activity. 
37. 1994 was the fifth year of operation of the Lingua Programme, which promotes the teaching and learning 
of the nine official Community languages (plus Irish and Letzeburgesch). The aaministration of Action II 
of Lingua is carried out in accordance with the same procedures as those used for the Erasmus Programme 
and joint arrangements have been adopted for both. Lingua Action II covers visit grants and the exchange 
of higher education students and staff. The EFTA countries cannot take part in the Lingua Programme. 
38. The Commission continues to monitor closely the interaction between Tempus and Erasmus, with a view 
to achieving maximum synergy between the two initiatives. Tempus forms part of the Phare and Tacis 
programmes of assistance to the economies and societies of the Central and Eastern Europe and the 
countries of the former USSR The design of Tempus was strongly influenced by existing Community 
initiatives in education and training, and many applications submitted to Tempus draw on experience gained 
through Erasmus. 
39. There is also complementarity with the Comett Programme for cooperation between institutions of higher 
education and industry. A placement in a commercial enterprise is the cornerstone of Comett student 
mobility but is only one of several forms of exchange within Erasmus, which also covers a much wider 
range of subject areas. 
40. The Human Capital and Mobility Programme, pursued under the "Stimulation of training and mobility of 
researcheis" (4th framework programme), aims to stimulate the European human resource base for research 
and development, in terms of both quality and quantity. Its actions - mainly of interest to young 
postdoctoral researchers - are complementary to the activities supported under Erasmus. 
41. The Jean Monnet Action, through the establishment of European "chairs", "pennanent courses" and 
"modules", also supports the European Dimension within the higher education sector. 
20 ERASMUS Programme - Annual Report 1994 
42. Inter-university cooperation under ERASMUS is assessed in each area of study. The Commission 
departments which per se have a link with one of the areas of study assessed were invited to these 
conferences (cf. V, § 29). Their involvement made a positive contribution to the discussions with 
universities, in particular by providing a prospective vision of developments in the field and of the training 
requirements to be covered to take account of the trends on the labour market and in Community initiatives 
in general. 
X. CONCLUSIONS 
43. For the ERASMUS programme and for the other Community programmes on education and training, 1994 
was a pivotal year in which the experience acquired through these Community programmes and various 
pilot projects was consolidated and expanded in the proposal for the new SOCRATES programme. 
Pending implementation of the new SOCRATES programme in which higher education activities will play 
a major part, the Commission has continued to monitor and assess participation in ERASMUS at national 
and regional level and by subject area. 
ERASMUS Programme - Annual Report 1994 21 

ANNEXES 
22 ERASMUS Programme - Annual Report 1994 
Annex I 
Funds committed for the academic year 1994/95 (in ECU) 
ACTION 1 
A. Inter-University Cooperation Programmes 
a. Student Mobility 
b. Teaching Staff Mobility 
c. Curriculum Development 
d. Intensive Programmes 
B. Visits 20.481.700 
12.581.340 
2.934.920 
2.459.560 
1.110.580 19.086.400 
1.395.300 
ACTION 2 
A. Student Grants 
B. ECTS Student Grants 67.600.000 
2.900.000 70.500.000 
ACTION 3 
A. ECTS Institutional Grants 
B. NARIC Networks Grants 2.761.175 
67.250 2.828.695 
ACTION 4 
A. Associations and Publications 
B. Programme Information, Aaministration, Monitoring 
and Evaluation, Ortelius 2.891.659 
187.200 
2.704.459 
TOTAL 96.702.054 
Note : For technical reasons, slight discrepancies may occur between the total listed here for individual activities 
and the corresponding totals given in the text in respect of grants awarded to institutions. 
ERASMUS Programme - Annual Report 1994 23 
Annex II (a) 
Erasmus ICP applications by eligible state 
of co-ordinating institution 
Eligible 
State 
B 
DK 
D 
GR 
E 
F 
IRL 
1 
LUX 
NL 
P 
UK 
llllijiilllll 
A 
FIN 
IS 
N 
S 
CH 
FL 
iiiiiiiiiiii 
ïiti!lii;l!ll; 
iilllllilll mzm 
Number 
209 
59 
305 
84 
197 
380 
45 
227 
0 
214 
55 
524 
IllllfllSill 
52 
26 
7 
25 
42 
19 
0 
iililliiill 
lllllllllllll % 
8.5 
2.4 
12.3 
3.4 
8.0 
15.4 
1.8 
9.2 
0.0 
8.7 
2.2 
21.2 
11111111;: 
2.1 
1.1 
0.3 
1.0 
1.7 
0.8 
0.0 
lllllllll 
1111111 % EC only 
9.1 
2.6 
13.2 
3.7 
8.6 
16.5 
2.0 
9.9 
0.0 
9.3 
2.4 
22.7 
iiiiiiill 1994/95 
Number 
219 
67 
311 
91" 
214 
402 
53 
230 
0 
222 
53 
562 
iiiiitiiiiiii 
58 
52 
4 
23 
45 
20 
0 
llllllllllll 
iililliiill % 
8.3 
2.6 
11.9 
3.5 
8.1 
15.3 
2.0 
8.8 
0.0 
8.5 
2.0 
21.3 
11111 
2.2 
2.0 
0.2 
0.8 
1.7 
0.8 
0.0 
fillil 
lllll % EC only 
9.0 
2.8 
12.8 
3.8 
8.8 
16.6 
2.2 
9.5 
0.0 
9.2 
2.2 
23.2 
lïîiiililii! 
24 ERASMUS Programme - Annual Report 1994 
Annex II (b) 
Approved Erasmus ICPs by eligible state 
of co-ordinating institution 
Bigîblè 
State 
B 
DK 
D 
GR 
E 
F 
IRL 
1 
LUX 
NL 
P 
UK 
Total EC 
A 
FIN 
IS 
N 
S 
CH 
FL 
Total EFTA 
Total CE + 
EFTA 1993/94 
Number 
188 
51 
270 
71 
156 
330 
36 
194 
0 
189 
48 
480 
2013 
49 % 
8.7 
2.4 
12.5 
3.3 
7.3 
15.3 
1.7 
9.0 
0.0 
8.8 
2:2 
22.3 
93.5 
2.3 
21 1.0 
4 
14 0.2 
0.6 
36 ! 1.7 
16 
0 0.7 
0.0 
140 i 6.5; % EC only 
9.3 
2.5 
13.4 
3.5 
7.8 
16.4 
1.8 
9.6 
0.0 
9.4 
2.4 
23.9 
100.0 
2153 | 100.0 . 1994/95 
Number 
190 
48 
267 
80 
179 
356 
44 
203 
0 
194 
49 
482 
2092 
56 
48 
4 
19 
43 
18. 
0 
2280 % 
8.3 
2.1 
11.8 
3.5 
7.9 
15.6 
1.9 
8.9 
0.0 
8.5 
2.1 
21.2 
91.0 
2.4 
2.1 
0.2 
0.8 
1.9 
0.8 
0.0 
8.2 
100.0: % EC only 
9.1 
2.3 
12.8 
3.8 
8.6 
17.0 
2.1 
9.7 
0.0 
9.3 
2.3 
23.0 
1.00.0 
ERASMUS Programme - Annual Report 1994 
Annex III (a) 
Erasmus ICP applications by eligible state 
and number of participations 
SllïlliilllSli:: 
iiiiiitâ^iiiii 
B 
DK 
D 
GR 
E 
F 
IRL 
1 
LUX 
NL 
P 
UK 
Total EC 
A 
FIN 
IS 
N 
S 
CH 
FL 
Total EFTA ^^^^^^B^^^^^^^M 
llllljilHlli 
838 
434 
2132 
561 
1628 
2422 
441 
1500 
6 
950 
612 
2654 
14178 
267 
263 
17 
210 
385 
208 
1 
1351 
Total EC + 
crTA . 1 15529 
EFTA 1 •••• 
5.4 
2.8 
13.8 
3.6 
10.5 
15.6 
2.8 
9.7 
0.0 
6.1 
3.9 
17.1 
91.3 
1.7 
1.7 
0.1 
1.4 
2.5 
1.3 
0.0 
8.7 
100.0 iiiiiiiiiiiii 
5.9 
3.1 
15.0 
4.0 
11.5 
17.1 
3.1 
10.6 
0.0 
6.7 
4.3 
18.7 
100.0 ^^^^^^••^^^^^^•B iiiiiiililii 
959' 
498 
2520 
695 
1996 
2793 
550 
1781 
8 
1065 
734 
3074 
16673 
361 
470 
20 
318 
503. 
295 
1 
1968 
18641 |ï|||§§jjfl 
5.1 
2.7 
13,5 
3.7 
10.7 
15.0 
3.0 
9.6 
0.0 
5.7 
3.9 
16.5 
89.4 
2.0 
2.5 
0.1 
1.7 
2.7 
1.6 
0.0 
10.6 
100.0 liiiiiiiiii 
5.8 
3.0 
15.1 
4.2 
12.0 
16.8 
3.3 
10.7 
0.0 
6.4 
4.4 
18.4 
100,0 
26 ERASMUS Programme - Annual Report 1994 
Annex III (b) 
Approved Erasmus ICPs by eligible state 
and number of participations 
illilillll! lliiliiiili 
B 
DK 
D 
GR 
E 
F 
IRL 
1 
LUX 
NL 
P 
UK 
Total EC 
A 
FIN 
IS 
N 
S 
CH 
FL 
Total EFTA 
Total EC + 
EFTA '^^^^^^^K^^^^^^^^^^M 
iiiliiiliiiii 
754 
399 
1974 
513 
1507 
2242 
406 
1381 
6 
862 
561 
2450 
13055 
245 
238 
12 
188 
348 
188 
1 
1220 
14275 iililBlllll 
5.3 
2.8 
13.9 
3.6 
10.6 
15.7 
r 2.8 
9.7 
0.0 
6.0 
3.9 
17.2 liiiiliiiii 
5.8 
3.1 
15.1 
3.9 
11.5 
17.2 
3.1 
10.6 
0.0 
6.6 
4.3 
18.8 
91.5. 100,0 
1.7 
1.7 
0.1 
1.3 
2.4 
1.3 
0.0 
8.5 
100.0 ^^^^^^^^^^^^^^^^^B: 
iiiliiiliiiii 
865 
450 
2276 
637 
1823 
2548 
512 
1622 
8 
957 
665 
2784 
15147 
340 
437 
20. 
293 
468 
275 
1 
1834 
16981 lillBlllll 
5.1 
2.7 
13.5 
3.8 
10.7 
15.0 
3^0j 
9.6 
0.0 
5.6 
3.9 
16.4 
89.3 
2.0 
2.6 
0.1 
1.7 
2.8 
1.6 
0.0 
10.8 
100.1 iiiiiliiii 
5.7 
3.0 
15.0 
4.2 
12.0 
16.8 
3.4 
10.7 
0.1 
6.3 
4.4 
18.4 
100,0 
ERASMUS Programme - .Annual Report 1994 27 
Annex IV (a) 
Erasmus ICP applications by subject area 
Subject 
Area 
Agriculture 
Architecture 
Fine Arts/Music 
Business/Management 
Education 
Engineering 
Geography/Geology 
Humanities 
Languages 
Law 
Mathematics 
Medical Sciences/ 
Psychology 
Natural Sciences 
Social Sciences 
Communication/Information 
Miscellaneous 
Framework Agreements 
Total 1993/94 
dumber -
80 
95 
109 
249 
115 
343 
91 
149 
262 
133 
109 
171 
205 
256 
32 
31 
40 
2470 % 
3.2 
3.8 
4.4 
10.1 
4.7 
13.9 
3.7 
6.0 
10.6 
5.4 
4.4 
6.9 
8.3 
10.4 
1.3 
1.3 
1.6 
100.0 1ÔÔ4/Ô5 
Number 
79 
94 
121 
258 
142 
366 
97 
147 
269 
132 
124 
175 
215 
281 
42 
34 
50 
2626 % 
3.0 
3.6 
4.6 
9.8 
5.4 
13.9 
3.7 
5.6 
10.2 
5.0 
4.7 
6.7 
8.2 
10.7 
1.6 
1.3 
1.9 
10Q.0 
28 ERASMUS Programme - Annual Report 1994 
Annex IV (b) 
Approved Erasmus ICPs by subject area mm 
3 < 
Agriculture 
Architecture 
Fine Arts/Music 
Business/Management 
Education 
Engineering 
Geography/Geology 
Humanities 
Languages 
Law 
Mathematics 
Medical Sciences/ 
Psychology 
Natural Sciences 
Social Sciences 
Communication/Information 
Miscellaneous 
Framework Agreements 
Total ^^••I^^B Iililliiill 
68 
80 
93 
208 
97 
313 
76 
127 
231 
123 
97 
148 
183 
219 
28 
26 
36 
2153 •••I 
3.2 
3.7 
4.3 
9.7 
4.5 
14.5 
3.5 
5.9 
10.7 
5.7 
4.5 
6.9 
8.5 
10.2 
1.3 
1.2 
1.7 
100.0 lilllllllllllliiSiglllllliiill!; 
iiiiililllll 
68 
79 
111 
212 
118 
330 
84 
129 
233 
122 
106 
152 
184 
243 
33 
29 
47 
228Q iiiiiijiiiiiilli 
3.0 
3.5 
4.9 
9.3 
5.2 
14.5 
3.7 
5.7 
10.2 
5.4 
4.6 
6.7 
8.1 
10.7 
1.4 
1.3 
2.1 
100.0 
ERASMUS Programme - Annual Report 1994 
Annex V (a) 
ICP applications received in 1993/94 and 1994/95 
by type of activity 
Type of 
Activity 
Student Mobility (SM) 
Staff Mobility (TS) 
Curriculum Development (CD) 
Intensive Programmes (IP) 1993/94 
Number 
2250 
1024 
432 
500 %* 
91 
41 
17 
20 1994/95 
Number 
2404 
1093 
492 
573 %* 
92 
42 
19 
22 Increase/Decrease 
Number 
154 
69 
60 
73 % 
6.8 
6.7 
13.9 
14.6 
* % of ICP applications incorporating this type of activity 
Note : Applications frequently refer to more than one type of activity 
30 ERASMUS Programme - Annual Report 1994 
Annex V (b) 
ICP applications received in 1993/94 and 1994/95 
by type of activity 
Type of 
Activity 
Student Mobility (SM) 
Staff Mobility (TS) 
Curriculum Development (CD) 
Intensive Programmes (IP) 1993/94 
Number 
1997 
476 
232 
188 %* 
93 
22 
11 
9 1994/95 
Number 
2112 
591 
201 
264 %* 
93 
26 
9 
12 Increase/Decrease 
Number 
115 
115 
-31 
76 % 
5.8 
24.2 
-13.4 
40.4 
* % of ICP applications incorporating this type of activity 
Note : Applications frequently refer to more than one type of activity 
ERASMUS Programme - Annual Report 1994 31 
Annex VI 
Rates of approval for ICPs according to type of activity 
1993/94 and 1994/95 (in %) 
Type of Activity 1993/94 1994/95 
Student Mobility (SM) _89 88 
Staff Mobility (TS) 47 54 
Curriculum Development (CD) 54 41 
Intensive Programmes (IP) 38 46 
All ICPs 87 87 
ERASMUS Programme - Annual Report 1994 
Annex VII 
Higher education institutions eligible for Erasmus 
p.. ... Number of Number of institutions in one or more approved Erasmus ICPs 
State eligible h.e. 
instit. in 1994 1988/89 1989/90 1990/91 1991/92 1992/93 1993/94 1994/95 
B 419 26 49 69 76 100 126 142 
D 351 83 126 132 176 186 205 217 
DK 243 16 32 44 42 56 60 72 
E 87 37 42 42 47 55 60 63 
F 1989 150 247 268 300 369 405 411 
GR 63 12 23 22 24 26 30 32 
I 114 43 59 59 65 72 77 85 
IRL 66 12 19 20 22 31 31 35 
LUX 4 22 3 2 2 22 
NL 333 24 51 53 72 88 94 96 
P 188 15 28 35 41 67 70 74 
UK 489 106 148 157 172 197 212 220 
EUR 1 2 2 1__ 
TOTAL EC 4347 526 826 904 1039 1251 1374 1450 
A 58 20 28 34 
CH 139 14 17 25 
FL 2 111 
IS 13 2 4 5 
N 141 19 41 56 
S 75 25 34 41 
FIN 360 29 51 95 
TOTAL EFTA 788 110 176 257 
TOTAL EC + 5135 155Q 17Q7 
EFTA | | 
Note : Eligibility is determined by individual eligible states. The figures given in the column headed "Number 
eligible higher education institutions" are correct as at May 1994. of 
In consulting this table, it should be borne in mind that in some countries, notably France, a very substantial 
proportion of the institutions listed as eligible in fact carry out the bulk of their activities within the secondary 
school sector, and are thus unlikely ever to participate in the Community's higher education actions. 
ERASMUS Programme - Annual Report 1994 33 
Annex VIII (a) 
Erasmus visit grant applications in 1994 
by eligible state 
H%îbte 
State 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
|||ill||;||||: 
A 
FIN 
IS 
N 
S 
CH 
FL 
Total EFTA 
Total EC 4-
EFTA Eligible Applications 
Number 
73 
37 
101 
251 
125 
108 
45 
99 
0 
46 
37 
184 
!§i!!!;É!É!$$;:;!f;ltl!i: 
11 
117 
5 
22 
41 
10 
0 
206 
1312 % 
6.6 
3,3 
9,1 
22,7 
11,3 
9,8 
4 
9 
0,0 
4,2 
3,3 
16,7 
lllilllllfllilllllïll 
5,3 
56,8 
2,4 
10,7 
20 
4,8 
0,0 
100 Approved Applications 
Number 
37 
21 
51 
130-
63 
49 
31 
53 
0 
20 
26 
100 
lIllllllfllllllBlli!: 
7 
59 
2 
13 
16 
7 
0 
104 
685 % 
6.4 
3,6 
8,7 
22,4 
10,9 
8,4 
5,3 
9,1 
0,0 
3,5 
4,5 
17,2 
illliillilllllll 
6,7 
56,8 
1,9 
12,3 
15,4 
6,7 
0,0 
100 
34 ERASMUS Programme - .Annual Report 1994 
Annex VIII (b) 
Erasmus visit grant applications in 1994 by subject area 
Subject 
Area 
Agriculture 
Architecture 
Fine Arts/Music 
Business/Management 
Education 
Engineering 
Geography/Geology 
Humanities 
Languages 
Law 
Mathematics 
Medical Sciences/ 
Psychology 
Natural Sciences 
Social Sciences 
Communication/Information 
Miscellaneous 
Framework Agreements 
Study Visits by Administrators Eligible Applications 
Number 
36 
55 
107 
142 
117 
136 
41 
45 
105 
25 
72 
140 
52 
108 
35 
15 
16 
65 
Total EC + EFTA 1.312 % 
2,7 
4,2 
8,2 
10,8 
8,9 
10,4 
3,1 
3,4 
8 
1,9 
5,5 
10,7 
4 
8,2 
2,7 
1,1 
1,2 
5 Approved Applications 
Number 
22 
35 
65 
70 
58 
67 
24 
26 
48 
13 
42 
74 
28 
52 
20 
7 
9 
25 
100 ! 685 % 
3,2 
5,1 
9,5 
10,2 
8,5 
9,8 
3,7 
3,8 
7 
1,9 
6,1 
10,8 
4 
7,6 
2,9 
1 
1,3 
3,6 
100 
ERASMUS Programme - Annual Report 1994 
Annex IX 
Erasmus 1994/95 
Allocation of student grant budget 
Eligible 
States 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
EUR 
Total EC 
A 
FIN 
IS 
N 
s 
CH 
FL 
Total EFTA 
Total EC + 
EFTA Erasmus Action 2 Budget 
(excluding ECTS) 
MECU 
2 606 
1 099 
11 495 
2 775 
7 678 
9 678 
1 358 
9 504 
228 
2 951 
2 618 
9 026 
71 
61 537 
1 394 
1 091 
200 
1 010 
1 412 
966 
10 
6 083 
67 620 % 
3,9 
1,7 
17,7 
4,1 
11,3 
14,3 
2 
14 
0,3 
4,3 
3,9 
13,3 
0,1 
91 
2,1 
1,6 
0,3 
1,5 
2 
1,5 
0 
9 
100 ECTS 
MECU % 
140 
140 
300 
140 
300 
300 
140 
300 
20 
140 
140 
340 
20 
2 420 
100 
100 
20 
80 
100 
60 
0 
460 
2 880 4,9 
4,9 
10,4 
4,9 
10,4 
10,4 
4,9 
10,4 
0,7 
4,9 
4,9 
11,8 
0,7 
84 
3,5 
3,5 
0,7 
2,8 
3,5 
2,1 
0 
16 
100 Total Erasmus Action 2 Budget 
MECU 
2 764 
1 239 
12 245 
2 915 
7 978 
9 978 
1 498 
9 804 
248 
3 091 
2 758 
9 366 
91 
63 957 
1 494 
1 191 
220 
1 090 
1 512 
1 026 
10 
6 543 
70 500 % 
3,9 
1,8 
17,4 
4,1 
11,3 
14,2 
2,1 
13,9 
0,4 
4,4 
3,9 
13,3 
0,1 
90,8 
2,1 
1,7 
0,3 
1,5 
2,1 
1,5 
0 
9,2 
100 
Note : Special arrangements apply to Luxembourg, Iceland and Liechtenstein. The allocation to "EUR" covers direct 
allocations to the EPBS ECTS consortium (based in France) and to the European institutions in Arlon and Florence. 
36 ERASMUS Programme - Annual Report 1994 
Annex X 
"8 Erasmus students 1994/95 : 
planned student numbers by home and host country 
Home 
country 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
EUR 
Total EC 
A 
FIN 
IS 
N 
S 
CH 
FL 
Total EFTA 
Total EC + 
EFTA Host country 
B DK D GR E F IRL I L NL P UK EUR 
-- 137 829 221 798 1162 312 526 4 671 217 1330 4 
151 -- 424 '53 277 372 118 127 0 236 71 792 1 
738 353 -- 441 1951 4352 800 1484 0 1087 408 5083 11 
262 74 552 -- 264 657 128 358 1 240 99 816 0 
881 270 1628 241 -- 3242 450 1718 0 784 464 3210 3 
870 344 3964 443 3297 -- 890 1729 0 926 514 7682 7 
263 90 689 84 345 813 -- 174 0 187 75 412 0 
647 152 1463 311 1717 2112 257 -- 0 606 285 2092 0 
005 1 0 2 0 0-- 0 0 20 
631 231 1011 182 763 1050 231 501 0 -- 174 2165 4 
287 90 388 98 507 682 89 295 0 222 -- 675 1 
1022 675 4063 577 2587 6807 399 1569 2 2000 474 -- 9 
21110 3 7 000 1 0 8-
5754 2417 15027 2652 12509 21258 3674 8481 7 6960 2781 24267 40 
103 57 282 78 300 422 79 296 0 158 61 534 1 
145 110 561 64 140 222 106 104 0 210 52 730 0 
1 2 17 0 5 15 0 10 0 5 0 13 0 
98 71 308 36 105 219 52 109 0 174 .41 339 3 
191 73 592 66 250 530 130 194 0 425 86 853 0 
123 30 222 32 155 224 29 170 0 108 43 213 0 
0000 0 0 000 00 00 
661 343 1982 276 955 1632 396 883 0 1080 283 2682 4 
6415 2760 17009 2928 13464 22890 4070 9364 7 8040 3064 26949 44 Total EC 
6211 
2622 
16708 
3451 
12891 
20666 
3132 
9642 
10 
6943 
3334 
20184 
33 
105827 
2371 
2444 
68 
1555 
3390 
1349 
0 
11177 
117004 A FIN IS N S CH FL 
100 108 0 89 206 138 0 
53 86 2 57 67 38 0 
303 470 16 269 594 220 1 
97 58 0 33 93 45 0 
258 122 4 105 246 158 0 
387 256 7 159 483 202 0 
68 73 1 39 90 22 0 
280 105 7 119 224 185 0 
0 0 0 0 0 0 0 
157 191 3 148 432 118 0 
63 58 0 42 101 56 0 
437 554 7 237 694 173 0 
10 0 2 0 0 0 
2204 2081 47 1299 3230 1355 1 
— 
2204 2081 47 1299 3230 1355 1 Total 
EFTA 
641 
303 
1873 
326 
893 
1494 
293 
920 
0 
1049 
320 
2102 
3 
10217 
--
.. 
10217 Total EC + 
EFTA 
6852 
2925 
18581 
3777 
13784 
22160 
3425 
10562 
10 
7992 
3654 
22286 
36 
116044 
2371 
2444 
68 
1555 
3390 
1349 
0 
11177 
127221 
Annex XI 
ECTS student numbers by subject area 1993/94 
1993/94 
Country 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
A 
SF 
N 
S 
CH 
IS 
EPBS* 
Total Mechanical Engineering 
out 
11 
24 
99 
6 
78 
32 
4 
10 • 
2 
5 
13 
21 
11 
10 
3 
9 
0 
0 
0 
365 in 
1 
6 
51 
5 
29 
62 
12 
20 
2 
7 
5 
132 
12 
4 
4 
13 
0 
0 
0 
365 Medicine 
out 
39 
18 
172 
19 
66 
15 
14 
39 
0 
10 
15 
27 
15 
11 
14 
10 
15 
0 
0 
499 in 
45 
12 
39 
16 
50 
121 
18 
32 
0 
22 
7 
45 
18 
4 
5 
20 
45 
0 
0 
499 Chemistry 
out 
1 
11 
40 
18 
58 
64 
17 
12 
0 
10 
9 
34 
9 
8 
4 
8 
2 
0 
0 
305 in 
13 
7 
28 
2 
22 
46 
22 
10 
0 
22 
0 
89 
10 
2 
14 
11 
7 
0 
0 
305 History 
out 
10 
8 
34 
12 
37 
24 
14 
16 
0 
9 
9 
25 
8 
8 
X 
10 
10 
8 
0 
242 in 
5 
12 
25 
10 
39 
37 
21 
27 
0 
11 
2 
38 
4 
5 
X 
3 
1 
2 
0 
242 Business/Admin. 
out 
27 
27 
32 
26 
60 
126 
20 
51 
0 
36 
22 
38 
10 
13 
12 
28 
0 
0 
11 
539 in 
40 
35 
37 
3 
88 
83 
16 
55 
0 
10 
6 
94 
24 
7 
12 
21 
0 
0 
10 
541 Total 
out 
88 
88 
377 
81 
299 
261 
69 
128 
2 
70 
68 
145 
53 
50 
33 
65 
27 
8 
11 
1923 % 
4.6 
4.6 
19.6 
4.2 
15.5 
13.6 
3.6 
6.7 
0.1 
3.6 
3.5 
7.5 
2.8 
2.6 
1.7 
3.4 
1.4 
0.4 
0.6 
100.0 out 
104 
72 
180 
36 
228 
349 
89 
144 
2 
72 
20 
398 
68 
22 
35 
68 
53 
2 
10 
1952 % 
5.3 
3.7 
9.2 
1.8 
11.7 
17.9 
4.6 
7.4 
0.1 
3.7 
1.0 
20.4 
3.5 
1.1 
1.8 
3.5 
2.7 
0.1 
0.5 
100.0 
* European Partnership of Business Schools : Middlesex University, Fachhochschule T.W. Reutlingen, ICADE Madrid, Groupe ESC (Ecole Supérieure de 
Commerce) Reims 
ISSN 0254-1475 
COM(95) 416 final 
DOCUMENTS 
EN 16 
Catalogue number : CB-CO-95-458-EN-C 
ISBN 92-77-93039-X 
Office for Official Publications of the European Communities 
L-2985 Luxembourg