COMMISSION OF THE EUROPEAN COMVTUNITIES 
m C0M(94) 280 final 
Brussels, 06.07.1994 
REPORT OF THE COMMISSION 
m 
«SU LINGUA PROGRAMME 
1993 ACTIVITY REPORT 
Summary of the Lingua 1993 Activity Report 
The Lingua Programme came into effect on 1 January 1990. Since the first year was devoted essentially 
to preparatory work, 1993 was the third year in which the Lingua Programme was effectively operational 
(for the decentralized actions, the 1992/1993 results are the first which can be validly compared with a 
previous year). 1993 (total budget = 41.8 MECU) permitted a significant strengthening and development 
of the Lingua Programme, in terms of both quantity and quality. 
1. The programme actions 
During 1992/93, 6,037 language teachers benefited from in-service training grants (Action IA), bringing 
the number of grant recipients since the start of the programme to almost 12,000. Visiting countries whose 
languages they teach has enabled teachers to improve their methodological skills, to perfect their mastery 
of these languages, and to deepen their knowledge of the cultures of the countries in question. 
23,053 students and 2,435 teachers took part in exchanges arranged as part of Joint Educational Projects 
(Action IV). Since the beginning of the programme, some 50,000 people have benefited from this action. 
During the first years of this programme, efforts were concentrated on launching the action. Despite this, 
a notable increase in demand was rapidly observed, permitting a rise in the quality of the projects selected. 
Although France and the United Kingdom are still the most visited countries, it is interesting to observe 
that English has fallen back considerably as a target language in favour of other less widely used languages. 
Efforts to support this diversification will have to be pursued in the future. 
Under Action II of the Lingua Programme, which is managed jointly with Erasmus, 8,847 students and 680 
teaching staff had an opportunity to travel abroad under the 226 Inter-university Cooperation Programmes 
which were selected. Priority here has been given to projects involving the training of future teachers, and 
those relating to the least widely used and least taught languages. Particular attention has also been paid 
to projects combining foreign language study with the study of another discipline. 
During 1993, 39 project applications were submitted, aimed at developing European Cooperation Projects 
between in-service training establishments (Action IB). 32 projects were accepted, including 22 extensions 
of projects already financed in 1992. All languages were represented in these projects, which brought 
together 130 partners. 
In Action III, which' sets out to promote foreign languages in economic life, 244 applications were 
received. 97 projects could be accepted, involving 509 different institutions, including university 
establishments, professional training bodies, SMEs, SME organizations etc. All languages were represented 
in the projects, and the shift of interest towards the less widely used, less taught languages was confirmed. 
The projects related essentially to the production of teaching materials. 
Action VB is directed at the development of teaching materials for use in learning the Community's least 
widely used, least widely taught languages. 43 projects have been financed (out of 93 applications). This 
action moved forward substantially in 1993, and the budget devoted to it has increased considerably. 
GC 
2. Overall analysis 
During 1993, an impressive number of partnerships were set up, involving 282 institutions of every kind. 
In this way, the Commission has helped create synergies between institutions who are not necessarily 
accustomed to working together, and these synergies have in many cases produced very interesting results. 
The Lingua Programme has successfully reached all the target groups which are important for language 
teaching. The least widely used, least taught languages have taken an important place, both in the 
centralized and in the decentralized actions. 
The Commission believes that dissemination of project results is very important, and should be given 
priority once the first projects completed with Lingua support begin to be available. 
The experience of the Lingua Programme clearly demonstrates that promoting of foreign language 
competence, in terms of both quantity and quality, is possible only within a coherent overall framework. 
The synergy between the different programme actions is evident, and should continue to be developed 
gradually, in parallel with the expansion of the actions. 
At this stage of development. Lingua's impact is clearly visible in the benefit derived by the direct 
beneficiaries of mobility, and by those to whom the products developed with its assistance are targeted. 
But Lingua has also stimulated discussion between Member States on the matter of linguistic policy. 
Conclusion 
After three years'of effective operation, one can now state that the Lingua Programme has fully met the 
expectations placed in it. The programme is solidly established and is developing as desired. 
TABLE OF CONTENTS 
INTRODUCTION p. 6 
I. THE PROGRAMME ACTIONS p. 7 
A. THE DECENTRALIZED ACTIONS p 7 
1. In-service training of language teachers receiving 
mobility grants (Action IA) p 7 
2. Mobility of young people aged 16 to 25 under 
Joint Educational Projects (Action IV) p 9 
B. THE CENTRALIZED ACTIONS p 11 
1. In-service training of language teachers 
under European Cooperation programmes (Action IB) p 13 
2. Languages in work relations and economic life (Action III) p 15 
3. Support for organizations and bodies (Action VA) p 17 
4. Promotion of LWULT languages (Action VB) p 19 
C. THE 'HIGHER EDUCATION' ACTION p 21 
Promotion of foreign language learning in 
universities (Action II) p 21 
II. GLOBAL ANALYSIS p 24 
A. PARTNERSHIPS p 24 
B. TARGET LANGUAGES p 25 
C. TARGET GROUPS AND SECTORS p 25 
D. NEED FOR A COHERENT LINGUISTIC POLICY p 27 
E. THE IMPACT OF LINGUA p 28 
F. DISSEMINATION OF RESULTS AND PRODUCTS p 30 
G. MONITORING AND EVALUATION p 31 
H. THE FUTURE OF LINGUA p 32 
CONCLUSION p 32 
LINGUA in 1993 
i»iBftiH^^^ 
In 1993> the decentralized actions of the programme permitted: 
- 6037 teachers to undertake in-service training in a country whose language they teach 
~ 23,053 young people and 2,435 teachers to be involved in Joint Educational Project 
through 1,259 partnerships between schools in the Î2 Member States. 
* The centralized actions of the programme allowed: 
- 2,265 partners from all Community countries to begin or continue to work together in 
projects subsidized by the Commission 
- the establishment of 199 partnerships bringing together 935 different partners to promote 
in-service training and linguistic skills in both economic and general life* through ambitious 
projects with a high multiplier effect, and 48 institutions to be involved in preparatory visits 
relating t6 such projects 
- 53% of all the languages targeted by the projects proposed by these 199 partnerships to be 
LWULT (least widely used, least taught) languages of the Union 
- 8,847 students to travel abroad under 226 Inter-unîversity Cooperation Projects 
involving 1,147 different partners. 
* All centralized projects together 
- University institutions represented almost 68% of the partners involved/ 
Excluding Inter-university Cooperation Programmes 
- University institutions represented 36% of partnerships and enterprises» professional 
associations, and professional training bodies another nearly 25%. 
LINGUA in 1991, 1992 and 1993 
Some key figures 
* In three years, the decentralized actions of the programme have permitted: 
- 11,810 teachers to undertake in-service training in a country whose language they teach 
* 44,962 young people and 4,581 teachers to be involved in Joint Educational Projects 
through 2,394 partnerships between schools in the 12 Member States. 
* During the same period, the centralized actions of the programme have allowed; 
- 4,719 'partner years' from ail Community countries to begin or continue to work together 
in projects subsidized by the Commission 
- the establishment of 440 partnerships bringing together 1,973 fpartner«years* to promote 
in-service training and linguistic skills in both economic and business !ife> through ambitious 
projects with a high multiplier effect, and 183 institutions to be involved in preparatory visits 
relating to such projects 
«- almost 55% of all the languages targeted by the projects proposed by these 440 partnerships, 
to be LWULT (least widely used, least taught) languages of the Union 
- 21,648 students to travel abroad under 665 Inter-university Cooperation Projects 
involving 2,961 'partner years'. 
* All centralized projects together 
- University institutions represented almost 70% of the partners involved, 
* Excluding Inter-university Cooperation Programmes 
- University institutions represented 30% of partnerships and enterprises, professional 
associations, and professional training bodies another nearly 30%* 
INTRODUCTION 
LINGUA1 is the action programme for the qualitative and quantitative promotion of the eleven Community 
languages learned or taught as foreign languages. It is a five-year programme running from 1 January 
1990 to 31 December 1994. An estimated 200 million ECU have been budgeted for the implementation 
of this initial phase. 
With a budget allocation of 6 million ECU, 1990 was, with the exception of Action II, essentially a 
preparatory year, with the programme only becoming operational in 1991. For almost all actions, 1993 
was therefore the third year that LINGUA was effectively operating. 
Whilst results in 1991, with a total budget allocation of 23 million ECU, and those of 1992, with a total 
budget of 38 million ECU proved highly positive, from an overall perspective, 1993, with a total budget 
of 41.8 million ECU, permitted a significant strengthening and development of the programme, both 
quantitatively and qualitatively, in every sector and every action, contributing thereby to solidly 
establishing its success and quality image. 
Excluding technical assistance to the programme, budget expenditure in 1993 amounted to 41.8 million 
ECU, distributed as follows between the different actions: 
- In-service training for language teachers 
(individual grants) 7.68 million ECU 
- In-service training for language teachers 
(European Cooperation Programmes and 
preparatory visits) 1.98 million ECU 
- Mobility of students and teachers in higher 
eduction * 
(Inter-university Cooperation Programmes) : 8.30 million ECU 
- Promotion of foreign language learning in 
economic life 
(support for projects relating to language audits, 
teaching materials certification and 
preparatory visits) : 8.14 million ECU 
- Mobility of young people aged between 16 
and 25 
(Joint Educational Projects) : 10.50 million ECU 
- Grants for associations, seminars, publications 
etc) 
(including subsidies to LINGUA National 
Agencies) 1.92 million ECU 
- Promotion of the least widely used and least 
taught languages of the Union 3.28 million ECU 
Total 41.80 million ECU 
1 The LINGUA programme was adopted by Council Decision 89/489/EEC of 28 July 1989, published in 
the Official Journal of the European Communities no. L239/24. 
I. PROGRAMME ACTIONS 
LINGUA consists of 5 actions, sub-divided into 2 categories according to the way they are managed: 
- so-called "decentralized" actions are administered by Member States in collaboration with the European 
Commission, 
- so-called "centralized" actions are administered globally by the European Commission. 
A. DECENTRALIZED ACTIONS2 
1. In-service training of language teachers receiving mobility grants (Action IA) 
The number of participants has significantly increased compared with the previous year. In 
1992/93, with budget utilization of almost 6.5 million ECU, and a general average LINGUA grant of 
approximately 1,075 ECU, the action enabled 6,037 teachers to undertake in-service training abroad, 
compared with 5,257 in 1991/1992. Since the beginning of 1991, this action has involved a total of 
11,810 teachers, (cf.: in 1993, a total of 7.68 million ECU was available for the 1993/94 training 
periods). 
8000 
4000 
90/91 91/92 92/93 93/94 
Action IA - Evolution of number of participants from 1990 to 1994 (figures corresponding to the columns of the graph: 1990191, 
516: 1991/92: 5.257: 1992,93: 6,037; 1993194: 7,200 (estimated)) 
2 Training activities or exchanges undertaken during the academic year. The projects included under 
these actions in 1993 activities are those implemented between 1 October 1992 and 30 September 1993. 
This means that these projects have been financed by Member States' LINGUA National Agencies out of the 
1992 budget. 
As in the two earlier years, the grants gave a large number of teachers an opportunity to undertake, 
for the first time, a training course in the country whose language they are teaching, enabling them 
not only to perfect their mastery of this language and to improve their methodological skills, but 
also to deepen their knowledge of the culture of the target country. This has in turn enabled them 
to increase their overall professional know-how and also to gain a intimate understanding of day-
to-day life in the country of the language they are teaching, an essential pre-condition for teaching 
based on real life situations. In this way, LINGUA is enabling an ever increasing number of teachers 
to exercise their professional activity in a manner which is more effective and more attractive 
to pupils. 
Whilst the majority of applications continue to be for the United Kingdom and France, followed by 
Germany and Spain, the number of teaching staff taking part in training courses in LWULT countries, 
in particular Greece, Italy, the Netherlands and Portugal, increased significantly compared with 
1991/92 
It is reasonable to believe that this new teaching staff mobility towards LWULT countries would not 
have been possible without the intervention of LINGUA. It is essential to continue the efforts directed 
towards these countries. 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
total Teachers sent 
91/92 
202 
98 
2312 
73 
460 
480 
72 
613 
19 
121 
144 
663 
5257 92/93 
286 
112 
1957 
169 
625 
778 
101 
683 
7 
21° 
243 
864 
6037 Teachers hosted 
91/92 
21 
4 
447 
35 
577 
1416 
114 
189 
1 
29 
8 
2416 
5257 % 
0.4 
0.1 
8.5 
0.7 
11.0 
26.9 
2.2 
3.6 
0.0 
0.6 
0.2 
46.0 
100.0 92/93 
32 
2 
581 
87 
588 
1434 
199 
283 
20 
62 
49 
2700 
6037 % 
0.5 
0.0 
9.6 
1.4 
9.7 
23.8 
3.3 
4.7 
0.3 
1.0 
0.8 
44.7 
100.0 
Action L4 - Number of teachers sent and hosted in 199111992 and 1992/1993 by country 
2. Mobility of young people aged 16 to 25 under Joint Educational Projects (Action IV) 
The number of young people's exchanges and visits under linguistically-oriented educational projects 
between establishments in different countries also increased significantly compared with 1991/92. In 
1992/93, with a total budget utilization of more than 7.5 million ECU and an average grant of 
approximately 270 ECU per young beneficiary, 23,053 students and 2,435 teachers, giving a total 
of 25,488 participants took part. To this figure we should add the 1,590 participants in the 987 
preparatory visits relating to these projects. In 1991/92, the total number of beneficiaries had been 
19,720, and since the beginning of 1991, this action has involved 49,543 people, plus the 3,530 
teachers involved in preparatory visits. We should also point out that the statistics do not include 
participants receiving partners under non-reciprocal projects. 
(NB: in 1993/94, the budget available for Joint Educational Projects was 10.5 million ECU.) 
30000 
20000 
10000 
90/91 91/92 92/93 93/94 
Action IV - Development in the number of participants 
from 1990 to 1994 
(figidres corresponding to the columns of the graph: 1990/91: 4,335; 1991/92: 19,720; 
1992/93: 25,488: 1993/94: 33,100 - estimate) 
It is useful to point out here that Community financing of Joint Educational Projects may not exceed 
50% of the overall cost of the operations (except in the case of projects directed at disadvantaged 
populations, or which relate exclusively to LWULT languages, which may receive up to 75% 
financing). This means that additional financing must be found outside the programme. In certain 
cases this takes the form of subsidies from the relevant ministries or local authorities. Both offer 
clear demonstration that, stimulated by LINGUA, they do not hesitate to invest in Community 
action, the key importance of which they have understood. 
We note, as in the previous year, but in a perhaps even more marked fashion, that the very large 
majority of Joint Educational Projects are of major interest in terms of the study or research 
topics addressed and that the work undertaken by the young persons and by their teachers 
increasingly associates the inter-cultural and the linguistic dimensions. The harmonious joining 
of these two dimensions contributes considerably to providing a genuinely international element 
in the teaching process and to integrating a genuine European dimension into both the 
establishments and their curricula. 
Here too, it is instructive to examine development in terms of host countries. Whilst the United 
Kingdom and France have remained the most visited countries, figures for Spain and, in particular, 
Germany increased significantly compared with the previous year. The growth in the number of 
visits to Greece, Italy, the Netherlands and Portugal has also been far from negligible. 
B 
DK 
D 
GR 
E 
'F 
IRL 
I 
, L 
NL 
P 
UK 
total Participants sent 
91/92 
418 
830 
3140 
304 
2851 
4860 
455 
2471 
0 
1434 
313 
2833 
19909 92/93 
665 
1124 
3120 
533 
5424 
4801 
895 
3212 
62 
1708 
715 
3229 
25488 Participants hosted 
91/92 
689 
1130 
1777 
291 
1632 
4200 
548 
1417 
42 
418 
280 
7485 
19909 % 
3.5 
5.7 
8.9 
1.5 
8.2 
21.1 
2.8 
7.1 
0.2 
2.1 
1.4 
37.6 
100.0 92/93 
754 
1170 
2418 
627 
1889 
6052 
662 
2066 
72 
938 
551 
8289 
25488 % 
3.0 
4.6 
9.5 
2.5 
7.4 
23.7 
2.6 
8.1 
0.3 
3.7 
2 2 
32.5 
100.0 
Action /I7 - Number of participants sent and hosted 
by country in 1991/92 and 1992/93' 
English as a target language has significantly reduced compared with other less widely spoken 
languages, and we need to continue to work in the direction of developing these languages, a task 
in which the role of the National Agencies may be crucial (e.g. in partner finding). The Joint 
Educational Project Guide, published in early 1994, may also play an important role here. 
A certain number of countries host more young people than they send to other Member States. This 
phenomenon relates in particular to the United Kingdom where the number of hosted participants 
largely exceeds that of participants sent abroad, a situation which poses a certain problem of 
reciprocity of exchanges with this country. 
Young persons plus the teachers accompanying them (representing on average 10% of the total) 
10 
In this action, as in the previous one, it is clear that the LINGUA programme is playing to the full 
its stimulator role in encouraging linguistic diversification and promoting LWULT languages 
which, without it, would probably not have been possible. The principle of the Joint Educational 
Projects (which were the subject of a symposium held in Venice in February 1993, giving rise to 
the "JEP Guide" mentioned above) is now part of the day-to-day life of a large number of 
students and teachers. It is to be hoped that this can be extended. 
B. CENTRALIZED ACTIONS 
In 1993, 530 project applications were submitted involving 2,267 coordinators and partners, and 
relating to the following activities: 
- Action IB: In-service training of language teachers as part of European Cooperation 
Programmes (ECP) (39 project applications received) 
- Action III: Promotion of languages in economic life (254 applications received) 
- Action VA: Promotion of LINGUA objectives by transnational organizations and bodies (57 
applications received) 
- Action VB: Creation of general teaching materials for the teaching and learning of LWULT 
(less widely used, less taught) languages of the Union (92 applications received). 
These project applications also involved: 
- Study visits and visits preparatory to the setting up of European Cooperation Programmes 
(ECPs) or projects for linguistic action in economic life (88 applications received). 
247 out of the 530 applications (involving 1118 coordinators and partners) were selected (i.e. more 
than 46.5% of project applications). Compared with 1992, this figure represents a more than 50% 
increase in the number of accepted projects. 
This increase in the number of projects accepted by the Commission is relatively homogenous across 
all actions. 
Generally speaking, and viewing all centralized actions together, the quality of project applications 
received has improved constantly from year to year, both in terms of content (better defined, better 
targeted, more ambitious, more original and more innovative) and of partnership (more systematic 
integration of all linguistic and non-linguistic components involved in the proposed projects). 
This improvement in the quality of project applications submitted by partnerships has meant that the 
1993 budget, although considerably higher than that for 1992, has not permitted the financing of all 
projects which would have merited it. Indeed, it was possible to consider and provide financial 
assistance solely to very high quality applications involving projects which would have had little 
chance of implementation without LINGUA assistance and which proposed totally innovative 
projects or activities, responding to indispensable and clearly established needs in terms of 
contents, sectors and target groups alike. This reflects a general trend towards increasingly strict 
selection over the years. 
By way of indication, the funding requested by the 530 applications submitted under the 
centralized actions alone amounted to almost 47.9 million ECU, compared with an actually spent 
budget of less than 14 million ECU, whilst the funding requests relating to the 247 accepted 
projects amounted to almost 20 million ECU. 
Hence, in 1993, accepted projects received on average approximately 70% of the requested 
amount and less than 34% of the total cost. The financial assistance granted represents, in almost 
all cases, the amounts of additional financing which were essential to enable the partnerships to 
produce the products, or introduce the activities set out in the application forms. Experience has 
shown that sprinkling Community funding over a larger number of projects results solely in the 
withdrawal of a large number of such projects, with partnerships being forced to abandon projects 
due to inadequate funding. 
The table below shows the development of the situation of all centralized actions together, between 
1991, the year in which the first projects were financed, and 1993. 
' 1991 
1992 
1993 
total Applications 
received4 
320 
306 
443 
1069 Applications 
accepted5 
93 
148 
199 
440 'Partner-years'6 
324 
714 
935 
1973 
Number of project applications received and accepted, and numbers 
of partners in projects accepted since 1991 
4 Except "preparatory visits". 
5 See note 4. 
6 The figures corresponding to "partnership-years" reflect the fact that a partnership involved in a project 
lasting more than one year is accounted for as many times as it appears in separate applications. 
12 
1. In-service training of language teachers 
under European Cooperation Programmes (Action IB) —=-
- 39 applications, including 22 extensions of projects begun in 1991 and/or 1992 (i.e. 56.41% of 
the total number of applications), representing 165 partner institutions were received in 1993. 
Of these 39 applications, it was possible to accept 32 (82.05% of applications, and 28% more than 
in 1992), including 22 extensions (or 68.75% of the number of accepted projects and 100% of 
extension" applications). These projects were able to be set up during a contractual period lasting 
from 1 September 1993 to 31 August 1994. 
The amount of funding requested from the LINGUA Programme by the 32 partnerships represented 
2,357,097 ECU (36% more than in 1992) and total Community funding of 1,899,829 ECU could 
be granted (80.60% of the total requested amount - 32.76% more than in 1992 - and 30.63% of 
the total cost of the projects). The later sum does not take account of the support given to the 
preparatory visits. If this support to visits is taken into account, the total Community funding for 
Action IB amounts to 1980000 ECU. 
•• 1991 
1992 
1993 
total Applications 
received' 
51 
62 
39 
152 Applications 
accepted8 
12 
25 
(incl. 7 ext.) 
32 
(incl. 22 ext.) 
69 'Partner-years'9 
40 
110 
130/ 
280 
Action III - Number of projects received and accepted 
and number of partnerships in projects accepted since 1991 
(in brackets: number of project extensions) 
- In 1993, the 32 accepted Programmes involved 130 different institutions (+18.8% compared with 
1992). The most frequent partners in the teams were higher education institutions and local or 
regional educational authorities. 
- All Member States were represented in the projects. 
- All languages, including Irish but with the exception of Letzcburgesch, were present in the 
projects, whilst German, English and French remained the most widely-targeted languages. Spanish 
and Italian followed closely behind, whilst Portuguese and Greek were also well placed. Given the 
effect that European Cooperation Programmes can have on the range of languages offered in the 
7 See note 4. 
8 See note 4 
9 See note 6 
institutions, the Commission has taken the greatest possible care, during the selection process, to 
ensure that these Programmes contribute to linguistic diversification and the promotion of LWULT 
languages. 
- In addition to the absolute priority given to projects including LWULT languages, the selection 
criteria for the new projects were based essentially on: 
. the quality of the dossiers in terms of potential and original contribution to improving the in-
service training of foreign language teachers and of their trainers; 
. the priority given to the production of joint curricula for the in-service training of foreign 
language teachers and their trainers; 
. the significance of transnational partnerships and the attempt to ensure the representation of all 
Member States either as coordinators or as partners. 
- As we have already seen, 130 institutions are involved in European Cooperation Programmes. 
These projects are required to integrate, jointly and within a shared framework, the cultural, linguistic 
and professional worlds of each partner, and to define, jointly as well, the elements of a European 
dimension which should be reflected in the new opportunities for in-service training offered to 
language teachers. 
In this way, thanks to this network where all participating institutions work in synergy, and given 
also the originality of the contents of the proposed training programmes, LINGUA is beginning to 
play a very important role in the in-service training of trainers in foreign languages. This role 
is further amplified by the fact that ECP's not only define theoretical models, but one of their 
concrete activities is teacher training, and that this activity changes a certain number of habits. 
For example, certain in-service language teacher training institutions which previously concentrated 
on training their own teachers in their own country have now begun, thanks to the ECPs and within 
the activities which they generate, to train teachers from other Member States, offering them their 
own language as target language, even where this language is not yet anchored in the participants' 
national curricula (Italy represents an interesting example in this regard). We see here the full 
potential importance of the phenomenon, and the full benefit this can provide for linguistic 
diversification and the promotion of LWULT languages. 
The Commission is proposing to strengthen the impact which ECPs are having on the world of in-
service teacher training, as well as the effects which they can achieve at the level of national 
systems. To do so, it is organizing national seminars in various Member States, in cooperation 
with the appropriate National Agencies, aimed at promoting dissemination of the results and 
products generated by the Programmes. For the Commission, it is important to extend the 
present network of institutions involved (cf. below, the paragraph concerning the first study 
presented in part "Action VA" of this report), by integrating the largest possible number of 
significant institutions specialized in language teacher training (cf. the symposium scheduled to take 
place at Ghent in spring 1994), and is working in this direction. 
- 14 preparatory visits Ift" persons and institutions intending to set up European Cooperation 
Programmes (out of 30 applications) were funded. 
2. Languages in work relations and economic life (Action III) 
- 254 applications, including 83 extensions of projects begun in 1991 and/or 1992 (32.68% of the 
total number of applications), involving 1,232 partner institutions, were submitted in 1993. 
97 out of these 254 project applications were accepted (38.19% of the total number of applications 
and 12.79% more than in 1992), including 57 extensions (or 35.05% of the number of accepted 
projects and 68.67% of the number of applications for extension). These projects were then set up 
for contractual periods running from 1 July 1993 to 30 June 1994, (projects submitted for the 15 
March 1993 selection round) or from 1 January to 31 December 1994 (projects submitted for the 15 
September 1993 selection round). 
The amount of funding requested from the LINGUA Programme by these 97 partnerships was 
11,695,319 ECU (39.91% more than in 1992), whilst total Community funding available was 
8,004,000 ECU (or 68.44% of the total amount requested - 14.29% more than in 1992 -and 
34.01% of the total cost of the projects). This sum docs not take account of the support given to 
the preparatory visits. If this support to visits is taken into account, the total Community funding 
amounts to 8140000 ECU. 
1991 
1992 
1993 
* 
total Applications 
received10 
185 
170 
254 
609 Applications 
accepted11 
58 
86 
(incl. 34 ext.) 
97 
(incl. 57 ext.) 
241 'Partner-years'1" 
195 
441 
509 
1145 
Action III - Number of project applications received and accepted, and number of partners 
in projects accepted since 1991 (in brackets: number of project extensions) 
-In 1993, the 97 accepted projects involved 509 different institutions (+15.42% compared with 
1992). 
The most widely represented institutions were universities or para-university organizations (137 
or 26.92% of all institutions involved in projects). These were followed in second position by initial 
and continuing vocational training organizations (77 institutions or 15.13%), followed by SMEs 
and SME organizations (71 or 13.95%); professional associations and bodies (41 institutions, or 
8.06%), schools and language centres (37 institutions, or 7.27%). Also present in partnerships, 
in decreasing order, were publishers, manufacturers and distributors of teaching software (35 
or 6.88%), official bodies (national or local authorities) (28, or 5.50%), non-profit associations 
(24 or 4.72%), Chambers of Commerce and Industry (20 or 3.93%), as well as, to a less 
10 See note 4 
11 See note 4. 
12 See note 6. 
15 
significant extent, major enterprises (4), certification bodies (3), and teachers' associations or 
federations (2). To these we must add another 30 various organizations and institutions representing 
isolated categories (for example, consultancy services). 
- All Member States were represented in the projects. 
- All languages were present in the projects. German, English and French, with 52.63% of the 
total, were in the majority, which is hardly surprising, given the habit in economic life of 
concentrating efforts on the most widely used languages. Nonetheless, a shift in partners' interest 
towards LWULT languages and towards their use in situations where other languages previously 
predominated was clearly confirmed. Indeed, even if we exclude Spanish and Italian, which are the 
most widespread of the LWULT languages in the Union, the 6 other languages represented an 
aggregate of 25.11% of the total, even in actions which were not exclusively devoted to them. The 
only languages remaining very much behind are Irish and Letzeburgesch, in favour of which a 
major effort remains to be made. 
An analysis carried out by the Commission in 1993 comparing the economic sectors involved by 
projects and target languages, showed very clearly that, since the beginning of the programme, 
LWULT languages have been given particular attention and that, here too, LINGUA has played 
its role as promoter of linguistic diversification. 
- The type of projects for which applications were most frequently received concern the design, 
development and production of teaching material (83 projects out of 97 funded), followed way 
behind by a small number of projects for curriculum development (6 projects) linguistic audits 
and needs analysis (5 projects) and for certification (2 projects). It should however be noted that 
in almost all projects involving teaching material, an initial phase, devoted to a serious analysis 
of needs which the teaching products were destined to meet, was planned or had already been carried 
out. 
Moreover 76% of projects included the use of media and new educational technologies and 14% 
of them specifically involved distance teaching. 
- The criteria for selecting the projects were based essentially on: 
. needs, either attested, or analyzed by the partnerships, for the proposed teaching products; 
. the validity and feasibility of the objectives and their consistency with the criteria and priorities 
of the programme as defined in decision; 
. the relevance of the partnerships, in terms of their transnational nature, the complementarity of 
required expertise, and the involvement of target sectors and groups; 
. the quality of the methodology and the innovative character of the objectives pursued and the 
means used to achieved them; 
. the quality of the plans for the dissemination of the products. 
- In general, 1993 was a important year for Action HI of the LINGUA programme. It was also 
the first year in which the state of advance of the projects permitted monitoring, leading to 
numerous site visits to partnerships and to partner meetings in Brussels. 
Moreover, a significant number of products and product prototypes were completed, and the 
Commission was able to make concrete proposals relating to the dissemination of the results and 
the products (cf see below the paragraph concerning the second study presented in the "Action VA" 
part of this report, and that relating to dissemination in the "global analysis" part of this report). 
16 
In addition, the Commission organized, in January 1993 at London, jointly with the DELTA 
programme a Symposium on language training and new educational technologies. At this event, 
a large number of outstanding projects and novel approaches were examined. The proceedings of 
the Symposium were subsequently published, providing an interesting summary of the latest 
techniques being used in this area. 
Moreover, during the second half of 1993, the Commission was able to propose to the different 
bodies involved in the management of the programme a strategic review of this action based on an 
extremely precise analysis of the contents and on the results already obtained or expected from 
completed or ongoing projects. On ihfe basis this analysis, it is planned to strengthen and develop 
Community action where necessary (at the level, inter alia, of target groups, skills developed and 
levels proposed in a given language and/or sector, as well as the approaches and technologies used). 
Finally the Commission, in collaboration with the German National Agency, organized at 
Saarbriicken, in February 1994, a Symposium on the audit and analysis of language needs, with 
the objective of preparing an assessment of LINGUA projects in the area of audits and 
establishing a strategy for the future. During the symposium, it was emphasized that linguistic audits 
needed to be approached within the frimtework of a global enterprise strategy. The various stages 
of linguistic audit were analyzed and a number of audit instruments (including self-audit tools) were 
presented. One of the conclusions of Élis symposium highlighted the importance of disseminating 
the concept of linguistic audit and its techniques as well as specific products, to enterprises and 
relevant experts. 
In general, it is very encouraging to note that the activities supported by Action III of the 
programme are substantially contributing to fostering the interest of enterprises and personnel 
in the learning of languages in economic life. 
- 34 preparatory visits for people and institutions setting up Action III projects were financed out 
of 58 applications received. 
3. Support for associations and other bodies (Action VA) and technical studies 
- 57 applications were received in 1993 from 213 partner institutions. 
Out of these 57 applications, 27 projects were accepted (47.38% of all applications and 92.86% 
more than in 1992). 
Total funding requested by these 27 partnerships amounted to 554,959 ECU (140% more than 
in 1992) and it was possible to grant total Community funding of 492,361 ECU (88.72% of the 
requested amount - 185.61% more than in 1992 - and 36.26% of the total cost of projects). 
17 
1991 
1992 
1993 
total Applications 
received 
28 
T) 
57 
107 Applications 
accepted 
8 
14 
27 
49 'Partner-years'13 
38 
70 
105 
213 
Action VA - Number of project applications received and accepted and number of partners in projects accepted since 1991 
- In 1993, the 27 accepted projects involved 105 different institutions (+50% compared with 1992). 
The institutions most widely represented were higher education institutions, both university and 
para-university, representing 23 or 29.49% of the total number of institutions involved in the 
projects), non-profit organizations (22, or 28.21%), foreign language teacher training institutions 
(10, or 12.83%), language centres (10 also, or 12.83%) and the appropriate ministries or 
ministerial departments (10.26%). 
- All Member States were represented in the projects. 
- Given the very nature of the action and its objectives, all languages were present in one way or 
another, in the projects. 
- The most frequently submitted projects related, first of all, to the organization of conferences 
or symposia (17 out of 27 projects), followed by activities of organizations and associations (5 
projects) and publications (3 projects). 
The topics of the events, symposia and other seminars receiving Community funding varied widely, 
from integrating the European dimension in language teacher training to increasing inter-
comprehension between certain languages (Romance languages in particular), encouraging class 
exchanges and promotion of LWULT languages through networks of national and transnational 
organizations and events specially organized to develop the teaching and learning of one or of the 
other less widely used languages. 
Other projects centred more on languages and new educational technologies or on the use of the 
media to enhance public awareness of language learning (for example TV programmes prepared with 
LINGUA support). 
All, projects most receiving support were, directly or indirectly, in support of the objectives of the 
programme. 
- In general, 1993 allowed Action VA to considerably extend and diversify its field of activities 
and to link these activities more precisely to the global strategy of the programme. Further 
projects are at the preparation stage and will also proceed in this direction. In the future, 
Commission is looking equally to develop the use of this action to promote the dissemination of 
the results and products of other LINGUA actions. 
See note 6. 
18 
- As an extension of the activities of this action, but independently from it, a series of 4 major 
technical studies has been undertaken. The results of the studies, which should be ready by mid 
1994, should make it possible to gather information essential for the precise definition of the 
future strategy of the programme. The inventories which certain of these studies are producing 
should facilitate the preparation of the compendium and the databank of LINGUA products and 
help with the dissemination of the results, (cf. infra "Dissemination"). 
The first study relates to the in-service training of language teachers (Action I). It is aimed 
essentially at preparing a list of centres where this training is given in the 12 Member States and 
at presenting and analysing the types of training and curriculum provided. It is also sets out to 
study expressed or potential needs in the area of transnational cooperation between the listed 
centres, as well as the opportunities for and ways of establishing such cooperation. 
The second study provides an inventory of the teaching materials produced under Action 
III of LINGUA and directed at SME personnel and a survey into their use and effectiveness. This 
study also examines the strategies need in the piloting of these products and in monitoring the 
profiency which they enable students to acquire. 
The third study lists and describes, in a critical fashion, national and transnational 
associations having as their objectives the promotion of the teaching, learning and use of foreign 
languages, as well as inter-cultural activities and promoting discussion and exchange between 
the different players in language training. These associations are those which could participate 
in projects under Action VA and, eventually, also assist in the process of disseminating the results 
and products generated by the programme, through the networks which they constitute or to which 
they belong. 
The fourth and final study sets out, still within the framework of Action VB, to establish the 
list of the main existing products generated both within and outside LINGUA, for teaching and 
learning of the LWULT languages of fthe Union. The study sets out to describe the contents of 
these products, to analyze them in a critical fashion, and to study their availability and their impact 
on the market. 
4. Promotion of LWULT languages (Action VB) 
- 93 applications, including 26 extensions of projects begun in 1991 and/or 1992 (27.96% of all 
project applications), involving 356 partner institutions were submitted in 1993. 
43 out of these 93 applications were accepted (46.24% of all applications and 86.96% more than 
in 1992), including 22 extensions (or 51.16% of all accepted projects and 84.62% of extension 
requests). These projects were set up for contractual periods running from 1 July 1993 and 30 June 
1994 (projects submitted for the 15 March 1993 selection round) or from 1 January to 31 December 
1994 (projects submitted to the 15 September 1993 selection round). 
Together, these 43 partnerships requested 4,870,695 ECU of funding (210.31% more than in 1992). 
It has been possible to grant a total of 3,282,000 ECU of Community funding (67.38% of the 
amount requested - 231.01% more than in 1992 - and 32.80% of the total cost of projects). 
19 
1991 
1992 
1993 
total Applications 
received 
56 
52 
93 
201 Applications 
accepted 
15 
23 
(incl. 7 ext.) 
43 
(incl. 22 ext.) 
81 'Partner years'14 
51 
93 
191 
335 
Action VB - Number of applications received and accepted, and number of partners in projects accepted since 1991 
(in brackets: number of project extensions) 
- In 1993, the 43 accepted projects involved 191 different institutions (+105.38% compared with 
1992). 
The institutions most widely represented were university or para-university bodies (107 or 
56.02% of the total number of institutions involved in the projects), followed by publishers, 
manufacturers and distributors of teaching software (15, or 7.85%), official bodies (national or 
local authorities) (12, or 6.28%), teachers' associations and federations (12 too, or 6.28%), and 
non-profit associations (10 or 5.24%). Partnerships also included, in decreasing order: initial and 
continuing professional training bodies (8 or 4.19%), SMEs and SME organizations (8 too, or 
4.19%), schools and languages centres (7 or 3.66%). These were joined by a smaller number of 
major companies (4), one professional association and one certification body. Another 6 
organizations and institutions represented isolated categories. 
- All Member States were represented in the projects. 
I 
- All LWULT languages, with the exception of Ljetzeburgesch, were present in the projects. 
Where German, French, and English were represented, this was only in a very subordinate role 
(cf. below "target language" in paragraph B of the overall analysis). This clearly translates the 
application of the decision to reserve Action VB for supporting the diversification of the teaching 
and learning of foreign languages. 
- The most widely submitted type of project related to the design, development and production 
of teaching material (41 out of 43). The two other projects were of a more general nature. 
Moreover, 58% of the projects included the use of media and new educational technologies and 
20% of them related specifically to distance teaching. 
- The selection criteria already presented in the Action III part of this report were also applied to 
Action VB. Nonetheless, the only applications accepted for this action were projects with the 
genuine objective of promoting LWULT languages. 
See note 6. 
20 
- Action VB grew substantially in 1993, in terms of applications received (almost 80% more 
applications than in 1992), accepted projects and the budget allocated to them. The fact that the 
maximum amount of possible subsidies was brought in line with that available in Action III 
contributed to increasing significantly the number of projects submitted and encouraging partners to 
undertake more ambitious projects. 
As in the case of Action III, products began to appear, and the Commission wishes to disseminate 
these as widely as possible (cf. see above the paragraph relating to the study presented in the "Action 
VA" part of this report and, below, that relating to dissemination in the "Global Analysis" part). 
As part of this action, the Commission also set up a working group to examine the problem of the 
promotion of LWULT languages and to propose solutions. This examination and these proposals 
will in part be supplemented by the results of the analysis of the contents of current projects 
(learners' languages for each target language, skills developed, levels catered, approaches and 
technologies used). One of the first results of the analysis is already pointing to a need for teaching 
supports for students wishing to perfect their knowledge of certain languages, as well as teaching 
material for developing comprehension and production of written texts. 
C. THE HIGHER EDUCATION* ACTION 
Promotion of foreign language learning in universities (Action II) 
Action II of the LINGUA Programme covers inter-university cooperation as well as the mobility 
and exchange of higher education students and staff. The administrative procedures for this action 
were established based on those used by the ERASMUS programme and joint provisions were 
introduced for managing ERASMUS and Action II of LINGUA. 1993 was the fourth year in which 
this actiorvwas operational. 
Applications were evaluated in such a way that the selection clearly reflected LINGUA 
Programme priorities. As a result, priority was given to LWULT languages and to projects 
involving the training of future language teachers. When allocating study grants, particular 
attention was paid to studying the linguistic problems posed by student mobility and to the 
application of new educational technologies to language learning. Special attention was also given 
to projects looking to set up courses involving study of a foreign language as a major subject 
associated with the study of another discipline. 
As in previous years, 1993 selection policy also set out to confirm the multi-annual commitments 
made to most of the programmes accepted in 1992/93, whilst continuing to encourage universities 
to develop new inter-university cooperation initiatives. 
The graphs below and on the following page show the development of the number of institutions 
involved in the Inter-university Cooperation Programmes and the number of mobile students from 
1990 to 1994. 
21 
1200r 
800 
400 
90/91 91/92 92/93 93/94 
Action II - Development of the number of institutions involved in ICPs from 1990 to 1994 
(figures corresponding to the columns of the graph: 1990/91, 215: 1991/92, 627; 
1992,93. 972: 1993,94, 1147) 
8000 
4000 
90/91 91/92 m 
92/93 93/94 
Action II - Development of the number of mobile students 
from 1990 to 1994 
(figures corresponding to the columns of the graph: 1990/91, 1,89'/ 
1991192, 4,180: 1992/93, 6,724: 1993/94, 8,847) 
- 226 ICPs were selected in 1993 for the 1993/94 academic year out of 238 applications (2.6% 
more applications or 7.11% more selected ICPs than in the previous year). These involved 8,847 
students (31.57% more than in 1992/93) and 680 teaching staff (35.73% more than in 1992/93). 
ICPs relating to student mobility (220 in 1993/94) increased by 7.84% and those relating to 
teaching staff mobility (70 in 1993/94) by 20.69%. 
120 of the 226 accepted programmes related to the study of LWULT languages. Of these, 66 had 
a significant 'trainer-training' component and 55 related to curricula combining languages with 
other subjects (mainly European studies, humanities subjects and management). 
Given the nature and objectives of Action II, all partners in the projects were universities or 
assimilated higher education institutions. Institutional participation increased by 18% compared 
with the previous year, to involve 1,147 partners. 
- With regard to grants for study visits, it was possible to accept 48 out of 58 applications. 
Whenever possible, preference was given to requests for study visit grants relating to LWULT 
languages and those with a clear training of future teachers dimension. 
Although the number of projects selected in 1993 increased by 20% compared with 1992, we 
nonetheless noticed, as in previous years, that the total number of visits has remained very low. This 
is due in part by the fact that, since the beginning of the programme, there have been few, if any, 
applications in which the learning of LWULT language represented a major component of a course 
combining languages and one or more other disciplines. 
- In the Council Decision setting up LINGUA, it was clearly intended that the LINGUA grants and 
those granted under ERASMUS should be of approximately the same size. It should be pointed 
out here that it has not always proved possible to reflect this desire in practice and.that greater or 
smaller differences, depending on the countries involved, have at times existed between LINGUA 
and ERASMUS student grants. The LINGUA Committee, as also the ERASMUS Advisory 
Committee, has expressed the desire that a solution be found to the problem and that an equilibrium 
be re-established between these two types of Community support. In 1993, the Commission was 
able to make proposals to the Committees concerned. These were accepted and guarantee that, 
within a single Member State, the amount of a LINGUA mobility grant is similar to that of an 
ERASMUS mobility grant. 
23 
IL GLOBAL ANALYSIS 
A. THE PARTNERSHIPS 
In 1993, within the framework of the decentralized action to provide support to Joint Educational 
Projects, 1,219 'inter-institutiopnal projects' took shape and, since the beginning of 1991, a total 
of 2,394 projects have been set up. Since the inception of the programme, thousands of schools from 
the 12 countries of the Union have been able to enter into partnership and to work together on 
concrete teaching projects. 
Again in 1993, but this time within the framework of the centralized actions of the programme, 
partnerships involving 2,082 institutions were set up to develop projects in all actions and sectors 
covered by LINGUA. Since the beginning of 1991, this gives a total of 4,719 'partner-years' 
working together within transnational teams. 
Whilst universities and the various university and para-university training and research institutes and 
departments are the normal partners in the Inter-university Cooperation Programmes (ICPs), which 
relate solely to higher education, these institutions have also represented a major portion (36%) of 
the partnerships involved in the centralized actions relating to the in-service training of language 
teachers, the development of language skills of those involved in economic life and the creation of 
teaching support material for the general promotion of the least widely used and least taught 
languages of the Union. 
Official bodies - ministerial departments, local government and local or regional educational 
authorities - have represented 9% of partners. Initial and continuing vocational training bodies 
have represented another 9%. The other bodies and institutions most represented in the partnerships 
also include, in descending order, SMEs and SME organizations (6.5%), teaching bodies, such as 
schools and language centres, (6%), and educational software producers (5.5%), professional 
associations and bodies (4.5%), Chambers of Commerce (2.5%) and associations and federations 
of language teachers (2.5%). 
It is important to underline here that the Commission, through LINGUA, has assisted in creating 
synergies between institutions which, until stimulated by the programme, were little, if at all, used 
to working together. In this way, these institutions have been able to pool their respective skills, 
and the complementary nature of their skills has permitted, in certain cases, very interesting and 
innovative advances in the area of methodology and technology. It is not without interest to note 
that certain of the partnerships set up to produce a,'LINGUA product' have decided to extend their 
transnational cooperation by working together on projects under other Community programmes 
(such as PETRA or COMETT). 
24 
B. TARGET LANGUAGES 
In 1993, English and French once again figured in the largest number of applications in 
centralized actions. Spanish came in third in Action IA and German in Action IV. Nonetheless, 
for English, French, and German, the percentage was slightly down compared with 1992: in 1993 
78% of persons awarded in-service training grants went to the United Kingdom, France and 
Germany, compared with 81% in 1992, whilst 67% of the young people travelling under Joint 
Educational Projects visited these same countries in 1993, compared with 68% in 1992. 
On the other hand, certain languages, such as Greek, Italian, Dutch, and Portuguese are 
demonstrating constant, albeit Jess substantial growth. In certain cases, the figures for these 
languages have more than doubled (only Danish, from among the LWULT languages, has fallen back 
slightly in 1993). 
At the same time we note, with satisfaction, that the portion devoted to LWULT languages in 
decentralized actions is greater than that devoted to them in the national curricula of schools in 
member States. For example, Italian was the target language of 4.69% of teachers undertaking in-
service training and of 8.12% of the young persons involved in Joint Educational projects, whilst 
the percentage of pupils learning this language as a foreign language in Community countries is, at 
present, much lower. 
Further cause for satisfaction is to be found in reading the figures relating to the centralized 
actions. In each of these actions, LWULT languages have been targeted by the majority of the 
projects. Whilst English represented 18.58% of target languages, French 15.35%, and German 
13.13%, the least widely used and least taught languages of the Union represented, alone, a global 
figure of 53%. 
The action in which LWULT languages were the least well represented was that devoted to the 
development of languages in economic life. Even so, in this difficult segment where the most 
widely spoken languages, and in particular English, are solidly anchored, LWULT languages 
represented 48% of the target languages. On the other hand, as is to be expected, the action in 
which these languages were in the very substantial majority was the one specifically directed at them. 
Whilst, within this 'LWULT action', English, French and German nonetheless represented 25% of 
the targeted languages, this was 'on the rebound' in so far as these languages were not targeted 
specifically, but intervened to provide the basis for methodological or technological transfer. 
C. TARGET GROUPS AND SECTORS 
In line with its exclusive role of promoting in-service training for language teachers, Action I of the 
programme was of course concerned with the education sector, and its target group included all 
the various non-university foreign language teachers, ranging from pre-school to upper secondary 
levels. 
Action II, like Action I, covered a single specialised sector - that of languages in higher education, 
whether studied in isolation or in conjunction with other subjects. Its target group was therefore 
solely university teachers and language students. 
Action IV, promoting youth exchanges within the framework of European Common Projects, was 
applicable to all types of non-university institution catering to young people between 16 and 25 
years old. National Agencies continued to accept projects submitted by general educational, as well 
as vocational training, institutions. However, they continued to give priority to one particular sector 
of the population that is generally less favoured from the socio-economic, cultural and linguistic 
standpoint - young people undergoing initial vocational training. 
It should also be noted that, since its inception, the programme has enabled several thousand 
teachers from all the various disciplines to help coordinate project preparation work and 
participate in visits and exchanges. These teachers have thereby had the opportunity to experience 
intellectual, cultural and linguistic exchanges which have enabled them to integrate a European 
perspective into their teaching practices. 
A large number of European Common Projects were established in an extremely wide range of 
sectors of activity. 
A non-exhaustive list of subjects which project teams worked on included the following sectors: 
hotel / catering, tourism, advertising / marketing, information / communication, press, broadcasting, 
computing, publishing, craft work, fine arts, twinned towns, inter-cultural activities, energy saving, 
accounting, local economics, health, working methods, glossary production, electrical standards, 
mechanical' engineering, hairdressing, secretarial work, and foreign language learning techniques. 
In many cases, sectors were related to the specific types of institution attended by young people. 
However, they often also covered more general topics of interest shared by project partners. 
Action III, to promote languages in economic life, was aimed at ail the major sectors of the 
economy, including the services sector (around 41% of the sectors concerned), as well as to a lesser 
extent the manufacturing sector (about 29%) and primary industries (approximately 17%). 
Economic sectors targeted by projects specifically included agriculture, metal working, engineering, 
manufacturing industries, construction, civil engineering, distribution industries, commerce, hotels 
and catering, transport, communications, tourism, banking, finance, public administration, and the 
medical and pharmaceutical industries. 
Small and medium-sized enterprises participated in approximately 60% of the sectors targeted 
by projects, and larger sized enterprises were involved in around 28%. Even though the Decision 
stipulates that absolute priority must be given to SMEs, projects from numerically larger 
enterprises were accepted by virtue of their evident desire to help promote the least widely used, 
least taught languages. Indeed it would seem that larger enterprises are more aware of and open 
to the need for diversifying language learning and are therefore better placed to encourage and 
implement such a diversification than the majority of SMEs, which are usually more preoccupied 
with immediate operational concerns, and therefore more in need of the most widely used languages, 
especially English. It would also appear that the staff members of large enterprises have frequently 
already been trained in the more widely used Community languages and are therefore keener to 
learn other languages than the staff of SMEs. 
It would however be desirable for SMEs to take greater interest in language training for their 
personnel. An analysis of the results from certain linguistic audit projects carried out under the 
programme demonstrates that a significant number of European Union companies have lost business 
opportunities through their poor knowledge of the customer's language. To cite a specific 
example, it has been discovered that in Belgian Limburg, 34% of the companies which were 
analyzed in a regional audit admitted that commercial contacts had failed due to an inadequate 
knowledge of the partner's language. At the beginning of 1994, the Commission organised a 
symposium in Saarbruckcn on the topic of linguistic audits and their use as part of a global 
company strategy (search for new markets, etc.). In companies of every size involved in export, 
'Speaking the customer's language' has become a necessity which can no longer be avoided. 
Action VB to promote the use of the least widely used, least taught languages, was aimed at the least 
economic or non-economic sectors (in the literal sense), as well as the public at large. 
LINGUA made particular efforts to assist the socio-economically least-favoured groups, and some 
of the numerically most important Action III and VB target groups included: employees, service 
personnel, skilled workers and manual workers in the primary target group (35%); middle managers 
came in second place, with around 20% (note that only 6% were senior managers); the general 
public (from all socio-economic sectors) represented approximately 16% of target groups and 
administrative staff, around 13%. 
D. THE NEED FOR A COHERENT LINGUISTIC POLICY 
Experience gained from the LINGUA programme has clearly shown that the effective quantitative 
and qualitative promotion of foreign language learning can only be achieved if it is approached as 
a coherent whole. 
The problem of language communication in a multilingual Community is a complex one, since 
targets and aims are both numerous and very different. Therefore the only possible solution is to 
define and implement a coherent Community approach supporting proactive national linguistic 
policy. 
This Community linguistic policy needs to result in specific practical measures centred around 
a global strategy. This is precisely the role which the LINGUA programme has played since it was 
created. Over the past three years it has proven the effectiveness of a coherent approach to the 
Union's linguistic problems, and shown that it could help solve a number of problems by addressing 
them globally, and more generally, it could have a genuine impact on the linguistic policy of 
Member States. 
If the need for inter-dependence among LINGUA programme actions seems self-evident for 
language teacher training and youth mobility, the same need is also clearly felt in relations between 
such actions and those which concern the promotion of languages in economic life, or the production 
of teaching material. 
Although it is true that the economic world possesses its own strategies and resources for training 
various categories of staff in foreign languages, it is also true that it determines these strategies and 
tailors such resources to suit the level of previous knowledge by students; and this previous 
27 
knowledge naturally depends on the quality of the education students have already received and the 
opportunities they have been given for mobility. However, in most cases, their experience was 
gained in school. Here the potential or effective inter-dependence and complementarity between 
LINGUA Actions I (in-service training for language teachers), III (language development in 
economic life) and IV (youth mobility) are crucial. 
With regard to the production of teaching material, there are close links between designers and 
producers of teaching tools, who are all specialists in language teaching, and the ways in which they 
have been trained (cither through initial or continuing training). Quite obviously, the quality of 
teaching material is highly dependent on the training and the teaching experience of their creators 
and this requires interdependence and complementarity between LINGUA Actions I (in-service 
training for language teachers), II (initial training for future language teachers), III (the strand 
development of teaching material for language teachers in economic life') and IV (the strand 
'development of teaching material for the promotion of the least widely used, least taught 
languages'). 
It is also crucial for the same coherence and synergies we find between actions to be reflected by 
those involved in implementing the programme. It is therefore necessary for all those who are 
helping to improve the effectiveness of language teaching and learning and the efficiency of teaching 
strategies, to continue to pool their efforts and work together, from linguistic theory researcher to 
applied linguistics specialist, from methodologist to non-linguist in-house personnel training 
manager, and to the final user of the specially consumer-oriented product, from psycho-linguist to 
trainer of trainers, from audio-visual expert to computer specialist, and from expert on mobility 
techniques to inter-cultural specialist. The efforts and competence of each of these players and the 
possibilities and facilities they are offered to pursue their collaboration will guarantee the success of 
the Commission's action to help produce effective tools for improving the linguistic skills of 
Europeans. 
E. THE IMPACT OF LINGUA 
The figures for the number of beneficiaries who have taken part in decentralised teacher and youth 
exchanges since the beginning of the programme (see page 4 of the summary) are sufficiently 
eloquent to preclude the need for extensive comment. Suffice it to stress that, even though 
quantitatively these figures only represent a small number of the young people and teachers 
potentially concerned, the sheer number of exchanges permits us to confidently say that a dynamic 
process has indeed been set in motion and that new mobility habits are beginning to take root in 
circles which, before the advent of LINGUA, were rather passive in their professional or educational 
approach. 
This is less a quantitative than a qualitative impact, and this makes it even more important. Of 
course, it continues to be the Commission's role to maintain such dynamism, but it is also desirable 
for educational authorities in the Member States to pursue the task from their side, in parallel 
with the Commission, and for them to continue their efforts to sustain the momentum and spread 
it much further. 
Qualitatively-speaking, an analysis of the questionnaires drawn up by the Commission and 
representatives from each Member State distributed to participants, has revealed that teachers who 
had benefited from an in-service training grant had on the whole considerably improved their 
linguistic and methodological skills as well as their cultural knowledge as a result of their training 
courses, and this improvement had evidently had very positive effects on their teaching. 
The most perceptible qualitative impact on young people was in the benefits which transnational 
cooperation brings: working together for several months with partners in an institution located in 
another country (even if this collaboration does take place at a distance, at least in the preparatory 
phase of the exchange) leads to a better understanding of their counterparts, their national 
differences and physical and cultural environment, and such "insider" knowledge very often helps 
young people to accept and acknowledge such differences more readily. In a practical and vivid 
manner this transnational cooperation also enables a genuinely European dimension to be 
integrated into the teaching approach as well as the outlook which pupils have on the world 
around them. Due to their strong linguistic component, these joint projects also have a beneficial 
influence on the way young people perceive and experience the foreign language. Indeed, in such 
circumstances, the language is no longer considered as being merely an academic discipline 
ostensibly unrelated to everyday life, but as an essential tool for communicating with their foreign 
counterparts. This creates a very strong motivation in language students to assimilate the partner's 
language. 
The programme has also had a noticeable impact through centralised actions pertaining to in-
service teacher training content, languages in higher education and projects designed for economic 
life and the general public. 
Quantitatively speaking, the impact of the programme is reflected in the constantly growing 
numbers of projects which are being submitted and accepted. It can also be measured by the 
number of partnerships which have been established since the programme was created, which have 
brought together thousands of institutions as well as thousands of people who began working 
together and actively cooperating almost exclusively due to the incentive of the programme. 
Qualitatively speaking, it is actual project content, results, products and their ability to improve 
the linguistic skills of European citizens, which alone permit us to judge the impact of the 
programme. 1993 was the first year in which LINGUA-prouuced training modules and teaching 
material appeared. We should however point out that initial projects only began to be financed at 
the end of 1991, and since a large number of them were planned to last two or three years, they have 
only at best completed the second phase of their work programmes. Consequently, most of the 
elements available to the Commission at the end of 1993 were sample products which have not yet 
been perfected. 
However, a small number of products have already been finalised, particularly in the fields of 
language development in economic life and the promotion of the least widely used, least taught 
languages. On the whole, these products, most of which use new technologies, comply entirely with 
initial specifications, and the Commission is in the process of drawing up a systematic inventory 
and a detailed description which will be widely distributed to potential users, in the form of a 
compendium of LINGUA products (see 'Dissemination of results and products' below). Of course 
it will not be possible to evaluate the real educational effectiveness of such products until later when 
there has been an opportunity to disseminate, use and test them in practical training situations. 
With regard to European Cooperation Programmes for the improvement of continuing training for 
language teachers, here again very few are yet complete and in the majority of cases the activities 
which have been set up are intermediary. However, in some instances close links have already been 
created between on-going ECPs and teachers seeking training courses; such teachers have been 
catered for within the framework of activities organised by Cooperation Programmes and have thus 
been able to benefit from the most recent research and methodological advances in language 
teaching. A process is already under way (on a modest scale at present although the phenomenon 
will spread over the coming years) in which ECPs in Member States are breathing new life and 
introducing greater efficiency into school language teaching methods at all levels from pre-school 
to secondary. 
It has been possible to begin to measure the overall impact of the programme on the linguistic 
policy of Member States in a practical and precise manner, on the basis of the reports which 
National Agencies have submitted to the Commission, in compliance with the provisions of 
Article 13 of the Council of Ministers' Decision of 28 July 1989. 
The Commission has produced a summary of these reports which shows that LINGUA has played 
an important role as a catalyst for national foreign language teaching. The programme has in 
particular contributed to drawing attention to the need for addressing linguistic issues everywhere 
in a global and coherent manner. In most Member States, LINGUA has also contributed to 
initiating and facilitating dialogue and political debate between those in charge of education and 
training and those responsible for economic development, at both national and regional levels 
(local and regional authorities). In a number of cases, LINGUA has fostered the introduction of new 
Member State initiatives, such as the widespread introduction of early language teaching, the 
opportunity to study two languages from the beginning of the first year of secondary schooling, 
and extension of the range of languages offered by schools. 
In addition, the impact described by the above-mentioned summary document is confirmed by the 
final external programme evaluation report drawn up by Price Waterhouse in October 1993 (see 
'Follow-up and Evaluation' below). 
It has also been noted by the LINGUA Committee on several occasions, and its members never 
miss an opportunity to voice their interest in and strong support for the programme which they 
are instrumental in promoting through the quality of their interventions, remarks and suggestions 
during meetings, as well as the efficiency of the work they carry out within their own respective 
countries. 
The programme was also the subject of discussion at various meetings of the Education Committee, 
Councils of Ministers and the European Parliament which on every occasion acknowledged the 
positive impact and results of the LINGUA programme. 
F. DISSEMINATION OF RESULTS AND PRODUCTS 
The Commission attaches primary importance to disseminating the results obtained from the 
various Community education and training programmes, ensuring that these results are made 
available to the greatest possible number of people and that the products resulting from the various 
actions benefit a very wide audience. 
As far as LINGUA is concerned, the first teaching products and training modules are beginning to 
appear in their final form, and we shall be seeing many more of them in the coming months. It is 
the responsibility of both project leaders and programme heads to make sure that they reach the 
widest possible audience. The Commission has therefore brought together experts from various 
Member States whose task it was to search for and propose the most appropriate and effective 
solutions for ensuring the widespread dissemination of LINGUA products and results and to help 
establish a distribution network during the second half of 1994. Further meetings are planned. 
On the other hand, a compendium and a computerised database of educational products and 
teaching material of every description produced by the LINGUA programme are in preparation. 
Each available product will be the subject of a separate data sheet which will provide all the useful 
information and a detailed description to include content, levels involved, target groups and the place 
where it can be consulted. This compendium will, of course, be disseminated very extensively and 
the database will be easily accessible via the appropriate networks of the European Community and 
the twelve Member States. 
G. MONITORING AND EVALUATION 
The Commission ensures the continuous monitoring of actions and internal evaluation of the 
programme. For centralised actions, these are carried out on the basis of the intermediate and final 
reports provided by project coordinators, as well as via project group meetings, study and 
coordination meetings and formal monitoring or audits in the field. 
For decentralised actions, monitoring and evaluation are carried out through the Commission's 
permanent contacts with LINGUA National Agencies, on the basis of meetings, workshops and 
working groups and by means of EuroKom, the electronic communication network set up by the 
Commission in the twelve Member States. 
Furthermore, an external evaluation of the programme was carried out in 1993 by the firm Price 
Waterhouse. This evaluation which is now complete was the subject of a report which was generally 
very positive. 
Among its principal conclusions, the report states that: 
- "LINGUA satisfies a major Community need and is achieving its objectives ..."; 
- LINGUA "has enabled languages to be written into the political agenda and has had the 
merit of doing so within a context of communication and cultural diversity"; 
- LINGUA "has also helped raise awareness of linguistic diversity in the Community and of 
the importance of establishing cultural links to build European cohesion in accordance with 
principles of mutual understanding and respect", and that "these observations are particularly 
relevant to the least widely used, least taught Community languages which have been promoted 
thanks to LINGUA"; 
- LINGUA, "through its different actions,... has financed a wide diversity of projects" and this 
diversity "has contributed significantly to the innovative nature of projects and to the current 
enormous enthusiasm for the Programme". 
H. THE FUTURE OF LINGUA 
The Commission adopted its two proposals for future Community programmes in the fields of 
education (SOCRATES programme) and training (LEONARDO DA VINCI programme), 
respectively in January 1994 and December 1993. These proposals were then submitted to the 
Council and Parliament. 
A legitimate concern to rationalise existing programmes in order to lend them greater effectiveness 
has led to programmes being grouped together. The LINGUA programme itself has almost entirely 
been absorbed by the SOCRATES programme where all its planned actions are included. In fact, 
Chapter I of the SOCRATES proposal takes over and expands current LINGUA Action II 
(Languages in Higher Education); Chapter II takes over and reinforces current Action IV (European 
Common Projects); Chapter III on "transversal measures, takes over and extends current Actions I 
(continuing training for language teachers) and V (promotion of the Union's least widely used, least 
taught languages, as well as assistance to associations in the 'Complementary Measures' section). 
Only current Action III (languages in economic life) is included in the proposal for the LEONARDO 
training programme. 
Nevertheless, the Commission has clearly manifested its intention to manage globally all the 
linguistic activities contained in the two programmes, in order to ensure their cohesion and 
coherence and reinforce their impact and effectiveness. 
Commission proposals therefore not only secure the maintenance and development of LINGUA 
achievements to date, but also considerably reinforce the programme's scope and impact, since 
languages will be placed at the very heart of practically all the actions of the two future 
programmes. 
CONCLUSION 
During its three years of operation, LINGUA has amply fulfilled the expectations which had been 
placed in it by all those who had worked to establish the programme. It has been an undeniable 
success as regards centralised and decentralised actions, quantitatively as well as qualitatively. 
LINGUA has effectively contributed towards promoting the teaching and learning of languages 
in a large number of sectors and in particular has succeeded (though results are as yet still modest), 
in advancing the teaching and learning of the Community's least widely used, least taught 
languages. It has also helped to change certain habits, notably in the field of language teacher 
training and has enabled school exchanges to develop by turning them into genuine educational 
projects which have been integrated into school curricula and professional teaching practices. 
Its impact is therefore considerable and it will grow even more within the much wider framework 
of the future SOCRATES and LEONARDO programmes. 
We may now safely confirm that LINGUA programme activities represent a particularly important 
element in improving European linguistic and communication skills, and that they constitute one 
of the cornerstones of the Community's education and training policy. 
LINGUA 
QUANTITATIVE AND QUALITATIVE DEVELOPMENT OF 
LINGUISTIC SKILLS IN EUROPE 
by means of 
- the widespread practice of foreign languages -
- helping promote all Community languages -
integrating foreign languages into university curricula 
- perfecting the skills of language teachers -
- promoting foreign languages in economic life -
- encouraging methodological innovation -
- support for youth exchange programmes 
based on educational projects -
?<. 
ANNEXES 
STATISTICAL OVERVIEW 
Annexes 1 to 4 pertain to the decentralised Actions IA and IV 
Annexes 5 to 11 pertain to the centralised Actions IB, III, VA and VB 
as well as to Preparatory Visits 
Annex 12 pertains to Action II 
*\9 
LINGUA ANNEX 1 - ACTION IA - MOBILITY OF FOREIGN LANGUAGE TEACHERS PER MEMBER STATE 
S 
E 
N 
D 
I 
N 
G 
C 
O 
U 
N 
T 
R 
Y Bg 
Bfr 
Bnl 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
Total 
% 
Rank HOST COUNTRY 
Bg Bfr 
28 
3 
1 
32 Bnl 
32 
| 0.53 | 
0.53 
10 
B DK 
1 
1 
2 
0.03 
12 
DK D 
1 
2 
58 
13 
1 
13 
87 
37 
48 
1 
25 
29 
266 
581 
9.62 
4 
D GR 
1 
23 
17 
42 
1 
3 
87 
1.44 
7 
GR E 
1 
29 
11 
22 
192 
72 
22 
23 
22 
194 
588 
9 74 
3 
E F 
70 
21 
459 
70 
151 
33 
203 
50 
80 
297 
1434 
23.75 
2 
F IRL 
2 
3 
100 
3 
35 
9 
30 
4 
12 
1 
199 
3.30 
6 
IRL 1 
1 
5 
4 
133 
13 
24 
9 
10 
84 
283 
4.69 
5 
1 L 
20 
20 
0.33 
11 
L NL 
53 
1 
6 
1 
1 
62 
1.03 
8 
NL P 
1 
1 
3 
1 
23 
3 
17 
49 
0.81 
9 
P UK 
2 
6 
39 
52 
998 
95 
391 
515 
377 
3 
100 
122 
2700 
44.72 
1 
UK 
HOST COUNTRY TOTAL 
4 
94 
188 286 
112 
1957 
169 
625 
778 
101 
683 
7 
212 
243 
864 
6037 
100 % 
0.07 
1.56 
3.11 4.74 
1.86 
32.42 
2.80 
10.35 
12.89 
1.67 
11.31 
0.12 
3.51 
4.03 
14.31 
100 Rank 
6 
10 
1 
9 
5 
3 
11 
4 
12 
8 
7 
2 Bg 
Btr 
Bnl 
DK 
D 
GR 
E 
F 
IRL 
1 
L 
NL 
P 
UK S 
E 
N 
D 
1 
N 
G 
C 
O 
U 
N 
T 
R 
Y 
ANNEX 2 - ACTION IA - SENDING AND RECEIVING FLOWS PER MEMBER STATE 
2000 1500 1000 500 
TEACHERS SENT 500 1000 1500 2000 
TEACHERS RECEIVED 2500 3000 
UNGUA/RAP 93/AN.1/2 
JNGUA ANNEX 3 - ACTION IV - MOBILITY OF YOUNG PEOPLE PER MEMBER STATE 
S 
E 
N 
D 
1 
N 
G 
C 
0 
U 
N 
T 
R 
Y Bg 
Bfr 
Bnl 
DK 
D 
GR 
E . 
F 
IRL 
1 
L 
NL 
P 
UK 
Total 
% 
Rank HOST COUNTRY 
Bg 
35 
35 Bfr 
16 
44 
55 
35 
134 
25 
12 
45 
366 Bnl 
44 
24 
22 
40 
30 
117 
277 
678 
0.15 | 1.59 | 1.20 
2.94 
8 
B DK 
185 
202 
135 
241 
104 
18 
176 
1061 
4.60 
6 
DK D 
11 
20 
150 
18 
46 
184 
480 
158 
348 
232 
28 
510 
2185 
9.48 
3 
D GR 
86 
87 
75 
90 
95 
20 
45 
69 
567 
2.46 
10 
GR E 
62 
42 
73 
161 
47 
615 
16 
121 
164 
20 
390 
1711 
7.42 
5 
E F 
13 
95 
430 
121 
1955 
75 
498 
816 
28 
165 
248 
1049 
5493 
23.83 
2 
F IRL 
24 
35 
124 
30 
165 
172 
48 
598 
2.59 
9 
IRL 1 
49 
59 
197 
162 
112 
265„ 
405 
49 
158 
58 
356 
1870 
8.11 
4 
I L 
46 
20 
66 
0.29 
12 
L NL 
11 
28 
52 
172 
75 
28 
109 
256 
25 
95 
851 
3.69 
7 
NL P 
11 
18 
15 
14 
25 
40 
150 
43 
84 
94 
494 
2.14 
11 
P UK 
131 
111 
311 
1454 
105 
1896 
2145 
829 
25 
277 
195 
7479 
32.44 
1 
UK 
HOST COUNTRY TOTAL 
24 
310 
263 597 
1015 
2801 
478 
4934 
4365 
819 
2908 
53 
1533 
649 
2901 
23053 
100 % 
0.10 
1.34 
1.14 2.59 
4.40 
12.15 
2.07 
21.40 
18.93 
3.55 
12.61 
0.23 
6.65 
2.82 
12.58 
100 Rank 
10 
7 
5 
11 
1 
2 
8 
3 
12 
6 
9 
4 Bg 
Bfr 
Bnl 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK S 
E 
N 
D 
1 
N 
G 
C 
O 
U 
N 
T 
R 
Y 
ANNEX 4 -ACTION IV - SENDING AND RECEIVING FLOWS PER MEMBER STATE 
6000 4000 2000 
YOUNG PEOPLE SENT 2000 4000 6000 
YOUNG PEOPLE RECEIVED 8000 
UNGUA/RAP. 93/AN. 3/4 
LINGUA 
ANNEX 5 - CENTRALIZED ACTIONS - PROJECTS RECEIVED AND PROJECTS ACCEPTED IN 1993 PER MEMBER STATE 
STATE 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
TOTAL PROJECTS RECEIVED 
IB 
2 
2 
3 
1 
1 
4 
5 
2 
2 
4 
13 
39 III 
14 
6 
29 
43 
22 
36 
7 
33 
1 
8 
3 
52 
254 VA 
7 
3 
4 
3 
4 
21 
1 
5 
2 
1 
1 
5 
57 VB 
8 
5 
9 
13 
2 
16 
8 
12 
9 
4 
7 
93 VISIT 
10 
15 
7 
7 
13 
3 
7 
3 
4 
19 
88 TOTAL 
41 
16 
60 
67 
36 
90 
19 
62 
5 
23 
16 
96 
531 
STATE 
B 
DK 
D 
GR 
E 
F 
IRL 
I 
L 
NL 
P 
UK 
TOTAL IB 
2 
2 
2 
1 
1 
4 
3 
1 
2 
2 
12 
32 PROJECTS ACCEPTED 
III 
6 
4 
18 
13 
7 
12 
2 
11 
1 
7 
3 
13 
97 VA 
3 
2 
1 
2 
2 
9 
1 
3 
2 
2 
27 VB 
6 
2 
5 
3 
9 
3 
4 
5 
3 
3 
43 VISIT 
5 
5 
3 
2 
6 
2 
6 
2 
4 
13 
48 TOTAL 
22 
10 
31 
22 
12 
40 
8 
27 
4 
16 
12 
43 
247 100 
90 
80 
70 
60 
50 
40 
30 
20 
10 
0 
B DK D GR E F IRL I L NL P UK • VISIT 
• VB 
H VA 
• ill 
I J IB 
T ] VISIT 
i J VB 
• VA 
• ill 
• IB 
B DK D GR E F IRL I L NL P UK 
UNGUA/RAP 93/AN. 5 
LINGUA --"-- — -tV~ —' • 
ANNEX 6 - CENTRALIZED ACTIONS -1993: BREAKDOWN OF PROJECTS BY REGION 
R1 : BRD DEUTSCHLAND ; Total 
Rl1 : SchleaMg-Hotetem. Rl2:Hombug 
Rl 3: Nledersochsen. RU: Bremen. RT5: NadrhelrvV/estlaten. 
R16: Hessea R17; Rhemtand-Ptafc. R18: Baden-Wurttemberg. 
R19: Bayem. R1A: Saartand. RIB: Berïn. R1C: Brandenburg. 
R1 D: MecWenbuig-Vcxpommem. Rl E: Sochsen. 
RTF: SochservAnhalt, RIG: Thûrtngen 
: Total 
R21: Be de Ranee. R22: Bassin Fartstea 
R23: Nord • Fas-de-Calals. R24: Est. R25: Ouest. R26:Sud-Ouest. 
R27: Centre-Est. R28: Médttenannée. R29: Deportem. dOutre-Mer 
3 ^J> Guoadoupe (F) 
~ ^ 
RC2 Açcxes (P) Mornnîdnjo (F) 
R29 ^J 
1C3 Madeira (P) Réunion (F) 
?B7 Canoiioj(E) Guyane |F) \R3:fTAUA :!olâT> 
R31: Nord Ovest. R32: lombardla. R33: Nord Est. 
R34: Emffla-Romogna. R35: Centra. R36: law, R37: Campano. 
R38: Abruzd-Mollse. R39: Sud. R3A SlcBa. R3& Sardegno 
IR4: NEDERLAND : Total « 16 I 
R41: Noord-Nedetlond. R42: OosJ-Nedertand. 
R45: Zuld-Nedertand. R47: West-Nedertond 
715707 
R51 : Vk3ams Gewest. RS2: Région Wotome. 
R53: BruxeOes-Btussel 
R71: North. R72: Yorkshire and Humberstde. 
R73: East Midlands. R74: East AngBa. R75: South East. 
R76: South West. R77: West Midlands. R78: North West. 
R79: Wales. R7A Sconand. R7& Northern Ireland 
TTblâT 
' — — • — ' 
w ANNEX 7 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1993 - DISTRIBUTION ACCORDING TO TARGET LANGUAGES 
Language 
ES 
DA 
DE 
GR 
EN 
FR 
IRL 
JT 
NL 
PT 
LE ACTION 
IB 
13 
3 
16 
6 
19 
20 
2 
13 
6 
9 III 
40 
17 
44 
21 
64 
46 
3 
26 
16 
15 
3 VB 
10 
7 
5 
11 
9 
10 
4 
10 
17 
10 TOTAL 
63 
27 
65 
38 
92 
76 
9 
49 
39 
34 
3 
I ES 
DA 
DE 
GR 
EN 
FR 
IRL 
IT 
NL 
PT 
LE 
10 20 30 40 50 60 70 80 90 100 
[JIB 
• ill 
• VB 
UNGUA/RAP 93/AN. 7 

LINGUA ANNEX 9 - CENTRALIZED ACTIONS - BREAKDOWN OF PARTNERS IN 1993 BY REGION 
R1 : BRD DEUTSCHIAND : Total « 10Ô1 
Rl 1: Schleswlg-Holsteta. R12:Hamburg 
R13: Mederaachsea R14: Bremen. RT5: Nordrhein-Westfaien. 
R16: Hessen, Rl 7: Rhelnland-Pîate. R18: Baden-WCiittemberg, 
R19: Bayem. R1A Saarland. RIB: Berlin. R1C: Brandenburg, 
RID: MecWenburg-Vorpommern. R1E: Sachsen. 
RTF: Sochsen-Anhalt. RIG: Thdrtngen 
R2: FRANCE ; Total ** 15Ô] 
R21: le de Fiance. R22: Bassin Parisien. 
R23: Nord - Pas-de-Calais. R24: Est. R25: Ouest. R26:Sud-Ouesf. 
R27: Centre-Est. R28: MédtteiTannée. R29: Départem. dOutre-Mer 
7T^ RP^ 
^J> Guadeloupe (F) 
~ ^~ 
RC2 Açaes (P) MarTirùque (F) 
R29 ^J 
?C3 Modeiia (P) Réunion (F) 
*&& J* CT\29 
<?B7 Canailai (E) Guyane (F) R31: Nord Ovest. R32: Lombardla. R33: Nord Est. 
R34: Emffla-Romagna. R35: Centre R36: LazJo. R37: Campania. 
R38: Abruzzl-Moa». R39: Sud. R3A: SlcOia, R3& Sardegna 
\R4: NEDERLAND : Total = 53 \ 
R41: Ncord-Nedertand. R42: Oost-Nedertand. 
R45: Zuid-Nedertand. R47: Wesf-Nedertand 
R5: BELGIQUE-BELGIË : Total = 40 1 
R51 : Vtaams Gewest, R52: Région Wallonne, 
77ofa/= 11 
IR7: UNITED KINGDOM ; Total = 142\ 
R71 : Norm. R72: Yorkshire and Humberstde. 
R73: East Midlands. R74: East Anglla. R75: South East, 
R76: South West. R77: West Midlands. R78: North West. 
R79: Wales. R7A Scotland. R7B: Northern Ireland 
IR8: IRELAND : Total » 25| 
R9: DANMARK : Total = 53 
RA4\ 
LINGUA 
ANNEX 10 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1993 - DISTRIBUTION ACCORDING TO TYPE OF COORDINATOR AND PARTNER 
Type of Coordinator/Partner 
1 = Ministerial department 
2 = Local Government 
3 = Local or regional educational authority 
4 = Higher education institution 
5 = Research Centres specializing in foreign 
language teaching 
6 = Foreign language teacher training institution 
7 • School 
8 = Language Centre 
9 = Assoc, or federation of foreign language teacher ; 
10 = Initial vocational training organization 
11 = Continuing vocational training organization 
12 = SME training organization 
13 = Adult or workers' training organization 
14 = SME 
15 = SME organization 
16 = Large enterprise 
17 = Organization of large enterprises 
18 = Chamber of Commerce or Industry 
19 = Sectoral organization 
20 = Professional organization 
21 = Workers' association 
22 = Publisher or software manufacturer 
23 = Certification body 
24 » Non-profit association 
25 = Other IB 
32 7 
1 
9 
38 
4 
19 
4 
1 
7 
3 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
0 
5 
98 III 
2 
1 
2 
20 
4 
0 
2 
5 
0 
5 
9 
4 
2 
2 
4 
0 
0 
1 
1 
3 
4 
7 
2 
11 
6 
97 16 
2 
4 
95 
14 
4 
10 
20 
2 
13 
27 
14 
21 
38 
9 
4 
0 
19 
10 
13 
10 
28 
1 
14 
24 
412 VA 
27 78 VB 
43 148 Visits 
3 
2 
3 
8 
2 
1 
1 
1 
0 
0 
1 
2 
1 
0 
1 
0 
0 
1 
0 
0 
1 
4 
0 
1 
15 
48 10 
2 
1 
27 
2 
0 
0 
5 
0 
4 
2 
0 
1 
12 
2 
0 
0 
9 
4 
2 
0 
2 
0 
2 
48 
135 Total 
11 
6 
15 
63 
11 
4 
5 
8 
6 
6 
11 
7 
4 
4 
6 
0 
0 
2 
1 
3 
5 
15 
2 
25 
27 
247 44 
7 
17 
259 
26 
33 
18 
39 
22 
26 
32 
14 
22 
54 
11 
8 
0 
28 
14 
18 
10 
44 
2 
35 
88 
871 TOTAL 
1 
3 
5 
7 
9 
11 
13 
15 
17 
19 
21 
23 
25 rJ—ïïl 
fcl-i' 
V ••- • 
W " ' 
fi 
t 
Ï 1-
]52 p 
c 
50 100 150 200 250 300 
UNGUA/RAP93/AN. 10 
LINGUA 
ANNEX 10 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1993 - DISTRIBUTION ACCORDING TO TYPE OF COORDINATOR AND PARTNER 
IB 
2 
3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 Z'J 
n 
0 20 40 Visits 
UNGUA/RAP 93/AN. 10 
um'A 
ANNEX 11 - CENTRALIZED ACTIONS - PROJECTS ACCEPTED IN 1993 
GRANTS REQUESTED AND GRANTS AWARDED PER CONTRACTING MEMBER STATE 
STATE GRANT GRANT I 
REQUESTED AWARDED 
B 1.162.411 803.432 
DK 828.781 598.660 
D 2.680.092 1.868.763 
GR 2.326.851 1.416.100 
E 1.182.298 832.130 
F 2.949.201 2.268.637 
IRL 709.840 487.606 
I 2.066.035 1.524.350 
L 402.100 317.500 
NL 1.478.680 933.800 
P 1.053.080 625.610 
UK 2.829.835 2.150.313 
TOTAL I 19.669.204| 13.826.9011 APPLIED 
11% IRL 
4% AWARDED 
3.000.000 
2.500.000 
2.000.000 
1.500.000 
1.000.000 i 
500.000 
0 nk 
j£ rlLr 
m 
B DK D GR IRL NL UK LI REQUESTED 
• AWARDED 
UNGUA/RAP 93/AN. 11 
LINGUA 
ANNEX 12 - ACTION II - GENERAL OVERVIEW 
Total grant applications 
received accepted acceptance 
rate(%) accepted in 
1992/93 increase (%) 
in 1993/94 acceptance rate 
(%) for 1992/93 
ICP participants 
ICP 1.189 
238 1.147 
226 96.5 
95.0 972 
211 18.0 
7.1 93.5 
90.9 
Total grant applications 
received accepted acceptance 
rate (%) accepted in 
1992/93 increase (%) 
in 1993/94 acceptance rate 
(%) for 1992/93 
SM - participants 
Students 
Student months 
SM - programme 
TS - programme 
CD - programme 
IP - programme 1.169 
9.169 
65.418 
232 
107 1.129 
8.847 
63.585 
220 
70 96.6 
96.5 
97.2 
94.8 
65.4 944 
6.724 
48.326 
204 
58 19.6 
31.6 
31.6 
7.8 
20.7 91.3 
92.8 
93.3 
89.1 
49.2 
ICP participants 
ICP Renewal applications 
received 
998 
192 accepted acceptance 
rate (%) 
990 
191 99.2 
99.5 
SM - participants 
Students 
Student months 
SM - programme 
TS - programme 
CD - programme 
IP - programme Pluriannual activities 
received accepted acceptance 
rate (%) new activities within renewal applicatios 
received accepted acceptance rate (%) 
970 
7.792 
56.461 
186 
51 962 
7.667 
55.699 
185 
50 99.2 
98.4 
98.7 
99.5 
98.0 12 
161 
966 
1 
42 12 
161 
966 
1 
15 100.0 
100.0 
100.0 
100.0 
35.7 
ICP participants 
ICP New applications 
received accepted 
191 
46 acceptance 
rate (%) 
157 
35 82.2 
76.1 
New applications 
received accepted acceptance 
rate (%) New applications + new activities within renewal applicatios 
received accepted acceptance rate (%) 
SM - participants 
Students 
Student months 
SM - programme 
TS - programme 
CD - programme 
IP - programme 187 
1.216 
7.991 
45 
14 155 
1.019 
6.920 
34 
5 82.9 
83.8 
86.6 
75.6 
35.7 199 
1.377 
8.957 
46 
56 167 
1.180 
7.886 
35 
20 83.9 
85.7 
88.0 
76.1 
35.7 
Notes: 
SM = student mobility 
TS = teacher mobility 
CD = joint development of new curricula 
IP = intensive programme 
LINGUA/RAP 93/AN. 12 
BSN 0254-1475 
COM(94) 280 final 
DOCUMENTS 
EN 16 
Catalogue number : CB-CO-94-295-EN-C 
ISBN 92-77-71290-2 
Office for Officiai Publications of the European Communities 
L-2985 Luxembourg