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COMMISSION OFTHEEUROPEAN COMMUNITIES
CQM(78)97final.
Brussels,9March1978
'''■--
< r~y,.\t ,V ■I
EDUCATIONAL ACTIVITIES WITHAEUROPEAN CONTENT:
THESTUDYOPTHEEUROPEAN COMMUNITY INSCHOOLS
(WorkingpaperoftheServicesoftheCommission)
CCM(78)97final

» »
EDUCATIONAL ACTIVITIES WITH AEUROPEAN CONTENT :
THESTUDY OPTHEEUROPEAN COMMUNITY INSCHOOLS
INTRODUCTION
1.TheAction Programme adopted bytheCouncil andMinisters of
Education on9February 1976 (Paragraph IV,5J"'proposed »togivea
European dimension totheexperience ofpupils andteachers in
primary andsecondary schools intheCommunity *. Within that
context itwasresolved that 'Member States will promote andorganise
(inter alia )educational activities withaEuropean content *Tand
that 'Cooperation inthis area will bedeveloped inthelight of
theactivities and experience ofMember States' .
2.Animportant factor also istheinterest inthis theme which
hasfrequently been shown bytheEuropean Parliament ..
3.TheCommission nowwishes topropose that Member States should
consider aseries ofmeasures designed tostreghten onespecifio
aspect oftheEuropean dimension inschools –namely ,thestudy
oftheEuropean Community itself .
THE EUROPEAN DIMENSION TODAY ;TEACHING PROGRAMMES AND PRACTICE
4»Itissuggested that activity should concentrate oneducation
uptotheageof18inafirst phase ,with theintention ofinitiatives
forthose over theageof18atasecond stage .
(1)JONoC38,19th February 1976 .

5. Some tentative conclusions can bedrawn from thedocumentation
currently available and from the studies which have been oarried out
bytheCommission .Inthefirst place there canbenodoubt that in
all theMember States asubstantial amount oftime isdevoted to
various aspects ofthe study ofEurope .Approaches inthevarious
Member States differ considerably ,andinsome countries multidisciplinary
programmes have been developed ;thegreat bulk ofteaching takes place
however within individual subject programmes –notably incivics ,
geography ,economics andhistory courses .Language teaching isanother
important component oftheEuropean dimension .However ,itisonly in
afew cases -tojudge from existing evidence -that there hasbeen a
conscious effort either incurriculum planning ,inthepreparation of
official examination syllabuses orinthework ofschools tobring into
close relationship with oneanother thevarious elements needed to
establish theEuropean dimension .Such efforts have ,however ,been
made bysome national educational authorities inthecourse ofrecent
revision ofsyllabuses ,and inone ortwocountries some newmulti­
disciplinary courses have been developed .
6.Most ofthese courses have been focussed onaspects ofcontemporary
S"rope ,including theEuropean Community .But itisprecisely with
regard tothis aspect oftheEuropean dimension that thenon-governmental
reports aremost critical .Their criticisms aredirected atanumber of
different ,ifrelated issues .Insome cases they arefocussed onthe
lack ofprovisionj orinsufficient opportunity tostudy ,the
Community ;inothers ,itisasserted that national and/orregional
educational authorities have failed toshow anyinterest inthedevelop­
ment orencouragement ofsuch study ;andamore general complaint isof
the lack ofhelp available toteachers whowish toteach about the
Community ,both interms ofinitial andin-service training facilities ,
appropriate teaching materials ,andthesupporting facilities (including
facilities fortheexchange ofinformation between teachers within
individual countries ,andwith those inother Community countries ).
Moreover ,there islittle evidence that there exists either thepolicy
orthemechanism toensure tha-s learning about theCommunity ,normally

distributed overanumber ofdisciplines ,isactively coordinated ,
sothatpupils aregiven acoherent programme during anyoneyear ,
letalone anintelligible andprogressive sequence oflearning
throughout their school career .
7.TheCommission ,foritspart ,views this situation with consid­
erable concern .Ittherefore proposes that priority should now "be
given toconsideration ofthis particular aspect oftheEuropean
dimension -namely ,teaching about theEuropean Community .
TEACHING ABOUT THECOMMUHITY :ASUGGESTED APPROACH
8.Abasic understanding oftheCommunity isnecessary onthepart ■
ofitscitizens ifitistosuoceed inbuilding 'acloser union among
theEuropean peoples' towhich allitsMember States arecommitted *
9.IntheCommission 'sview there is,forthese reasons ,anovei *-
whelming case fortheinclusion ofteaching about theCommunity inthe
schools ofitsMenber States .Asfarasthesubject matter itself is
concerned itsuggests that this should cover during thefull span of
thepupil 'seducational career three main areas :
a.theCommunity initsEuropean context :thehistorical andpolitical
context which gave rise tothecreation oftheCommunity ;the otjecti
ofitsfounders ;itsrole inrelation toother levels ofgovernment
(local ,regional ,national );theCommunity asaframework forcommon
action while preserving human ,cultural andnational diversity ;
relations with other countries andregions inEurope .
b.theCommunity inaction ;itspowers anddecision-making processes .
Institutional developments (including direct elections )andtheir
implications ;itsmain achievements andproblems ;howitaffects the
lives ofitscitizens ;problems related toitsfuture development .
c.theCommunity initsworld context ;relations with the sir::r-powers ,
other industrial countries andthedeveloping world ;3role with
regard totheUnited Nations ^

10. TheCommission recognizes that anumber ofimportant pedagogical
problems arise inthe -treatosivt ofthis subject matter ;anflthat great
care has to "betaken todeal with itobjectively andinconformity with
accepted pedagogical criteria . Italso recognizes that careful exam­
ination isneeded oftherelationship ofthis subject matter toother
elements intheEuropean dimension :ofthecontribution tobemade by
individual subject areas aswell asmulti –disciplinary approaches ;and
ofhowtime canbefound forsuch study within thecurriculum .
11. Itisalso oftheview that itwould bewrong toaimatanystandard
pattern ofstudy .While itbelieves that itisimportant tostimulate a
Community-wide discussion ofthepedagogical issues mentioned above ,it
believes that theway inwhich thesubject matter isapproached should be
adapted totheneeds ofindividual countries ,andindeed toindividual
schools and their teachers .
12. Atthe same time itis oftheview that theobjective should be
toensure that each pujil inevery member country should have anopportunity
tolearn about theCommunity bymeans ofacoherent sequence ofappropriate
studies throughout his career intheprimary and secondary school .
13. Theachievement ofthis objective will only bepossible ifitis
actively encouraged bytherelevant educational authorities ineach Member
State .While recognizing that thepowers andscope foraction ofsuch
authorities vary very considerably from oneMember State toanother ,the
Commission nevertheless suggests that Member States should agree ina
Community context toendorse theprinciple that teaching about theCommunity
should berecognized asanessential element oftheEuropean dimension in
secondary schools ,andshould agree toundertake appropriate action to
ensure that each pupil atthesecondary level inthemember countries should
have anopportunity tolearn about theCommunity anddevelop hisunder­
standing ofitasheprogresses through his school career .
14• TheCommission accepts that this objective canonly be
realised progressively over aperiod oftime .Itrecognizes that insome
countries some progress towards ithasbeen made inrecent years -But
onecfthecentral characteristics -andweaknesses –oftheexisting
situation isthat theefforts mads toimprove teaching about theCommunity
inshccols have taken theform ofscattered initiatives byindividual
educational authorities ,voluntary organisations andteachers ,conducted
••/••

ror *tn8most part inisolation from oneanothor tandwithout any
coherent overall strategy ateither national orCommunity level .
15- TheCommission believes that thestarting point foranewand
serious attempt todeal with the problems posed inthis context is i;o
construct such acombined strategy foraction atboth national and
Community level .
16. Initsview themain elements ofthis strategy should be:
a.thesystematic encouragement ofprovision forthestudy ofthe
Community inthecurricula ofallschools intheCommunity countries
b.amajor Community-wide curriculum development scheme designed to
work outandapply inanumber ofpilot projects newapproaches to
thestudy oftheCommunity intheschools ;
c.thepromotion and development inallMember States ofinitial and
in-service teacher training programmes which prepare forteaching
about theCommunity ,andthesupport ofthework oftraining
institutions which specialize inthis field ;
d.theprovision ofsupporting facilities andresources tohelp
teachers engaged inteaching about theCommunity ;
e.theinclusion ofthestudy oftheCommunity asapriority content in
thework oftheCommunity *sEducational Information Network .
17,.Theremainder ofthis communication isdevoted toamore detailed
explanation ofthese proposals ,andtotheorganisational andresource
aspects ofaninitial programme designed tocarry them into effect .
ANAGENDA FOR ACTION
Organisât ional aspects
18. TheCommission suggests that inorder toplan andcarry through
theproposed initial programme ,therelevant national educational
authorities should work inpartnership with allthose other bodies which .
have acontribution tomake –for instance ,
teacher training institutions ;Universiti and
other institutes engaged inresearcii into thecurricular and ■^source
needs ofEuropean study ;centres specialising inthestu<3 :3fthe
Community ;associations ofteachers with ,relevant disc ;1.a\ary of
subject interests (forinstance ,historians ,geograjrV economists ,

-6-
modernunsaidaswellMteachersofoivioor
educationandofsocialstudies),andvoluntaryorganisations
groupingteacherswithaspecialinterestinEuropeananaCommunw
affairs.
19InthiscontexttheexistingCentreforEuropeanEducation,^
locatedinBrussels,hasausefulroletoplayFormedsen.years
a«x,toprovideacommontarMafortheEuropeanSchoolsBayanathe
EuropeanCMpdfaforCivicEducation,withwhichtheEuropean
AssociationofTeachersiscloselyassociated,thisCentre
theprocessofestablishingwithinallMemberStatesoftheCommunity
nationalcommitteesonwhichtherelevar.tnationaleducational
authoritiesarerepresented.TheCommissionbelievesthattheen,re
couldmakeavaluablecontributioninthesupportwhichitgives,0
projectssetupbythenationalcommittees,infacilitatingcontacts
andjointprojectsbetweenagenciesindifferentcountries«
sup^yin-documentationtoagenciesworkinginthisfield»aU„nc
HemterSpates.Inthisway,accountcouldbetakenoftheCentre's
continuingactivitieswithintheframeworkoftheproposedstraegy
outlinedin"tb.ispaper*
••/*•

Contentofprogramme;
a)Curricularprovision
20.Inordertoensurethatadequateprovisionismadefor-thestudyoftlx®
Community,theCommissionproposesthattheMemberStatesshouldundertake
encourageasystematicexaminationoftheexistingrelevantcurricula
andtakethenecessarystepstointroduceorencouragesuchmodifications
ordevelopments asmay"befoundnecessary.
21..Toencourageandfacilitatethisprocess,theCommissionproposes
thatMemberStatesshouldattheendofthreeyearBreportformallytothe
oftheEducationCommitteeonprogressmade,andthataftereighteenmonths
theCommissionshouldorganiseacolloquiumofexpertsatwhichexperience
ofinterimprogresscouldinformallybeexchanged.
b)Curriculumdevelopment
22.Inordertofocusattentiononthepedagogicalissuesrelatedto
thestudyoftheCommunityintheschools,toexplorenewwaysofunder­
takingsuchstudyandtodisseminate modelsofgoodpractice,theCommissi
proposesthattheCommunityshouldundertakeamajorschemeofcurriculum
developmentprojectsinthisfield.
23.Thefirststepinthesettingupofthisscheraavfouldbeto
conductastudyofthecurricul&rneedsandpossibilities inorderto
establishmodelswhichcouldbeoperatedinaselectednumberofpi."?ot
schoolsordistricts.Atthisstagecloseattentionwouldbepaidto
thepossibilities andconstraintsofthedifferentnationalsystems,
butatthesametimetheopportunity wouldbetakenforMemberStat.T
tolearnfromeachother'sexperienceandbenefitfromeachothir•»
■oroposals.
TheCommissionwouldindicatetotheEducation
Committee,fromtheprojectssubmittedbytheMemberStaler;,ase.'
rtjcicerofprojectsforinclusionin+.!ieSCHEMA,iaSUCIJa+
satisfactory overall "balancewar©-\cMevei*

25«Priority would "begiven ,toinclusion inthescheme ofcurriculum
development projects involving ,rather than merely single establishments ,
districts orlocalities ,andanimated bythelocal orregional educational
authorities concerned .
26.Schools participating inthescheme would "beable tobenefit from the
provision ofteaching materials produced bycentral agencies orbynational
agencies inother Member States ,and from .Community assistance inthe
organization ofshort-term teacher exchange andpupil exchange with other
participating schools .
27-Theprojects would befinanced partly from Community resources ,
normally ona50basis .TheCommunity would beresponsible forthe
costs ofevaluation andpublication atCommunity level oftheresults of
theproject ,andtheCommission would report ontheprogress ofthescheme
asawhole after aperiod ofthree years from itsoperational commencement .
c)Teacher training
28.Theavailable evidence suggests that thepresent opportunities for
teachers tolearn about theCommunity ,andhow topresent itinthe class­
room ,areextremely limited both during their initial training andalso
insubsequent in-service training . Aslong asthis situation continues ,
itwill bevery difficult tomake anymajor progress towards theobjective
which hasbeen defined earlier inthis paper .
29•Itistherefore suggested that Member States should review current
provisions both forinitial and inr-service training with respect to
teaching about theCommunity ,andidentify those institutions where such
teaching iscurrently taking place ,orwhere there would beaninterest
indeveloping it,examine thepossibility ofcertain institutions
developing specialized functions atnational orregional level andaddress
themselves totheproblems tobefaced inachieving anexpansion ofthe
provisions currently available .
30.TheCommission foritspart would undertake tosupport theoperation
ofworking links between institutions ofinitial and inr-service training
indifferent countries which areengaged in -out-standing work inthis
field ,over andabove theopportunities ,already offered bytheCommunity

•9-
sohemes toassist thedevelopment ofjoint oourses andtofaoilitet *
study visits forhigher education staff .
31.Finally ,theCommission would undertake todesign support a
scheme ofshort –andmediuitt-tena study visits andexchanges forservir'
teachers who specialize inthis field .
d)Support facilities forteachers
32.Another common complaint among teachers wishing tooffer oourses
about theCommunity isofthelack ofappropriate teaching materials
("bothwritten andaudic-visual ),andother types ofhelp including access
tosources ofinformation .
33.Asfarassource material itself isconcerned theCommission has
already taken theinitiative ofcompiling acatalogue ofrelevant material •
Itproposes tomake this available totherelevant authorities inthe
Member States andtotheCentre forEuropean Education .Steps should
then betaken ,onthebasis ofthis catalogue ,topublish andmake widalj
available aguide toexisting material andother sources ofrelevant
information ineach appropriate language .Thecatalogue would also
enable deficiencies inthematerials atpresent available tobeidentified
sothat thenecessary development work could beundertaken .
34.TheCommission isalso aware that insome countries steps arebeing
taken either tocreate local resource centres ortoprovide –through
existing documentation orpedagogical centres –information andmaterial
needed byteachers .Itsuggests that information about such initiatives
should bemade available throughout theCommunity through theeducation
information network which theCommunity isinthecourse ofestablishing
(seeparas .4*25 -4*26 below ).
e)Participation intheCommunity *sEducational Information Network
35.Inorder tofacilitate agreater flow ofinformation about tes ''-3

-10-
ontheCommunity -aswell asother s,apects oftheEuropean dimension
inschools -at "both national andCommunity level ,theCommission proposes
that priority should begiven totheinclusion ofthis theme inthe
Educational Information Network which theCommunity isinthecourse of
establishing .
36.Forthis purpose theCommission would sponsor afeasibility study
onthemeans ofinserting thetheme ofstudies oftheCommunity into the
Educational Information Network .
Resource implicatxons
37*TheCommission proposes that theprogramme described above should
befunded onabasis ofcooperation ,with contributions both from the
Community and the educational authorities intheMember States .The
budgetary and staffing implications areindicated intheattached annex .
CONCLUSIONS
38.TheCommission proposes that theCouncil andMinisters ofEducation
- approve theprinciple that thestudy oftheCommunity should be
regarded asanessential element oftheEuropean dimension inthe
education ofallpupils inthe schools oftheCommunity countries ;
- approve theobjective ofproviding anopportunity foreach pupil
atthe secondary level toundertake such study ,and todevelop his
understanding oftheCommunity throughout his school career ;
- approve anaction programme atCommunity level topromote these
objectives ,andofitsbudgetary andstaffing consequences .The
programme will consist ofthese elements :
(i) amajor curriculum development project implemented inpilot
schools ;
(ii) promotion andsupport ofinitial andcontinuing teacher training
(iii) provision ofsupporting facilities andmaterials fortsarh-rs ;
(iv) inclusion ofthis content intheCommunity 'sEducational
Information Network .

ANNEX
ACTION :THESTUDY OPTHEEUROPEAN COMMUNITY INTH"^SCHOOL S
Concise financial note forbudgetary authority ,relating to
proposals fornew actions
1.Budget line
392 Expenditure relating toaction inthefield ofeducation .
2.Details ofbudget line
Post 3922 Educational activities with aEuropean content :the
study oftheEuropean Community inschools .
3.Legal "basis
Resolution oftheCouncil ,andoftheMinisters ofEducation meeting
within theCouncil ,of9February 1976 ,comprising aprogramme of
action inthefield ofeducation (OJC38of19.2.1976 );inparticular ,
paragraph IV5oftheResolution ,which reads :
Inorder togive aEuropean dimension totheexperience ofteachers
andpupils inprimary andsecondary schools intheCommunity ,Member
States will promote and organize ..... educational activities with a
European content .Cooperation inthese areas atCommunity level wilj .
bedeveloped inthelight oftheactivities andexperience ofMember
States .1
Resolution oftheCouncil ,andMinisters ofEducation meeting v?"thin
theframework oftheCounoil ,tobeadopted intheautumn of1978,
establishing aprogramme atCommunity level topromote educational
activities with aEuropean content intheschools atprimary and
secondary levels .
4»Objectives oftheactions
4.1.0 .General objectives
Thegeneral objective istopromote andencourage :fmotive teaching

-2-
about theEuropean Community intheprimary andsecondary schools
ofthe Member States .
4-1.1 .Specific objectives oftheactions and their contribution
tothe general objective
(a)Topromote theestablishment ofteaching about theEuropean
Community onasound basis bysetting upamajor curriculum
development project i..xthis field atCommunity level ,comprising
–establishment with theaid ofexperts ofcurriculum models
forteaching about vheEuropean Community ,appropriate to
thedifferent educational systems oftheMember States ;
–implementation ofthese models in30pilot schools within
theMember States ;
–evaluation oftheproject .
(b)Enabling thepilot schools tobenefit from each others *
experience during thecourse oftheproject ,byfinancial
support atCommunity level for :
–short study visits forteachers between thepilot schools ;
–visits forgroups ofpupils from thepilot schools toschools
within oroutside theproject .
(c)Promoting widespread exchange ofexperience (i.e. ,beyond the
pilot project )forteachers andother educationists special­
izing inthis field bymeans offinancial support atCommunity
level for :
–aprogramme ofone-term teacher exchanges between Member
States ;
–aprogramme ofgrants tosupport links between teacher-training
institutions andpedagogic centres ;
–aprogramme ofintensive study visits foreducational personnel
inpositions ofresponsibility .

-3-
(d)Ensuring "theavailability "toteachers ofteaching material
oonoeming theCommunity which isboth aocurate anddesire \
astolevel andpresentation foreducational use ,"bymeans of:
–production of "bibliographies <jfmaterial already available
inthedifferent languages ;
–collection anddissemination ofavailable multi-lingual
material ;
–identification oftheneed for ,andproduction of,new
material atCommunity level *

' '-4^*' ■
5*Financial implications oftheactions (inE.U. C.)
5-0 .Implications for expenditure
5.0.0.0 .Expenditure from theCommunity "budget (estimation )
ACTION 1980 1981 1982 1983
A.Setting upofpilot project s
toimplement curriculum models ii
A.1.Direct development grants
toindividual projects 600,000 600,000 600 ,000600,000
A.2.Evaluation ofwhole project 20,000 75,000 75,00050,000
A.3 .Teacher exchange "between
pilot schools 30,000 30,000 30,000 30,000
A.4«Pupil visits from pilot
schools1
j
90,000 90,000 !90,00090,000
A»5 *Administrative costs of
A.3 .cUxelA*4*
130,00030,000 30,000 30,000

5.0.OX),continued ./.
j ACTION1980 1981 1982 1983 i
B.Exchange ofexperience '
between specialistsI j
i
B.1.Programme ofone-term
teacher exchanges 200,000 200 ,000
I200 ,000i
t
200 ,000 i
!
B.2 .Grants tosupport links
"between teacher-training
institutions and pedagogio
centres 50,000 50,000 50,000I
I
50,ooo|
B.3 .Programme ofstudy for
specialists 50,000 50,000 50,000?
I
I
50,oooj
i
i
C.Provision ofteaching materialsI
1
i
C.1.Production anddissemination
ofbibliographies 15,000 15,000
!i
15,000!
15,000 j
C.2 .Collection anddissemination
ofmulti –lingual materials 5,000 5,000i
i
5,000i
i
5,000
C.3 .Production ofnewmaterials
atCommunity level 80,000 80,000 80,000i
!
80,000
i
!
C*4 «Administrative costs of
C»1 C»3• 15,000 15,000 15,000I
1%C00

-6-
5.0.0.0.continued./.
SUMMARY:Estimatedexpenditure
i
ACTION 1980,
1981 1982 1983
A.Pilotproject 770,000825,0001
825,000800,000
B.Exchangeofexperience 300,000300,000300,000300,000
C.Teachingmaterials 115,000115,000 115,000115,000
TOTAIfCdmffiunit.ybudget 1,185,0001,240,000 1,240,0001,215,000
I ■■

»4
ît
-7-
AMENDED
5.0.O.I./5.O.0.2.Expenditurebynationaladministrators/otherseotc.-g
Owingthedifferentfinancialstructuresoftheeducationalsystems
theMemberStates,itisnotpossibletoparticularize inadvancethy
distinction betweennationalcontributions andcontributions atotbftr
levelsofpublicadministration orfromothersectors.
Forsimplicity,therelationbetweentheCommunityexpendituregivenunc1;
5.0.0.0.above,andthecontributions oftheMemberStatesaresetoutas
follows:
I
1
ForactionsA2,A3,A5,Bl,B2,CI,C2,C3,C4thecontribution ofthe
Commissionwillnormallyconstitute100$ofthecostsoftheaction.
ForactionsAl,A4,B3theMemberStatesconcernedwillnormallymakea
contribution ofupto50ofthecostsoftheaction.
5.0.1.Annualexpenditure (separatedcredits)
Engagements andpaymentswilltakeplacewithinthesamebudgetaryyear.
5.0.2.Calculations :allfiguresrelatetoestimatedexpenditure.
ActionAl
–Blockgrantof20,000to30pilotschools 600,0001980-^7
(additionalstaff,teaohez-training programmes,
equipment,consumables),comprisingCommunity
contribution of50$oftotalcostsforeach
schoolof40,000p.a.
ActionA2
–Stafftimeofevaluationunit
–Organizationofaseminarofteachers
;andexperts(90participantsfor3days)
–Twovisitstoeachproject,at500e.u.a.,
overthree-yearperiod
–Productionoffinalreport
ActionA3
–Twoteachervisitsperpilotschoolper 30?C001980-.
yearat500e.u.a.20,0001980-8
45»0001981,
10,000.1981-/
30,0001983

AMENDED
ActionA4
–50pupilvisitsperpilotschoolper
yearat1206*11.a.eacha180,000e.u.a.
5CtfoCommunitycontribution 90,0001980-3
ActionA5
–Administrative costsofunitcoordinatingactionsA3andA4,at15^oftotalcost.
ofactions(i.e.,ofapprox.210,000) 30,0001980-3
ActionB1
–50one-termteacher "bursariesat4»000peryear 200,0001980-3
ActionB2
-5grantsperyeartosupportinstitutional
linksat10,000 50,0001980-3
ActionB3
–200studyvisitsperyearat500-100,000
50$Communitycontribution 50,0001980-3
ActionCl
–Productionof"bibliographies inonelanguage,
averageoftwoissuesperyearatc.2,000e.u.a*
foreachoffourlanguages 16,0001980-3
ActionC2
–Collection anddissemination ofavailable
multi-lingual material,staffandmailing
costs 5,0001980-3
ActionC3
-ProductionofnewmaterialsatCommunity
level,twoprojectsperyearat40,000
includingstaffcosts 80,0001980-3
ActionC4
–Administrative costsofC1–C3aboveatapprox.155"15,0001980-3

-9-
5«1.Implications forrevenues
Notapplicable
6.Financing
6.0.Possiblefinancir,^bymeansofcreditsinscribed ,inthegiven
chapterofthecurrentbudget' ~~
None.Thebudgetprovisionfor1979relatedtotheseobjectivesallows
onlyforpreparatoryworkonamodestscale;theactionsforeseenwill
notbesufficientlywellpreparedforengagementsorpaymentstobemade
before1980.
6.1.Pinancingbyvirement
None.Therearenootherbudgetchaptersfromwhichvirementscouldbe
made.
6.2.Needforsupplementary budget
Nil.
6.3.Creditstobeinscribedinfuturebudgets
Estimatedexpenditurefortheperiod1980-1983hasbeengivenabove.
Expenditure from1984onwardscannotbeforeseenuntil1982.
Additional information foranewaction
Information concerningpersonnelneededforimplementation oftheaction
TheadditionalstaffresourcesneededintheCommission'sservicesfor
executionoftheactionare-§A+"i"B+-ig-C.