COMMISSION OF THE EUROPEAN COMVIUNITIES 
C0MC94) 180 final 
Brussels, 16.05.1994 
94/0001 (COD) 
Amended proposal for a 
EUROPEAN PARLIAMENT AND COUNCIL DECISION 
establishing the Community action programme 
SOCRATES" 
(presented by the Commission pursuant to Article 189 A (2) 
of the EC-Treaty) 
EXPLANATORY MEMORANDUM 
Further to the opinion of 22-04-94 of the European Parliament from their first reading, 
the Commission, in accordance with Article 189A, paragraph 2, of the TEU, is 
presenting a modified Proposal for a Dedsion to the Council. The text indudes two 
main types of modification: 
one group of amendments adding helpful darifications and detail to the initial 
proposal; 
a second group of amendments reinfordng the proposal, in particular where the 
target groups of the programme are concerned. 
The modified proposal of the Commission retains the same overall strudure and the 
same objedives as the initial proposal, but it has been developed and gives better 
focus to certain provisions. 
Out of 104 amendments of the European Parliament 56 have been rejeded. 
These 56 rejeded amendments cover 
the legal base on the single Artide 126 of the Treaty (amendments 1, 2,4, 5); 
The Commission upholds its position on the double legal base (Artides 126 and 
127 of the Treaty) for the reasons given under Whereas 6 of its initial proposal; 
indusion of provisions making reference to the responsibilities of the Member 
States and their internal organisation, and which thereby go against the 
prindple of subsidiarity (amendments 28, 45, 54, 58, 68); 
indusion of provisions making reference to the composition of the Advisory 
Committee or to its tasks, which are counter to the provisions of the 
"comitology" in force (amendments 38, 39, 40, 43); 
introduction of preferential treatment for regions or establishments in cohesion 
states (amendments 11, 22, 59, 81, 105, 126, 76); 
The Commission considers that the fundamental basis for the SOCRATES 
programme is the quality of the activities requesting funding and that, through 
its seledion policy, it encourages all regions to participate; 
introdudion of language learning to categories which are not considered to be 
targets of the programme (amendments 41, 79, 89, 95); 
deletion of certain elements of cooperation in the field of distance education 
which would have consequences for the qualitative aspects of cooperation in 
this area (amendments 99, 100); 
introdudion of provisions to allow the opening up of the programme to other 
assodated European countries (amendments 20, 49); 
- Page la. 
The Commission considers that such opening could be effeded through more 
spedfic legal instruments and not in the framework of this Dedsion; 
introdudion of research adivities which could be eligible under the Fourth 
Framework Programme for Research (amendments 37,62, 106); 
introdudion of changes to the formulae for the distribution of Community funds 
in the various Adions of the programme which puts the coherence of the text 
in jeopardy (amendments 66, 73, 74); 
introdudion of elements of very broad cooperation (university meetings) or of 
exceptions to the rules in force (minimum duration of study periods undertaken 
abroad) (amendments 52, 53); 
introdudion of a provision for automatic renewal of existing programmes 
(ERASMUS, LINGUA) or planning for an essential transition period 
(amendments 21, 50); 
The Commission considers that it would be legally impossible to indude 
potential prolongation of existing programmes in a planned co-Dedsion which, 
once adopted, would render ineffective the proposal concerned. Moreover, 
the question concerning transition measures will be dedded after the adoption 
of the programme and in cooperation with the Advisory Committee; 
reduction of the minimum number of establishments partidpating in cooperation 
activities (amendment 77) or the time required for undertaking the interim 
evaluation report (amendment 48); 
The Commission upholds the provisions of the initial proposal for reasons of 
feasibility and effidency; 
indusion of a provision referring to the competence of the Commission to 
manage the programme and the possible requirement for external technical 
assistance (amendment 42) 
finally, alternative renderings of the text which do not improve the initial text and 
are therefore considered "unnecessary" (amendments 3,6,8,24,44,60,61, 
69, 90, 93, 94, 97, 98, 101, 102). 
In addition, the Commission wishes to draw the CoundPs attention to three 
amendments of the European Parliament (numbers 65,71,91) which aim to provide 
names respectively for Chapter I, Action 3 (ERASMUS grants). Chapter II 
(COMENIUS Programme) and Chapter III (LUIS ANTONIO VERNEI) of the Annex to 
the Proposal for a Dedsion. The Commission keeps ah open mind on these three 
amendments and espedally with regard to the first two. It emphasises, nevertheless, 
that the takeup by the Coundl of these three amendments, in consideration with other 
formulations already proposed, should not lead to a fragmentation of "SOCRATES", 
which, given the concern for coherence sought by the Commission, should rather keep 
a unitary charader and thereby avoid any loss of visibility. 
-Page i-tr 
Initial Proposai from the Commission Amended proposal further to the opinion 
of the European Parliament of 22nd April 
The European Parliament and 
the Council of the European Union 
Having regard to the Treaty establishing 
the European Community, and in particular 
Articles 126 and 127 thereof 
Having regard to the proposal from the 
Commission1 
Having regard to the opinion of the 
Economic and Social Committee2 
Having regard to the opinion of the 
Committee of the Regions3 
Whereas the treaty establishing the 
European Community (hereafter "Treaty"), 
as modified by the Treaty on European 
Union, stipulates in its Article 3 p) that 
Community action should include a 
contribution to education and training of 
quality; that the Treaty henceforth includes 
a Chapter 3 devoted specifically to 
education, to vocational training and to 
youth. 
Whereas by virtue of Article 126, 
paragraph 1 of the Treaty, the Community 
shall contribute to the development of 
quality education by encouraging 
cooperation between Member States and, if 
necessary, by supporting and 
supplementing their action, while fully 
respecting the responsibility of the Member 
States for the content of teaching and the 
organisation of education systems and their 
cultural and linguistic diversity. 
Page 1 c -
3. Whereas by virtue of Article 127, 
paragraph 1 of the Treaty, the Community 
shall implement a vocational training 
policy which shall support and supplement 
the action of the Member States, while 
fully respecting the responsibility of the 
Member States for the content and 
organisation of vocational training. 
Whereas the Council, by its Decision 
87/327/EEC4 as amended by Decision 
89/663/EEC5 based on Article 128 of the 
EEC Treaty, adopted the ERASMUS 
programme to promote the mobility of 
university students and, by its Decision 
89/489/EEC6 based on Articles 128 and 
235 of the EEC Treaty adopted the 
LINGUA programme to promote foreign 
language ability in the Community. 
Whereas the Council, by its Decision 
../.../... of 7, adopted, on the basis of 
Article 127 of the Treaty, a decision 
establishing an action programme for the 
implementation of a European Community 
vocational training policy; that it is 
appropriate to complete this first 
programme by the adoption of a second; 
taking into account the implementation of 
the ERASMUS and LINGUA programmes 
and including three types of action, 
covering specifically 
higher education 
school education and 
Page 2 -
horizontal measures including the 
promotion of language skills in the 
Community, of open and distance 
education and learning, and the 
promotion of information. 
6. Whereas while school education constitutes 
education in the sense of Article 126 of the 
Treaty, the other measures envisaged under 
the current decision are inextricably linked 
to both education and vocational training; 
that this is especially the case in the realm 
of higher education, in so far as student 
and teaching staff mobility, or measures 
for the promotion of language skills, may 
be combined with the training of teachers; 
that it is appropriate, henceforth, to base 
the current decision on Articles 126 and 
127 of the Treaty. 
7. Whereas the reports evaluating the 
ERASMUS and LINGUA programmes, the 
conclusions of which are set out in the 
Commission report on the results and 
achievements of these programmes', point 
out that cooperation in the field of 
education significantly enhances the value 
of measures taken by Member States, and 
that Community action in this field is 
therefore of great importance. 
Page 3 -
Whereas the Commission Memorandum on 
higher education9 and the summary report 
of discussions within the Member States10, 
together with the Parliament Resolution on 
this subject11, place particular emphasis on 
the need for a Community strategy to 
promote the European dimension in 
courses followed by all students, whether 
in their own country or abroad, and on the 
catalytic role of the Community in this 
connection. 
Whereas the Council and the Ministers of 
Education have agreed guidelines for the 
introduction of the European dimension 
into educational study, particularly through 
the Resolution on the European dimension 
in education12; that the Green Paper 
presented by the Commission on this 
matter13 as well as the comments received 
from the Member States on the same 
subject, aim to introduce the European 
dimension in primary and secondary 
teaching. 
10. Whereas the European Council, meeting in 
Brussels on 10-11 December 1993, 
adopted, in the light of the White Paper 
presented by the Commission, an action 
plan on growth, competitiveness and 
employment, inviting the Member States in 
particular to pay specific attention to the 
improvement of education and training 
systems. 
Page 4 -
11. Whereas the European Parliament has, on 
its own initiative, adopted ÎWQ reports on 
the European dimension in education at 
university level, with the emphasis on 
mobility of students and teaching staff14, 
and on education and training policy from 
the standpoint of 1993'5. 11. Whereas the European Parliament 
has, on its own initiative, adopted 
the reports on the European 
dimension in education at 
university level, with the emphasis 
on mobility of students and 
teaching staff (14), on education 
and training policy from the 
standpoint of 1993 (15), and on 
cultural diversity and the problems 
of school education for children of 
immigrants in the the European 
Community, (16) 
12. Whereas open and distance education and 
learning offers considerable new 
opportunities for enriching education and 
for economies of scale, with an increased 
impact especially on the promotion of a 
European dimension in the studies at all 
levels, 12 Whereas Liie. Commission 
Memorandum on open and distance 
learning (17) and the European 
Parliament's various resolutions on 
the subject pointed out that this 
form of education.offers increased 
opportunities for learning by 
drawing on new concept? and 
methods and particularly with 
regard to promoting the European 
dimension of studies at all levels, 
and whereas it represents an 
inexpensive alternative means of 
access to education and offers 
disadvantaged groups in particular 
the opportunity of exercising their 
right to education 
13. Whereas it is necessary to simplify and 
rationalise Community actions in the field 
of education and tnrining, reinforcing those 
aspects which are most promising as 
regards added value and European impetus; 
that it is appropriate, in this matter, to 
encourage transnational projects linking 
partners from different Member States who 
are involved in the transfer of innovation 
through exchanges, taking due respect of 
the diversity of the educational systems 
and the responsibility of the Member 
States. 
(2) - Page 5 -
14 Whereas, in order to increase the 
efficiency of Community action so 
that it may perform a multiplier 
function, it must also be ensured 
that me assisted structures are open 
to people other than those directly 
assisted, which means that they 
must be so arranged that 'free 
movers' may also derive maximum 
benefit from Community value 
added. 
II Whereas special measures are 
needed tfi promote equal 
opportunities for boys and girlsr 
men and women so that they may 
have every opportunity to develop 
and the best possible chance of 
participating in economic, social 
and political life. 
14. Whereas specific measures need to be 
taken in favour of migrant workers' and 
gypsy children in order to combat 
exclusion and racism: it is appropriate to 
ensure equality of opportunity as well as 
the integration into the standard education 
system of children and adolescents with 
disabilities. 1&. Whereas Community action must 
be geared to promoting cross-
frontier and 
communication; intercultural 
- Page 6 -
TZ Whereas it is necessary to promote 
an intercultural dimension in 
education for all pupils in the 
European Union so as to prepare 
them to live in a society which is 
increasingly characterized hy 
cultural and linguistic diversity; 
whereas measures need to be taken 
to improve the quality of education 
for the children of migrant workers, 
children of gypsies and children, of 
occupational travellers, and {p 
combat racism and xenophobia 
IS Whereas the Council and the 
Ministers of Education have 
adopted resolutions aimed at 
improving school provision for 
gvpsv children and children of 
occupational travellers 
12 Whereas it is necessary to ensure 
equality of opportunity as well as 
the integration into the standard 
education system of children and, 
as far as possible, adolescents with 
disabilities. and make efforts, 
where necessary, to assist them in 
special schools. 
2Q Whereas the success of mobility 
depends to a great extent on the 
social facilities provided by the 
Member States and the host 
establishments. 
21 Whereas it is to be recommended, 
since the European dimension in 
education extends bevond the 
European Union, that there he 
cooperation with the Council of 
Europe so that non-EU countries 
may also be involved. 
- Page 7 
15. Whereas the EURYDICE network should 
be developed and diversified in order to be 
able to respond to requirements for 
qualitative and quantitative information on 
education. 
HAVE ADOPTED THIS DECISION: 22, Whereas the EURYDICE network 
should be developed, diversified 
and made accessible to all 
educators in order to be able to 
respond to requirements for 
qualitative and quantitative 
information on education. 
(i) 
(2) 
(i) 
(4) 
(5) 
(6) 
0) 
(8) 
C>) 
(lu) 
(H) 
(12) 
(13) 
(H) 
05) OJC66of 3.3.IW4, p. j 
OJLl66of25.6.l98?.p. 20 
OJL395of3o.l2.l989,p.23 
OJL239of 16.8.1989, p.24 
OJL 
COM (93) 151 fmai of 5.5.1993 
COM (91) 349 final of" 5.11.1991 
"Studies" Series Ko 2, TFRH - 1993 
OJ C 255 of 20.9.1993, p. 161 
OJC 177 of 6.7.1988, p. 5 
COM (93) 457 tinal of 29.9.1993 
OJC 48 of 25.2.1991, p. 216 
OJC 150 of 15.6.1992, p. 366 
Article l 
Establishment of the Community Action 
Programme «SOCRATES" 
1. This Decision establishes the 
Community Action Programme 
"SOCRATES", hereinafter referred 
to as "Programme SOCRATES", 
for the period 1 January 1995 - 31 
December 1999. The programme is 
intended to contribute to the 
development of quality education 
and training and of an open 
European area for education. It 
will come into force on 1 January 
1995. (16) OJ C 42 of 15.2.1993 p. 187 
(17) COM (91) 388 tinal 
This Decision establishes the 
Community Action Programme 
•SOCRATES', hereinafter referred 
to as 'Programme SOCRATES', for 
the period 1 January 1995-31 
December 1999. The programme is 
intended to contribute to the 
development of quality eduation 
and training, accessible to all, in 
order to provide 'life-long' 
education, and the creation of an 
open European area for education. 
It will come into force on 1 
January 1995. 
The education programme shall 
comprise three areas of Community 
action: 
Chapter I - Higher education 
Chapter II - School education 
Chapter III - Horizontal activities 
in the areas of language learning, of 
open and distance education and 
learning, and information. 
- Page 8 -
Artide_2 
Definitions 
1. In the context of this programme, 
the term "university" shall cover all 
types of higher education 
institutions which offer 
qualifications or diplomas at that 
level, whatever such institutions 
may be called; 
the term "school" shall cover all 
types of institutions at nursery, 
primary and secondary school 
levels providing general, vocational 
or technical education and, 
exceptionally, and for the 
promotion of exchanges of pupils 
within the framework of language 
projects, non-school institutions 
providing apprenticeship training; 
the term "educator" shall coyej 
persons whose duties involve them 
directly or indirectly in the 
educational process (teachers, 
inspectors, educational advisers, 
elÛ; the term 'educator1 shall cover all 
persons whose duties concern them 
directly or indirectly with the 
educational process; 
the term "student" is used for 
persons registered in universities 
(see definition of this term, 
above), whatever their field of 
study, in order to follow higher 
education studies leading to a 
degree or diploma (or equivalent), 
up to and including the level of 
doctorate; 
- Page 9 
the terms "open and distance 
education and learning" are used to 
describe all forms of flexible 
education, including the use of 
technologies and advanced facilities 
in information and communication, 
especially telematic systems, and 
personal educational support 
systems of an advisory and tutorial 
nature; the terms 'open and distance 
education and learning' are used to 
describe all forms of wni 
traditional, flexible education wJheic 
teachers and learners are. in 
different places and including the 
use of technologies and advanced 
facilities in information and 
communication; 
the terms "information and 
communication technology" are 
used to describe the use of 
systems (technological and 
associated facilities) of information 
(acquisition, processing, viewing, 
storage of information) and 
communication (by satellite, cable 
or Hertzian means) such as the 
multi-media tools, telematic 
facilities designed for education, 
and access to electronic information 
services, whether local (interactive 
or otherwise compact disk) or at a 
distance (knowledge based 
systems); 
Each Member State shall specify 
the types of institutions referred to 
in this Article. the term 'pupil' is used to describe 
children, adolescents, young people 
and others registered for any 
educational COJUSCS below 
university level (see previous 
definition) 
Article 3 
Objectives 
The specific objectives of the programme 
"SOCRATES" shall be: 
i) _to develop the European 
dimension in studies at all levels so 
as to strengthen the spirit of 
European citizenship, drawing on 
the cultural heritage of each 
Member State; i) to help to improve the quality of 
education and to develop the 
European dimension in studies at 
all levels so as to strengthen the 
spirit of European citizenship, 
drawing on thé cultural heritage of 
each Member State; 
- Page 10 
ia) to promote access to education, 
particularly for the less-privileged 
actively combating social exclusion. 
especially with regard to 
participation in mobility initiatives 
organized in the framework of the 
programme; 
ii) to promote knowledge of the 
languages of the Community so 
that the citizens of the Community 
may take advantage of 
opportunities arising from the 
completion of the European Union, 
leading to greater understanding 
and interaction between the peoples 
of the Community; 
iii) to increase mobility for the 
Community's students, especially 
those in higher education, so that 
they have the opportunity to 
complete part of their studies in 
another Member State; ii) to promote knowledge of the 
languages of the Community and 
promote the intercultural dimension 
of education so that the citizens 
who live in the Community may 
take advantage of opportunities 
arising from the completion of the 
European Union, leading to greater 
understanding and interaction;, 
iii) to increase mobility especially for 
students in higher education, so that 
the Community may benefit from 
graduates who have completed part 
of their studies in another Member 
State, and to achieve the goal of at 
least 10% participation. 
iiia) to promote cooperation between the 
services responsible for social 
conditions at universities, so that 
mobility may be increased and in 
particular, encouragement may be 
given to those who study under 
particularly difficult circumstances 
(disabled students, students with 
children and students from less 
privileged backgrounds): 
iv) to promote broad and intensive 
cooperation between institutions at 
all levels of education in every 
Member State, and to realise their 
intellectual potential through the 
mobility of their teaching staff and 
other educators thus helping to 
improve the quality of teaching; 
- Page 11 -
v) to encourage the academic 
recognition of diplomas and periods 
of study, in particular through the 
introduction of academic credits 
and modules aimed at facilitating 
such recognition at Community 
level; v) to encourage the academic 
recognition of diplomas and periods 
of study, in particular through the 
introduction of academic credits 
and modules and by the further 
development of the ECTS 
programme (European credit 
transfer svstenri created in the 
context of ERASMUS, aimed at 
facilitating such recognition at 
Community level; 
vi) to develop the use of 
communication and information 
technologies as a tool and subject 
for education, including use of 
multi-media materials and 
information, and telematics at all 
levels of education; 
vii) to promote intellectual mobility of 
knowhow and experience, in 
particular through the development 
of open and distance education and 
learning at all levels of teaching; 
viii) to foster exchanges of information 
and experience with a view to 
ensuring that the Member States 
may learn and benefit from each 
other's educational systems. vii) to promote mobility of knowledge 
and experience, in particular 
through the development of open 
and distance education and learning 
at all levels of teaching: 
Article 4 
Committee 
The Commission shall be assisted by an 
advisory committee composed of two 
representatives from each Member State 
and chaired by the Commission 
representative. 
Page 12 -
Twelve representatives of the social 
partners, educators, parents, students and 
young people, appointed by the 
Commission on the basis of proposals from 
non-governmental organizations operating 
at European level, shall participate in the 
work of the Committee as observers. 
The Commission representative shall 
submit to the Committee plans for the 
measures to be taken. The Committee 
shall deliver its opinion on these proposals 
within a time limit which the chairman 
may lay down according to the urgency of 
the matter, if necessary by taking a vote. 
The Committee's opinion shall be recorded 
in the minutes; in addition, each Member 
State shall have the right to ask for its 
position to be recorded in the minutes. 
The Commission shall take the utmost 
account of the opinion delivered by the 
Committee, and shall inform the 
Committee of the manner in which its 
opinion has been taken into account. 
Article S 
Implementation 
1. The Commission shall ensure me 
implementation of the programme 
"SOCRATES" under the 
arrangements set out in the Annex. The Commission shall ensure the 
implementation of the programme 
"SOCRATES* under the 
arrangements set out in the Annex. 
It shall also ensure that the 
Parliament is kept fully informed 
on the implementation of the 
programme. 
2. Decisions in the following areas 
shall be subject to the procedure 
defined under Article 4: 
a) priorities in the Community 
measures described in the 
Annex and the annual 
workprogramme deriving 
therefrom; 
(3) Page 13 -
b) the financial support to be 
provided by the Community 
(amounts, duration and 
beneficiaries); 
c) the breakdown between the 
different strands; 
d) the procedures for selection, 
evaluation, and dissemination 
and transfer of results. 
Article 6 
Cooperation with Member States 
The programme "SOCRATES" 
shall support the policies adopted 
and implemented by Member States 
under their internal structures, 
having regard to the characteristics 
and scope of their educational 
systems, with the aim of achieving 
the objectives set out in Article 3. 
In terms of the development of 
linguistic skills as a fundamental 
means of communication within the 
Community, the Community shall 
support Member States' policies 
which encourage all citizens to 
learn new languages by increasing 
the opportunities for learning and 
increasing the range of languages 
offered. 
Member States shall entrust the 
implementation of the actions 
described in the Annex to the 
various competent authorities 
responsible at national level. 
The Commission shall cooperate 
closely with these authorities for 
the purposes of promoting and 
providing information on the 
actions described in the Annexe, 
and disseminating the results of the 
programme. 
Page 14 -
Article 7 
Consistency and complementarity 
1. The Commission shall strive to 
ensure overall consistency between 
this programme and the action 
programme for the implementation 
of a Community policy on 
vocational training. 
2. The Commission, in partnership 
with the Member States, shall 
foster an element of 
complementarity between the 
operation of this programme and 
the interventions of the Structural 
funds, especially Community 
initiative programmes. 
3. The Commission, in partnership 
with the Member States, shall 
encourage the coordination of 
activities between this programme 
and the Fourth Research and 
Development Framework 
Programme. 
Article 8 
Monitoring and evaluation 
1. The programme shall be 
continuously monitored on a 
partnership basis involving the 
Community and the Member States. 
This monitoring shall permit, as 
necessary, the reorientation of the 
programme in the light of any 
needs becoming apparent in the 
course of its operation. 
Monitoring, financial management 
and control shall be implemented 
by the Commission. 
Page 15 
2. The programme shall be subject to 
a regular evaluation on a 
partnership basis between the 
Commission and the Member 
States_x_Ih£ results of Community 
measures shall be evaluated by 
external bodies at regular intervals. 2. The programme shall be subject to 
a regular evaluation on a 
partnership basis between the 
Commission and the Member 
States, with the participation of the 
partjes concerned. The results of 
Community measures shall be 
evaluated by external bodies at 
regular intervals. The findings of 
these evaluations shall be submitted 
Committee provided for under 
ArfirJe 4 and to the European 
Parliament 
The Commission shall submit to 
the Council, the European 
Parliament, the Economic and 
Social Committee and the 
Committee of Regions, before 30 
September 1998, an interim report 
on the launch phase, and before 30 
September 2000, a final report on 
the implementation of the 
programme. 
Done at 
on 
For the European Parliament 
For the Council 
The President 
The President 
Page 16 -
Annex 
The purpose of the "SOCRATES" 
programme is to support the transnational 
actions planned in the different chapters 
of the programme. 
CHAPTER I 
HIGHER EDUCATION 
This chapter describes three "ERASMUS"-
type actions aimed at 
promoting the European dimension 
in higher education institutions; 
setting up European university 
networks; 
funding student mobility grants. 
ACTION 1 
PROMOTION OF THE EUROPEAN 
DIMENSION 
IN HIGHER EDUCATION 
INSTITUTIONS 
1. Drawing on experience gained from 
the ERASMUS and LINGUA 
programmes, the Community will 
continue to encourage transnational 
cooperation between universities, 
especially through the development 
of inter-university cooperation 
programmes (ICPs). These 
programmes aim to achieve the 
gradual setting up by the 
universities of a policy to give a 
European dimension to higher 
education studies in general. 
Page 17-
The following inter-university 
cooperation activities may qualify 
for Community financial assistance: In the framework of inter-university 
cooperation programmes the 
Community will provide financial 
support for agreed measures for 
the organization of the following 
activities: 
student mobility providing 
university students with an 
opportunity to undertake a period 
of study in another Member State, 
accompanied by practical 
experience where appropriate, such 
periods being fully recognized as 
an integral part of their diploma or 
academic qualification 
introduction or extension of the 
ECTS course credit transfer system 
which greatly enhances the 
transparency of procedures for 
academic recognition of diplomas 
or periods of study completed 
abroad; 
joint development of initial or 
advanced curricula geared to 
facilitating academic recognition 
and contributing, through 
exchanges of experience, to the 
process of innovation and 
improvement of the quality of 
education at Community level; 
mobility of teaching staff for the 
purpose of providing instruction 
forming an integral part of the 
curriculum in another Member 
State, or enabling them to carry out 
study visits to pave the way for 
cooperation. Study visits may also 
be carried out by administrative 
staff of universities and by students 
assisting the university in 
connection with activities to 
promote inter-university 
cooperation; 
-Page 18 
intensive courses for students from 
different Member States, 
particularly in areas of study which 
do not lend themselves to long 
periods abroad; 
Priority will be given to student 
mobility programmes and activities 
connected with their preparation 
(language courses, in particular for 
the lesser used languages of the 
Community» information on social 
and cultural aspects of the host 
country etc.). Students in the first 
year of their studies will not be 
eligible for mobility grants. 
The following conditions must be 
fulfilled in order to ensure that 
periods of study spent abroad are 
of maximum benefit to students: provision of teaching and learning 
material centred on Europe and 
easier access to European data 
bases (former European reference 
and documentation centres). 
c. studies abroad shall be 
carried out on a full-time 
basis and for a significant 
period of time (a rninimum 
of three months or one 
term, and a maximum of 
one academic year); 
studies undertaken in other 
Member States shall be 
fully recognized by the 
university of origin; 
students shall have a 
satisfactory knowledge of 
the language in which 
courses are given by the 
host university; 
Page 19 -
host universities shall not 
charge tuition fees to 
students participating in 
mobility schemes. 
The Community will also 
encourage universities to develop 
activities designed to bring a 
European dimension to all areas of 
study for the benefit of each and 
every student. The following 
activities could receive Community 
support: 
- the incorporation into 
curricula of elements 
designed to enhance 
understanding of the 
cultural, political, economic 
and social characteristics of 
other Member States as 
well as elements relating to 
European integration, 
especially through the 
creation of multi- or inter­
disciplinary modules; 
- learning of the languages of 
the Community as an 
integral part of studies, with 
the emphasis on lesser used 
or lesser taught languages; host universities shall endeavour to 
resolve students' practical problems 
(for example as regards reasonably 
priced accommodation). 
- Page 20 -
Universities wishing to set up the 
activities with a European 
dimension, descnbed above, at 
institutional level will be able to 
conclude an "institutional contract" 
with the Commission covering all 
the activities eligible for 
Community assistance. Community 
financial assistance will cover a 
maximum period of three years 
initially, subject to regular reviews 
of the results. Universities wishing to set up the 
activities with a European 
dimension, described above, at 
institutional level will be able to 
conclude in 'institutional contract* 
with the Commission covering all 
the activities eligible for 
Community assistance. Special 
treatment will be given to those 
universities which opt for the 
'institutional contract'. Community 
financial assistance wil cover a 
maximum period of three years 
initially, subject to regular revie-ws 
of the results at least once a year. 
Financial assistance may also be 
granted to groups of universities at 
regional, cross-border or other 
levels, for the purpose of 
developing jointly one or more of 
the activities mentioned in point 4 
above, in cooperation with regional 
or local communities and interested 
parties from the economic and 
social spheres. 
Member States may consider the 
possibility of using financial 
resources provided through the 
Community's Structural Funds in 
order to facilitate the development 
of activities with a European 
dimension by universities. The criteria for entering into the 
above-mentioned institutional 
contracts and the terms of the 
parties' common obligations shall 
be laid down and widely 
disseminated by the Commission 
after consultation with the Advisory 
Committee. 
(4) - Page 21 
Action 2 
EUROPEAN UNIVERSITY 
NETWORKS 
I. The Community will lend its support to the 
establishment of Community university 
networks for specific themes, disciplines or 
fields of higher studies and for any other 
joint objective. The thematic networks will 
mainly be made up of departments or 
faculties of the universities involved in 
inter-university cooperation programmes 
which will be encouraged to forge links in a 
specific area of study, providing its 
members with a framework for pan-
European-discussion and planning which 
will enable them to exchange their 
experiences and spread their knowhow, as 
well as discuss the qualitative and 
innovatory aspects of higher education, 
improvements in teaching methods and the 
comparability of curricula. 
This sharing of the considerable intellectual 
capital existing in the universities (in terms 
of their ability to analyse and innovate, and 
as sources of expertise and knowledge) will 
thus contribute to the fulfilment of the 
objectives of the European Union. 
More specifically, the activities for which 
the thematic networks will be able to apply 
for Community support areas follows: 
- evaluation of curricula for specific 
disciplines; 
- design of joint programmes and 
specialised courses; 
- scientific analysis and reflection on a 
specific area of studies; 
- Page 22 
2. - information services for network 
members. 
Network activities relating to the design of 
joint programmes and specialised courses 
should be developed between several 
universities participating in these networks. 2. Network activities relating to the design 
of joint programmes and specialized 
courses should be developed between 
several universities participating in these 
networks; attention shall te paid to 
ensuring equitable participation bv 
universities in less-favoured regions. 
3. One of the participating universities should 
act as a coordinator for activities in each 
network. 
4 The Community shall encourage a 
balanced distribution of networks 
between the various disciplines, regions 
and universities 
23 
Action 3 
Financing of mobility grants for students 
The Community will continue to develop a 
system of direct financial aid to students 
who complete a period of study in another 
Member State and who fulfil the conditions 
set out in Action 1, paragraph 3 of this 
Chapter. 
2. The Community funds contributing to 
students' mobility grants will be shared out 
between the Member States according to the 
following formula: subject to budget 
availability, a minimum sum of 200 000 
ECU will be allocated to each Member 
State. The remainder will be allocated 
depending on the total number of students at 
university, as defined in Article 2 of the 
Decision, and the total number of young 
people between 18 and 25 in the various 
Member States, the average cost of travel 
between the country of origin and the host 
country and the difference,in the cost of 
living between the country of origin and the 
host country. 
Furthermore the Commission will take any 
measures necessary to encourage balanced 
participation between various disciplines, to 
take account of the flows of students and 
deal with specific problems such as the 
financing of some grants which, due to the 
structure of the programme of study, cannot 
be managed by the competent authorities 
mentioned in paragraph 3 below. The funds 
set aside for these measures may not exceed 
5% of the annual budget for students' grants. 
24 
3. The Community funds shared out as 
mentioned in paragraph 2 above and 
intended for students grants will be 
administered by the national authorities 
(NGAA - national grant awarding agencies) 
established by all the Member States in the 
framework of the ERASMUS programme. 
These authorities shall ensure coordination 
with the national systems of student 
grant/loans or other financial resources 
intended to encourage mobility of students. 
The NGAAs may, in cooperation with the 
Commission, take action to ensure an 
equitable participation of universities or 
faculties at the national or regional level. 
4. The Community grants are intended to 
defray part of the additional costs incurred 
by mobility, that is, cost of travel, any 
preparatory language training which might 
be required and a higher cost of living in the 
host country. These grants may not exceed 
5 000 ECU per student for a maximum of 12 
months abroad. 
5. Priority will be given to students who follow 
courses in activities supported under the 
terms of Action 1. In exceptional cases 
grants may be allocated to other students 
attending courses for which special 
provisions are made outside university 
cooperation programmes (free movers) as 
long as they satisfy the eligibility criteria 
mentioned in Action 1 paragraph 3. 
6. Priority in allocating Community grants is 
given to students who require financial aid, 
bearing in mind the principle of equality of 
opportunity, particularly between men and 
women. The specific needs of disabled 
students should be taken into consideration 
when the amount of grant is determined. 
25 
As the Community's contribution only 
covers part of the costs of students' mobility, 
Member States are invited to help provide 
the necessary funds. Grants or loans 
available to students in their own country 
should continue to be paid in full during the 
period of study in a host Member State. 7. As the Community's contribution only 
covers part of the costs of students' 
mobility, Member States shall help 
provide the necessary funds. Grants or 
loans available to students in their own 
country should continue to be paid in 
full during the period of study in a host 
Member State 
CHAPTER H 
SCHOOL EDUCATION 
This chapter presents three actions intended 
to encourage: 
- cooperation between nursery, primary 
and secondary schools and the 
establishment of networks; 
schooling of the children of migrant 
workers and gypsies; promotion of the intercultural dimension 
of learning and improvement of the 
quality of education for the children of 
migrant workers, children of gypsies and 
children of occupational travellers; 
- updating of skills of educational staff in 
charge of teaching, guidance and/or 
psycho-pedagogical care of school 
children and their families. 
These activities are based on the experience 
of implementing the LINGUA Community 
programme, and pilot projects undertaken in 
the areas of primary and secondary 
education, as well as those focusing on the 
introduction of information and 
communication technologies in education. 
26 
They are also based on experience with 
European schools and Community activities 
to provide schooling for the children of 
migrant workers and gypsies. 
2. The Community funds aimed at promoting 
Actions l.A and 3 in Chapter II will be 
shared between the Members States 
according to the following formula: 
subjectto budget availability, a minimum of 
200 000 ECU will be allocated to each 
Member State. The remainder will be 
allocated to various Member States 
depending on the total number of children 
attending school, the number of schools, the 
number of teaching staff and the ratio 
between the gross domestic product of each 
Member State and the Community average. 
3. The Community funds for Action 1A and 
3.2 shared out according to the formula 
mentioned in paragraph 2 above will be 
managed by the national authorities 
designated in each Member State. These 
authorities may, in collaboration with the 
Commission, take action to promote 
equitable participation of schools at national 
or regional level. 
27 
The CommissioDLwill take any measures 
necessary to encourage equitable 
participation by schools in the Member 
States. The funds for these measures may 
not exceed 5% of the annual budget for 
financing the activities described in Chapter 
II. 4. The Commission, where necessary in 
cooperation with the Member States. 
will take any measures necessary to 
encourage equitable participation by 
schools at Community, national and 
regional level. The funds for these 
measures may not exceed 5% of the 
annual budget for financing the 
activities described in Chapter II. 
The Community financial aid provided for 
in Chapter II is intended to defray part of the 
costs deemed necessary for implementing 
the projects. 
Community funds are awarded according to 
the principle of equality of opportunities, 
especially between men and women. The 
specific needs of disabled persons 
participating in the activities developed in 
the framework of this chapter should be 
taken into consideration when the level of 
grant is agreed. 
AcnoNl 
COOPERATION BETWEEN SCHOOLS 
A. Partnerships 
The Community shall encourage the 
development of multilateral partnerships 
between schools which are built around the 
concept of the European Education Project 
(EEP). 
28 
A multilateral partnership is a group of at 
least three institutions from three Member 
States; one of the institutions shall act as the 
coordinator. The partnership might be 
bilateral if the aim is solely to promote 
knowledge of languages of the Community 
which are less widely used and taught. 
Consideration shall be given to cooperation 
programmes for intercultural and language 
teaching involving European schools and 
schools within national educational systems 
which are geared towards disseminating the 
educational experiences of the European 
schools, 
A European Education Project comprises a 
set of educational activities and measures 
intended to promote themes of mutual 
European interest. These activities, forming 
an integral part of the schools' curricula and 
conducted jointly by partner schools in other 
Member States, may include the following, 
amongst others: 
- the development of activities which 
increase pupils' involvement in subjects 
of mutual European interest such as the 
promotion of knowledge of the 
languages of the Community, its cultural 
heritage, protection of the environment, 
artistic education, and the promotion of 
scientific and technological culture; the development of activities which 
increase pupils' involvement in subjects 
of mutual European interest such as the 
promotion of knowledge of the 
languages of the Community, its cultural 
heritage, environmental awareness and, 
in particular, knowledge about 
protection of the environment, artistic 
education, and the promotion of science 
and technology; 
- the mobility of school children, 
particularly for those participating in 
partnerships where the aim is to improve 
knowledge of languages; 
29 
- joint development and distribution of 
teaching materials; 
- development of innovatory teaching 
methods. 
2. Financial aid may be allocated for visits to 
prepare partnerships and for exchanges of 
staff between schools to support 
partnerships and to develop European 
Education Projects. 
It will be granted for a maximum period of 
3 years initially, subject to periodic review. 
Financial assistance may also be given to 
groups of schools at the regional, cross-
border or other level, which intend to 
develop jointly particular activities 
mentioned above. 
1 Promotion of the inclusion of the equal 
opportunities issue in education and 
training curricula 
Consideration shall be given to projects 
which; 
promote the inclusion of the equal 
opportunities issue in textbooks. 
updating courses and other training 
programmes for teaching staff 
eliminate sexual stereotypes from 
textbooks and courses; 
30 
aim to prepare and implement pilot 
programmes on diversification of choice 
pf employment and the training of boys 
and girls, men and women in view of 
their rôle in the family and in society; 
The following priority criteria shall be used 
for the disbursement of Community funds in 
support of projects submitted by the 
partnerships: 
- the learning of the languages of the 
Community, particularly those which 
are less widely used and taught; 
- wider knowledge and understanding of 
European cultures; 
- the integration of issues of Community 
interest with a horizontal link such as 
environmental education and health 
education; 
- innovative elements aiming particularly 
to improve the level of achievement of 
all school children; .The following priority criteria shall be 
used for the disbursement of 
Community funds in support of projects 
submitted by the partnerships 
- schools with a significant number of 
pupils disadvantaged for cultural, 
physical, geographic, oxsocio-economic 
reasons. schools with a significant number of 
pupils disadvantaged for cultural, 
geographic, or socio-economic reasons 
or concerned with the education of 
disabled pupils. 
31 
B. European School networks 
1. A network is a group of partnerships as 
described above, which has been formed in 
the same thematic field. The role of the 
networks is to facilitate exchange of 
experience, to contribute to improving 
teaching methods and to raise the profile of 
the partnerships' activities in order to 
multiply their effect and publicise 
theirachievements. One of the partner 
schools should coordinate the activities of 
each network. 
2. Financial assistance may be allocated for 
conducting certain network activities such 
as: 
- exchanges of information and 
experience; 
- pooling and improvement of teaching 
methods, including those using new 
information and communication 
technologies; 
- production of teaching materials, 
including multimedia material; 
- dissemination of good practice to 
interested persons; Competitions and incentives ; The 
Community shall organize competitions 
for pupils in subjects relating to the 
common cultural heritage, such as 
modem and classical languages, history, 
art and music, in agreement with the 
Member States and in cooperation with 
the networks, with the aim of activating 
the individual's capacity for intercultural 
communication. Pupils will take part in 
such competitions in multinational 
working groups. 
32 
ACTION 2 
PROMOTION OF SCHOOLING OF CHILDREN 
OF MIGRANT WORKERS ANT2 GYPSIES 
Financial assistance may be allocated to 
projects aiming to: 
- promote the integration of and equal 
opportunities for children of migrant 
workers and gypsies; 
- improve their schooling and the quality 
of the education they receive; 
- meet their specific educational needs 
and exploit their potential. PROMOTION OF THE 
INTERCULTURAL DIMENSION OF 
EDUCATION AND IMPROVEMENT OF 
WE QUAUTY OF SCHOOLING FOR 
CHILDREN OF MIGRANT WORKERS, 
CHILDREN OF GYPSIES ANH 
CHTLDfipVN OF OCCUPATIONAL 
TK A VFT fI -Ejffi 
Financial assistance may be allocated to 
projects aiming to : 
- promote the intereultural dimension of 
education; 
- improve the quality of teaching for 
children of migrant workers, children of 
gypsies and children of occupational 
travellers; 
- promote equal opportunities for Jhsss 
children and young people: 
* contribute to overcoming the obstacles 
encountered by these children and 
young people in gaining access to 
school: 
âLSpecifiç 
tential; 
promote educational strajggks to 
Ueriophohia. 
33 
These projects, which may be organised 
either by individual schools or groups of 
schools at transnational level, may include: 
- exchanging information and experience 
on all aspects mentioned above; 
design of specialised 
teaching material; course and 
updating the skills of teaching staff and 
workers particularly involved in actions 
designed to ensure the successful 
schooling and integration of these 
children. 
ACHON3 
UPDATING THE SKILLS OF EDUCATIONAL 
STAEE 
Financial aid may be allocated to 
transnational projects submitted by 
institutions engaged in updating the skills of 
educational staff responsible for the 
teaching and/or guidance and psycho-
pedagogical care of pupils. - innovation and/or experimentation with 
regard to intercultural teaching 
practices; 
The Commission, in cooperation with the 
Member States, shall encourage the 
achievement of operational complementarity 
with the measures financed under the 
medium-term action programme to combat 
exclusion and promote interaction, 
Updating the skills of educators 
34 
These projects are intended to promote: 
- the exchange of information and 
experience, in particular in the area of 
information and communication 
technologies; 
- the development of teaching methods 
and materials, especially those adding a 
European dimension to the updating or 
acquisition of certain skills for staff, 
responsible for the teaching, guidance or 
psycho-pedagogical care of school 
children and their families; 
- the formation of partnerships and 
networks in the above fields. 
2. Projects for updating the skills of staff 
involved in education may also provide for 
a limited number of periods to be spent in 
another Member State so that staff may 
attend seminars organised jointly by the 
institutions concerned. 
The Community contribution to the travel 
costs for these staff, shared between the 
Member States according to the formula 
described in Chapter II.2, will be paid by the 
national authorities mentioned in Chapter 
II.3. 
CHAPTER ffl 
HORIZONTAL MEASURES 
The activities described in this chapter apply 
at all levels of education. They are intended 
to promote: 
35 
- language skills in the Community; 
- open and distance education and 
learning; 
- the broader spread of information and 
the exchange of experiences in the field 
of education. 
These activities, which will be 
supplemented by those in the foregoing 
chapters, will provide a framework for and 
will constitute a coherent set of measures 
aimed at: 
- supporting those implemented by the 
Member States; 
- supplementing or creating synergies 
between those presented in the first two 
chapters. 
2. The Commission will take any steps which 
are necessary to encourage equitable 
participation by educational institutions in 
the Member States. The funds for these 
measures may not exceed 5% of the annual 
budget for financing the activities set out in 
Chapter III. 
3. The Community financial aid provided for 
in Chapter III is intended to defray part of 
the estimated cost of implementing the 
projects. 
4. Community aid shall be awarded according 
to the principle of equality of opportunities, 
particularly between men and women. The 
specific needs of disabled persons who 
participate in activities developed in the 
framework of this chapter should be taken 
into consideration when the amount of 
grants is agreed. 
36 
ACTION 1 
PROMOTION OF LANGUAGE SKILLS 
IN THE COMMUNITY 
1. The promotion of language skills is a key 
factor in establishing the open European 
area for education and for strengthening 
understanding and interaction between the 
peoples of the European Union without 
sacrificing any of their linguistic and 
cultural diversity. 
These actions will be based on the 
experience acquired in implementing the 
LINGUA Community programme. 
2, Apart from the measures for encouragement 
set out in Chapter I, Actions 1 and 2 and in 
Chapter II, Action 1, Commumty financial 
assistance may also be allocated to those 
transnational projects aiming to undertake 
the following activities: 
a) the development of European 
Cooperation Programmes (joint design 
and creation of innovatory training 
schemes and teaching materials), 
submitted by institutions specialising in 
training language teachers and aiming to 
update, reinforce and expand the 
language and teaching skills of present 
or future language teachers; 
37 
b) immersion courses abroad for language 
teachers, for teaching staff retraining as 
language teachers and for teaching staff 
of other disciplines intending to teach in 
a foreign language. The duration of 
these courses will be between two and 
four weeks. 
c) assistantships abroad for future language 
teachers to enhance their knowledge of 
the languages which they will be 
teaching. These will last not less than 3 
months and should be spent in a 
Member State where one of the official 
languages is the language which the 
assistant will be teaching. 
d) design and implementation of curricula, 
production of new teaching materials for 
all educational circles, and the 
recognition of linguistic experience. 
These projects may also involve the 
public at large as well as covering 
language preparation for students and 
pupils, whether in school or in training 
centres, to help them take part in 
mobility schemes. 
Community funds set aside to promote the 
activities provided for in b) and c) above 
will be shared between the Member States 
according to the following formula: subject 
to budget availability, a minimum of 
200 000 ECU will be allocated to each 
Member State. The remainder will be 
allocated depending on the total number of 
students and language teachers, the average 
cost of travel between the country of origin 
and host country and the difference in the 
cost of living between the country of origin 
and the host country. 
38 
The maximum allocation per beneficiary 
will be 1 500 ECU for immersion courses 
and 5 000 ECU for assistantships. 
Priority will be given to projects and 
activities: 
- relating to the teaching of languages of 
the Community which are less widely 
used and taught; 
- including the use of new educational 
technologies. 
ACTION 2 
PROMOTION OF INFORMATION AND 
COMMUNICATION TECHNOLOGIES AND 
OPEN AND DISTANCE EDUCATION AND 
LEARNING 
The introduction of information and 
communication technologies and the 
development of open and distance education 
and learning are key factors enabling 
citizens of the Community to take advantage 
of the open area for education. designed to promote interculruraj 
learning 
39 
These areas contribute to educational quality 
by making use of teaching innovations and 
helping to increase access to every level of 
education, especially for those who, because 
of their geographical situation or personal 
circumstances, are not in the position to 
follow the kind of teaching that requires 
their constant physical presence. 
Information and communication 
technologies, in addition to open and 
distance education and learning, is 
applicable at all levels of teaching, and the 
use of such facilities may have considerable 
multiplier effects on the development of the 
activities included in the Community action 
programme "SOCRATES". 
The following activities may benefit from 
Community financial assistance: 
1 • Transnational projects aiming to: improve 
the quality of products in order to adapt 
them more precisely to the needs of their 
users; design and preparation of courses and 
materials aimed at all citizens and/or adapt 
them in the languages and to the cultures of 
the Community; widen the recognition of 
diplomas, credits and qualifications obtained 
through open and distance teaching. More 
specifically: 
40 
in the area of higher education, the 
universities will be encouraged to develop, 
through means of partnerships with 
universities specialising in open and 
distance teaching, activities aiming to bring 
a European dimension to all higher 
education subjects. A limited number of 
mobility grants will be awarded, according 
to the procedures outlined in Chapter 1, 
Action 3, to students registered on distance 
education courses in order that they may 
visit other Member States to follow 
intensive courses in the framework of 
cooperation agreements concluded between 
competent institutions. 
at school level, schools will be encouraged 
to introduce the use of information and 
communication technologies, including the 
opportunities offered through open and 
distance education and learning, in order 
that, in particular, achievements and 
experiences of partnerships may be widely 
disseminated, benefitting schools not 
directly participating in the projects. As 
regards the updating of skills for all staff 
involved in education, the opportunities 
offered by open and distance education are 
of considerable importance, given the vast 
numbers of such personnel and the need for 
specific training in aspects concerning the 
European dimension. 
in the other fields included in this 
programme, and especially for the 
promotion of language skills, open and 
distance education and learning may be able 
to contribute most effectively to the 
devising and preparation of teaching 
material which is then accessible to all 
citizens of the Community. 
41 
Networks of resource centres for 
multimedia, open and distance education 
and for the introduction of the new 
information technologies as applied to 
education. 
ACTION 3 
PROMOTION OF INFORMATION AND 
EXCHANGE OF EXPERIENCE 
Information improves mutual understanding 
and provides a vital platform for 
Community cooperation in education and 
the development thereof. It also provides 
everybody involved in education with the 
key to exploiting the potential and enjoying 
the benefits of an open European area for 
education. 
The measures outlined below will equip 
decision makers and educators with an up-
to-date and reliable information service. The 
activities are based on the experience 
acquired by the EURYDICE network, the 
NARIC network, through the ARION 
programme and Action 4 of the ERASMUS 
programme. 
1. Exchanges of information (EURYDICE) 
Action taken in this field will ensure that 
information is available on educational 
systems and policy, reforms, innovations 
and the results of research in education. Information improves mutual understanding 
and provides a vital platform for 
Community cooperation in education and 
the development thereof. It also provides 
everybody involved in education with the 
key to exploiting the potential and enjoying 
the maximum benefits of an open European 
area for education, as part of an ongoing 
learning process. 
In the framework of SOCRATES 
programme information centres set up bv 
the authorities responsible in each Member 
State, the Commission may support 
activities giving information about the 
programme at relevant levels (regional, 
educational authority, orotherl. 
42 
The following activities will be eligible for 
financial assistance: 
a) pooling and production of documents, 
data and comparative analyses on 
themes of mutual interest and tools 
facilitating better comparison of 
information; 
b) dissemination of such information 
through existing public and private 
information and distribution channels 
and relays at national, regional and 
Community level; 
c) creation of Community data bases, 
development of close links between 
existing data bases and improving 
access to them; 
d) use of new information processing and 
electronic technologies to ensure that 
exchanges are interactive and that there 
is more efficient sharing of resources. 
Activities attracting aid will take 
account of Community developments in 
the field of trans-European networks, 
especially telematic links between 
government departments. 
e) studies to analyse trends and anticipate 
requirements in the field of education, 
and any other forward-looking study on 
education and its socio-economic 
environment (activities similar to those 
conducted by observatories). 
The Member States will designate the 
organisations helping to implement the 
above activities. These will act as interfaces 
with sources of information on education 
and existing expert knowledge on education 
at national level. The Community may lend 
additional support to these organisations. 
43 
When these activities are being 
implemented close links will be developed 
with comparable activities of CEDEFOP in 
the field of information on vocational 
training, with EUROSTAT in the field of 
statistics, with the Community network of 
NARICs (information centres on the 
academic recognition of awards) and any 
other information network in the field of 
education at national European and 
international level. 
2. Study visits ("ARION"-type measures) 
Grants may be awarded for the organisation 
of multilateral study visits for all staff 
involved in education. These are intended to 
facilitate exchanges of information and 
experience on themes of mutual interest to 
the Member States, and between educators 
likely to induce a multiplier effect in the 
Member State. 
In this context of this action, staff involved 
in education means persons whose duties 
include management, assessment, training, 
guidance and coordination of European 
proj ects and people in responsible positions 
in the Ministries. 
The Community funds set aside to help to 
organise these visits will be shared between (n/a in English version) 
the Member States according to the formula 
described in Chapter II.2 and administered 
by the same national authorities indicated in 
Chapter II.3. 
The average grant per beneficiary is 
estimated at 900 ECU for one week. 
44 
3. COMPLEMENTARY MEASURES 
The Commission will also lend its support 
to the following complementary measures 
intended to further the programme 
objectives: 
- projects developed at European level by 
associations of teaching staff, students, 
and parents of school children; 
projects aimed at expanding the 
European dimension of education and 
training submitted by organisations 
responsible for the education of adults, 1. 
in order to raise awareness of the 
European dimension of certain issues in 
the widest possible number of citizens; 
organisation of awareness-raising 
activities to promote cooperation in the 
field of education and training; 
activities concerned with monitoring and 
evaluation of the actions described in 
this Annex. projects aimed at expanding the 
European dimension of education 
submitted by organisations responsible 
for the education of adults, in order to 
raise awareness of the European 
dimension of certain issuesjn the widest 
possible number of citizens, in particular 
through supporting the promotion of 
cooperation and exchange of experience 
and transnational activities in this field, 
and especially where these benefit those 
Member States where the education of 
adults is insufficiently developed. 
projects developed at European level by 
associations of teaching staff, students, 
and parents of school children: 
45 
ISSN 0254-1475 
COM(94) 180 final 
DOCUMENTS 
EN 16 
Catalogue number : CB-CO-94-192-EN-C 
ISBN 92-77-68457-7 
Office for Official Publications of trie European Communities 
L-2985 Luxembourg