EUROPEISKA GEMENSKAPERNAS KOMMISSION 
Bryssel den 17.07.1995 
KOM(95)344 slutlig 
Utdrag från 
ÅRSRAPPORTEN 
1 AUGUSTI 1993 - 31 JULI 1994 
T^e mp u s 
& Tacis 
Trans-Europeisk samarbetsplan för högre undervisning mellan 
Central- och Östeuropa, 
det tidigare Sovjetunionens Nya självständiga Länder, Mongoliet, 
samt den Europeiska Unionen 

Utarbetad för Europeiska Kommissionen 
Generaldirektorat XXII - Undervisning, Yrkesutbildning och Ungdom 
av 
European Training Foundation 
Villa Gualino 
Viole Settimio Severo 65 
1-10133 Torino 
ITALY 
Tel: (39)11-630.22.22 
Fax: (39)11-630.22.00 
Europeiska Stiftelsen för Yrkesutbildning, vilken är ett självständigt organ inom Europeiska 
Unionen, bildades för att stödja och samordna verksamheter mellan EU och biståndsländer i 
Central- och Östeuropa samt Centralasien beträffande undervisning och utbildning samt 
assistera Europeiska Kommissionen i förverkligandet av Tempus Planen. 
*> 
INNEHÅLL 
Sida 
I. TEMPUS UTVECKLING 1990 - 1993 1 
I. 1. TEMPUSPLANENS URSPRUNG 1 
I. 2. TEMPUS FÖRSTA FAS 1990 - 1993 2 
I. 3. RÅDSBESLUTET DEN 29 APRE. 1993 ATT ANTAGA TEMPUS II..: 3 
II. ÖVERSIKT AV TEMPUS VERKSAMHETER 1993-1994 4 
Tempus (Phare) ...4 
t • • . 
II. 1. BUDGET 4 
II. 2. UPPRÄTTANDET AV NATIONELLA PRIORITETER OCH PROCEDUR 
FÖRPROJEKTURVAL 4 
II. 3 JEP BIDRAGSVERKSAMHETER: RESULTAT AV URVALS­
PROCEDUREN 1994 5 
II. 3.1. Analys av prioritetsområdet 6 
II. 3.2. Analys av biståndslandet, EU Medlemslandet och G24 deltagarlandet 6 
II. 3.2.1. Biståndslandsdeltagande 6 
II. 3.2.2. Medlemslandsdeltagande 6 
II. 3.2.3. G24 deltagande 6 
II. 3.3. JEP+ urval 7 
II. 3.4. Speciell aktion strukturellt JEP: Eurofakultet 7 
II. 3.5. Förenat Europeiskt Nätverksurval (JENs) 8 
II. 4. INDIVIDUELLA MOBILITETSBIDRAG 8 
II. 4.1. Speciell Aktion i Syd.. .,. ...8 
II. 5. KOMPLETTERANDE ÅTGÄRDER 9 
II. 5.1. CME+ 9 
II. 6. UNGDOMSUTBYTESVERKSAMHETER 10 
II. 7. ÖVERVAKANDE VERKSAMHETER 10 
II. 7.1. Phare biståndslandsmonografier 11 
^ 
Tempus (Taris) 11 
II. 8. BUDGET.. 11 
IL 9. FÖR-JEP STRATEGIN OCH UPPRÄTTANDET AV PRIORITETER 11 
11.10. URVALSPROCEDUR 12 
II. 11. RESULTAT AV URVALSRUNDERNA 1993 (FÖR-JEPS) OCH 1994 
(FÖR-JEPS OCH JEPS) 13 
II. 11.1. Analys av prioritetsområdet 14 
II. 11.2. Analys av biståndslandet och EU Medlemslandet 14 
Informations- och samordningsverksamheter 15 
II. 12. INFORMATIONSVERKSAMHETER FÖR TEMPUS (PHARE) OCH 
TEMPUS (TACIS) ....15 
11.13. SAMORDNINGSVERKSAMHETER 16 
Tempus (Phare) 16 
Tempus (Tads) 16 
III. HUVUDSAKLIGA FÖRÄNDRINGAR OCH UTVECKLINGAR I TEMPUS 1990 -1994 17 
III. 1. PHARE KONTEXTET 17 
III. 1.1. Utveckling av nationella prioriteter för stöd , 18 
III. 2. INSTRUMENT FÖR SAMARBETE 18 
III. 2.1. Utveckling i det Förenade Europeiska Projekt (JEP) konceptet 18 
III. 2.2. Förbindelser mellan Förenade Europeiska Projekt och nationell högre 
undervisningsutveckling via definitionen av prioritetsområden 19 
III. 2.3. Större Minskning av Stöd till Regionala Förenade Europeiska Projekt 20 
III. 2.4. Betoning av Stödet för resultat och spridnings- verksamheter: 
Förenade Europeiska Nätverk (JENs)... 20 
III. 2.5. Förändringar i det erbjudna stödet för Individuella Mobilitetsbidrag 20 
III. 2.6. Förändringar i de verksamheter som är berättigade till stöd under 
Kompletterande Åtgärder 21 
III. 3. PROJEKTFÖRVERKLIGANDE FRÅGOR 22 
III. 3.1. Förändringen för att öka biståndslandsansvaret för projekts­
amordning och kontrahentskap.. 22 
III. 3.2. Introduktion av flerårsfinansiering 22 
I. TEMPUS UTVECKLING 1990 - 1993 
1.1. TEMPUSPLANENS URSPRUNG 
Händelserna 1989 och 1990 i Central- och Östeuropa hade en dramatisk inverkan på 
Europeiska Unionen. Medlemsländerna befann sig, både individuellt och kollektivt, stå 
inför hittills okända politiska och ekonomiska utmaningar till upprättad filosofi och 
procedurer i utrikesrelationer. På samma gång fanns inga tvivel om brådskan av att snabbt 
och effektivt reagera på lämligt sätt på dessa utmaningar, inte bara i form av nödlägeshjälp 
men även genom att ordna med konkreta sätt för de inblandade länderna att utveckla nya 
perspektiv och nya mål bundna till ett meningsfullt koncept för Europa. 
Genom att sträva efter en integrerad total respons, försökte Unionen snabbt sörja för en 
omfattande organisering för att tillhandahålla praktiskt understöd och expertis för att 
hjälpa de inblandade länderna att omstrukturera sina ekonomier och politiska system så att 
de kunde göra förmånerna, som de skulle kunna erhålla från den nya situationen, så stora 
som möjligt. Ett samlat program för understöd togs av Ministerrådet i december 1989. Det 
är känt som Phare1 och det svarade för strukturen för Unionens understöd i syfte att stödja 
de ekonomiska och sociala reformprocesserna i de Central- och Östeuropeiska länderna. 
Högre undervisning och utbildning har redan fastställts av biståndsländerna själva som en 
av prioriteterna för samarbete, inte för att de trodde att en aktion för att förbättra högre 
undervisning skulle ha någon omedelbar och dramatisk inverkan på deras politiska och 
ekonomiska situation, utan snarare för att den representerade en mer framträdande samlad 
investering i framtiden för hela kontinentens intellektuella resurser. Från ett väldigt tidigt 
stadium inneslöts därför ett antal specialiserade understödsprogram inom undervisnings­
området i Phare, det största av Tempus - den Trans-Europeiska Mobilitetsplanen för 
Universitetsstudier. 
Det var utifrån detta perspektiv som Ministerrådet bad Europeiska Kommissionen i 
december 1989 att brådskande presentera detaljerade förslag som skulle utföras inom Phare 
strukturen för lämpliga åtgärder inom området för högre undervisning och utbildning för 
att stödja reformprocessen i Central- och Östeuropa. I januari 1990 presenterade 
Kommissionen Rådet och Europeiska Parlamentet sina planer att upprätta ett nytt program 
som speciellt skapats för att identifiera och möta speciella behov för det berörda området. 
Vid den tiden stod Phare för "Pologne, Hongrie: Assistance à la Restructuration Economique". Det nu gällande 
hela namnet är "Phare-Community programme for assistance for economic restructuring in the countries of 
Central and Eastern Europe". 
Underliggande beslutet att upprätta Tempus Planen som ett separat arbete från befintliga 
högre undervisningsprogram inom Unionen (såsom ERASMUS och COMETT) eller olika 
forskningsverksamheter för Unionen (såsom ett internationellt samarbete, mänskliga 
resurser och mobilitet för forskare), var uppfattningen om att det var viktigt, i 
förvaltningen av reformprocessen, att ingripa i den specifika sociala dimensionen för de 
inblandade länderna. Detta eftersom man märkte att djupa förändringar i de engagerades, 
lärare och studenter i högre undervisning, inställning och attityder skulle bli en 
fundamental faktor i förbättrandet av tillgängligheten av de mänskliga resurserna som 
behövdes för att utveckla själva reformprocessen. Det var inte bara en fråga om att 
förbättra professionell och teknisk utbildning för framtida förvaltare, vetenskapsmän och 
ingenjörer, önskvärt som detta skulle kunna vara, utan man insåg även att man skulle 
kunna bidraga till att överbrygga motståndet (som fanns pga. den fundamentala revisionen, 
av strukturerna och undervisningsfilosofin) till den nödvändiga förändringen av samhället 
genom att utforma mer relevant kunskap, tekniker och specialiseringar och framför allt 
byta ut gamla sätt att tänka och ta beslut med nya. 
1.2. TEMPUS FÖRSTA FAS 1990-1993 
Tempus antogs av Rådet den 7 maj 1990 för en inledande "pilotfas" av tre år med början 
den 1 juli 1990 och inom ett femårsperspektiv. Ett senare Råds Beslut utvidgade pilotfasen 
med ett år ända tills slutet av juni 19942. Ansvaret för förverkligandet av Planen tilldelades 
Komissionen. I överensstämmelse med Artikel 5 för Råds Beslutet om upprättandet av 
Tempus Planen, assisteras Kommissionen av en Förvaltningskommitté som består av två 
representanter som utnämnts av varje Medlemsland och har en Kommissionsrepresentant 
som ordförande. 
Från början var huvudmedlet för inter-universitetssamarbete, som förutsågs under Tempus 
Planen, det Förenade Europeiska Projektet (JEP) och stöddes för en maximal period av tre 
år. De involverade deltagarna måste vara åtminstone ett universitet från ett biståndsland 
(ECE) och en deltagarorganisation (varav ett måste vara ett universitet) i åtminstone två EU 
Medlemsländer. Meningen med denna inledande period var att strategiskt fullfölja 
omstruktureringsmålen för Tempus Planen genom att stödja initiativ "nerifrån" som 
inriktades på de fundamentala reformfrågorna genom curriculum utveckling, organiserad 
mobilitet för personal (speciellt för omskolnings- och uppdateringsperioder) och studenter 
samt förvärv och stöd av väsentlig undervinings- och kommunikationsutrustning. 
Stöd till olika verksamheter som avsåg att bygga upp effektiva nätverk fanns också 
tillgängligt: Individuellt Mobilitetsbidrag till personal för undervisning, uppdrag, praktik, 
personalomskolning, uppdatering och besök samt Kompletterande Åtgärdsbidrag för 
utvidgningen till biståndsländer i Europeiska föreningar för högre undervisning och andra 
verksamheter. 
Man sörjde även för begränsat stöd till Ungdomsverksamheter och verksamheter som 
avsåg att förbättra ungdomars medvetenhet om den Europeiska dimensionen. 
De berörda nationella myndigheterna upprättade ett Kontor för den Europeiska Stiftelsen 
för Yrkesutbildning i varje biståndsland som var involverat heltid med att verkställa sitt 
lands bidrag till förverkligandet av Planen. 
Se sektion 1.3. i denna Rapport för följande utveckling av Planen. 
-3 
Mellan maj 1990 och juli 1993 verkställde Arbetsgruppen för Mänskliga Resurser, med stöd 
av den Europeiska Stiftelsen för Yrkesutbildning3 som samarbetar med nationella 
myndigheter för ett fortsatt ökat antal biståndsländer, fyra Förenade Europeiska 
Projekturval inriktade på att möta biståndsländernas specifika prioriteter inom ramen som 
ovan4 anges. Den sista av dessa, urvalet våren 1993, baserades på ett begränsat antal 
begäran om ansökningar, eftersom tillgängliga budgetar användes till att täcka återstående 
kostnader för de Förenade Europeiska Projekten som påbörjats 1991/92 och 1992/93 med 
Albanien, Estland, Ungern, Lettland samt Litauen och endast kunde acceptera ett begränsat 
antal nya förslag. Pga. detta annullerades Bulgariens, Tjeckiens, Slovakiens och Polens 
begäran om ansökningar. Sloveniens begäran om ansökning förblev öppen, men fonderna 
som återstod efter att ha täckt budgefeftersläp" för projekt som redan accepterats under 
de föregående två åren visades vara otillräckliga för att tillåta finansiering av nya projekt. 
1.3. RÅDSBESLUTET DEN 29 APRIL 1993 ATT ANTAGA TEMPUS II 
Genom att följa ett inledande utbyte av synpunkter bland Europeiska Unionens 
Undervisningsministrar i november 1992 och det Europeiska Parlamentets positiva 
omdöme, antog Råds Beslutet andra fasen av den Trans-Europeiska Samarbetsplanen för 
högre undervisning (TEMPUS II) den 29 april 19935. Detta Beslut forsatte effektivt arbetet 
för Tempusplanen med de biståndsländer som fanns och utvidgades även till Republikerna 
i det tidigare Sovjetunionen och det möjliggjorde för de Republiker som önskade erhålla en 
del av de samlade fonderna, som gjorts tillgängliga för dem av Unionen, att deltaga i 
Tempus Planen. Vid tiden för urvalets verkställande i början av 1994 för det akademiska 
året 1994/95 var de deltagande Republikerna: Vitryssland, Kazachstan, Kirgistan, Moldova, 
Ryssland, Ukraina och Uzbekistan. 
Den Europeiska Stiftelsen för Yrkesutbildning är ett självstyrande kontor i den Europeiska Samarbetsfonden, 
vilken är avtalad att assistera Kommissionen för de Europeiska Unionerna i förverkligandet av Tempus Planen. 
De biståndsländer som är inblandade i Planen ökade från två av början i maj 1990 (Polen och Ungern) till totalt 
elva stycken i februari 1992. I juli 1993 var de: Albanien, Bulgarien, Tjeckien, Slovakien, Estland, Ungern, 
Lettland, Litauen, Polen, Rumänien och Slovenien. 
OJ Nr. L112/34,6 maj 1993. 
4-
II. ÖVERSIKT AV TEMPUS VERKSAMHETER 1993 - 1994 
För att underlätta redogörelsen kommer Tempus (Phare) och Tempus (Tacis) att betraktas separat. 
Tempus (Phare) 
II. 1. BUDGET 
Den dominerande faktorn med avseende på budgetmekanismerna som styr Tempus-
programmet är att Tempus i de elva Öst- och Centraleuropeiska biståndsländerna bildar en 
del av Phare. De fundamentala faktorerna är: 
• Att den nationella Phare budgeten årligen beslutas av Kommissionen. 
• Inom denna nationella budget enas de berörda nationella myndigheterna tillsammans 
med Kommissionen om fondernas förfogande inom ramen för det Indikativa 
Programmet för varje biståndsland. Förslaget till budgeten som tilldelats Tempus 
verksamheter fastställs inom dessa regler. 
Budgetutformningsprocessen för Tempus verksamheter 1994/95 var tvungen att ta hänsyn 
till att urvalet våren 1994 skulle bli det fösta för Tempus Andra Fas och det första i vilken 
alla biståndsländers fullständiga begäran om ansökningar skulle göras på basis av flerårs-
finansiering (jfr. § IV.3.2.). 
En total budget av över 95.9 MECU tilldelades året. 
II. 2. UPPRÄTTANDET AV NATIONELLA PRIORITETER OCH 
PROCEDUR FÖR PROJEKTURVAL 
Procedurer har upprättats i syfte att klart placera Tempus inom en strategisk ram för högre 
undervisningsutveckling inom varje inblandat land och för att gynna synergin mellan 
finansierade utvecklingar genom Tempus och andra stödda verksamheter inom Phare 
programmet. 
Prioriteterna för förverkligandet av Tempus är resultatet av en rådplägningsprocess mellan 
Kommissionen och myndigheterna i varje biståndsland. Prioriteterna 1994/95 behandlades 
under första hälften av 1993 och publicerades i Handbok för ansökande. 
På detta sätt kunde Tempus fortsätta att utveckla större relevans för de specifika ekonomiska 
processerna och socialreformen i varje biståndsland samt även upprätta en urvalsprocess som 
undgår ansökarnas frustrering genom att ge dem mer vägledning i syfte att uppmuntra deras 
insatser endast inom områdena som uppräknas i Handbokför Ansökande. 
Inom Tempus tilldelning som tillhandahållits från dess Phare budget av alla biståndsländer, 
görs urval av projekt för stöd inom en samlad beslutstagandeprocess, genom vilken både 
Kommissionen och de nationella myndigheterna värderar projektets kvalité. Kommissionen 
koncentrerar sig på omfattningen av de projekt som stämmer överens med målen samt 
kriterierna för Tempus planen. De nationella myndigheterna bedömer först och främst 
relevansen av prioritetsbehov för sitt land som de uppfattar dem i utvecklingssituationen 
av omstruktureringen av sina högre undervisningssystem. 
Kommissionens slutliga beslut att finansiera ett givet projekt är resultatet av en serie 
grundliga diskussioner av sammanlöpande värderingar. Speciellt har överenskommelser, 
av både respektive Kontor för den Europeiska Stiftelsen för Yrkesutbildning (ofta i samråd 
med nationell expertpanel) och den Europeiska Stiftelsen för Yrkesutbildning om att en 
ansökan som framställt ett betydelsefullt bidrag till att uppnå nationella Tempus prioriteter, 
varit ett förhandsvillkor för en ansöknings framtida progress genom urvalsproceduren 
1994/95. 
Genom att följa denna procedur försöker alla parter uppnå, inom restriktionerna för 
finansiella resurser, bästa möjliga bedömningsbalans med hänvisning till både 
kvalitetsfaktorer och respekt för de prioriteter som upprättats av de länder som 
understödet ställts till. Även om en stor del av ansökningarna till Förenade Europeiska 
Projekt stämmer överens med de olika önskemål söm nämns i Handbok för ansökande, är det 
oundvikligen fortfarande möjligt endast vid slutet av urvalsprocessen att stödja en relativt 
låg procent av dem. 
II. 3. JEP BIDRAGSVERKSAMHETER: RESULTAT AV URVALS­
PROCEDUREN 1994 
Under första hälften av 1994 startade urvalet av de Förenade Europeiska Projekten som 
började sina verksamheter det akademiska året 1994/95. Resultaten av detta urval var 
följande: 
Antal stödda JEPs 1994/95 464 
Antal nya JEPs 1994/95 239 
Antal förnyade JEPs 1994/95 225 
Antal nya JEP-förslag som mottagits 1994 1,365 
Antal nya JEP-förslag inom prioritetsområden 975 
Totalt tillgängligt belopp för Tempus 1994/95 från Phare budgeten 95.9 MECU 
-6-
II. 3.1. Analys av prioritetsområdet 
Av de totalt 1365 JEPs ansökningar som mottagits, betecknades 975 (71%) framförda 
ärenden som prioriteter av de nationella myndigheterna i det inriktade biståndslandet. 
Vidare detaljer för nationella prioriteter finns tillgängliga i § III Phare Länder rapporter. 
II. 3.2. Analys av biståndslandet EU Medlemslandet och G24 deltagar­
landet 
II. 3.2.1. Biståndslandsdeltagande 
Institutioner i biståndsländerna agerade som samordnare i 66,9% av de antagna projekten i 
urvalet 1994/95. Institutionerna i de fem biståndsländerna, vars nationella myndigheter 
bad att rollen som kontrahent skulle vara öppen för institutioner i deras respektive länder, 
svarade tillsammans för 32.2 % av kontrahentprojekten av de utvalda projekten i den 
aktuella ansökningsrunden6. 
Detaljerad analys av Biståndsländernas deltagande i JEPs tillhandahålls i § III. 
II. 3.2.2. Medlemslandsdeltagande 
De tre länder som deltar mest i projekten är Storbritannien, Tyskland och Frankrike. Dessa 
länder, med Belgien, tar även ledningen bland Medlemsländerna i agerandet som 
samordnare och kontrahenter i projekten. Ett antal andra länders villighet att deltaga i 
Planen motsvaras inte av villigheten att ta ansvaret som samordnare eller kontrahent i ett 
projekt. I ett antal länder där även deltagarnivån varit speciellt låg har åtgärder vidtagits 
för att uppmuntra förbindelser med biståndsländerna med hjälp av påskyndad behandling 
av ansökningarna från biståndsländernas akademiker för Individuella Mobilitetsbidrag i 
syfte att påbörja projektutformning i de underrepresenterade Medlemsländerna (se § II.4.1. 
Speciell Aktion i Syd). 
II. 3.23. G24 deltagande 
17% av JEP ansökningarna 1992/93 (den senaste fullständiga begäran om ansökningar) 
involverade deltagare från G24 länder. Bara i den aktuella urvalsrunden involverade lite 
över 210 (15%) ansökningar G24 länder och övervägande de skandinaviska länderna, 
Österrike, Schweiz samt USA. Endast få ansökningar mottogs där institutioner i Australien, 
Canada, Japan och Malta utnämndes till deltagare. Totalt 22 ansökningar involverade G24 
deltagare som samordnare, av vilka 18 antogs för finansiering. Två tredjedelar av dessa 
ansökningar samordnades av institutioner i Sverige och återstoden av institutioner i 
Österrike och Finland. Det kanske är av betydelse att nämna att det är dessa tre länders 
högre undervisningsinrättningar som upprättat fonder för att stödja deltagandet i Tempus. 
Projektets samordnare är den organisation som är ansvarig för samordningen av verksamheterna för ansökande-
/projektkonsortiumet. Kontrahenten är organisationen med kontraktansvaret för projektet inför Kommissionen 
och är nödvändigtvis inte även samordningsinstitution. 
7-
II. 3.3. JEP+ urval 
Tre nya bidragskatogorier gjordes tillgängliga inom Tempus Planen under det akademiska 
året 1993/94, varav två ( under de nya rubrikerna JEP+ och CME+) avsåg att ställa till rätta 
den dåliga överensstämmelsen mellan behoven som återspeglades av de nationella 
prioriteterna och gensvaret på behoven, i form av initiativ, som den Europeiska 
akademiska gemenskapen7 erbjöd. I fråga om JEP+ Handlingen (för CME+ se § II.5.1.) 
inbjöds nationella myndigheter att definiera prioritetsfrågorna som en grund för en begäran 
om ansökningar som akademiker kunde besvara med projekt som utformats på lämpligt 
sätt för finansiering som Förenade Europeiska Projekt (eller Kompletterande Åtgärder). 
JEP+ temana föreslog förbättring av systemen för förvaltning av universitetsfinanserna och 
för biblioteksinformationsservice, utveckling av internationella samarbetsavdelningar för 
universiteten, utveckling av distansundervisning för Europeiska Studier och av informatik i 
högre undervisning. Dessa frågor, som ansökningarna sedan uppmanades till, uppräknades 
i Handbokför Ansökande med mer detaljerade direktiv som kan erhållas från den Europeiska 
Stiftelsen för Yrkesutbildning och respektive Kontor för den Europeiska Stiftelsen för 
Yrkesutbildning. En första urvalsrund för dessa projekt startade under fösta hälften av 
1994. 
Totalt 11 JEP+ projekt urvaldes för finansiering och började sina verksamheter under det 
akademiska året 1994/95: Polen 8 st., Bulgarien, Tjeckien och Rumänien 1 st., med en total 
väntad kostnad av 4,195,415 ECU under de tre åren för förverkligandet av dem. 
II. 3.4. Speciell aktion strukturellt JEP: Eurofakultet 
Första fasen av verksamheterna, under egiden av Eurofakultets Centret, började med 
utbildning/uppdatering (inklusive språkförberedelse i engelska och tyska) av akademisk 
personal och med förbättrande av bibliotek i Estland, Lettland och Litauen. Kurser 
undervisas nu vid biståndsländernas universitet i Tatu (EE), Riga (LTV) och Vilnius (LIT) 
av lärargrupper som alla inkluderar representanter från ett västlig deltagarland (deltagarna 
är: Danmark, Finland, Tyskland och Sverige). För närvarande är arbetet koncentrerat på de 
fyra vetenskapsgrenarna för juridik, ekonomi, offentlig förvaltning och handels-
administration: nyckelområden som gör det möjligt för biståndsländernas universitet att bli 
expertcenter i grad att bidraga till reformprocessen. Man har planerat att utvidga nätverket 
i sinom tid till universiteten i Ryssland (Kaliningrad och St.Petersburg). 
Centret kommer att bli en rättslig självständig stiftelse finansierad av nationella bidrag och 
av Kommissionen genom Tempusprogrammet. Den totala budgeten för de första två 
arbetsåren uppgår till ett uppskattat värde av 3.5 MECU inklusive, för det akademiska året 
1993/94, en total budget av 320,000 ECU som tilldelats från de nationella Tempus-
budgetarna för de fyra inblandade biståndsländerna (Estland, Lettland, Litauen och Polen) 
inom ramen för ett regionalt JEP för att finansiera det nödvändiga förberedande arbetet och 
verksamheterna för den första fasen. För 1994/95 har ytterligare 360,000 ECU tilldelats från 
de fyra nationella Tempusbudgetarna. 
Den tredje är JEN Aktionen se § H.3.5. 
-8 
II. 3.5. Förenat Europeiskt Nätverksurval (JENs) 
Den Förenade Europeiska Nätverksaktionen startade 1993, med de första beviljade bidragen i 
början av 1994, och skapades för att tillåta de mest framgångsrika redan fullbordade Förenade 
Europeiska Projekten (dvs. de 3-års projekt som finansierades under första deltagaråret för 
.biståndsländerna som varit längst inblandade i Tempus Planen) att behålla sina nätverk över en 
period av upp till två år, sprida sina resultat och erbjuda exempel för bra tillämpning. Stöd till 
dessa verksamheter 1993/94 uppgick till 769,005 ECU för 30 projekt. 
II. 4. INDIVIDUELLA MOBILITETSBIDRAG 
Urvalsprocedurer för beviljande av Individuella Mobilitetsbidrag liknar de som används 
för urval av Förenade Europeiska Projekt. Likväl beviljas Individuella Mobilitetsbidrag 
med basis av två urvalsrunder varje år. Urval av ansökningar som skall föreslås 
Kommissionen för finansiering verkställs av den Europeiska Stiftelsen för Yrkesutbildning 
för ansökande inom de EU sökande bidragen för att resa till biståndsländerna. Ansökningar 
för att resa från biståndsländer till EU bedöms av respektive Kontor för den Europeiska 
Stiftelsen för Yrkesutbildning i överensstämmelse med standard- iserade urvalskriterium. 
I de två urvalsrunderna 1993/94 planerades totalt 1491 besök av individuella universitets­
personal från biståndsländerna till institutioner inom Unionen med en total kostnad av 
3,573,752 ECU. Samtidigt beviljades universitetspersonal inom Unionen finansiering av 
561,188 ECU för att göra 629 besök vid institutioner inom biståndsländerna. 
Antal beviljade bidrag till EU ansökande var ovanligt stort (353) under första runden av 1993/94 
med ansökningar som kanske sporrats av tillkännagivandet om annulleringen av många länders 
begäran om JEP ansökningar i December 1992 (se § I.2.), då potentiella projektdeltagare sökte 
alternativa finansieringskällor inom Tempus för att utveckla kontakter och samarbete. 
Under första hälften av 1994 började urvalet för beviljandet av Individuella Mobilitets­
bidrag för sökande som planerat att börja sina verksamheter med inledningen av det 
akademiska året 1994/95 (1994/95 rund 1). Totalt 71,170 ECU betalades ut till 64 bidrag för 
besök i biståndsländerna efter att ha mottagit av 195 ansökningar. Vid samma tid beviljades 
ytterligare 1,722,120 ECU till 589 av de 978 ansökande i biståndsländerna som önskade resa 
till den Europeiska Unionen. 
II. 4.1. 'Speciell Aktion i Syd' 
En speciell aktion började 1993 som skapats för att gynna samarbete mellan biståndsländer och 
Medlemsländer som var underrepresenterade i de för närvarande finansierade Förenade 
Europeiska Projekten (Irland, Italien, Portugal och Spanien). Aktionen tog formen av 
Individuella Mobilitetsbidrag för att göra det möjligt för akademiker från biståndsländerna att 
resa till Medlemsländerna ovan i syfte att få råd angåaide förberedelsen av JEPs. Ansökningar 
till den Speciella Aktionen, som tillkännagavs i april 1993, lämnades in till den vanliga IMG 
andra runden med sista ansökningsdag den 15 juni 1993, men med en påskyndad urvalsprocess 
9-
som verkställdes av Kontoren för den Europeiska Stiftelsen för Yrkesutbildning (med 
användning av befintliga standardprocedurer och kriterium). Godkända sökande kunde således 
inleda sina besök mellan den 1 September och den 31 december samma år och kunde därigenom 
utarbeta och presentera JEP ansökningar vid påföljande sista ansökningsdag som var den 31 
januari 1994. 
Totalt 112 Bidrag för Speciell Aktion i Syd beviljades med en total kostnad av 116,265 ECU. 
II. 5. KOMPLETTERANDE ÅTGÄRDER 
I de två urvalsrunderna 1993/94 beviljades totalt 19 bidrag (med en total kostnad av 
188,595 ECU) till samfund i syfte att tillåta utvidgning av akademiska nätverk till Öst- och 
Centraleuropa eller för publiceringar, studier och undersökningar där dessa direkt gynnade 
Tempus mål som stimulerande och underlättande för samarbete. Urvalsprocedurerna 
motsvarade de som användes för JEPs. 
Under första hälften av 1994 började urvalet av Kompletterande Åtgärdsprojekt som skulle 
börja sina verksamheter med inledningen av det akademiska året 1994/95 (1994/95 rund 1). 
Tjugonio ansökningar mottogs, varav 14 finansierades med en kostnad av 147,825 ECU. 
Under 1994 togs beslutet att utveckla förslag för omstrukturering av Aktionen. Den nya 
Aktionen, som skulle starta 1995/96, har skapats för att vara mer inriktad på strategiska 
frågor relaterade till högre undervisning i biståndsländerna med stöd för planering inom 
högre undervisningsinstitutioner, för åtgärder som strävar efter att sprida JEPs prestationer 
inom ett speciellt ämnesområde samt policyuppläggning för högre undervisning på 
nationell nivå. 
II. 5.1. CME+ 
Under 1993, för att sammanfalla med JEP+ aktionen, startade ett CME+ (jfr. § II.3.3.) som 
ett ytterligare medel genom vilken man skulle ge stöd åt speciella prioriteter för högre 
undervisningsreform på nationell nivå och som definierats av myndigheterna i de 
respektive biståndsländerna. En speciell procedur skapades på basis av detaljerade direktiv 
tillgängliga från den Europeiska Stiftelsen för Yrkesutbildning och respektive Kontor för 
den Europeiska Stiftelsen för Yrkesutbildning från oktober 1993. Totalt 8 projekt av detta 
slag (ett för Albanien, Bulgarien, Ungern, Lettland och Rumänien samt två för Polen) 
finansierades 1994 med en kostnad av 269,120 ECU. 
Speciellt strävade CME+ projekten efter att ordna med teknisk hjälp och stöd till nationella 
myndigheter inom området för policyutveckling i högre undervisning. I Lettland, t.ex., 
stödde CME+ aktionen en genomförbarhetsstudie för integrering med forskningsinstituts-
universiteten för Lettlands vetenskapsakademi, medan ett CME+ projekt i Polen erbjöd råd 
till det Polska Ministeriet för Nationell Undervisning angående organiseringen av ett väl 
ansett nationellt center för högre undervisning. 
-ÎO-
II. 6. UNGDOMSUTBYTESVERKSAMHETER 
1993/94, liksom tidigare år, fanns ett begränsat tillgängligt belopp för finansiering av 
ungdomsutbyten och relativa verksamheter som involverade kulturella växelspel som 
avsåg att ordna med möjligheter för ungdomar (15-25 år gamla), vanligtvis utanför högre 
undervisning, att deltaga i en europeisk erfarenhet. 
Totalt 114 projekt tilldelades fonder av sammanlagt 1,112,464 ECU i de två urvalsrunder 
1993/94. 
Under första hälften av 1994 startade urvalet av YEX projekt som började sina 
verksamheter i september 1994 (1994/95 rund 1). Trettiotvå projekt föreslogs för 
finansiering från totalt 124 ansökningar med en total tilldelning av 272,102 ECU. 
Förutom dessa projekt forsatte det Polska Ungdoms Pilotprojektet, som startade med en 
enstaka urvalsrund 1992/93, och fortsatte 1993/94. Stöd till 33 av dessa innovativa projekt, 
med lokal inverkan och ledd av de unga deltagarna själva, upgick till 578,400 ECU i 
urvalsrunden för januari 1994. Det följande uppskattade värdet av 50% i det senare urvalet 
var mer än dubbelt så mycket som för den föregående urvalsrunden: ett faktum som till 
stor del kan tillskrivas den intensiva informationskampanjen som betalades av det polska 
Kontoret för den Europeiska Stiftelsen för Yrkesutbildning. Förflyttningen av en 
representant för den Europeiska Stiftelsen för Yrkesutbildning till motsvarande polska 
Kontor från september 1993 till slutet av februari 1994 bidrog också till detta arbete. En 
ytterligare urvalsrund i augusti 1994, för vilken 41 ansökningar mottogs, förde 
Pilotprojekten in i den bekanta strukturen av två urvalsrunder per år. 
II. 7. ÖVERVAKANDE VERKSAMHETER 
Kommissionen behöll ett helt program av interna övervakningsprocedurer för alla Tempus 
aktioner och fullföljde detaljerade undersökningar och analyser av ett antal relevanta 
aspekter (situation i de olika biståndsländerna, olika prioritetsområden, EUs inblandning, 
G24 inblandning etc.) för stödda projekt i den föregående urvalsrunden. 
Organiseringen och förverkligandet av ett intensivt program för platsbesök började 1992/93 och 
fortsatte under rapportperioden samt involverde totalt 36 besök med ett representativt stickprov 
på pågående Förenade Europeiska Projekt överallt i biståndsländerna. Övervakningen av 
projekten inkluderade två olika besök, varav ett till biståndslandets inblandade institution, som 
koncentrerades på progressen som gjorts mot förverkligandet av det uppsatta målet samt en 
finansiell revision som verkställdes vid den avtalade institutionen. 
En ny viktig del för denna verksamhet var förverkligandet av sju 'institutionella besök' som 
avsåg att bedöma inverkan på de urvalda institutionernas deltagande i Tempus. Besöksgruppen 
var speciellt intresserad av att undersöka möjligeten av synergi mellan projekten och hur 
projektens helhetsintryck bidrog till den totala utvecklingsstrategin för institutionerna. 
En rapport som visar huvudresultaten av Platsbeöksprogrammet som utfördes under det 
akademiska året 1993/94 kommer att publiceras. 
-11-
Resultaten och erfarenheten som förvärvats från dessa besök, vilka leddes av 
Kommissionen, assisterades av Kontoren för den Europeiska Stiftelsen för Yrkesutbildning 
för de inblandade länderna. Berörda grupper av akademiska experter från både 
Medlemsländer och Central- och Östeuropa har bidragit till förbättringen av procedurer 
inom programmet, progressen för de undersökta projekten och, hoppas man, till stategiskt 
tänkande för de som är ansvariga för administrationen av högre undervisning i 
biståndsländerna. 
II. 7.1. Phare biståndslandsmonografier 
Under loppet av 1994 började arbetet med en serie studier för Tempus inverkan i sju (först och 
främst) av de elva biståndsländerna som deltog i Tempus (Phare) sedan september 1991: 
Bulgarien, Tjeckien, Ungern, Rumänien, Polen, Slovakien och Slovenien. Den första av dessa 
studier, som skrevs under avtal med den Europeiska Stiftelsen för Yrkesutbildning, undersöker 
Tempus inverkan i Slovakien och publicerades i början av 1995. 
Tempus (Tacts) 
II. 8. BUDGET 
Den totala budgeten som fanns tillgänglig för Tempus (Tacis) 1993/94 för projektfinansiering 
uppgick till 3.42 MECU. 
1994/95 fanns totalt 21.73 MECU tillgängligt för projektfinansiering. 
II. 9. FÖR-JEP STRATEGIN OCH UPPRÄTTANDET AV PRIORITETER 
Tempus II verksamheter inleddes med det akademiska året 1994/95. Kommissionen 
påbörjade en preliminär aktion 1993/94 i syfte att kunna förverkliga genomförbara Tempus 
(Tacis) Förenade Europeiska Projekt vid den tiden, genom att finansiera ettåriga För-
Förenade Europeiska Projekt (För-JEPs). Dessa koncentrerades på förberedande mobilitet 
för personal mellan universitetens planerade samarbete på en institutionell nivå vid ett 
senare datum (dvs. studie- och informationsmötesbesök, förberedelse av institutionellt 
samarbete, personaluppdatering och omskolning, undervisningsuppdrag etc). 
Biståndsländerna som var med i dessa för-programfas verksamheter för det akademiska 
året 1993/94 var: Vitryssland, Ryssland och Ukraina. Biståndsländerna begränsades till ett 
universitet per projekt, medan två eller tre högre undervisningsinstitutioner i EU kunde 
deltaga. Även en institution från ett icke-EU (G24) land kunde deltaga. 
12 
Stöd till projekt som fokuserades på följande prioritetsområden: 
• humanvetenskap och sociala vetenskaper 
• politisk vetenskap och ekonomi (som inte fokuseras på handel/förvaltning) 
• moderna europeiska språk (som inte fokuseras på litteratur eller språkvetenskap) 
• förbättring av universitetsförvaltning. 
Kommissionen beslöt även att, med anledning av de samlade målen för Tacis programmet, att 
speciell hänsyn skulle tas till projekt relevanta för jordbruks-, energi- och transportområdet. 
Genom att uppmuntra den preliminära mobiliteten som förutsågs i denna för-programfas, 
inom perspektivet av ett planerat samarbete mellan institutioner, försökte Kommissionen 
möta behovet av återupprättandet av kontakter mellan akademiker i de Nya Självständiga 
Länderna i del tidigare Sovjetunionen och deras motsvarigheter i Unionen, medan man 
samtidigt erkände värdet av stöd till institutionell utveckling som optimala hjälpmedel för 
att göra inverkan av Tempus i dessa länder så stor som möjligt. 
Konsortiumerna som kompletterade deras ettåriga för-JEPs erbjöds möjligheten att ansöka 
om finansiering för treåriga Förenade Europeiska Projekt som strävade efter antingen 
granskning ellet förbättring av universitetsförvaltning vid de berättigade institutionerna för 
för-JEP konsortiumet eller omstrukturering och utveckling av exemenskurser och dess 
innehåll (inklusive understöd i skapandet av nya institutioner, fakulteter och curriculum 
och den nödvändiga förvaltningsstrukturen för förverkligandet av kurserna). Sista dagen 
för ansökningen var den 15 juni 1994. En andra kallelse för ansökningar för för-JEPs hölls 
även tidigt 1994 (sista ansökningsdagen var den 28 april 1994). På förfrågan vid den senare 
kallelsen inkluderades Kazachstan, Kirgistan, Moldova och Uzbekistan. 
11.10. URVALSPROCEDUR 
Ett urval med fyra etapper användes: 
• En teknisk bedömning verkställdes av den Europeiska Stiftelsen för Yrkesutbildning. 
• På basis av den tekniska bedömningen, utarbetade Kommissionen en provisorisk lista 
på föreslagna projekt för stöd. 
• Akademiska experter från både den Europeiska Unionen och biståndsländerna 
konsulterades för alla ansökningarna. 
• Det slutliga beslutet för finanserna togs av Kommissionen. 
-13-
II. 11. RESULTAT AV URVALSRUNDERNA 1993 (FÖR-JEPS) OCH 1994 
(FÖR-JEPS OCH JEPS) 
De samlade resultaten för för-JEP och JEP urvalen kan visas i tabell på följande sätt: 
Land 
Vitryssland 
Ryssland 
Ukraina 
Kazachstan 
Kirgistan 
Moldova 
Uzbekistan 
Totalt För­
projekt 
1993/94 
8 
57 
12 
77 Budget 
1993/94 
(MECU) 
0.38 
2.54 
0.50 
3.42 För­
projekt 
1994/95 
5 
39 
10 
9 
2 
5 
6 
76* Projekt i 
naturlig 
skala 
1994/95 
4 
20 
4 
28 Budget 
1994/95 
(MECU) 
2.10 
15.37 
3.32 
0.37 
0.09 
0.23 
0.25 
21.73 Total 
förbrukning 
per land 
(MECU) 
2.48 
17.91 
3.82 
0.37 
0.09 
0.23 
0.25 
25.15 
Förutom de 76 för-projekten som urvalts omigen 1994/95, startade 50 st. ettåriga för­
projekt 1993/94 som fick stöd 1994 och som kommer att bli berättigade att ansöka om 
bidrag för projet i naturlig skala 1995 (Vitryssland: 5, Ryssland: 37 och Ukraina: 8). 
Humanvetenskap och 
Socialvetenskap, inklusive 
juridik 
Ekonomi och Politisk 
Vetenskap inklusive 
Europeiska Studier 
Moderna Europeiska Språk 
Förbättring av Universitets­
förvaltning 
Annat 
Totalt För-projekt 
1993/94 
29 
14 
16 
18 
0 
77 För-projekt 
1994/95 
13 
25 
15 
18 
5 
76 Projekt i naturlig 
skala 1994/95 
7 
9 
5 
6 
0 
27 
-14-
II. 11.1. Analys av prioritetsområdet 
Av de 264 för-JEP ansökningarna som mottagits i urvalsrunden 1993/94, framfördes 
222 ärenden som betecknades som prioriteter. 
Under urvalsrunden 1994/95 med 408 för-JEP ansökningar, framfördes 335 st. som 
betecknades som prioriteter med ansökningar för Ekonomi, Universitetsförvaltning och 
Moderna Europeiska Språk som tillsammans utgjorde mer än hälften av alla ansökningar. 
För de biståndsländer som deltog för första gången (Kazachstan, Kirgistan, Moldova och 
Uzbekistan) betraktades ansökningarna inom alla områden för finansiering. 
För JEP urvaltet, där begäran om ansökningar begränsades till de befintliga för-JEP 
konsortiumen, uppfyllde alla utom en ansökning prioritetskraven. 
II. 11.2. Analys av biståndslandet och EU Medlemslandet 
Vid För-JEP urvalet 1993/94 var fördelningen av framgångsrika projekt mellan 
biståndsländerna följande: Vitryssland 8st, Ryssland 57st. och Ukraina 12 st. De 264 
ansökningarna som mottogs var inriktade på tre länder med ungefärligen samma 
omfattning. Denna balans behölls vid JEP urvalet 1994/95 då 4 st., av de 28 finansierade 
ansökningarna som presenterats av för-JEP konsortiumen 1993/94, gick till Vitryssland, 20 
st. till Ryssland och 4 st. till Ukraina. 
Vid för-JEP urvalsrunden 1994/95, i vilken Kazachstan, Kirgistan, Moldova och Uzbekistan 
deltog för första gången, behölls mönstret ovan för Vitryssland, Ryssland och Ukraina, men 
tillsammans svarade dessa tre länder för mer än 86% av det totala antalet mottagna 
ansökningar. 
Genom att följa informationsuppdragen till regionala universitet i Vitryssland, Ryssland 
och Ukraina som verkställdes tidigt 1994, resulterade projekturvalet 1994/95 i en betydligt 
bättre regional fördelning av projekten. 
Vad Medlemländerna beträffar, kan man dra få slutsatser från deltagarmönstret vid 
urvalsrunden 1993/94 pga. valet av tidpunkten för dess start. Ansökningarna behandlades 
under semestern av de akademiker som alltjämt gjorde det frivilligt. Institutioner i 
Frankrike, Tyskland, Holland och Strorbritannien var de mest aktiva i samordningen av 
projekten (samordningen var inte öppen för deltagare i biståndsländerna). 
Vid för-JEP urvalet 1994/95 framträdde en mer balanserad bild. Deltagandet av de 
Medlemsländer som minst representerades vid det föregående urvalet fördubblades, 
medan samma länders representering vid JEP urvalet förbättrades från 10% deltagande vid 
för-JEPs 1993/94 till 16% vid JEPs senare utveckling. En serie informationskampanjer i de 
länder som minst representerades 1993/94 kan troligen ha varit en betydande faktor i den 
förbättrade geografiska fördelningen av för-JEP deltagandet 1994/95. 
15 
Informations- och samordningsverksamheter 
II. 12. INFORMATIONSVERKSAMHETER FOR TEMPUS (PHARE) OCH 
TEMPUS (TACIS) 
En broschyr publicerades på nio språk och den gav en kort översikt av Planen. 
Mer detaljerad informationsmaterial som publicerades under rapportperioden var av två 
slag: de som riktades till användarna av Planen (Handbok för Ansökande) och de som 
skapats för de mer specialiserade åhörarna i intitutionerna för den Europeiska Unionen, 
Medlemsländerna, Kontoren för den Europeiska Stiftelsen för Yrkesutbildning, Phare 
Samordnarna och andra institutioner i biståndsländerna (Phare) samt media (de två Årliga 
Rapporterna). 
En ny upplaga av Handbok för Ansökande och ansökningsblanketter för Tempus (Phare) 
utarbetades i ett nytt format och distribuerades på nio Unionsspråk. Handbokens 
omarbetade format med separata häften för alla Tempus (Phare) Aktioner, en allmän 
introduktion och separat häfte som framför nationella prioritetsdetaljer för bistånds­
ländernas prioriteter skapades för att ordna med väsentlig information till användare med 
förbättrad klarhet men utan bristande innehållsrikedom. 
Separata Handböcker som utgavs för Tempus (Tacis) För-JEP fas och för Tempus (Phare) 
Ungdoms- verksamheter utarbetades på nio språk. En Handbok med ansökningsblankett för 
den Polska Pilotprojektsplanen för Ungdomsverksamheter utarbetades på fyra språk (DE, 
EN, FR, IT). 
Ett Kompendium för alla Tempus (Phare) Förenade Projekt och Kompletterande 
Åtgärdsprojekt som pågick 1993/94 publicerades på hösten 1993 och åtföljdes av en 
Årsrapport som täckte Planens verksamheter under perioden 1 augusti 1992 till 31 juli 1993. 
Ett andra Kompendium som gav detaljer för den första Tempus (Tacis) för-JEPs kom våren 
1994. 
Ett ytterligare dokument, som framträdde för första gången, var Plats Besöksprogrammets 
Årsrapport 1992/93 och gav detaljer för de första stegen för Plats Besöksprogrammets 
kvalitetsgranskning av Tempus (Phare) (jfr. § II.7.). 
(En hel lista för Tempus publiceringar ges i bilaga). 
16 
IL 13. SAMORDNINGSVERKSAMHETER 
Tempus (Phare) 
Samarbetet, mellan Kommissionen och Kontor för den Europeiska Stiftelsen för Yrkesutbildning 
som upprättades i biståndsländernas huvudstäder, fortsatte att förstärkas under 
rapportperioden. Den regelbundna konsulteringen, med Kommissionen och den Europeiska 
Stiftelsen för Yrkesutbildning genom ömsesidiga och förenade diskussioner angåaide 
arbetsärenden såsom behandling av urvals- procedurer och informations-verksamheter, forsatte 
att vara det viktigaste kännetecknet för samarbete och ett fokus för samordningsverksamheter. 
Av speciell betydelse var den väsentilga rollen som Kontoren för den Europeiska Stifteben 
för Yrkesutbildning hade och som skulle garantera smidiga förbindelser mellan 
Kommissionen och deras nationella myndigheter i förhållande till definitionen av nationella 
Tempus verksamheter samt även med deras Phare samordnare i förberedelsen av budget-
diskussioner med Kommissionen. 
Rollen som Kontoren för den Europeiska Stiftelsen för Yrkesutbildning själva hade försatt 
att utveckla. Vissa hade lagt till sitt ansvar, i förhållande till organiseringen av platsbesök 
till JEPs i sina länder, att både påbörja organiseringen av institutionella besök för första 
gången 1993/94, samt att att komplettera besöksprogrammen som samordnats från den 
Europeiska Stiftelsen för Yrkesutbildning genom egna institutionella besöksprogram. Deras 
roll i organiseringen och deltagandet av deras personal i det senare utgjorde ett viktigt 
bidrag till denna övervakningsaspekt (jfr. § H.7.). 
Ytterligare har Kontoren för den Europeiska Stiftelsen för Yrkesutbildning påbörjat ett antal 
verksamheter, som t.ex. produktion av publiceringar och organisering av studiegrupper, 
som strävar efter att sprida överallt i deras respektive länder både prestationer från 
Tempus projekt och bra praktik inom projekten. 
Samarbete mellan Kontoren för den Europeiska Stiftelsen för Yrkesutbildning och den 
Europeiska Stiftelsen för Yrkesutbildning blev alltmer ömsesidigt i sin uppgift med 
förflyttningen av en personalrepresentant av den Europeiska Stiftelsen för Yrkesutbildning till 
Kontoret för den Europeiska Stiftelsen för Yrkes- utbildning i Warszawa som skulle hjälpa till 
med Ungdomsverksamheternas Pilotprojekt, samt av en annan personalrepresentant av den 
Europeiska Stiftelsen för Yrkesutbildning till Kontoret för den Europeiska Stiftelsen för 
yrkesutbildning i Sofia som skulle deltaga i information, utbildning och spridningsverksamheter. 
Under tiden har personalen för Kontoren för den Europeiska Stiftelsen för Yrkesutbildning skött 
om en serie utbildningssessioner som syftar till att förbättra förståelsen av procedurdetaljerna för 
den Europeiska Stiftelsen för Yrkesutbildning och, i ett större perspektiv, bidraga med förbättrat 
samarbete genom förstärkning av en allmän arbetskultur. 
Tempus (Tacis) 
Under loppet av 1993/94 upprättades ett litet kontor i Moskva med en Bryssel tillsatt 
personalmedlem och lokalt tillsatt sekreterarstöd för att förenkla förverkligandet av 
Tempus (Tacis) i Ryssland och i de Nya Självständiga Länderna i det tidigare Sovjetunionen. 
17 
III. HUVUDSAKUGA FÖRÄNDRINGAR OCH UTVECKLINGAR 
I TEMPUS 1990 -1994 
III. 1. PHARE KONTEXTET 
Erfarenheten och expertisen som förvärvats i den Europeiska Unionens program i 
undervisnings- och utbildningsområdet, speciellt ERASMUS och COMETT, bildade 
grunden för Tempus 1990. Utbildning har betecknats som ett av prioritetsområdena för 
samarbete med de nybildade demokratierna i Central- och Östeuropa. Det verkade som om 
erfarenheten som förvärvats i inter-universitetssamarbetet, studentmobiliteten och 
samarbetet mellan industriuniversitet i Unionen med fördel skulle kunna utarbetas för att 
skapa en följeplan som avsågs som ett omedelbart gensvar till identifierade 
utbildningsbehov i Central- och Östeuropa. 
Tempus huvudsakliga mål vid dess antagande 1990, som skildras i Artikel 4 för Råds 
Beslutet den 17 maj, var att bidraga till förbättringen av utbildning i berörda länder 
(i början Polen och Ungern), speciellt via stöd till utbyte och mobilitet av både studenter 
och lärarpersonal. 
Det är särskilt med hänsyn till detta kontext och dessa mål som större utvecklingar i 
Tempus skett sedan 1990. Det har funnits en gradvid insikt om att, - åtminstone så länge 
Tempus finansierats från Phare budgeten som skapats för att stödja ekonomisk och social 
reform i biståndsländerna -, högre undervisningsreform i Central- och Östeuropeiska 
länder inte kan betraktas isolerat eller i form av en följeplan till intra-Unionsplaner utan 
måste betraktas som en, ehuru viktig, hjälpåtgärd i kontextet för Unionsstöd för social, 
ekonomisk och politisk reformprocess. För Tempus har detta inneburit att definiera 
strategiska reformmål för varje inblandat land hellre än att sörja för stöd för samarbete och 
mobilitet som ett själv- ändamål. 
Denna viktiga förändring i betoning återspeglas i bestämmelserna för Tempus II Råds 
Beslut 1993 som framför riktlinjer för perioden 1994-1998. Denna text vänder sig klart till 
rollen för högre undervisningsutveckling i den samlade reformprocessen och länderna som 
Tempus mål skall gynna, som en del av de samlade målen och riktlinjerna för Phare och Tacis 
programmen i kontextet för ekonomisk och social reform samt utvecklingen av högre undervisnings­
system i biståndsländerna. 
Som ett resultat är inte de specifika målen som nämns längre utvecklingen av utbyte och 
mobilitet utan ombesörjandet för stöd till: 
• utvecklingen av curriculum i prioritetsområden; 
• reformen för högre undervisningsstrukturer, institutioner och deras förvaltning; 
• utvecklingen av specialrelaterad undervisning, för att framföra speciella högre och 
avancerade nivåer för bristande specialiseringar, under ekonomisk reform och speciellt 
genom förbättrade och utvidgade förbindelser till industri. 
-18 
Förändringen av målen och den nära förbindelsen till Phare har även åstadkommit en 
annan mindre märkbar förändring, nämligen att Tempus inte utvecklats likt ERASMUS till 
ett program som inriktats mot den större delen av universiteten, speciellt i den Europeiska 
Unionens länder. Efter att alla länder som är inblandade för att nå målen och uppnå 
resultat, ofta under mycket svåra omständigheter, bidragit med det avsevärt nödvändiga 
engagemanget, tenderar programmet alltmer att locka till sig de universitet/ fakulteter som 
tagit det medvetna beslutet att ägna sig åt samarbete med Central- och Östeuropa som ett 
av deras egna strategiska mål. 
III. 1.1. Utveckling av nationella prioriteter för stöd 
Utvecklingen av nationella prioriteter för stöd har framträtt då nationella strategier för 
förverkligandet utvecklats inom Phare ramen. Kvalité förblir ett större kriterium för 
accepterandet av projekten, men de specifika behoven för ett land och dess strategier för att 
möta dem har nu givits större betydelse i urvalsprocessen. 
Under denna process har en viktig aspekt för Tempus ändrats, men utan att förlora det som 
utmärker Planen och alla undervisnings- och utbildningsprogram för den Europeiska 
Unionen. "Bottom-up" kontakten med vilken ansökningarna presenteras som svar på 
begäran om ansökning har behållits, men under de sista två åren har ett 'top-down' inslag 
framställts, eftersom de ansökande har begärts att inte rätt och slätt ägna sig åt de 
akademiska intressen de delar med sina partners utan att presentera projekt som skall 
bidraga till en samlad nationell strategi för reform. Områden som kommer att lämnas 
prioritet för stöd definieras av de nationella myndigheterna i varje biståndsland i samråd 
med den Europeiska Kommissionen och finns publicerade i Handbok för ansökande. 
Ansökningar till stöd för projekt som inte faller innanför dessa klart definierade 
prioritetsområden bedöms inte för finansiering. 
Det nationella prioritetsärendet för Tempus stöd har vidare utvecklats vid punkt IV.2.2. 
nedan. 
III. 2. INSTRUMENT FOR SAMARBETE 
III. 2.1. Utveckling i det Förenade Europeiska Projekt (JEP) konceptet 
I linje med förändringen av målen som framförs ovan, det Förenade Europeiska Projektet 
(JEP), har instrumentet som infördes 1990 för att sörja för den samordnade ramen i vilken 
verksamheter som skapats för att gynna utvecklingen av högre undervisning som skulle 
starta i biståndsländerna, ändrats under årens lopp (även om grundkonceptet, för ett 
minimum av två Unionsdeitagare och ett universitet i åtminstone ett Central- och 
Östeuropeiskt land, finns kvar). 
19-
Först och främst har en åtskillnad gjorts mellan strukturella JEPs (det överväldigande 
flertalet) och mobilitet JEPs. Vad de strukturella JEPsen beträffar, har mycket större 
betoning än tidigare skett på identifieringen av projektmål och bestämda potentiella 
resultat och endast i detta kontext på beskrivningen av verksamheterna och nödvändiga 
resurser för att uppnå dessa mål under en given period. På samma gång betraktas det som 
alltmer viktigt att de ansvarige för den centrala förvaltningen av programmen klarar av att 
ge stöd och vägledning till projektsamordnare och koherenter genom hela projektens 
'livslängd' och därför, hoppas man, öka effektiviteten för de påbörjade verksamheterna och 
projektets slutliga inverkan på nationell nivå. 
Mobilitetsprojekten, å andra sidan, strävar lika mycket efter att skapa ett nätverk för 
organisationen för studentmobilitet som efter stödet till själva studentmobiliteten. Man 
hoppas, bland annat,att erfarenhet i sådana projekt skall kunna hjälpa till att underlätta 
övergången till deltagande i Europeiska Unionens program på något stadium i framtiden. 
III. 2.2. Förbindelser mellan Förenade Europeiska Projekt och nationell 
högre undervisningsutveckling via definitionen av prioritets­
områden 
I syfte att göra det möjligt för Tempus att bidraga mer effektivt till den strukturella 
reformprocessen som framförs ovan, måste projektmål och verksamheter stämma överens 
med ett begränsat antal prioritetsområden för stöd per biståndsland. 
Här har likväl ett försök gjorts för att bestämma en allmän ram för prioritetsfrågor och mål 
som kan framföras av Tempus-projekt, vilka kan sammanfattas på följande sätt: 
• prioritet till projekts vidare strukturella förändringar och reformer, till exempel 
gynnandet av multidisciplinära studier som omfattar samarbete mellan olika 
avdelningar inom en institution, eller utvecklingen av nya kursstrukturer, speciellt 
kortsiktiga kandidat examina och post-universitetsutbildningskurser som erbjuder nya 
kvalifikationer som anpassats till samhällets förändrade behov; 
• prioritet till ämnen inom vissa akademiska områden, till exempel handelsförvaltning 
och ekonomi, speciellt områden förbundna till finans, bankväsendet och privatisering 
eller områden som är direkt förbundna till Phare reformprogram såsom jordbruk, 
hälsa, offentlig administration etc. samt, slutligen, frågor som är förbundna till mer 
vidsträckt Europeiskt samarbete såsom juridik och Europeiska Studier; 
• preferens till projekt som visar speciella drag, till exempel att gynna samarbete mellan 
olika institutioner inom ett speciellt land och projekt som hellre sköts av lokala 
deltagare än EU deltagare. 
Man hoppas att dessa modifieringar skall göra det möjligt för Tempus att utvecklas från en 
plan vars viktigaste inverkan har varit i höjd med de inblandade individuella 
proffessorerna/avdelningen till ett program som bidrar till institutionell utveckling och på 
ett koherent sätt till förverkligandet av varje lands högre undervisningsstrategi. 
20-
III. 2.3. Större Minskning av Stöd till Regionala Förenade Europeiska 
Projekt 
En biprodukt av den ökande koncentrationen på nationella prioriteter för stöd har varit en skarp 
reducering av antal regionala projekt, dvs. projekt som involverar mer än ett biståndsland. 
Svårigheten med att förbereda projektförslag som stämmer överens med prioriteterna för ett 
flertal länder på samma gång är uppenbar. Detta gör att man i förväg antar att projektet 
representerar en mycket hög prioritet för alla inblandade länder. Likväl förblir finansiering 
möjlig om det föreslås av biståndsländerna inom programmen för "Multi-country" Phare. 
På samma gång är det viktigt att nämna att belägg som inhämtats ända tills nu från 
projektrapporter och platsbesök inte påstår, totalt sett, att regionala projekt varit bland de 
mest framgångsrika Tempus projekt som förverkligats. De har ofta tenderat att vara en 
serie av bilaterala projekt som arbetar parallellt snarare än projekt som undersöker en 
speciell fråga ur en regional synvinkel. Därför har de saknat fokus och det regionala 
'mervärdet' har ofta varit svårt att fastställa. 
En regional faktor av annat slag håller emellertid på att bli alltmer viktig för ett antal olika 
länder, nämligen uppmuntrandet av samarbete mellan ett antal av deras universitet inom 
samma projekt. Detta representerar verkligen ett viktigt urvalskriterium för Förenade 
Europeiska Projekt för många länder. 
III. 2.4. Betoning av Stödet för resultat och spridningsverksamheter: 
Förenade Europeiska Nätverk (JENs) 
Med sikte på att göra behållningarna och inverkan av de resurser som investerats i Tempus 
projekt hittills så stora som möjligt, infördes 1993 konceptet för Förenade Europeiska Nätverk 
med sikte på att ge begränsat stod för ytterligare två år till de bästa JEPs som kommit till slutet 
av sina inledande treåriga finansierings- perioder. Huvudmålen för JENs är: 
• att bidraga till att behålla resultaten som uppnåtts under de tre åren för Tempus 
finansiering och därmed försäkra maximal behållning från det det finansiella stödet 
som beviljats och de redan genomförda utvecklingarna; 
• att uppmuntra spridningen av resultat från de mest framgångsrika projekten, speciellt 
på nationell nivå i de inblandade biståndsländerna. 
Man håller på att fästa ökad betydelse vid spridningen av projektresultat, speciellt på 
nationell nivå. Dessa diskuteras mer detaljerat här nedan i Sektionen för Kompletterande 
Åtgärder (jfr. IV. 2.6.) 
III. 2.5. Förändringar i det erbjudna stödet för Individuella Mobilitets­
bidrag 
Den mest påtagliga utvecklingen i det här fallet sedan 1990 har varit förflyttningen av 
studentmobilitet från Tempus (annan än den i Förenade Europeiska Projekt) och 
koncentrationen blott på undervisningspersonalmobilitet. Omigen kan denna förändring 
huvudsakligen förklaras av behovet att koncentrera begränsade resurser till program­
faktorer som är mest troliga för att åstadkomma varaktig strukturell förändring i 
biståndsländerna. Likväl skall man nämna i detta kontext att det på samma gång finns en 
önskan om att koncentrera resurser på åtgärder med en klar europeisk 'mervärde' faktor 
snarare än på bilateral studentmobilitet mellan ett Medlemsland och ett biståndsland. 
-21 
I linje med den samlade förändringen mot nationella policies för Tempus, har också 
specifika landsprioriteter för stöd till individuella mobilitetsbidrag utvecklats av några 
biståndsländer. Det är även intressant att notera den speciella betydelsen som individuella 
mobilitetsbidragsstöd har antagit i små länder med mycket begränsade Tempus budgetar 
och därför mycket få Förenade Europeiska Projekt. Strategisk användning av Individuella 
Mobilitetsbidrag innebär att viktiga ämnesområden och universitet/fakulteter likväl kan 
erhålla någon form av Tempusstöd. 
På samma gång skulle kanske en fråga som skulle kunna betraktas mer ingående i 
framtiden vara en mer inriktad åtgärd för de samlade individuella mobilitetsbidragen i 
syfte att nå de personalmedlemmar/avdelningar/fakulteter som inte ännu deltar i 
internationella relationer. 
III. 2.6. Förändringar i de verksamheter som är berättigade till stöd 
under Kompletterande Åtgärder 
De Kompletterande Åtgärderna, som från början grundades på ERASMUS modellen och 
skapades för att ge stöd till utvidgningen av universitetssamfund till Central- och 
Östeuropa för publiceringar, studier och undersökning, har nu fullständigt omskapats med 
sikte på att stödja Tempus samlade mål som framförs ovan samt för att ordna med 
kompletterande stöd till huvudinstrumentet för projektfinansiering. De är dessutom viktiga 
för att göra inverkan av Tempus under en medellång period så stor som möjligt. Det finns 
nu tre huvudsakliga finansieringsmöjligheter: 
• stöd till universitet och fakulteter för att utveckla och förstärka kapaciteter för 
strategisk planering och institutionell utveckling på univeristets- eller fakultetsnivå, 
t.ex. inom områden som personalutveckling, kvalitésäkerhet, projektformulering, 
administration, personalförvaltning, skapandet av internationella kontor etc; 
• stöd till spridning av Tempus resultat, speciellt på nationell nivå inom speciella 
ämnesområden eller sektorer; 
• stöd till de nationella myndigheterna i biståndsländerna i syfte att bidraga till 
utarbetningen av nationell högre undervisningsstrategi inom ett identifierat 
behovsområde, t.ex. med avseende på integeringen av forskningsinstitut i 
universiteten eller för utvecklingen av ett väl ansett nationellt center för högre 
utbildning etc. 
-22-
III. 3. PROJEKTFÖRVERKLIGANDE FRÅGOR 
Vid sidan av förändringarna i programmålen och -i de tillgängliga finansierings­
möjligheterna har det slutligen funnits ett antal, förhoppningsvis överensstämmande, 
utvecklingar som avser projektförverkligande. Det är speciellt värt att nämna följande 
aspekter: 
III. 3.1. Förändringen för att öka biständslandsansvaret för projekt­
samordning och kontrahentskap 
Under de sista fem åren har möjligheten att överföra projektförvaltningsansvaret, i första 
hand - för alla biståndsländer - med avseende på projektsamordning (dvs. akademiskt 
ledarskap) och i andra hand - för de länder vars banksystem och lagstiftning är i grad att 
ordna med nödvändig service - med avseende på kontraktsenligt ansvar (dvs. finansiellt 
ledarskap), gjorts möjligt där projektdeltagare så önskade. Detta är en fråga som skall lösas 
bland deltagarna för varje potentiellt projekt, men för ett antal biståndsländer är det en 
viktig aspekt som skall tas med i beräkningen vid projekturvalet. Man hoppas att på detta 
sätt både kunna försäkra i så hög grad som möjligt att projekten stämmer överens med 
behoven för biståndsländernas partners och att uppmuntra överföringen av 
projektförvaltningsskicklighet från universitet med erfarenhet i Europeiska Unionen till 
kollegorna i biståndsländerna. Det är slutligen klart att de inblandade kostnaderna när 
projektadministrationen påbörjas i biståndsländerna är betydligt lägre än när 
arbetsuppgifterna påbörjas i EU. 
III. 3.2. Introduktion av flerårsfinansiering 
Från Tempus II begynnelse, dvs. från det akademiska året 1994/95 och framåt, kommer 
framgångsrika kontrahenter mottaga ett treårigt kontrakt för deras Förenade Europeiska 
Projekt hellre än att behöva vara beroede av årligen förnyade procedurer och deras nästa 
oundvikliga förseningar. Medan projekten naturligtvis kommer att övervakas grundligt 
helt igenom sina "livslängder" och med en begärd reviderad budgetplanering vid början av 
varje år, hoppas man att på detta sätt kunna öka flexibiliteten inom en klar samlad 
projektram. 
Under de sista fyra åren har ett antal fundamentala förändringar förekommit inom Tempus 
med avseende på programmål, finansieringsmekanismer och från dag till dag 
förverkligande. Man hoppas att programmet i framtiden kommer att fortsätta att utvecklas 
som svar på behoven från de understödstagande länderna och sålunda bidraga till högre 
undervisningsutveckling inom varje nationellt kontext. 
£3 
ANNUAL REPORT 
1 AUGUST 1993 - 31 JULY 1994 
Trans-European cooperation scheme for higher education between 
Central and Eastern Europe, 
the Newly Indépendant States of the former Soviet Union as well as Mongolia, 
and the European Union 
Cataloguing data can be found at the end of this publication 
Luxembourg: Office for Official Publications of the European Communities. 1995 
ISBN 92-827-0209-X 
© ECSC-EC-EAEC, Brussels • Luxembourg, 1995 
Reproduction is authorized, except for commercial purposes, provided the source is acknowledged 
Printed in Belgium 
Prepared for the European Commission 
Directorate General XXD - Education, Training and Youth 
by the 
European Training Foundation 
Villa Gualino 
Viole Settimio Seven 65 
1-10133 Torino 
ITALY 
Tel: (39)11-630.2232 
Fax: (39)11-630.22.00 
The European Training Foundation, which is an independent agency of the European Union, 
was established to support and coordinate activities between the EU and partner countries in 
Central and Eastern Europe and Central Asia in the field of education and training, and assists 
the European Commission in the implementation of the Tempus Scheme. 
3 
CONTENTS 
Page 
I. THE DEVELOPMENT OF TEMPUS 1990 - 1993 1 
1.1. THE ORIGINS OF THE TEMPUS SCHEME 1 
1.2. THE FIRST PHASE OF TEMPUS 1990-1993 2 
I 3. THE COUNCIL DECISION OF 29 APRIL 1993 ADOPTING 
TEMPUS n :. 3 
IL OVERVIEW OF TEMPUS ACTIVITIES 1993 - 1994 4 
Tempus (Phare) . 4 
H. 1. THEBUDGET 4 
H.2. THE ESTABLISHMENT OF NATIONAL PRIORITIES AND 
PROCEDURE FOR PROJECT SELECTION 4 
II. 3. JEP GRANT ACnVITIES: RESULTS OF THE 1994 SELECTION 
PROCEDURE..... 5 
II. 3.1. Analysis by priority area 6 
II. 3.2. Analysis by Partner country, EU Member State and G24 
participant country ..6 
II. 3.2.1. Partner country participation 6 
II. 3.2.2. Member State participation 6 
II. 3.2.3. G24 participation 6 
H. 3.3. The JEP+ selection 7 
II. 3.4. Special action structural JEP: Eurofaculty 7 
II. 3.5. Joint European Network selection (JENs) 8 
H. 4. INDIVIDUAL MOBILITY GRANTS 8 
D. 4.1. Special Action South 8 
H. 5. COMPLEMENTARY MEASURES 9 
II. 5.1. CME+ 9 
II. 6. YOUTH EXCHANGE ACTIVITIES 10 
II. 7. MONITORING ACTIVITIES 10 
D. 7.1. Phare partner country monographs 11 
/• 
Tempus (Tacis) , 11 
n. 8. THE BUDGET 11 
IL 9. THE PRE-JEP STRATEGY AND THE ESTABLISHMENT OF 
PRIORITIES . 11 
IL 10. SELECTION PROCEDURE 12 
IL 11. RESULTS OF THE 1993 (PRE-JEPS) AND THE 1994 (PRE-JEPS AND 
JEPS) SELECTION ROUNDS : 13 
II. 11.1. Analysis by priority area 14 
II. 11.2. Analysis by Partner country and EU Member State 14 
Information and coordination activities 15 
n. 12. INFORMATION ACTIVITIES FOR TEMPUS (PHARE) AND 
TEMPUS (TACIS) 15 
II. 13. COORDINATION ACTIVITIES 16 
Tempus (Phare) 16 
Tempus (Tacis) 16 
III. PHARE COUNTRY REPORTS 17 
III. 1. ALBANIA 18 
III. 2. BULGARIA 20 
III. 3. CZECH REPUBLIC 23 
III. 4. ESTONIA 26 
III. 5. HUNGARY 28 
III. 6. LATVIA ...31 
ffl. 7. LITHUANIA 33 
III. 8. POLAND 35 
III. 9. ROMANIA , ...38 
ffl. 10. SLOVAKIA 42 
III. 11. SLOVENIA 46 
3 
IV. MAIN CHANGES AND DEVELOPMENTS IN TEMPUS 1990 - 1994 49 
TV. 1. THE PHARE CONTEXT 49 
TV. 1.1. Development of national priorities for support .50 
IV. 2. INSTRUMENTS OF COOPERATION 50 
IV. 2.1. Development in the Joint European Project (JEP) concept 50 
IV. 2.2. Links between Joint European Projects and national higher 
education development via the definition of priority areas 51 
TV. 2.3. Major Decrease in Support to Regional Joint European 
Projects..... 52 
TV. 2.4. Emphasis on the Sustainability of results and on dissemination 
activities: Joint European Networks(JENs) 52 
IV. 2.5. Changes in the Individual Mobility Grant support offered 52 
IV. 2.6. Changes in the activities eligible for support under 
Complementary Measures 53 
IV. 3. PROJECT IMPLEMENTATION ISSUES 54 
IV. 3.1. The move to increased partner country responsibility for 
project coordination and contractorship 54 
IV. 3.2. The introduction of pluriannual funding 54 
ANNEX 1 - TEMPUS PUBLICATIONS 
ANNEX 2 - STATISTICAL TABLES 
r 
A 
I. THE DEVELOPMENT OF TEMPUS 1990 - 1993 
1.1. THE ORIGINS OF THE TEMPUS SCHEME 
The events of 1989 and 1990 in Central and Eastern Europe had a dramatic impact on the 
European Community. The Member States individually and collectively found themselves 
facing unprecedented political and economic challenges to the established philosophy and 
procedures in external relations. At the same time there was no doubting the urgency of 
making an appropriately rapid and effective response tolhese-challenges, not only in terms 
of emergency assistance but also by providing concrete ways for the countries concerned to 
develop new perspectives and new goals linked to a meaningful concept of Europe. 
Aiming for an integrated global response/ the Community quickly sought to provide a 
comprehensive framework for the provision of practical assistance and expertise to help the 
countries concerned restructure their economies and political systems so that they could 
maximise the benefits they might derive from the new situation. An overall programme of 
assistance was agreed by the Council of Ministers in December 1989. Known as Phare1, it 
provided the framework for Community assistance in order to support the economic and 
social reform processes in the countries of Central and Eastern Europe. 
Higher education and training had already been identified by the partner countries 
themselves as one of the priorities for cooperation, not because they believed that action to 
ameliorate higher education could have any immediate and dramatic impact upon then-
political and economic situation, but rather because it represented a highly salient joint 
investment in the future of the whole continent's intellectual resources. Thus from a very 
early stage a number of specialised programmes of assistance in the education field were 
embedded within Phare, the largest being Tempus—the Trans-European Mobility Scheme for 
University Studies. 
It was in this perspective that the Council of Ministers asked the European Commission in 
December 1989 to present detailed proposals urgently, to be effected within the Phare 
framework, for appropriate measures in the field of higher education and training to 
support the reform process in Central and Eastern Europe. In January 1990 the Commission 
submitted to the Council and the European Parliament its plans to create a new programme 
specifically designed to identify and meet the distinctive needs of the area concerned. 
At that time Phare stood for "Pologne, Hongrie: Assistance à la Restructuration Economique". The current full 
name is Thare-Community programme for assistance for economte restrorturing in the countries of Central and 
Eastern Europe". 
-2-
Underlying the decision to establish the Tempus Scheme as an operation separate from 
existing intra-Community higher education programmes (such as ERASMUS and 
COMETT) or various community research activities (such as international cooperation and 
human capital and mobility of researchers) was the perception that it was essential, in 
managing the reform process, to intervene in the social dimension specific to the countries 
concerned, because it was perceived that profound changes in the outlook and attitudes of 
those engaged as teachers or students in higher education would be a critical factor in 
enhancing the availability of the human resources needed to forward the reform process 
itself. It was not solely a question of improving the professional and technical training of 
future managers, scientists and engineers, desirable as this would be, but it was also 
recognised that through the critical revision of the structures and philosophy of education a 
vital contribution could be made to overcoming the resistance to necessary change 
throughout society, shaping more relevant knowledge, techniques and skills, and above all 
replacing old ways of thinking and decision-making with new ones. 
1.2. THE FIRST PHASE OF TEMPUS 1990 -1993 
Tempus was adopted by the Council on 7 May 1990, for an initial 'pilot phase' of three years 
beginning on 1 July 1990, within a perspective of five years. A later Council Decision 
extended the pilot phase for one year, until the end of June 19942 Responsibility for the 
implementation of the Scheme was assigned to the Commission. In accordance with 
Article 5 of the Council Decision establishing the Tempus Scheme, the Commission is 
assisted by a Management Committee composed of two representatives appointed by each 
Member State and chaired by a Commission representative. 
From the start the main vehicle for the inter-university cooperation envisaged under the 
Tempus Scheme was the Joint European Project (JEP), supported for a maximum period of 
three years and involving the participation of at least one university from a partner 
country (ECE), and of partner organisations, of which one had to be a university, in at least 
two EU Member States. Strategically speaking, the approach in this initial period was to 
pursue tile restructuring objectives of the Tempus Scheme by supporting initiatives 'from 
below' which addressed the fundamental issues of reform through curriculum 
development, organised mobility of staff (particularly for retraining and updating periods) 
and students, and purchase and support of essential learning and communications 
equipment 
Support for various activities intended to build up effective networks was also available: 
Individual Mobility Grants for staff for teaching assignments, practical placements/ staff 
retraining and updating and visite, as well as Complementary Measures grants for the 
extension tö the partner countries of European associations in higher education and other 
activities. 
Provision was also made for limited support for Youth Activities and related activities 
intended to improve young people's awareness of the European dimension. 
The national authorities concerned established a National Tempus Office in each of the 
partner countries involved full-time in carrying out its country's contribution to the 
implementation of the Scheme. 
2 See Section 1.3. of this Report for subsequemdevelcpinent of the Schema 
Between May 1990 and July 1993 the Task Force Human Resources, with the support of the 
EC Tempus Office3, working in close cooperation with the national authorities of a 
continually increasing number of partner countries, carried out four selections of Joint 
European Projects targeted to meet the latter's specific priorities within the framework 
outlined above4. The last of these, the selection of spring 1993, was based upon a restricted 
call for applications as available budgets were used to cover the remaining costs of Joint 
European Projects begun in 1991/92 and 1992/93, with Albania, Estonia, Hungary, Latvia, 
Lithuania able to accept only a very limited number of new proposals, and Bulgaria, the 
Czech Republic, Slovalda and Poland cancelling the call for applications. For Slovenia, the 
call for applications had remained open, but funds remaining after covering the budgetary 
'overhang' of projects already accepted in the two previous years proved insufficient to 
allow funding of new projects. 
1.3. THE COUNCIL DECISION OF 29 APRIL 1993 ^ADOPTING 
TEMPUSII 
Following an initial exchange of views among the Education Ministers of the European 
Community in November 1992, and the positive opinion of the European Parliament 
rendered in March 1993, the Council Decision adopting the second phase of the Trans-
European cooperation Scheme for higher education (Tempus H) was taken on 
29 April 1993.5 This Decision effectively continued the operation of the Tempus Scheme to 
the existing partner countries and also extended it to the Republics of the former Soviet 
Union enabling those Republics wishing to devote a part of the overall funds made 
available to them by the Community to participation in the Tempus Scheme. By the time of 
the selection carried out in early 1994 for academic year 1994/95 the participating Republics 
were Belarus, Kazakhstan, Kyrgyzstan, Moldova, The Russian Federation, Ukraine and 
Uzbekistan. 
3 The EC Tempus Office is an autonomous office of the European Cooperation Rind, which û contracted to assist 
the Commission of the European Communities in the implemmtation of the Tempus Scheme. 
* The partner countries involved in the Sd»eme increased fiom the initial two of May 1990 (Poland and H 
to a total of eleven by February 1992. In July 1993, these were Albania, Bulgaria, the Czech Republic, the Slovak 
Republic Estonia, Hungary, Latvia, Lithuania, Poland, Roinania and Slovenia. 
5 OJN»L112/34,6Mayl993. 
-4-
II. OVERVIEW OF TEMPUS ACTIVITIES 1993 -1994 
For ease of exposition Tempus (Phare) and Tempus (Tacis) twH be considered separately. 
Tempus (Phare) 
H. 1. THE BUDGET 
The overriding factor with regard to the budgetary mechanisms governing the Tempus 
programme is that Tempus in the eleven partner countries of Eastern and Central Europe 
forms part of Phare. The critical factors are: 
• the national Phare budget is decided annually by the Commission. 
• Within that national budget, the disposition of the funds is agreed between the 
national authorities concerned and the Commission in the framework of the Indicative 
Programme for each partner country. The proposition of the budget allocated to 
Tempus activities is set within these rules. 
The budget-forming process for Tempus activities in 1994/95 had to take into consideration 
that the selection of spring 1994 would be the first of the Second Phase of Tempus, and the 
first in which all partner countries a full call for applications would be made on the basis of 
pluri-annual funding (cf. § IV. 3.2.). 
A total budget of over 95.9 MECU was allocated for the year. 
II. 2. THE ESTABLISHMENT OF NATIONAL PRIORITIES AND 
PROCEDURE FOR PROJECT SELECTION 
Priorities have been established in order to fix Tempus clearly within a strategic framework 
for higher education development within each country concerned and to promote synergy 
between developments funded through Tempus and other activities supported within the 
Phare Programme. 
The priorities for implementation of Tempus are the outcome of a process of consultation 
between the Commission and the authorities of each partner country. The priorities for 
1994/95 were elaborated in the fust half of 1993 and published in the Guide for Applicants. 
In this way Tempus has been able to continue to develop greater relevance for the specific 
processes of economic and social reform in each partner country and also to establish a 
selection process which avoids frustration of applicants by giving them more guidance in 
order to encourage their efforts only within the folds hsted in foe Guide for Applicants. 
-5 
Within the Tempus allocation provided from its Phare budget by each of the partner 
countries, projects are selected for support within a co-decision making process whereby 
both the Commission and the national authorities assess the quality of the projects, the 
Commission concentrating on the extent to which projects conform to the objectives and 
criteria of the Tempus Scheme, and the national authorities judging first and foremost their 
relevance to the priority needs of their country as they perceive them in the developing 
situation of the restructuring of their higher education systems. 
The final decision by the Commission to fund any given project is the outcome of a series of 
in-depth discussions of convergent assessments. In particular, agreement by both the 
respective National Tempus Office (often in consultation with national expert panels) and 
the EC Tempus Office that an application proposed a significant contribution to the 
achievement of national Tempus priorities has been a precondition for an application's 
further progress through the 1994/95 selection procedure. 
By following mis procedure all parties seek to achieve, within the constraints on financial 
resources, the best possible balance of judgements, with reference to both quality factors 
and respect for the priorities established by the countries to which the assistance is directed. 
Inevitably, although a high proportion of applications for Joint European Projects conform 
to the various desiderata mentioned in the Guide for Applicants, it is still only possible at the 
end of the selection process to support a relatively low percentage of them. 
II. 3. JEP GRANT ACTIVITIES: RESULTS OF THE 1994 SELECTION 
PROCEDURE 
During the first half of 1994 the selection took place of Joint European Projects beginning 
their activities with the commencement of the academic year 1994/95. The results of that 
selection round are as follows: 
Number of JEPs supported in 1994/95 464 
Number of new JEPs in 1994/95 239 
Number of JEPs renewed in 1994/95 225 
Number of new JEP proposals received in 1994 1,365 
Number of new JEP proposals in priority areas 975 
Total amounts available for Tempus in 1994/95 from the Phare 95.9 MECU 
budget 
-6 
II. 3.1. Analysis by priority area 
Of the total of 1365 JEP applications received, 975 (71%) addressed issues designated as 
priorities by the national authorities of the target partner country. Further details of 
national priorities are available in § ni Phare Country reports. 
II. 3.2. Analysis by partner country, EU Member State and G24 
participant country 
II. 32.1. Partner country participation 
Institutions in partner countries act as coordinators in 66.9% of projects accepted in the 
selection for 1994/95. Institutions in the five partner countries whose national authorities 
have asked for the role of contractor to be open to institutions in their respective countries 
together account for 322% of project contractors of projects selected in the present 
application round6. 
Detailed analysis of participation by Partner countries in JEPs is provided in § HI. 
11.322. Member State participation 
The three countries participating most in projects are the UK, Germany and France 
respectively. These countries, with Belgium, also take the lead among Member States in 
acting as coordinators and contractors of projects. In a number of other countries 
willingness to participate in the Scheme is not matched by a willingness to undertake the 
responsibilities of coordinator or contractor of a project. In a number of countries where 
even participation rates have been particularly low measures have been taken to encourage 
links with the partner countries by means of accelerated processing of applications from 
partner country academics for grants for Individual Mobility in order to undertake project-
preparation in the under-represented Member States (see § II. 4.1. Special Action South). 
11.323. G24 participation 
17% of JEP applications in 1992/93 (the last full call for applications) involved participants 
from G24 countries. In the present selection round alone, just over 210 (15%) applications 
involved G24 countries, pi^ominantly the Scandinavian countries, Austria, Switzerland 
and the United States. Only a few applications were received in which institutions in 
Australia, Canada, Japan, and Malta were named as partners. A total of 22 applications 
involved G24 participants as coordinators, of which 18 were accepted for funding. Two 
thirds of these applications were coordinated by institutions in Sweden, the remainder by 
institutions in Austria or Finland. It is perhaps significant that these are the three countries 
which have established funds to support participation in Tempus by their higher education 
establishment. 
The project coordinator is the organisation responsible lor coordinating the activities of the applicant/project 
consortium. The amtnctor u the organisation with cc«ti»ctual lespow^iUty to the G»unissk)o far the propert 
and is not necessarily also the coonUnåtbig institution. 
-7 
II. 3.3. The JEP+ selection 
Three new categories of grant were made available within the Tempus Scheme in the 
academic year 1993/94 two of which, under the new rubrics JEP+ and CME+, were 
intended to redress the mismatch between the needs reflected by national priorities and the 
response to those needs in the form of initiatives offered by the European academic 
community7. In the case of the JEP+ Action (for CME+ see § II. 5.1.), national authorities 
were invited to define priority issues as a basis for a call for applications to which 
academics could respond with projects in a form suitable for funding as Joint European 
Projects (or Complementary Measures). The JEP+ themes proposed concerned 
improvement of systems for management of university finances and for library information 
services, development of university international cooperation departments, development of 
distance education of European Studies and of informatics in higher education,. These 
issues, for which applications were then invited, were listed in the Guide for Applicants with 
more detailed terms of reference available from the EC Tempus Office and respective 
National Tempus Offices, and a first selection round for these projects took place in the first 
half of 1994. 
In total 11JEP+ projects were selected for funding and began their activities in the academic 
year 1994/95:8 for Poland, and one each for Bulgaria, the Czech Republic and Romania at a 
total expected cost over the three years of their implementation of 4,195,415 ECU. 
II. 3.4. Special action structural JEP: Eurof acuity 
The first phase of activities under the aegis of the Eurofaculty Centre have begun with the 
training/updating (including language preparation in English and German) of academic 
staff and with the upgrading of existing libraries in Estonia, Latvia and Lithuania. Courses 
are now being taught in the partner universities in Tartu (EE), Riga (LTV) and Vilnius (LIT) 
by teams of teachers, each of which includes a member from a Western partner-country (the 
partners are: Denmark, Finland, Germany and Sweden). At present, work is concentrated 
on the four disciplines of law, economics, public administration and business 
administration: key areas to enable the eligible partner universities to become centres of 
expertise capable of contributing to the reform process. It is planned to extend the network 
in due course to universities in Russia (Kaliningrad and St Petersburg). 
The Centre will be a legally autonomous foundation financed by national donations, and by 
the Commission through the Tempus programme. The total budget for the first two years 
of operation amounts to an estimated 3.5 MECU including for the academic year 1993/94 a 
total budget of 320,000 ECU allocated from the national Tempus budgets of the four partner 
countries involved (Estonia, Latvia, Lithuania and Poland) within the framework of a 
regional JEP to fund the preparatory work necessary and the activities of the first phase. 
For 1994/95 a further 360,000 ECU has been allocated from the four national Tempus 
budgets. 
7 The third is the JEN Action see §113 J. 
-8 
II. 3.5. Joint European Network selection (JENs) 
The Joint European Network Action launched in 1993, with the first grants awarded in 
early 1994, was designed to allow the most successful already-completed Joint European 
Projects (Le. those 3-year projects funded in the first year of participation of the partner 
countries which had been involved longest in the Tempus Scheme) over a period of up to 
two years to maintain their networks, disseminate their results and offer examples of good 
practice. Support for these activities in 1993/94 amounted to 769,005 ECU for 30 projects. 
H.4. INDIVIDUAL MOBILITY GRANTS 
Selection procedures for award of Individual Mobility Grants are similar to those employed 
for selection of Joint European Projects. However, Individual Mobility Grants are awarded 
on the basis of two selection rounds each year. Selection of applications to be proposed to 
the Commission for funding is carried out by the EC Tempus Office for applicants within 
the EU seeking grants to travel to the partner countries. Applications to travel from partner 
countries to the EU are evaluated by the respective National Tempus Offices according to 
standardised selection criteria. 
In the two selection rounds of 1993/94 a total of 1491 visits by individual university staff 
from partner countries were planned to institutions within the Community at a total cost of 
3,573,752 ECU. At the same time university staff within the Community were awarded 
funding of 561,188 ECU to make 629 visits to institutions within the partner countries. 
The number of grants awarded to EU applicants was unusually large (353) in the first 
round of 1993/94 with applications perhaps being stimulated by the announcement of the 
cancellation of the call for JEP applications by many countries in December 1992 (see § 12.) 
as potential project partners sought alternative sources of funding within Tempus for 
developing contacts and cooperation. 
During the first half of 1994 the selection took place for the award of Individual Mobility 
Grants for candidates planning to begin their activities with the commencement of the 
academic year 1994/95 (1994/95 round 1). A total of 71,170 ECU was disbursed for 
64 grants for visits to the partner countries after receipt of 195 applications. At the same 
time a further 1,772,120 ECU was awarded to 589 of the 978 applicants in the partner 
countries wishing to travel to the European Community. 
II. 4.1. 'Special Action South' 
A special action took place in 1993 designed to promote cooperation between the partner 
countries and Member States under-represented in Joint European Projects currently 
funded (Ireland, Italy, Portugal and Spain). The Action took the form of Individual Mobility 
Grants to enable academics from the partner countries to travel to the above Member States 
in order to consult about preparation of JEPs. Applications for the Special Action, 
announced in April 1993, were submitted for the usual IMG second-round closing date of 
15 June 1993, but with an accelerated selection process carried out by the National Tempus 
Offkes (using the existing standard procedures and criteria). Successful candidates were 
-9-
thus able to commence their visits between 1 September and 31 December of the same year, 
thereby allowing preparation and submission of JEP applications by the next closing date 
for applications on 31 January 1994. 
A total of 112 Special Action South Grants were awarded at a total cost of 116,265 ECU. 
II. 5. COMPLEMENTARY MEASURES 
In the two selection rounds of 1993/94 a total of 19 grants (at a total cost of 188,595 ECU) 
were awarded to Associations in order allow extension of academic networks to Eastern 
and Central Europe, or for publications, studies and surveys where these directly promoted 
the aims of Tempus as stimulants and facilitators of cooperation. Selection procedures were 
analogous to those employed for JEPs. 
During the first half of 1994 the selection took place of Complementary Measures Projects 
to begin their activities with the commencement of the academic year 1994/95 (1994/95 
round 1). Twenty nine applications were received, of which 14 were funded at a cost of 
147325ECU. 
During 1994 the decision was taken to develop proposals for restructuring the Action. The 
new Action, to be launched in 1995/96, is designed to be more closely targeted on strategic 
issues related to higher education in the partner countries with support for planning within 
higher education institutions, for measures aimed at dissemination of the achievements of 
JEPs within a particular subject area, and for higher education policy making at national 
level. 
II. 5.1. CME+ 
During 1993 to coincide with the JEP+ action, a CME+ (cf. § U. 3.3.) was launched as an 
additional means by which to give support to particular priorities for higher education 
reform at national level, as defined by the authorities in the respective partner countries. 
A special tender procedure was devised on the basis of detailed terms of reference available 
from the EC Tempus Office and respective National Tempus Offices from October 1993. 
A total of 8 such projects (one each for Albania, Bulgaria, Hungary, Latvia and Romania, 
and two for Poland) were financed in 1994 at a total cost of 269,120 ECU. 
In particular the CME+ projects aimed at providing technical assistance and support to 
national authorities in the field of higher education policy development In Latvia, for 
example, the CME+ action supported a feasibility study for the integration with the 
universities of the research institutes of the Latvian academy of sciences, while in Poland a 
CME+ project offered advice to the Polish Ministry of National Education about 
organisation of a national higher education accreditation centre. 
-10-
n.6. YOUTH EXCHANGE ACTTVTTIES 
In 1993/94, as in previous years, a limited amount of funding was available for youth 
exchanges and related activities involving organised cultural interactions intended to 
provide opportunities for young people (15-25 years old) normally outside higher 
education to participate in a European experience. 
A total of 114 projects were allocated funds totalling 1,112,464 ECU in the two selection 
rounds of 1993/94. 
During the first half of 1994 the selection took place of YEX projects beginning their 
activities in September 1994 (1994/95 round 1). Thirty two projects were proposed for 
funding from a total of 124 applications, with a total allocation of 272,102 ECU. 
In addition to these projects the Polish Youth Pilot Project actions, launched with a single 
selection round in 1992/93, was continued in 1993/94. Support for 33 of these innovative 
projects with local impact and managed by the young participants themselves amounted to 
578,400 ECU in the selection round of January 1994. The success rate of 50% in the latter 
selection was more than twice that of the previous selection round: a fact largely 
attributable to the intensive information campaign waged by the Polish National Tempus 
Office. Secondment of a member of the EC Tempus Office to the Polish NTO from 
September 1993 to the end of February 1994 also contributed to this work. An additional 
selection round in August 1994, for which 41 applications were received, brought the Pilot 
Projects into the familiar partem of two selection rounds per year. 
H. 7. MONITORING ACTTVTIIES 
The Commission maintained a full programme of internal monitoring procedures for all 
Tempus actions, carrying out detailed surveys and analyses of a number of relevant aspects 
(situation in the different partner countries, the different priority areas, Community 
involvement, G24 involvement etc.) of projects supported in the previous selection round. 
The organisation and implementation of an intensive programme of site visits begun in 
1992/93 continued during the period under report, and involved a total of 36 visits to a 
representative sample of ongoing Joint European Projects throughout the partner countries. 
The monitoring of projects included two different visits, one to the partner country 
institution involved, concentrating on the progress made towards the realisation of the 
objectives set, and a financial audit carried out at the contracting institution. 
An important new component of this activity was the implementation of seven 'institutional 
visits' intended to assess the impact on the selected institutions of their participation in 
Tempus. The visit team was particularly interested to investigate the possibility of synergy 
between projects and how the ensemble of projects contributed to the overall development 
strategy of the institutions. 
A report setting out the main results of the Site Visit Programme carried out in the 
academic year 1993/94 will be published. 
11 
The findings and experience acquired from these visits, which were led by the Commission, 
assisted by the National Tempus Offices of the countries concerned, and involved teams of 
academic experts from both the Member States and Central and Eastern Europe, have 
contributed to the refinement of procedures within the programme, to the progress of 
projects visited, and, it is hoped, to the strategic thinking of those responsible for 
administration of higher education in the partner countries. 
II. 7.1. Phare partner country monographs 
During the course of 1994 work began on a series of studies of the impact of Tempus in the 
seven (in the first instance) of the eleven countries eligible to participate in Tempus (Phare) 
since September 1991: Bulgaria, the Czech Republic, Hungary, Romania, Poland, the Slovak 
Republic and Slovenia. The first of these studies, written under contract to the EC Tempus 
Office, examines the impact of Tempus in the Slovak Republic and has been published in 
earlyl995. 
Tempus (Tacis) 
II. 8. THE BUDGET 
The total budget available to Tempus (Tacis) in 1993/94 for project finance amounted to 
3.42 MECU. 
In 1994/95 a total of 21.73 MECU was made available for project finance. 
II. 9. THE PRE-JEP STRATEGY AND THE ESTABLISHMENT OF 
PRIORITIES 
Tempus II activities commenced with the academic year 1994/95. In order to be able to 
implement viable Tempus (Tacis) Joint European Projects at that time, the Commission 
undertook preliminary action in 1993/94, by financing one-year Pre-Joint European Projects 
(Pre-JEPs). These concentrated on preparatory mobility of staff between universities 
planning cooperation on an institutional level at a later date (e.g. study and information 
garnering visits, preparation of institutional cooperation, staff updating and retraining, 
teaching assignments etc.). 
The countries eligible for these pre-programme phase activities for the academic year 
1993/94 were Belarus, the Russian Federation, and Ukraine. Eligible partners in the 
beneficiary countries were restricted to one university per project, while in the EU two to 
three higher education institutions could participate. One institution from a non-EU (G24) 
country could also participate. 
-12-
Support for projects focused on the following priority areas: 
• humanities and social sciences 
• political sciences and economics (not focusing on business/management) 
• modern European languages (not focusing on literature or linguistics) 
• improvement of university management. 
The Commission also decided, in view of the overall aims of the Tacis Programme, that 
particular consideration would be given to projects relevant to die fields of agriculture, 
energy and transport. 
By encouraging the preliminary mobility envisaged in this pie-programme phase, within 
the perspective of a planned cooperation between institutions, the Commission sought to 
meet the need for the re-establishment of contacts between academics in the NTS (Newly 
Independent States) and their counterparts in the Community while at the same time 
recognising the value of support to institutional development as the optimum means of 
maximising the impact of Tempus in the NIS. 
Consortia completing their one-year pre-JEPs were offered the opportunity to apply for 
funding for three-year Joint European Projects aiming at either review and improvement of 
university management at the eligible institution of the pre-JEP consortium or at 
restructuring and development of degree courses and their content (including assistance in 
the creation of new institutions, faculties and curricula and the necessary management 
structure for the implementation of courses). The application deadline was 15 June 1994. 
A second call for applications for pre-JEPs was also held in early 1994 (deadline 
28 April 1994). At their request Kazakhstan, Kyrgyzstan, Moldova and Uzbekistan were 
included in the latter call. 
11.10. SELECTION PROCEDURE 
A four stage selection procedure was employed: 
• A technical evaluation was earned out by the EC Tempus Office. 
• On the basis of the technical assessment the Commissions' provisional list of projects 
proposed for support was drawn up. 
• Academic experts from bom the European Union and the partner countries were 
consulted about all applications. 
• The final decision with regard to finance was taken by the Commission. 
-13 
n.ll. RESULTS OF THE 1993 (PRE-JEPS) AND THE 1994 (PRE-JEPS 
AND JEPS) SELECTION ROUNDS 
The overall results of the pre-JEP and JEP selections can be shown in table form as follows: 
Country 
Belarus 
Russia 
Ukraine 
Kazakhstan 
Kyrgyzstan 
Moldova 
Uzbekistan 
Total Pie-projects 
1993/94 
8 
57 
12 
77 Budget 
1993/94 
(MECU) 
0.38 
254 
0.50 
3.42 Pre-projects 
1994/95 
5 
39 
10 
9 
2 
5 
6 
76» Full-scale 
projects 
1994/95 
4 
20 
4 
28 Budget 
1994/95 
(MECU) 
2.10 
15.37 
3.32 
0.37 
0.09 
0.23 
0.25 
21.73 Total 
spending 
per country 
(MECU) 
2.48 
17.91 
3.82 
0.37 
0.09 
0.23 
025 
25.15 
In addition to the 76 pre-projects newly selected in 1994/95, 50 one year pre-projects 
started in 1993/94 were receiving support in 1994 and will be eligible to apply for full-
scale project grants in 1995 (Belarus: 5; Russian Federation: 37; Ukraine: 8) 
Humanities and Social 
Sciences, including Law 
Economics and Political 
Sciences including 
European Studies 
Modern European 
Languages 
Improvement of University 
Management 
Others 
Total Pre-projects 
1993/94 
29 
14 
16 
18 
0 
77 Pie-projects 
1994/95 
13 
25 
15 
18 
5 
76 Full-scale projects 
1994/95 
7 
9 
5 
6 
0 
27 
14 
H. 11.1. Analysis by priority area 
Of the 264 pre-JEP applications received in the 1993/94 selection round 222 addressed the 
issues designated as priorities. 
In the 1994/95 selection round of 408 Pre-JEP applications, 335 addressed designated 
priorities, with applications in Economics, University Management and Modern European 
Languages together constituting more than half of all applications. 
For those partner countries participating for the first time (Kazakhstan, Kyrgyzstan, 
Moldova and Uzbekistan) applications in all fields were considered for funding. 
For the JEP selection of course, where the call for applications was restricted to existing 
pre-JEP consortia, all but one application complied with priority requirements. 
II. 11.2V Analysis by partner country and EU Member State 
In the 1993/94 pre-JEP selection the distribution of successful projects between the partner 
countries was as follows: Belarus, 8; Russian Federation, 57; Ukraine, 12. The 264 applications 
received were targeted at the three countries in roughly the same proportion. This balance 
was maintained in the 1994/95 JEP selection when, of the 28 applications funded from those 
submitted by the 1993/94 pre-JEP consortia, 4 were for Belarus, 20 for the Russian 
Federation and 4 for the Ukraine. 
The 1994/95 pre-JEP selection round, in which Kazakhstan, Kyrgyzstan, Moldova and 
Uzbekistan participated for the first time, the above pattern for Belarus, the Russian 
Federation, and Ukraine was maintained but together these three countries accounted for 
more than 86% of the total number of applications received. 
Following information missions to regional universities in Belarus, the Russian Federation 
and Ukraine carried out in early 1994, the 1994/95 project selections resulted in a 
significantly better regional distribution of projects. 
As far as Member States are concerned, little can be concluded from the pattern of 
participation in the 1993/94 selection round because of the timing of its launch. 
Applications were prepared during the vacation by those academics still free to do so. 
Institutions in France, Germany, the Netherlands and the UK were the most active in 
coordination of projects (coordination was not open to partners in the partner countries). 
In the 1994/95 pre-JEP selection a more balanced picture emerges. Participation by those 
Member States least represented in the previous selection doubled while in the JEP 
selection representation of the same countries improved from a 10% participation in the 
1993/94 pre-JEPs to one of 16% in the JEPs subsequently developed. A series of information 
campaigns in those countries least represented in 1993/94 is likely to have been a significant 
factor in the improved geographical distribution of pre-JEP participation in 1994/95. 
-15 
Information and coordination activities 
11.12. INFORMATION ACTIVITIES FOR TEMPUS (PHARE) AND 
TEMPUS (TAOS) 
A leaflet was published in the nine languages giving a brief outline of the Scheme. 
More detailed information materials published during the period under report were of two 
kinds: those aimed at users of the Scheme (the Guides for Applicants) and those designed 
for the more specialised audience of the institutions of the European Community, the 
Member States, the National Tempus Offices, Phare Coordinators and other institutions in 
the partner countries (Phare), and the media (the two Annual Reports). 
A new edition of the Guide for Applicants and application forms for Tempus (Phare) was 
prepared in a new format and distributed in the nine Community languages. The Guide's 
revised format with separate booklets for each of the Tempus (Phare) Actions, a general 
introduction and separate booklet giving details of national priorities of the partner 
countries priorities, was designed to provide essential information to users with enhanced 
clarity but without loss of comprehensiveness. 
Separate Guides were issued for the Pre-JEP phase of Tempus (Tacis) and for Tempus 
(Phare) Youth Activities were also prepared in the nine languages, while for the Polish Pilot 
Project scheme for Youth Activities a Guide with application forms was prepared in four 
languages ÇDE, EN, FR, IT). 
A Compendium of all Tempus (Phare) Joint European Projects and Complementary 
Measures projects running in 1993/94 was published in the autumn of 1993, followed by 
the Annual Report covering activities of the Scheme in the period 1 August 1992 to 
31 July 1993. A second Compendium giving details of the first Tempus (Tacis) pre-JEPs 
appeared in Spring 1994. 
An additional document, appearing for the first time, was the Site Visit Programme Annual 
Report 1992/93 giving details of the first stages of the Site Visit Programme's quality audit 
of Tempus (Phare) (cf. § H. 7.). 
(A full list of Tempus publications is given in annex). 
-16-
n.13. COORDINATION AcnvniEs 
Tempus (Phare) 
Cooperation between the Commission and the National Tempus Offices established in the 
capital cities of the partner countries continued to intensify during the period under report. 
The regular consultation with the Commission and the EC Tempus Office through bilateral 
and joint discussions on operational matters such as preparation of selection procedures 
and information activities continued to be a key feature of cooperation and a focus for 
coordination activities. 
Of particular importance has been the pivotal role of the National Tempus Offices in 
ensuring smooth liaison between the Commission and their national authorities in relation 
to the definition of national Tempus priorities and also with their Phare coordinators in the 
preparation of the budget discussions with the Commission. 
The role of the National Tempus Offices themselves has continued to develop. Some have 
added to their responsibilities in relation to the organisation of Site visits to JEPs in their 
countries, not only by undertaking for the first time in 1993/94 the organisation of 
institutional visits, but also by instituting visit programmes of their own to complement the 
visit programme coordinated from the EC Tempus Office. Their organisational role and the 
participation of their staff in the latter made an important contribution to this aspect of 
monitoring (cf. § II. 7 ). 
In addition the Tempus Offices have undertaken a variety of activities, among them 
production of publications and organisation of workshops, aimed at disseminating 
throughout their respective countries both the achievements of Tempus projects and good 
practice within projects. 
Cooperation between the National Tempus Offices and the EC Tempus Office became 
increasingly reciprocal in its function, with the secondment of a member of EC Tempus 
Office staff to the National Tempus Office in Warsaw to assist with the Youth Activities 
Pilot Projects scheme, and of a second EC Tempus Office staff member to the National 
Tempus Office in Sofia to participate in information, training and cUssemination activities. 
National Tempus Office staff meanwhile have attended a series of training sessions 
intended to improve understanding of the details of EC Tempus Office procedures and, in a 
wider perspective, to contribute to improved cooperation through reinforcement of a 
common working culture. 
Tempus (Tads) 
During the course of 1993/94 a small office was established in Moscow, with one Brussels-
appointed staff member and locally appointed secretarial support, to facilitate 
implementation of Tempus (Tacis) in the Russian Federation and Newly Independent 
States. 
-17-
III. PHARE COUNTRY REPORTS 
In addition to the material provided in the following country reports the reader's attention 
is drawn to the following publications: 
• The Tempus monograph series (see IL 7.1.). 
• Joint European Projects 1990-93 (Prague: 1994, Czech National Tempus Office). 
• Evaluation of the Hungarian experience of the Tempus Program 1990-93 (Budapest 1994, 
Hungarian National Tempus Office). 
• Report on the implementation of the Tempus (Phare) Programme 1990/91-1993/94 (Warsaw: 
1994, Polish National Tempus Office). 
• Report on the results of the first series of Tempus Projects: JEP 1990-93 (Bratislava: 1994, 
Slovak National Tempus Office). 
-18 
m.l. ALBANIA 
m. 1.1. Budget 
Albania joined the Tempus Scheme in the academic year 1992/93 and by the end of 1993/94 
had benefited from a total investment in the Scheme of 6.19 MECU. 
III. 1.2. Projects 
By the end of 1993/94 awards had been made for Albanian participation in 13 Joint 
European Projects, 4 Complementary Measures Grants and 2 Youth Exchange projects, 
while 226 Individual Mobility Grants had been awarded for travel between Albanian and 
EU higher education institutions. 
III.12.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribua» of JEPsfay Dbdpline 
OtorOac. 
HI. 122. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 5 new Joint 
European Projects, and 147 Individual Mobility Grants were awarded for travel between 
Albanian and EU higher education institutions (first of two IMG selection rounds for 
1994/95). 
No Complementary Measures Grants or Youth Exchange projects were funded in 
June 1994, the first of two selection rounds for the academic year 1994/95. However, one 
CME+ project was selected for funding. 
-19-
m. 13. Reflection of Albanian priorities in the projects accepted in 
1994/95 
In the 1994/95 JEP selection the following areas have been defined as priorities for Albania: 
<• Development of new curricula in the areas of biotechnology and environmental studies. 
This area has been covered by 2 newly accepted projects. One of these projects aims at 
the creation of an environment option for the training of engineers in the third, fourth 
and fifth year at the Polytechnic University of Tirana, while the other aims at the 
upgrading of the curriculum in biotechnology and environmental sciences in 
12 different fields of study in biology at the University of Tirana. 
-*- Updating and retraining of teachers in the arms of tourism, and finance and banking. 
This area is covered by two projects. One of them aims at teacher training, and 
development of courses and management training programmes in tourism and the 
hotel trade at 2 Albanian universities (University of Tirana and Polytechnic University 
of Korea). The other one aims at the development of a one-year postgraduate course in 
banking at the University of Tirana. 
<v Introduction of practical training and the updating of medicine and veterinary medicine courses 
atpre-dmical/first cyclelevel. 
This area is represented by one project aiming at the modernisation of the Faculty of 
Medicine at the University of Tirana, including restructuring of medical studies from 
undergraduate to practitioner doctorate level with regard to course content, laboratory 
equipment and teacher training. 
All the Albanian priority areas have been covered by the newly accepted JEPs.. 
in. 1.4. Geographical distribution of JEPs 
Four of the seven Albanian higher education institutions were participating in JEPs in 1994. 
One application in the 1994/95 selection round was submitted by an Albanian coordinating 
institution, but was not accepted for funding. 
20-
in.2. BULGARIA 
m. 2.1. Budget 
Bulgaria joined the Tempus Scheme in the academic year 1991/92 and by the end of 
1993/94 had benefited from a total investment in the Scheme of 30.63 MECU. 
IE. 2.2. Projects 
By the end of 1993/94 awards had been made for Bulgarian participation in 80 Joint 
European Projects, 35 Complementary Measures Grants and 28 Youth Exchange projects, 
while 564 Individual Mobility Grants had been awarded for travel between Bulgarian and 
EU higher education institutions. 
HI.22.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEP» by Discipline 
IS» 
m. 222. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 32 new Joint 
European Projects, and 80 Individual Mobility Grants were awarded for travel between 
Bulgarian and EU higher education institutions (first of two IMG selection rounds for 
1994/95). 
Four Complementary Measures Grants (including one CME+ project) and 2 Youth 
Exchange projects were funded in June 1994, the first of two selection rounds for the 
academic year 1994/95. 
21-
m. 2.3. Reflection of Bulgarian priorities in the projects accepted for 
1994/95 
In the 1994/95 JEP selection the following areas have been denned as priorities for Bulgaria: 
-> Introduction of interdisciplinary studies in cooperation with more than one Bulgarian 
university, specifically: 
m widening the perspective of the technical universities by introducing non­
technical subject areas (e.g. humanities, economics, social sciences etc.); 
• introduction of modern information technology in the faculties of humanities in 
universities; 
• development of inter-university centres to assist in the introduction of a more 
interdisciplinary element in higher education institutions. 
This broad area has been covered by 15 (nearly a half of all new Bulgarian JEPs) newly 
accepted projects. For example, this area (and the area of development of open and distance 
learning on a post-graduate level, see priorities below) is represented by a project aiming at 
the establishment of an Innovation Centre for open and distance learning at the Open 
Faculty of the Higher Institute of Mechanical and Electrical Engineering in Sofia using 
multimedia methods and preparing new teaching materials for at least 13 interdisciplinary 
subjects. The project is coordinated by the Sofia partner institution and it involves the 
University of Plovdiv as well as 9 EU partner institutions. 
+ In addition, priority has been given to projects with the following objectives: 
m modernisation of curricula to European standards aiming at the international 
recognition of Bulgarian degrees (covered by 5 newly accepted projects, examples 
presented below while discussing target disciplines); 
• initial training of secondary school teachers and retraining of higher education 
teaching staff (covered by 4 newly accepted projects, examples presented below); 
• development of continuing education and open and distance learning on a post­
graduate level (covered by 10 newly accepted projects, examples presented 
below); 
in tiie following subject areas: 
• Materials science 
This area has been covered by 3 newly accepted projects, e.g. one of them aims at the 
creation of new curricula in polymeric materials science for undergraduate and 
postgraduate students and continuing education of secondary school teachers and 
specialists from industry at the Higher Institute of Chemical Technology in Sofia. 
• General practitioner education and health care 
This area has been covered by 4 newly accepted projects, e.g. one of them aims at the 
establishment of an university centre for interdisciplinary studies in the field of 
biochemistry, clinical chemistry, clinical and molecular immunology and genetics 
aiming at graduate and postgraduate students at the Sofia University. 
-22 
• Agriculture and agricultural economics 
This area has been covered by 2 newly accepted projects, e.g. one of them aims at the 
development and implementation of vocationally oriented integrated short 
programmes in agricultural business, marketing systems and environmental and 
animal welfare for university undergraduate students and for professionals. 
• Environmental protection 
This area has been covered by 6 newly accepted projects, e.g. one project aims at the 
introduction of a new interdisciplinary postgraduate course in environmental 
protection and sustainable development, leading to a Masters Degree at European 
level, development of curricula to western standards leading to an internationally 
recognised degree, at the development of industry-university collaboration for the 
effective dissemination of expertise to Bulgarian enterprises. The project involves two 
Bulgarian universities (Higher Institute of Chemical Technology in Sofia and Higher 
Institute of Economics and Finance 'D.A. Tsenov' in Svishtov) as well as a~Bulgarian 
enterprise and EU partner institutions. 
• Social and economic sciences relating to social and economic changes (ie. social 
psychology, minority integration, political science) 
This area has been covered by 2 newly accepted projet One of these prefects aims at the 
development and implementation of three postgraduate programmes (in business 
informatics, computational linguistics and cognitive science), an undergraduate programme 
in information sciences, and two other curricula (one for information technology support in 
social sciences and the other one in humanities) at 8 Bulgarian universities. 
• European law and European studies 
This area has been covered by 2 newly accepted projects, one of which aims at the 
creation of an Inter-University Centre for postgraduate European Studies attached to 
the Centre of European Studies in Sofia including tive elaboration and the 
establishment of a one-year postgraduate course as well as the establishment of a 
group of European Units in Bulgarian universities. 
• Modern European languages 
This area has been covered by 2 newly accepted projects, one of them aiming at the 
production of a regional team of trainers for inter-active methodologies of language 
teaching and establishment of a regional network in East Bulgaria for the teaching of 
English, Spanish and other target European languages for both initial and in-service 
teacher training. The project involves two Bulgarian universities: Free University of 
Bourgas and Higher Pedagogical Institute 'Konstantin Preslavski' in Shoumen, as well 
as British, German and Spanish partner institutions. 
All Bulgarian priorities have been covered by the newly accepted projects, both the 
structural requirements (e.g. modernisation of curricula to European standards) and the 
target disciplines (e.g. environmental protection). In many cases one newly accepted project 
covers more than one priority area listed for Bulgaria. 
m. 2.4. Geographical distribution 
There are 73 Bulgarian institutions, located in 20 different towns, involved in JEPs running 
in 1994/95. 40 of these institutions (55%) are located in Sofia. Varna and Plovdiv are the 
other towns, apart from the capital, well represented in the running JEPs. 
23 
III. 3. CZECH REPUBLIC 
in. 3.1. Budget 
The Czech Republic, first as part of the Czechoslovak Federal State and since January 1993 
as a separate entity has participated in the Tempus Scheme since the academic year 
1990/91. By the end of 1993/94 the Czech Republic had benefited from an estimated total 
investment m the Scheme of more than 34 MECU8. 
HL 3.2. Projects 
By the end of 1993/94 awards had been made for Czech participation in 114 Joint European 
Projects, 38 Complementary Measures Grants, 47 Youth Exchange projects and 10 *oirtt 
European Networks, while 912 Individual Mobility Grants had been awarded for travel 
between the Czech Republic and EU higher education institutions. 
III. 32.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEPs by Discipline 
Environmental Set 
10% 
Agriculture ft Food 
Sci3% Humilities 4% 
Social Sci 6% 
Natural Sci/Majhs 
9% 
Engineering, 
Technology & 
20% D 
• SodalSd«ce 
II NatnlSd/KtatbMMtic* 
D EngimiriBg. Technology A. Infoiwtici 
O AitADnfcn 
M Agricukun A Food Science* 
M Otta <iw. educaboaAcKta mining) 
•1 Afcnbocan åt tAbea/Ragioail Plennng 
8 T^ «titrate tias been trade on the custoiMry basis of division of funding accordai^ to the reUtive sizes o 
populations of the Czech Lands and Slovakia, ie. in a ratio of 2:1. 
24-
m. 322. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 15 new Joint 
European Projects (including 1JEP+), and 40 Individual Mobility Grants were awarded for 
travel between Czech and EU higher education institutions (first of two IMG selection 
rounds for 1994/95). 
Four Complementary Measures Grants and 2 Youth Exchange projects were funded in 
June 1994, the first of two selection rounds for the academic year 1994/95. 
m. 3.3. Reflection of Czech priorities in the projects accepted in 1994/95 
In the 1994/95 JEP selection the following areas have been defined as priorities for the 
Czech Republic: 
4- Economics in the areas of 
m agricultural economics (1 projects accepted); 
• instruments of market economy (1 project accepted); 
• public relations and marketing (3 projects accepted). 
This area has been covered by 5 newly accepted projects. For example, one of these projects 
aims at the creation of necessary conditions for the intégration of Prague School of 
Economics (the project's coordinator) into the Community of European Management 
Schools (CEMS) through implementation of a credit transfer system, renovation of 
undergraduate courses to make them compatible with the CEMS common body of 
knowledge, and the creation of 6 new graduate courses for a target group of 20 students 
following the CEMS programme. 
<- Law m the areas of. 
m European law (1 project accepted); 
• mercantile/commercial law; 
• development of constitutional and public law; 
• consumer law. 
Very low level of interest in this area (only 4 applications submitted) resulted in one 
application accepted for funding which is coordinated by Charles University in Prague. The 
project is devoted to preparation of basis for future compatibility of the Czech Republic 
legislation with that of the European Union. It aims at restructuring and development of 
new curricula and teaching materials at undergraduate level for both the general course 
'European Community Law' and the European Community Law-specialised course at two 
Czech universities (Charles University in Prague and University of West Bohemia in 
Pilsen). It also aims at development of a 2-year PhD course for Public Administrators, and 
at creation of a new Institute of Comparative Law and Law Integration'. Apart from the two 
Czech higher education institutions, 4 other Czech and EU r«rtners are invoked in the project. 
-> Medical sciences in the areas of. 
m cardiovascular and cancerous diseases (1 project accepted); 
• general practitioner education (introduction and development); 1 project accepted. 
-25 
The target discipline of medical sciences has been covered by 2 projects accepted, and a 
project devoted to education of general practitioners coordinated by Charles University in 
Prague constitutes a good example of Czech priorities coverage. The small network of 
partners (one Czech and 2 EU partners only) aims at development of new curricula to 
introduce the basis of primary care concepts putting a special emphasis on aspects such as 
health in the family unit and the community, principles of epidemiology and doctor-patient 
communication skills. 
<- Environmental studies in the areas of. 
m waste processing (2 projects accepted); 
• soil and subterranean water protection (1 project accepted); 
• new energy sources (1 project accepted); 
• wood science. 
This area has been covered by 4 newly accepted projects. For example, one of these projects 
includes aspects of cooperation with industry and is coordinated by a Czech institution 
(Technical University of Mining and Metallurgy of Ostrava). The project aims at the 
development of an Inter-University centre in waste identification, processing and control, 
which will act as a regional training and advisory centre for industrialists and local 
government. It also aims at development of a new modular syllabus 'Programme of the 
Protection of Environment' consisting of 9 modules and with a target group of 120 
undergraduates, 20 postgraduates and 40 industrialists and entrepreneurs. Apart from the 
Czech coordinator, the project involves both Czech and EU partners, including industrial 
partners. 
Preference has been given to projects 
• with interdisciplinary aspects; 
• prepared in cooperation with industry; 
• in which the coordinator and/or contractor is Czech 
All Czech priorities have been covered by the newly accepted projects, both the structural 
requirements (e.g. projects with aspects of university/industry cooperation) and the target 
disciplines. Among the structural requirements giving preference to projects with Czech 
coordinator and/or contractor was the most successful priority, with all but one project 
fulfilling this requirement. Some projects cover more than one priority area listed for the 
Czech Republic. 
III. 3.4. Geographical distribution of tunning JEPs in the Czech Republic 
in 1994/95 
There are 41 Czech institutions, located in 16 different towns, involved in JEPs running in 
1994/95.13 of these institutions (32%) are located in Prague. Brno, Ostrava and Libérée are 
the other towns, apart from the capital, well represented in running JEPs. 
-26-
in.4. ESTONIA 
III. 4.1. Budget 
Estonia joined the Tempus Scheme in the academic year 1992/93 and by the end of 1993/94 
had benefited from a total investment in the Scheme of 463 MECU. 
III. 4.2. Projects 
By the end of 1993/94 awards had been made for Estonian participation in 14 Joint 
European Projects, 4 Complementary Measures Grants and 4 Youth Exchange projects, 
while 156 Individual Mobility Grants had been awarded for travel between Estonian and 
EU higher education institutions. 
III.42.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEPs by Discipline 
Agriculture A Food 
Science 11% 
Environmental Sci 6% 
Engineering. 
Technology ft 
Informatics 
22% 
Architecture ft 
Urban/Regional 
Planning 
6% Social Science 
16% 
Management and 
Business 6% 
Natural Sci/Maths 
11% D Sodal Sdeace 
• NatunlSd^lMhenutici 
OAitADsrign 
• OnarQac. educaboatoachertniniac ) 
• AKB*«Klum*Urtisrfte0aaainua*ng 
WE BngiMOfing, Twtaotogy ft Infornabcs 
H Ewviwriiniwitål Stifttiofff 
• African»» * Food Seines 
III. 422. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 6 new Joint 
European Projects, and 23 Individual Mobility Grants were awarded for travel between 
Estonian and EU higher education institutions (first of two IMG selection rounds for 
1994/95). 
No Complementary Measures Grants or Youth Exchange projects were funded in June 
1994, the first of two selection rounds for the academic year 1994/95. 
27 
TH. 4.3. Reflection of Estonian priorities in the projects accepted for 
1994/95 
In the 1994/95 JEP selection the following areas have been defined as priorities for Estonia: 
+ Promotion of interdisciplinary studies. 
This area has been covered by two newly accepted projects. One of them aims at the 
development of modular in-service postgraduate diploma courses and a pre-service 
certificate of competence in information technology for Estonian teachers of all disciplines 
and sectors at 3 Estonian universities (Tallinn Pedagogical University, Tallinn Technical 
University and Tartu University). The other project aims at the development and 
introduction of new curricula (and teaching materials) in product development and 
entrepreneurship for undergraduate studjes and for continuing education courses at the 
Centre of Continuing Education at Tallinn Technical University. 
•*> Introduction of new types of management and structures in Estonian higher education 
institutions. 
This area has not been covered by any new projects accepted due to the low quality of the 
applications submitted. 
•*> Introduction of new disciplines and methodology in Estonian higher education institutions. 
This area has been covered by 3 newly accepted projects. One project aims at the creation of 
two centres for Analytical Philosophy at Tallinn Pedagogical University and Tartu 
University, and at the development of courses for graduate students and graduates of the 
humanities and social sciences. The second project aims at the creation of a new 
Department of Laboratory Medicine at Tartu University, and at the development and 
introduction of undergraduate and postgraduate curricula in laboratory medicine. The 
third project aims at further development of existing courses and the creation of new ones 
by introducing the teaching of contemporary music at the Estonian Academy of Music in 
Tallinn. 
Special consideration has been given to projects which will have a multiplier effect within 
the higher education system. 
Two out of three Estonian priority areas have been covered by the newly accepted projects. 
One other project accepted was a regional JEP, therefore not falling strictly into national 
Estonian priorities. 
III. 4.4. Geographical distribution of running JEPs in Estonia in 1994/95 
There are 10 Estonian institutions, located in 2 towns (Tallinn and Tartu), involved in JEPs 
running in 1994/95.7 of these institutions (70%) are located in the capital, Tallinn. 
28 
HI. 5. HUNGARY 
HI. 5.1. Budget 
Hungary has participated in thé Tempus Scheme since the academic year 1990/91, and by 
the end of 1993/94 had benefited from a total investment in the Scheme of 59.9 MECU. 
in. 5.2. Projects 
By the end of 1993/94 awards had been made for Hungarian participation in 204 Joint 
European Projects, 73 Complementary Measures Grants, 75 Youth Exchange projects, and 
8 Joint European Networks while 944 Individual Mobility Grants-had been awarded for 
travel between Hungarian and EU higher education institutions. 
HT. 5.2.1. Subject areas 
The overall distribution of joint European Projects between disciplines is as follows: 
Distribution of JEPs by Discipline 
AichNecturc; planning 
Humanities 
S* 
Agriculture ft Food 
8% 
14% H Social Science 
•AsncrtveAFood 
AI 
D Nsttnl ScieacM A ManmMbct 
BOÉMT (iac. uiaiat) 
MMrnirilTritwm 
• Ait A Den«» 
H EatiaMriat. Teduwlagy A. 
m. 522. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 41 new Joint 
European Projects, and 24 Individual Mobility Grants were awarded for travel between 
Hungarian and EU higher education institutions (first of two IMG selection rounds for 
1994/95). 
29 
Four Complementary Measures Grants (including 1 CME+) and 6 Youth Exchange projects 
were funded in June 1994, the first of two selection rounds for the academic year 1994/95. 
HI. 53. Reflection of Hungarian priorities in the projects accepted for 
1994/95 
In the 1994/95 JEP selection the following areas have been defined as priorities for 
Hungary: 
4» Development of new curricula leading to the creation of new academic and professional profiles 
m higher education institutions coherent with the development strategy of the institutions 
concerned. 
This area has been very well covered by applications submitted which resulted in 
acceptance of 20 new projects with this type of objective. For example, one of these projects 
aims at the establishment of an undergraduate degree programme in Agro-Management at 
Debrecen University of Agricultural Sciences. 
<• Comprehensive development of a whole institution or a large part of it in accordance with the 
development strategy of the institution concerned. 
This area has not been covered by any newly accepted projects due to poor quality of 
applications submitted, in particular due to absence of an institutional development 
strategy document in the applications received. 
<• Postgraduate education: course development and the establishment of PhD programmes in 
universities. 
This area has been well covered by the applications submitted which resulted in acceptance 
of 10 new projects with this type of objective. For example, one of these projects aims at the 
development of veterinary education in Hungary through preparation of the University of 
Veterinary Sciences in Budapest to be accredited as an 'EU-recognised veterinary training 
institute' including creation of 7 new/updated curricula with adequate teaching materials, a 
postgraduate continuing education programme providing courses in 9 different areas, and 
an operational PhD programme in 8 different areas. 
-*- Development of university management. 
This area was not very well covered by applications submitted, therefore only 3 new 
projects were accepted with this type of objective. One of these projects aims at the 
development of management strategies and techniques at the Hungarian universities of 
Budapest, Pecs, Debrecen and Veszprem, and of their capacity to carry out long and 
medium term policies of university management, quality of evaluation systems and 
university-enterprise cooperation. 
-30 
* Development of university capacity to provide continuing education. 
This area was not very well covered by applications submitted, therefore it is covered by 
4 new projects accepted only. One of these projects aims at the development of 
undergraduate, postgraduate and continuing education and distance learning programmes 
in mechatronics at the Faculty of Mechanical Engineering at Miskolc University, and at the 
creation of a Continuing Education Centre to act as an interface with Hungarian industry 
and to provide training for industrial and technical school staff. 
In addition, projects which aimed to achieve one or more of the above objectives in the field 
of European studies were given priority. However, due to limited number and quality of 
such proposals, this area has been covered by only 2 newly accepted projects to date. One 
of them aims at the creation of a Centre for European Studies and Training at the Budapest 
University of Economics. 
In the framework of the above mentioned objectives, preference was also given to projects 
which deal with as many of the following aspects as possible: 
development of teaching methods that can be used with greater numbers of 
students; 
development of joint curricula with EU universities leading to mutual recognition 
of periods of study and double degrees (7 such projects accepted); 
diversification of university activities (particularly those which respond to 
changing employment needs); 
development of university/industry (enterprise) cooperation (6 such projects 
accepted); 
improvement of cooperation between Hungarian higher education institutions; 
development of cooperation in initial education between higher education 
institutions and research institutes; 
support for trans-European networks for student mobility (8 new mobility 
projects have been accepted); 
Hungarian coordination of projects (78% of newly accepted projects with 
Hungarian involvement have Hungarian coordinators); 
attraction of complementary funding; 
continuation of funding after the maximum three-year period of Tempus funding; 
development of multiplier effect (e.g. teacher training); 
inclusion of activities which support the integration of Hungary into the European 
Union. 
Some of the projects accepted fall in more than one priority area. Most of the Hungarian 
priorities, including the preferences, have been covered by the newly accepted projects. 
m. 5.4. Geographical distribution of running JEPs in Hungary in 1994/95 
There are 90 Hungarian institutions, located in 25 different towns, involved in JEPs running 
in 1994/95.44 of these institutions (49%) are located in Budapest Debrecen, Pécs, Györ and 
Szeged are the other towns, apart from the capital, well represented in running JEPs. 
31-
III. 6. LATVIA 
m. 6.1. Budget 
Latvia joined the Tempus Scheme in the academic year 1992/93 and by the end of 1993/94 
had benefited from a total investment in the Scheme of 62 MECU. 
m. 62. Projects 
By the end of 1993/94 awards had been made for Latvian participation in 17 Joint European 
Projects, 2 Complementary Measures Grants and 12 Youth Exchange projects, while 
139 Individual Mobility Grants had been awarded for travel between Latvian and EU 
higher education institutions. 
m.62.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEP» by Discipline 
Social Sd. 13% 
AcricukureAFoodScL 
19% • l 
QsocWl 
B AariMtaMSsFaaSScL 
Q 
B OSw(te*eacatiaB/MKlMrkaHag) 
H BBa1aMriag,T<ckflolo0&Mi>HaMici 
HI. 622. Perspectives in 1994/95 
In the selection round completed in June 1994 funding was awarded 6 new Joint European 
Projects, 2 Complementary Measures Grants and 1 Youth Exchange project, and 
25 Individual Mobility Grants had been awarded for travel between Latvian and EU higher 
education institutions. The second selection round for Complementary Measures, Youth 
Exchange and Individual Mobility Grants for 1994/95 has yet to be completed. 
32-
m. 6.3. Reflection of Latvian priorities in the projects accepted for 
1994/95 
In the 1994/95 the following project objectives have been defined as priorities for Latvia: 
+ Introduction of new educational technologies and teaching methods for adult education and the 
updating of primary, secondary and university level teachers. 
This area has been covered by 2 newly accepted projects. One of them aims at development 
of centres for adult education with a view to restructuring the Latvian In-service Teacher 
Training system, as well as at restructuring/creation of curricula in the subject areas of 
adult education, history, social studies, mother tongue (Latvian), mathematics, science and 
special education for general in-service teacher training courses and postgraduate courses 
at 4 Latvian higher education institutions (Daugavpils Pedagogical Institute, Liepaja 
Pedagogical Higher School, Institute for the Advancement of Education in Riga and the 
University of Latvia in Riga). The other project aims at creation of multimedia laboratories 
at Daugavpils Pedagogical Institute and Liepaja Pedagogical Higher School with a view to 
implementing a course in 'Computer and Multimedia Technology Education' for initial 
teacher training and to dispensing teacher refresher courses. 
<• Development of new curricula and studies within the national Phare priority areas of 
agriculture, environment and energy studies. Project coordinators were encouraged to find co-
financing for complementary activities relating to those areas. 
This area has been covered by one newly accepted project aiming at the establishment of a 
centre at the University of Latvia (Riga) for state-of-the-art computational methods in 
mechanical engineering for energy and environmental studies including development of 
new courses in mechanical, process and materials engineering at BSc. and MSc. level. 
4- Development of mobility projects, particularly for students and staff from small/peripheral 
universities in Latvia with a view to improving their international contacts. 
This area has been covered by two newly accepted JEPs. One of these projects aims at the 
creation of a network for mobility whereby undergraduate and post-graduate students 
from European countries, in particular from Latvia, will undertake a mobility period in 
another university with full academic recognition. The other one aims at the introduction of 
two courses for choir conducting and music therapy, at updating of existing and 
introduction of new courses in the Departments of Symphonic Conducting, Wind 
Instruments and Vocal Studies and at the restructuring of the final examination (BA) in the 
Piano and String Departments at the Jazeps Vitola Latvian Academy of Music in Riga. 
All the Latvian priority areas have been covered by the newly accepted JEPs. One project 
accepted was a regional project, therefore not falling strictly into national Latvian priorities. 
The priorities for JEPs in 1994/95 addressed a number of structural issues while calling for 
new curricula in the Phare priority areas for Latvia of agriculture, environment and energy 
studies. 
in. 6.4. Geographical distribution of running JEPs in Latvia 
There are 18 Latvian institutions, located in 6 different towns, involved in JEPs running in 
1994/95. 13 of these institutions (72%) are located in Riga (the capital of Latvia). The 
remaining 5 towns have one institution each involved. 
-33-
m.7. LITHUANIA 
m. 7.1. Budget 
Lithuania joined the Tempus Scheme in the academic year 1992/93 and by the end of 
1993/94 had benefited from a total investment in the Scheme of 6.70 MECU. 
HI. 7.2. Projects 
By the end of 1993/94 awards had been made for Lithuanian participation in 16 Joint 
European Projects, 7 Complementary Measures Grants and 11 Youth Exchange projects, 
while 147 Individual Mobility Grants had been awarded for travel between Lithuanian and 
EU higher education institutions. 
HI. 72.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEPs by Discipline 
AfnOtBhaffl wL Foot! SCL 
12% 
12% o 
O*» (tat i 
• An «4 Mo 
HI. 722. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 5 new Joint 
European Projects, and 21 Individual Mobility Grants were awarded for travel between 
Lithuanian and EU higher education institutions (first of two IMG selection rounds for 
1994/95). 1 Complementary Measures Grant and 1 Youth Exchange project were funded in 
June 1994, the first of two selection rounds for the academic year 1994/95. 
-34 
in. 7.3. Reflection of Lithuanian priorities in the projects accepted for 
1994/95 
In the 1994/95 the following areas have been defined as priorities for Lithuania: 
<• Environmental studies in the areas of. 
m energy saving; 
• material saving technologies. 
This area has been covered by 2 newly accepted projects. One of them aims at the 
restructuring of teaching programmes in mechanical construction, management, and 
administration at the faculties of Environmental Chemistry /Engineering at the Kaunas 
University of Technology, and at the establishment of a Centre for resources and 
technology in the area of environment. The other one aims at the establishment of a 
network of Environmental Centres at four participating Lithuanian universities (Kaunas 
University of Technology, Lithuanian Academy of Agricultural Engineering, Vytautas 
Magnus University in Kaunas and Vilnius University) that will offer an educational 
programme in environmental protection and sustainable development to be taken as 
further qualification after a Bachelor degree or as single courses integrated into BA, MSc. or 
PhD courses. 
+ Restructuring of agricultural education with a particular emphasis on agricultural reform and 
agricultural technology. 
This area has been covered by one newly accepted JEP which aims at the restructuring of 
existing curricula and integration of applied research activities into the teaching at the 
Lithuanian Academy of Agricultural Engineering and the Lithuanian Academy of 
Veterinary Medicine. 
4- Multi-disciplinary approach to transport and communication studies. 
This area has been covered by one newly accepted JEP which aims at the transfer of 
knowledge and technology within the broad areas pertaining to transport, distribution and 
logistics, including the establishment of a Training Centre' within the Transport 
Management Department at the Vilnius Technical University and the revision and updating 
of curricula and training and the development of new courses. 
Preference was given to projects which develop the integration of research into universities 
and individual faculties. All the Lithuanian priority areas have been covered by the newly 
accepted JEPs. One project accepted was a regional project, therefore not falling strictly into 
national Lithuanian priorities. 
m. 7.4. Geographical distribution of distribution of running JEPs in 
Lithuania 
There are 16 Lithuanian institutions, located in 5 different towns, involved in JEPs running 
in 1994/95. 5 of these institutions (31%) are located in Vilnius (the capital of Lithuania). 
Kaunas and Siauliali are the other towns, apart from Vilnius, well represented in the 
running JEPs. 
-35-
m. 8. POLAND 
m. 8.1. Budget 
Poland has participated in the Tempus Scheme since the academic year 1990/91, and by the 
end of 1993/94 had benefited from a total investment in the Scheme of 97.53 MECU. 
m. 8.2. Projects 
By the end of 1993/94 awards had been made for Polish participation in 248 Joint European 
Projects, 76 Complementary Measures Grants, 171 Youth Exchange projects, 51 Youth 
Exchange Pilot Projects9 and 16 Joint European Networks, while 2190 Individual Mobility 
Grants had been awarded for travel between Polish and EU higher education institutions. 
HI. 82.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distributkn of JEPs by Discipline 
Bagjawriat, Techaotogy A 
tornat 
25% 
Atctuwc Urtwa/Rapnaa» 
Haiaiaa2% 
Qaar öac. «dacatiaaf 
taachartniaiat)7% 
BawRMMMatal Scieaou 9% 
African» aad Food 
HI. 822. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 91 new Joint 
European Projects, and 117 Individual Mobility Grants were awarded for travel between 
Polishand EU higher education institutions (first of two IMG selection rounds for 1994/95). 
8 Complementary Measures Grants and 13 Youth Exchange projects were funded in June 
1994, the first of two selection rounds for the academic year 1994/95. 
(1994/95 JEN and Youth Exchange Pilot Project grants were yet to be awarded at the time 
of writing) Natural SCNMOB aad 
9 In the fint of two selection rounds lor the budget ye« 1993/94,33 Youth Exdum^ Wot Prca«to w«re «warded 
grants in January 1994. 
36 
in. 8.3. Reflection of Polish priorities in projects accepted for 1994795 
The Polish priorities presented in the Guide for Applicants 1994/95 were: 
• Development of university-industry cooperation; 
• Development and restructuring of short cycle higher education courses; 
• Introduction and modernisation of postgraduate courses. 
in 6 broad target disciplines. 
The Polish authorities had originally defined what percentage of the total of accepted 
projects were to fall in each discipline. However, this turned out to be difficult to 
implement, as the applications submitted did not follow the same pattern. Therefore, as it 
can be seen in the table below, the projects accepted followed the pattern of applications 
submitted in distribution per discipline rather than that originally stipulated. 
Priority areas recommended % 
of total % of applications 
submitted % of projects 
accepted 
Economics/ management 
Engineering/ technology 
European studies/ modern 
European languages 
Environmental protection 
Social and political sciences 
Medicine/ Natural sciences/ 
Mathematics/ History/ 
Archaeology/ Art and Design 15% 
15% 
25% 
15% 
15% 
15% 24% 
36% 
10% 
16% 
7% 
7% 23% 
36% 
12% 
12% 
5% 
11% 
The priority area of economics and management has been covered by 19 newly accepted 
projects. One of these projects aims at the creation of a third cycle training centre for 
management of marketing for agriculture and agro-food at the Agricultural Academy in 
Warsaw. It also aims at the development of partnerships between Polish agricultural and 
agro-food industries and the beneficiary academy. 
The area of engineering and technology has been covered by 29 newly accepted projects. For 
example, one of these projects aims at the development of a new Bachelor degree, at the 
upgrading of the MSc degree and at the introduction of post-diploma courses for 
professionals in business informatics at the Department of Information Systems of the 
University of Gdansk. 
The area of European studies and modern European languages has been covered by 10 newly 
accepted projects. One of these projects aims at the preparation of a new undergraduate 
course in European Union Economics and Polish integration within the European Union at 
two Polish universities (Academy of Economics in Wroclaw and the University of 
Wroclaw). The target audience will be students of business and law and the courses will 
include the training of teachers and postgraduate students and the development of teaching 
materials. 
37 
The area of environmental protection has been covered by 10 newly accepted projects. One of 
these projects aims at the introduction of interdisciplinary courses on environmental 
monitoring (short courses, first degree and postgraduate level) at the Faculty of Electronics 
of Gdansk Technical University. The courses will be complemented by the establishment of 
a laboratory for pollution monitoring, the upgrading of library software and the retraining 
of staff from the university, enterprises and public services. 
The area of social and political sciences has been covered by 4 newly accepted projects, one of 
which, for example, aims at the introduction of short cycle-courses for the training of social 
welfare professionals at the Institute of Applied Social Sciences of Warsaw University. 
The area comprising 6 different disciplines (medicine, natural sciences, mathematics, history, 
archaeology, art and design) has been covered by 9 newly accepted JEPs. One of these projects 
aims at the development of a new curriculum in environmental chemistry at first degree, 
MSc and PhD level at 3 Polish universities (Jagiellonian University in Cracow, Adam 
Mickiewicz University in Poznan and the University of Wroclaw), including the retraining 
of teachers and students, the organisation of practical placements and the setting up of a 
laboratory. 
All Polish priorities have been covered by the newly accepted projects, both in the terms of 
the structural requirements (e.g. development of university-industry cooperation) and of 
the target disciplines, although in the case of the disciplines the distribution of projects 
accepted was slightly different from that originally defined. That is why pre-defining the 
distribution of subject areas has been abandoned for the future (1995/%) JEP selection. 
m. 8.4. Geographical distribution of running JEPs in Poland in 1994/95 
There are 167 Polish institutions, located in 38 different towns, involved in JEPs running in 
1994/95. 38 of these institutions (23%) are located in Warsaw. Katowice, Cracow, Lodz, 
Poznan and Wroclaw are the other towns, apart from the capital, well represented in 
running JEPs. 
38 
in. 9. ROMANIA 
in. 9.1. Budget 
Romania joined the Tempus Scheme in the academic year 1991/92 and by the end of 
1993/94 had benefited from a total investment in the Scheme of 41.75 MECU. 
in. 9.2. Projects 
By the end of 1993/94 awards had been made for Romanian participation in 94 Joint 
European Projects, 32 Complementary Measures Grants and 44 Youth Exchange projects, 
while 692 Individual Mobility Grants had been awarded for travel between Romanian and 
EU higher education institutions. 
m.92.1 Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEPs by Discipline 
AfricakureAPoodSd 
3% 
Sd6% Q AjricMht A: BooJ îh»wi 
Bi 
• An «Dai* 
• ote(iK.< 
• AitUmmAlMWRagiaaripiMtùv 
IVJ BaysNaYiMj • TsxnMlogy ax monutict 
HI. 922. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 24 new Joint 
European Projects, and 110 Individual Mobility Grants were awarded for travel between 
Romanian and EU higher education institutions (first of two IMG selection rounds for 
1994/95). 3 Complementary Measures Grants and 6 Youth Exchange project were funded in 
June 1994, the first of two selection rounds for the academic year 1994/95. 
-39 
in. 9.3. Reflection of Romanian priorities in the projects accepted for 
1994795 
The Romanian priorities presented for the 1994/95 JEP selection were: 
+ Development of short-cycle higher education (colegii) in universities in the subject areas of 
engineering, applied economics, agriculture and secretarial studies. 
This objective is to be fulfilled by two newly accepted projects. One of them aims at the 
development of short cycle higher education in 4 Romanian universities (Academy of 
Economic Studies in Bucharest, Institute of Architecture 'Ion Mincu' in Bucharest, 
Politehnica University Bucharest and the Technical University of Cluj-Napoca) in the fields 
of engineering, applied economics, secretarial activities and architecture through updating 
of the concerned curricula and the creation/modernisation of appropriate laboratories and 
through the implementation of a centre for cooperation with industry. 
+ Development of university/enterprise cooperation via the creation of university centres which 
offer training/retraining courses to enterprises. 
This area has been covered by 4 newly accepted projects, e.g. see the example above. 
<• Creation of Masters degree courses in natural sciences and humanities. 
Only one project with this type of objective was accepted in the 1994/95 selection. It aims at 
the creation of a new Masters degree in philosophy (fifth year of study) at the Faculty of 
Philosophy of Bucharest University and introduction of philosophy courses in the 
curriculum of Politehnica University Bucharest. 
•> Development of student mobility. 
Two new mobility JEPs were accepted for funding. 
Priority was given to projects in the following subject areas: 
•*- Environmental protection in the areas of. 
m development of curricula in environmental sciences; 
• nuclear safety and radioactive protection. 
This area has been covered by 3 newly accepted projects, all of them devoted to the 
development of curricula. For example, one of these projects aims at the creation of an 
educational centre for environmentally friendly farming technologies, to be used by 
graduates, postgraduates and continuing education students at the University of 
Agricultural Sciences in Bucharest and at two technical universities (Timisoara and Iasi). It 
involves the creation of 4 new curricula in that area. 
•> Health sciences in the area of health care management. 
This area has been covered by 2 newly accepted projects. One of them aims at design and 
implementation of new curricula in health care management at undergraduate and 
postgraduate level at the Universities of Medicine and Pharmacy in Bucharest and last 
-40 
4- Social sciences m the area of social welfare and unemployment. 
This area has been covered by 2 newly accepted JEPs, one of which aims at the 
establishment of doctoral level training centred around labour-related social sciences at the 
University of Iasi, at the development of the School for Social Workers at the same 
university, and at the creation of a postgraduate diploma of social action at the University 
of Suceava. 
-> Economic sciences. 
m business administration and management for small and medium sized private 
enterprises in industry, services and agriculture; 
• banking and public finance. 
This area has been covered by 5 newly accepted projects, all of them in business 
administration and management. One of these projects aims at the creation of an 
AdmirdsUation -European Institute of Enterprises composed -of seven branches at partner 
Romanian universities10 and teaching of intensive continuing training courses in the field of 
enterprise management and administration, of hotel and tourism activities, and of doctoral 
and master level courses in management and administration of enterprises. 
4- High technology. 
m development of courses in data transmission and distributed processing (4 
projects accepted); 
• new materials technology (3 projects accepted). 
This area has been covered by 7 newly accepted projects. For example, one project aims at 
the creation of a Technology Transfer Centre in computer aided design at the Technical 
University of Cluj-Napoca providing education in the form of short courses for engineers 
and undergraduate engineering students, and at the installation of an Information Point 
connected to European networks as well as upgrading of the library. The TU of Cluj-
Napoca is the project's coordinator and the Transylvania' University in Brasov is also 
involved. 
Preference was given to projects in which 
• the Coordinator was a Romanian university (83% of new JEPs accepted are 
coordinated by Romanian institutions); 
• two or more Romanian universities participated in the project (92% of new JEPs 
accepted have more than one Romanian partner university); 
• there was direct student involvement in the formulation and management of mobility 
projects. 
All Romanian priorities have been covered by the newly accepted projects, both the 
structural requirements (e.g. development of university/enterprise cooperation) and the 
target disciplines. 
10 University Transylvania' in Brasov, University "Babes Bolyai' in Cluj-Napoca, University "Odditis' in Constanta, 
University of Craiova, University 'Alexandra loan Cuza' in Iasi arai University of Tlmisoara. 
41 
m. 9.4. Geographical distribution of running JEPs in Romania in 
1994/95 
There are 135 Romanian institutions, located in 22 different towns, involved in JEPs 
running in 1994/95. 36 of these institutions (27%) are located in Bucharest. Brasov, Iasi, 
Cluj-Napoca and Timisoara are the other towns, apart from the capital, well represented in 
running JEPs. 
In 1994,29 of the 50 higher education institutions in Romania were participating in JEPs. 
42-
in.10. SLOVAKIA 
in. 10.1. Budget 
The Slovak Republic, first as part of the Czechoslovak Federal State and since January 1993 
as a separate entity has participated in the Tempus Scheme since the academic year 
1990/91. By the end of 1993/94 the Slovak Republic had benefited from an estimated total 
investment in the Scheme of more than 17.83 MECU11. 
in. 10.2. Projects 
By the end of 1993/94 awards had been made for Slovak participation in 82 Joint European 
Projects, 20 Complementary Measures Grants, 26 Youth Exchange projects'and 2 Joint 
European Networks while 472 Individual Mobility Grants had been awarded for travel 
between Slovak and EU higher education institutions. 
m. 102.1 Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEPs by Discipline 
III. 1022. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 15 new Joint 
European Projects, and 27 Individual Mobility Grants were awarded for travel between 
Slovak and EU higher education institutions (first of two IMG selection rounds for 
1994/95). One Complementary Measures Grants and 3 Youth Exchange projects were 
funded in June 1994, the first of two selection rounds for the academic year 1994/95. 
11 The estimate has been made on the customary basis of division of funding according to the relative sizes of the 
populations of the Czech Lands and Slovakia, Le. in a ratio of 2:1. 
The last two figures are estimates only. 
43 
m. 10.3. Reflection of Slovak priorities in the projects accepted for 
1994795 
The Slovak priorities presented for the 1994/95 JEP selection were: 
<• Promotion of university/enterprise cooperation. 
This objective is to be fulfilled by 3 newly accepted projects. An example is presented 
below, in the discussion of priority subject areas. 
<• Introduction of short cycle university education (Bachelor degree level) in Slovak universities. 
This objective is to be fulfilled by 3 newly accepted projects. An example is presented 
below, in the discussion of priority subject areas. 
•*> Introduction of a credit system and the creation of modular structured degrees m the Slovak 
higher education system. 
This objective is to be fulfilled by 3 newly accepted projects. An example is presented 
below, in the discussion of priority subject areas. 
<• Development of multi-disciplinary mobility projects as an instrument for structural change in 
higher education institutions. 
3 new mobility projects were accepted for funding. One of them aims at the creation of a 
student mobility network in the areas of European studies, environmental law, social 
welfare and social policy. The project will support the design and implementation of a new 
undergraduate bachelor degree programme in European studies at Safarik University in 
Presov (the project's coordinator), the consolidation of the social work department in the 
same university and the broadening of knowledge in ecology and environmental law at the 
Technical University of Zvolen through the letnuning of staff and the development of new 
teaching materials. 
Priority was given to projects in the following subject areas: 
<- Economics and European integration in the areas of. 
m macroeconomics; 
• banking and accounting; 
• tourism and catering; 
• regional planning. 
This subject area has been covered by 4 newly accepted projects (one JEP in each sub-area). 
For example, one of these projects aims at the establishment of a Graduate Education 
Centre for Accounting in Small and Medium Size Companies at the Management College in 
Comenius University in Bratislava that will cover graduate education (4th and 5th years of 
studies) in accounting in SMEs. Practical training will be an obligatory part of the degree. 
The project also aims at the development of a Consultancy Centre at Comenius University 
which will provide services to the industry (this project falls within the priority objective of 
promotion of university/enterprise coopération). 
+ Law in the areas of. 
m European law and comparative law; 
• environmental law. 
-44 
This area has been covered by 2 newly accepted projects, both in European law. One of 
them aims at the establishment of a centre for European law study courses focusing on 
international and European law at the Law Faculty of Comenius University in Bratislava in 
order to provide training/continuing training for specialists and university teachers. New 
curricula for European law will be developed for law students and postgraduate law 
students as well as participants from other subject areas. Safarik University in Kosice is also 
involved in the JEP. 
<• Social sciences in the areas cf. 
• European studies (1 project accepted); 
• social welfare and social policy; 
• health care management (1 project accepted). 
This area has been covered by 2 newly accepted projects. One of them aims at the 
establishment of a one-year full time PhD -in European studies at the Academia 
Istropolitana in Bratislava. The course will be taught in English for a target group of 
25 students and will cover the following study areas: European culture and social history, 
and European integration and cooperation. 
<• Environmental protection in the areas of. 
• processing of solid and liquid wastes; 
• waste free combustion technology. 
This area has been covered by 4 newly accepted projects including 3 JEPs in waste processing 
and 1 in general environmental protection. One of these projects aims at the development of a 
short-cycle degree (three years) in environmental science, safety and waste management 
with a modular structure including a credit system of study points to be implemented at 
the Faculty of Materials Science and Technology at the Slovak Technical University in 
Trnava. The degree will put special emphasis on environmental biology and chemistry, 
management, legal and social subjects, modern scientific methods for data processing, 
monitoring and error signalling methods (this project falls in the priority objectives of 
introduction of short cycle university education and introduction of a credit system and the creation 
of modular structured degrees). 
+ Introduction of 'modern technologies in the areas of 
m quality control from the point of view of EU standards; 
• transport logistics; 
• food science. 
This area has been covered by 2 newly accepted projects, both in transport logistics. One of 
them aims at the introduction of new courses in the field of transport modelling and 
planning, transport prognosis and optimisation in the undergraduate and postgraduate 
curricula of the faculty of Management Science at the University of transport and 
Communication in Zilina. It also aims at the creation of a training centre and a laboratory 
that will run courses in transport logistics for university staff and specialists, as well as the 
newly introduced courses for students. 
Preference was given to projects in which the coordinator and/or contractor is based in the 
Slovak Republic. 80% of newly accepted projects with Slovak participation are coordinated 
by Slovak institutions, and 73% have Slovak contractors. 
45-
All Slovak priorities have been covered by the newly accepted projects, both the structural 
requirements (e.g. development of university/enterprise cooperation) and the target 
disciplines. In many cases newly accepted Slovak projects cover more than one priority 
area. 
m. 10.4. Geographical distribution of running JEPs in the Slovak 
Republic in 1994795 
There are 25 Slovak institutions, located in 11 different towns, involved in JEPs running in 
1994/95.9 of these institutions (36%) are located in Bratislava. Kosice, Nitra and Zilina are 
the other towns, apart from the capital, well represented in running JEPs. 
46 
HL 11. SLOVENIA 
m. 11.1. Budget 
Slovenia has participated in the Tempus Scheme since 1991/92 as a part of the former 
federal state of Yugoslavia and since the academic year 1992/93 as an independent state. By 
the end of 1993/94 Slovenia had benefited from a total investment in the Scheme of 6.57 
MECU. 
m. 11.2. Projects 
By the end of 1993/94 awards had been made for Slovenian participation in 20 Joint 
European Projects, 5 Complementary Measures Grants and 9 Youth Exchange projects, 
while 217 Individual Mobility Grants had been awarded for travel between Slovenian and 
EU higher education institutions. 
HI. 112.1. Subject areas 
The overall distribution of Joint European Projects between disciplines is as follows: 
Distribution of JEP» by Discipline 
AcriakmAFoodSd» D 
Aaricukora* Food Seine* 
EJ An*Dant* 
ISd 
| OfCWMHiw a UrtJMflUgoMj PliiH 
HI. 1122. Perspectives in 1994/95 
In the selection round completed in June 1994, funding was awarded to 5 new Joint 
European Projects, and 44 Individual Mobility Grants were awarded for travel between 
Slovenian and EU higher education institutions (first of two IMG selection rounds for 
1994/95). Two Complementary Measures Grants and 1 Youth Exchange project were 
funded in June 1994, the first of two selection rounds for the academic year 1994/95. 
47 
m. 11.3. Reflection of Slovenian priorities in the projects accepted for 
1994/95 
The following subject areas were presented as Slovenian priorities for the 1994/95 JEP 
selection: 
+ Management and economics in the areas of 
m banking and public finance; 
• the establishment of short cycle courses in tourism in coastal areas. 
This area has been covered by 2 newly accepted projects. One aims at the restructuring of 
the Department of Finance at the University of Ljubljana through the development of 
curricula in banking and public finance in areas of specialisation at thé 4-year graduate level 
and at the 2-year graduate level. The other project aims at the development of a new 
superior school centre for hospitality and tourism, restructuring of the Maritime and Traffic 
College in Portoroz, development of part-time programmes for continuing education and 
retraining of people working in the tourism sector. 
+ The development of short cycle courses in graphics technology. 
No new projects have been supported in this area. 
<• Social sciences in the area of the development of curricula and in-service training in public 
administration. 
This area has been covered by 1 newly accepted project which aims at the introduction of 
new curricula in public administration at the University of Ljubljana with well-trained staff, 
starting at undergraduate level, and at the development of a system of courses for in-
service and on-the-job training for civil servants and administrators. 
<• The development of universities' capacities to provide retraining and updating courses for 
secondary school teachers. 
No projects have been supported in this area. 
4- Modern European languages in the area of interpreting and translating. 
This area has been covered by 1 newly accepted project. It aims at the creation of a new 
department at the Faculty of Arts at the University of Ljubljana, as well as of the Centre for 
Translation and Interpreting with a programme to start in 1997/98 for English, German, 
French, Italian and Spanish. 
4- European law 
This area has been covered by 1 newly accepted project which aims at the restructuring of 
the European law course at the Ljubljana and Maribor universities with the development of 
a postgraduate Masters degree course in European law and the creation of an International 
Summer School in European Law. 
5 out of 7 Slovenian priority areas have been covered by newly accepted JEPs due to the 
fact that only 5 new projects could be accepted for funding on the basis of the 1994/95 
Slovenian national budget Moreover, in the two lernaining priority areas the applications 
submitted were of insufficient quality. 
-48-
ffi. 11.4. Geographical distribution of running JEPs in Slovenia in 
1994/95 
There are 14 Slovenian institutions, located in 6 different towns, involved in JEPs running in 
1994/95. 9 of these institutions (64.3%) are located in Ljubljana (the capital of Slovenia). 
Maribor, Kranj, Domzale, Izola, and Portoroz are the other towns represented in running 
JEPs. 
-49-
IV. MAIN CHANGES AND DEVELOPMENTS IN TEMPUS 
1990 -1994 
IV. 1. THE PHARE CONTEXT 
The experience and expertise gained in European Community programmes in the education 
and training field, in particular ERASMUS and COMETT, formed the basis for Tempus in 
1990. Training having been designated as one of the priority areas for cooperation with the 
emerging Central and Eastern European democracies, it was felt that the experience gained 
in inter-university cooperation, student mobility and industry-university cooperation in the 
Community could usefully be drawn upon to create a companion scheme intended as an 
immediate response to identified training needs in Central and Eastern Europe. 
Thus the principal objective of Tempus at its adoption in 1990, as set out in Article 4 of the 
Council Decision of 17 May, was to contribute to the improvement of training in the 
countries concerned (initially Poland and Hungary) in particular via support to exchange 
and mobility of both students and teaching staff. 
It is in particular with regard to this context and these objectives that these have been major 
developments in Tempus since 1990. There has been the gradual realisation that - at least 
as long as Tempus is financed from the Phare budget designed to support economic and 
social reform in the partner countries - higher education reform in the countries of Central 
and Eastern Europe cannot be regarded in isolation or in terms of a companion scheme to 
intra-Community Schemes but must be considered as one, albeit important, aid measure in 
the context of Community support for the process of social, economic and political reform. 
For Tempus this has meant defining strategic reform objectives for each country concerned 
rather than providing support for cooperation and mobility as an end in itself. 
This important change in emphasis is reflected in the terms of the 1993 Tempus II Council 
Decision which sets out the guide lines for the period 1994 -1998. This text clearly refers to 
the role of higher education development in the overall reform process and states that the 
objectives of Tempus are to promote, as part of the overall objectives and guidelines of the Phare 
and Tacis programmes in the context of economic and social reform, the development of the higher 
education systems in the partner countries. 
As a result, the specific objectives named are no longer the development of exchange and 
mobility but the provision of support to 
• the development of curricula in priority areas; 
• the reform of higher education structures, institutions and their management; 
• the development of skill-related training to address specific higher and advanced level 
skill shortages during economic reform, in particular through improved and extended 
links to industry. 
50 
This shift in objectives and the closer link to Phare have also brought about another, less 
perceptible change, namely that Tempus has not developed like ERASMUS as a programme 
targeted towards the great mass of universities, especially in European Union countries. 
Given the considerable commitment necessary from all partners involved to reach 
objectives and obtain results often in very difficult conditions, the programme increasingly 
tends to attract only those universities/faculties which have taken the conscious decision to 
pursue cooperation with Central and Eastern Europe as one of their own strategic 
objectives. 
IV. 1.1. Development of national priorities for support 
The development of national priorities for support has arisen as national strategies for 
implementation have developed within the Phare framework. Quality remains a major 
criterion for acceptance of projects, but the specific needs of a country and its strategies for 
meeting them are now given greater weight in the selection process. 
During this process an important aspect of Tempus has been modified, but without the loss 
of what is distinctive in the Scheme and in all education and training programmes of the 
European Union. The 'bottom-up* approach whereby applications are submitted in 
response to annual calls for application has been retained but over the last two years has 
been given a 'top-down' element as applicants have been required not simply to pursue the 
academic interests they share with their partners but to submit projects which will 
contribute to an overall national strategy for reform. Areas to be given priority for support 
are defined by the national authorities in each partner country in consultation with the 
European Commission and published in the Guide for Applicants. Applications for support 
for projects which do not fall within these clearly defined priority areas are not assessed for 
funding. 
The issue of national priorities for Tempus support is further developed under TV 2.2 
below. 
TV. 2. INSTRUMENTS OF COOPERATION 
TV. 2.1. Development in the Joint European Project (JEP) concept 
In line with the shift in objectives set out above, the Joint European Project (JEP), the 
instrument introduced in 1990 to provide the cooperative framework in which activities 
designed to promote the development of the higher education in the partner countries 
should take place, has been modified over the years (although the basic concept of a 
minimum of two Community partners and one university in at least one Central and 
eastern European country remains). 
51-
First of all, a distinction has been made between structural JEPs (the vast majority) and 
mobility JEPs. As far as structural JEPs are concerned, much greater emphasis than before 
is placed on the identification of project objectives and precise potential output and only in 
this context on the description of the activities and resources necessary to attain this 
objectives in a given period. At the same time it is considered increasingly important that 
those responsible for the central management of the programme are able to give support 
and guidance to project coordinators and contractors throughout the 'life' of their project 
and thus, it is hoped, to increase the effectiveness of the activities undertaken and the final 
impact of the project at national level. 
Mobility projects, on the other hand, aim at the creation of a network for the organisation of 
student mobility as much as at the support of student mobility itself. It is hoped that, 
among other things, experience in such projects could help to facilitate the transition to 
participation in European Union programmes at some stage in the future. 
IV. 2.2. Links between Joint European Projects and national higher 
education development via the definition of priority areas 
In order to enable Tempus to contribute more effectively to the structural reform process as 
set out above, projects objectives and activities have to correspond to a limited number of 
priority areas for support per partner country. 
Here an attempt has nevertheless been made to define a common framework of priority 
issues and objectives that can be addressed by Tempus projects which can be summarised 
as follows 
• priority to projects furthering structural changes and reforms, for example, the 
promotion of multi-disciplinary studies involving cooperation between different 
departments within a institution, or the development of new course structures, 
particularly short cycle bachelor degrees and postgraduate courses offering new 
qualifications adapted to the changing needs of society; 
• priority to subjects in certain academic areas, for example business management and 
economics especially areas linked to finance, banking and privatisation or areas 
directly linked to Phare reform programme such as agriculture, health, public 
adnurtistration etc.; finally, issues linked to broader European cooperation such as law 
and European studies; 
• preference to projects demonstrating certain features, for example promoting 
cooperation between several institutions within a particular country, projects managed 
by local rather than EU partners. 
It is hoped that these modifications will enable Tempus to develop from a scheme the major 
impact of which has been at the level of the individual professors/department involved to a 
programme contributing to institutional development and in a coherent way to the 
realisation of each country's higher education strategy. 
-52 
IV. 23. Major Decrease in Support to Regional Joint European Projects 
One by-product of the increasing concentration on national priorities for support has been a 
sharp reduction in the number of regional projects, i.e. projects involving more than one 
partner country. The difficulty in preparing project proposals corresponding to the 
priorities of several countries at the same time is evident. This presupposes that the project 
represents a very high priority for all countries concerned. However, funding remains 
possible if proposed by the partner countries within the prograrnming of Multi-country Phare. 
At the same time it is important to mention that evidence gathered until now from project 
reports and site visits does not suggest that, overall, regional projects have been among the 
most successful Tempus projects implemented. They have often tended to be a series of 
bilateral projects working in parallel rather than projects looking at a particular issue from a 
regional viewpoint. Thus, they have lacked focus and the regional 'value-added' has often 
been difficult to determine. 
A regional element of a different nature is, however, becoming increasingly important for a 
number of different countries, namely encouragement of cooperation between several of 
their universities within the same project. Indeed, this represents an important selection 
criterion for Joint European Project for many countries. 
IV. 2.4. Emphasis on the Sustainability of results and on dissemination 
activities: Joint European Networks (JENs) 
With a view to maximising the benefits and the impact of the resources invested in Tempus 
projects hitherto the concept of Joint European Network was introduced in 1993 with a 
view to giving limited support for a further two year to the best JEPs having come to the 
end of their initial three year funding period. The main objectives of JENs are 
• to contribute to the maintenance of the results achieved during the three years of 
Tempus funding and thus ensure the maximum benefit from the financial support 
awarded and the developments already accomplished; 
• to encourage the dissemination of the outputs of the most successful projects, 
particularly at national level in the partner countries concerned. 
In general, increased importance is being attached to the importance of dissemination of 
project outputs, in particular at national level. This is discussed in more detail below in the 
Section on Complementary Measures (cf. IV.2.6.) 
TV. 2.5. Changes in the Individual Mobility Grant support offered 
The most obvious development here since 1990 has been the removal of student mobility 
from Tempus (other than in Joint European Projects), and the concentration solely on 
teaching staff mobility. Again this change can be explained mainly by the need to 
concentrate limited resources on the programme components most likely to bring about 
lasting structural change in the partner countries. However, at the same time the desire to 
concentrate resources on measures with a clear European 'value-added' element rather than 
on bilateral student mobility between one Member State and one partner country should 
also be mentioned in this context. 
53 
In line with the overall move towards national policies for Tempus country-specific 
priorities for support for individual mobility grants have also been developed by some 
partner countries. It is also interesting to note the particular importance which individual 
mobility grant support has assumed for small countries with very limited Tempus budgets 
and therefore very few Joint European Projects. Strategic use of Individual Mobility Grants 
means that important subject areas and universities/faculties can nevertheless receive some 
form of Tempus support. 
At the same time, one issue which could be considered more closely in the future would 
perhaps be a more targeted use of individual mobility grants overall in order to reach those 
staff members/departments/faculties not yet participating in international relations. 
IV. 2.6. Changes in the activities eligible for support under 
Complementary Measures 
Complementary Measures, originally based on the ERASMUS model and designed to give 
support to the extension of university associations to Central and Eastern Europe, for 
publications and for studies and survey have now been completely redesigned with a view 
to undeipinning the overall aims of Tempus as set out above, and to providing support 
complementary to the main instrument of project funding and important with regard to 
maximising the impact of Tempus in the medium term. There are now three main funding 
possibilities: 
• support to universities and faculties to develop and strengthen capacities for strategic 
planning and institutional development at the level of the university or faculty, for 
example in areas such as staff development, quality assurance, project formulation, 
administration, personnel management, the creation of international offices etc.; 
• support for the dissemination of Tempus results in particular at national level within 
particular subject areas or sectors; 
• support for the national authorities of the partner countries in order to contribute to 
the elaboration of national higher education strategy in an area of identified need, for 
example with regard to the integration of research institutes into the universities or for 
the development of a national higher education accreditation centre etc. 
54-
IV. 3. PROJECT IMPLEMENTATION ISSUES 
Finally, alongside the changes in programme objectives and in funding possibilities 
available there have been a number of, hopefully corresponding, developments concerning 
project implementation. Worthy of mention are in particular following aspects: 
IV. 3.1. The move to increased partner country responsibility for project 
coordination and contractorship 
Over tiie last few years the possibility of the transfer of project management 
responsibilities, first of all - for all partner countries- with regard to project coordination 
(i.e. academic leadership) and secondly - for those countries whose banking systems and 
legislation are able to provide the necessary services -concerning contractual responsibility 
(i.e. financial leadership) has been made possible where the project partners so wish. This is 
a question to be resolved among the partners of each potential project but for a number of 
partner countries is an important aspect to be taken into account in project selection. It is 
hoped in this way both to ensure to as large a degree as possible that projects correspond to 
the needs of the partner country partners and secondly to encourage the transfer of project 
management skills from experienced European Union universities to colleagues in the 
partner countries. Finally, it is clear that the costs involved when project administration is 
undertaken in the partner countries are considerably less than when tasks are undertaken in 
theEU. 
IV. 3.2. The introduction of pluriannual funding 
From the beginning of Tempus II, i.e. from academic year 1994/95 onwards, successful 
contractors will receive a three year contract for their Joint European Projects rather than 
having to depend on annual renewal procedures and their almost unavoidable delays. 
While of course projects will be closely monitored throughout their "lives" and revised 
budgetary planning requested at the beginning of each year, it is hoped that in this way to 
increase flexibility within a clear overall project framework. 
Thus, over the last four years with regard to programme objectives, funding mechanisms 
and day-to-day implementation a number of fundamental changes have occurred within 
Tempus. It is hoped that in the future the programme will continue to develop in response 
to the needs of the beneficiary countries thus making a useful contribution to higher 
education development within each national context. 
ANNEX 1 
TEMPUS PUBLICATIONS 
Tempus publications issued during the period 1 August 1993 - 31 July 1994: 
1. 
3. 
4. Tempus (Phare) Guide for applicants 1994/95, in 9 languages, giving full details of the 
Scheme, its objectives and selection criteria, together with application forms for the various 
activities. 
DA 
DE 
EN 
ES 
FR 
GR 
TT 
NI­
PT Catalogue N° 11 
Catalogue N° 11 
Catalogue N° 11 
Catalogue N° 11 
Catalogue N 
Catalogue N 
Catalogue N 
Catalogue N 
Catalogue N 16CY-79-
16CY-79. 
16CY-79 
16CY-79-
16CY-79-
16CY-79-
16CY-79-
16CY-79-
16CY-79-93-695-DA-C 
93-695-DE-C 
93-695-EN-C 
93-695-ES-C 
93-695-FR-C 
93-695-GR-C 
93-695-TT-C 
93-695-NL-C 
93-695-PT-C ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 92-826-6132-6 
92-826-6133-4 
92-826-6135-0 
92-826-6131-8 
92-826-6136-9 
92-826-6134-2 
92-826-6137-7 
92-826-6138-5 
92-826-6139-3 
Tempus (Phare) Youth activities Guidelines, Academic Year 1994/95, in 9 languages, 
providing details of this part of the Tempus Scheme, together with an application form. 
DA 
DE 
EN 
ES 
FR 
GR 
TT 
NI­
PT Catalogue N 
Catalogue N 
Catalogue N 
Catalogue N 
Catalogue N 
Catalogue N 
Catalogue N° 11 
Catalogue N° 11 
Catalogue N° 11 16 CY-
16 CY 
16 CY 
16 CY-
16 CY 
16 CY-
16 CY-
16 CY-
16 CY-79-93-704-DA-C 
79-93-704-DE-C 
79-93-704-EN-C 
79-93-704-ES-C 
79-93-704-FR-C 
79-93-704^}R-C 
79-93-704-IT-C 
79-93-704-NL-C 
79-93-704-PT-C ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 92-826-6150-4 
92-826-6151-2 
92-826-6153-9 
92-826-6149-0 
92-826-6154-7 
92-826-6152-0 
92-826-6155-5 
92-826-6156-3 
92-826-6157-1 
Tempus (Phare) Pilot Projects with Poland, period of 1 June 1994 to 31 December 1995, in 4 
languages (DE, EN, FR, IT ), providing details of this special action of the Tempus Scheme, 
together with an application form 
Catalogue N° none ISBN: none 
Tempus (Phare) Compendium for 1993/94, in EN (introduction in DE, EN, FR) giving details 
of all JEPs and Complementary Measures projects currently running, together with indexes. 
EN Catalogue N° 1116 CY-80-93-678-EN-C ISBN: 92-826-6670-0 
-i 
5. Tempus (Phare) Annual Report 1992/93 in 9 languages. 
DA Catalogue N° 11 16 CY-82-93-133-DA-C 
DE Catalogue N° 1116 CY-82-93-133-DE-C 
EN Catalogue N° 1116 CY-82-93-133-EN-C 
ES Catalogue N° 11 16 CY-82-93-133-ES-C 
FR Catalogue N° 11 16 CY-82-93-133-FR-C 
GR Catalogue N° 11 16 CY-82-93-133-GR-C 
IT Catalogue N° 1116 CY-82-93-133-TT-C 
NL Catalogue N° 1116 CY-82-93-133-NL-C 
PT Catalogue N° 1116 CY-82-93-133-PT-C ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 92-826-7156-9 
92-826-7157-7 
92-826-7159-3 
92-826-7155-0 
92-826-7160-7 
92-826-7158-5 
92-826-7161-5 
92-826-7162-3 
92-826-7163-1 
6. Tempus (Phare) Site Visit Programme Annual Report 1992/93 in 9 languages. 
DA Catalogue N° 11 16 CY-81-93-131-DA-C 
DE Catalogue N° 11 16 CY-81-93-131-DE-C 
EN Catalogue N° 11 16 CY-81-93-131-EN-C 
ES Catalogue N° 1116 CY-81-93-131-ES-C 
FR Catalogued 1116CY-81-93-131-FR-C 
GR Catalogue N° 1116 CY-81-93-131-GR-C 
TT Catalogue N° 1116 CY-81-93-131-TT-C 
NL Catalogue Ne 1116 CY-81-93-131-NL-C 
PT Catalogue N° 11 16 CY-81-93-131-PT-C ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 
ISBN: 92-826-6821-5 
92-826-6822-3 
92-826-6824-X 
92-826-6820-7 
92-826-6825-8 
92-826-6823-1 
92-826-6826-6 
92-826-6827-4 
92-826-6828-2 
7. Tempus (Tacis) Guide for applicants Pre-JEP phase Academic Year 1994/95 in 9 languages. 
DA Catalogue N° 11 16 CY-81-93-139-DA-C 
DE Catalogue N° 1116 CY-81-93-139-DE-C 
EN Catalogue N° 1116 CY-81-93-139-EN-C 
ES Catalogue N° 11 16 CY-81-93-139-ES-C 
FR Catalogue N° 11 16 CY-81-93-139-FR-C 
GR Catalogue N° 11 16 CY-81-93-139-GR-C 
IT Catalogue N° 1116 CY-81-93-139-IT-C 
NL Catalogue N° 11 16 CY-81-93-139-NL-C 
PT Catalogue N° 11 16 CY-81-93-139-PT-C ISBN 
ISBN 
ISBN 
ISBN 
ISBN 
ISBN 
ISBN 
ISBN 
ISBN 92-826-6812-6 
92-826-6813-4 
92-826-6815-0 
92-826-6811-8 
92-826-6816-9 
92-826-6814-2 
: 92-826-6817-7 
92-826-6818-5 
92-826-6819-3 
8. Tempus (Tacis) Compendium for 1993/94, in EN giving details of all Pre-JEPs projects 
currently running, together with indexes 
Catalogue N° none ISBN: none 
9. Tempus Leaflet, in 9 languages, giving a brief outline of the Scheme 
Catalogue N° none ISBN: none 
-u 
ANNEX2 
STATISTICAL TABLES 
JEPDISTRIBUIIONBYSUIIJECTAREA (^aTreÄ^) 
Subject area Number % 
100: Humanities 13 2.8 
200: Social Sciences 46 9.9 
300: Management and Business 78 16.8 
400: Natural Sciences and Mathematics 24 5.1 
500: Applied Sciences and Technologies 240 51.7 
600: Art and Design 4 1.0 
700: Languages 19 4.1 
800: Other 29 6.3 
900: JEP+ Subject Areas 11 2.3 
Total 464 100 
-i-
OVERALL STATISTICS ON JEP SELECTION 1994/95 
1 
B 
D 
DK 
E 
F 
GR 
I 
ERL 
L 
NL 
P 
UK 
WE 
ALB 
BG 
CZ 
EE 
H 
LT 
LV 
PL 
RO 
SLO 
SK 
A 
AUS 
CDN 
CH 
IS 
J 
N 
NZ 
S 
SF 
T 
USA 
Total Supp< 
Coordinat 
22 
25 
12 
5 
43 
12 
18 
3 
0 
18 
3 
57 
0 
21 
21 
5 
43 
2 
5 
78 
29 
17 
18 
2 
0 
0 
0 
0 
0 
0 
0 
4 
1 
0 
0 
464 nrted applications ( 
ing country 
% 
4.6 
5.3 
2.5 
1.0 
9.2 
25 
3.8 
0.5 
0.0 
3.8 
0.5 
12.2 
-
0.0 
4.4 
4.4 
1.0 
9.2 
0.4 
1.1 
16.8 
6.3 
3.7 
3.9 
0.8 
0.0 
0.0 
0.0 
0.0 
0.0 
0.0 
0.0 
1.7 
0.4 
0.0 
0.0 
100.0 new and renewal pi 
\ 
Country i 
131 
223 
68 
121 
196 
83 
145 
76 
1 
132 
66 
270 
-
17 
59 
41 
19 
66 
20 
19 
175 
51 
24 
33 
25 
0 
3 
4 
0 
0 
10 
0 
39 
23 
1 
14 
2123 rejects) 
invotvment 
% 
28.2 
48.1 
14.7 
26.1 
42.2 
17.9 
31.3 
16.4 
0.2 
28.4 
14.2 
58.2 
-
3.7 
12.7 
8.8 
4.1 
14.2 
4.3 
4.1 
37.7 
11.0 
5.2 
7.1 
8.6 
0.0 
0.6 
0.9 
0.0 
0.0 
2.2 
0.0 
16.7 
9.9 
0.2 
3.0 
100.0 
-.11-
TEMPUS SCHEME: OVERALL FIGURES 
1990 Tempus I 
1991 1992 I Tempus 
1993 
1. BUDGET: 3 1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 23.16 
23.16 70.5 
55.5 
15.0 98.0 
85.5 
12.5 •129.15 
108.00 
10.25 
10.90 95.9 
95.9 416.71 
368.06 
37.75 
10.90 
* To finance piuri-annual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows wf^hjn, Joint European Projects 
(new + renewed): 
Staff: (total) 
fromECEltoEU 
fromEUtoECE 
fromECEtoECE 
Students: (total) 
fromECEtoEU 
fromEUtoECE 
fromECEtoECE 153 
118 
35 
153 
1308 
724 
584 
1318 
1,033 
185 452 
357 
95 
134 
318 
5,198 
3,148 
2,050 
3399 
2,747 
352 643 
506 
137 
403 
240 
9370 
6,014 
3,794 
62 
6307 
5,612 
786 
9 504 
414 
90 
465 
39 
9318 
5,876 
3,436 
206 
6,166 
5,253 
873 
40 464 
428 
36 
225 
239 
* 989 
93cnfr 
25394 
15,762 
9,864 
268 
16390 
14,645 
2,196 
49 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: fromEUtoECE 
fromECEtoEU 
Students: from EU to ECE 
fromECEtoEU 1372 
315 
489 
35 
733 1357 
280 
706 
34 
637 1396 
314 
1,082 2339 
629 
1,610 1369 
162 
1,207 8333 
1,700 
5,094 
69 
1,370 
Number of QHiiplementary Measures supported 40 37 42 19 25 163 
Number of Youth Activities supported 65 66 106 114 93 444 
ECE «Eastern and Central Europe 
The piuri-amual concept implies that precise nwbUn> brealulowiis ate unavailable at this stage. 
ill-
OVEFALL FIGURES BY ELIGIBLE COUNTRY 
Fact Sheet Albania 
1990 Tempus I 
1991 1992 ITempos] 
1994 I TOTAL 
1. BUDGET: 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 1.25 
1.20 
0.05 *434 
2.50 
0.04 
2.40 2.4 
2.4 8.59 
6.10 
0.09 
2.40 
* To finance piuri-amual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Protects 
(new + renewed): 
Staff: from ALB (total) 
toEU 
toECE 
to ALB (total) 
fromEU 
fromECE 
Students: from ALB (total) 
toEU 
toECE 
to ALB (total) 
fromEU 
fromECE 9 
8 
1 
1 
8 
47 
47 
48 
48 
50 
50 14 
13 
1 
9 
5 
124 
124 
73 
73 
65 
65 
6 
6 17 
17 
12 
5 13 
171 
171 
121 
121 
115 
115 
6 
6 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: fromEU to ALB 
from ALB to EU 
Students: from EU to ALB 
from ALB to EU 63 
9 
54 163 
37 
126 191 
9 
182 417 
55 
362 
Number of Complementary Measures supported 
(number of projects in which ALB is involved) - 4 2 6 
Number of Youth Activities supported 
(number of projects in which ALB is involved) -- 2 - 2 
IV 
Fact Sheet Bulgaria 
1990 
1. BUDGET: Tempus I 
1991 1992 1993 Tempus 1 
1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 6.0 
5.0 
1.0 8.92 
8.00 
0.92 •15.71 
15.00 
0.71 12,0 
12.0 42.63 
40.0 
2.63 
* To finance pluri-annual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: from BG (total) 
to EU 
toECE 
to BG (total) 
fromEU 
fromECE 
Students: from BG (total) 
to EU 
toECE 
to BG (total) 
fromEU 
fromECE 53 
31 
22 
7 
46 
259 
259 
150 
150 
70 
70 86 
59 
27 
52 
34 
607 
607 
341 
341 
295 
295 
29 
29 66 
49 
17 
66 
620 
620 
344 
344 
321 
321 
57 
57 59 
54 
5 
27 
32 80 
1386 
1,486 
835 
835 
686 
686 
86 
86 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: fromEU to BG 
from BG to EU 
Students: from EU to BG 
from BG to EU 140 
16 
102 
22 128 
20 
108 296 
54 
242 246 
19 
155 810 
109 
607 
22 
Number of Complementary Measures supported 
(number of projects in which BG is involved) 19 12 4 7 42 
Number of Youth Activities supported 
(number of projects in which BG is involved) 7 12 9 7 35 
Fact Sheet Czech Republic2 
Tempos I 
1990 1991 1992 1993 Tempusnl 
1994 | TOTAL 
1. BUDGET: 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources •10.94 
8.00 
2.94 S3 
5.5 16.44 
13.50 
2.94 
• To finance pturi-anmial activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new -i- renewed): 
Staff: from CZ (total) 
toEU 
toECE 
to CZ (total) 
fromEU 
fromECE 
Students: from CZ (total) 
toEU 
toECE 
to CZ (total) 
fromEU 
fromECE 81 
26 
55 
81 
691 
671 
20 
428 
417 
11 
612 
608 
4 
130 
126 
4 41 
23 
18 
26 
15 
691 
671 
20 
428 
417 
11 
612 
608 
4 
130 
126 
4 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU to CZ 
from CZ to EU 
Students: from EU to CZ 
from CZ to EU 240 
89 
151 83 
29 
54 323 
118 
205 
Number of Complementary Measures supported 
(number of projects in which CZ is involved) 3 8 11 
Number of Youth Activities supported 
(number of projects in which CZ is involved) 15 9 24 
for 1990-1992 see fact sheet Czechoslovakia 
VI 
Fact Sheet Slovak Republic3 
1990 Tempus I 
1991 1992 1993 Tempus 
1. BUDGET: I 1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources «6.18 
5.00 
1.18 5.0 
5.0 11.18 
10.00 
1.18 
• To finance piuri-annual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows wifhjp Joint European Protects 
(new + renewed): 
Staff: from SK (total) 
toEU 
toECE 
to SK (total) 
fromEU 
fromECE 
Students: from SK (total) 
to EU 
toECE 
to SK (total) 
fromEU 
fromECE 46 
12 
34 
44 
2 
365 
351 
14 
226 
210 
16 
292 
289 
3 
41 
36 
5 33 
19 
14 
18 
15 2 
365 
351 
14 
226 
210 
16 
292 
289 
3 
41 
36 
5 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU to SK 
from SK to EU 
Students: from EU to SK 
from SK to EU 136 
41 
95 73 
9 
64 209 
50 
159 
Number of Complementary Measures supported 
(number of projects in which SK is involved) 2 4 6 
Number of Youth Activities supported 
(number of projects in which SK is involved) 10 6 16 
3 for 1990-1992 see fact Sheet Chechoslovakia 
vu-
Fact Sheet Former Czechoslovakia 
1990 Tempus I 
1991 1992 1993 1 1994 1 TOTAL! 
1. BUDGET: 
Total Tempus budget (hi MECU) 
National indicative programme 
Regional funds 
Other Phare sources 3.7 
3.7 12.8 
9.0 
3.8 18.46 
15.00 
3.46 34.96 
27.70 
7.26 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: from CS (total) 
to EU 
toECE 
to CS (total) 
fromEU 
fromECE 
Students: from CS (total) 
toEU 
toECE 
to CS (total) 
fromEU 
fromECE 39 
39 
39 
141 
141 
119 
119 
154 
154 
28 
28 124 
57 
67 
50 
74 
636 
636 
405 
405 
500 
500 
70 
70 163 
70 
93 
125 
38 
1,192 
1.181 
11 
660 
649 
11 
980 
979 
1 
167 
165 
2 145 
1,969 
1.958 
11 
1,184 
1,173 
11 
1,634 
1.633 
1 
265 
263 
2 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU to CS 
from CS to EU 
Students: from EU to CS 
from CS to EU 287 
58 
175 
1 
53 452 
70 
222 
16 
144 269 
78 
191 1,008 
206 
588 
17 
197 
Number of Complementary Measures supported 
(number of projects in which CS is involved) 24 21 8 53 
Number of Youth Activities supported 
(number of projects in which CS is involved) 14 22 12 48 
- viu 
Fact Sheet Estonia 
1990 Tempus I 
1991 1992 
1. BUDGET: 1993 Tempus 3 1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 1.01 
1.00 
0.01 •3.62 
1.50 
0.02 
2.10 1.5 
1.5 6.13 
4.00 
0.03 
2.10 
• To finance pluri-annual activities 
2, PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flow? wi^hjn Joint European Projects 
(new + renewed): 
Staff: from EE (total) 
toEU 
toECE 
to EE (total) 
fromEU 
fromECE 
Students: from EE (total) 
toEU 
toECE 
to EE (total) 
fromEU 
fromECE 8 
6 
2 
8 
57 
57 
33 
33 
36 
36 
1 
1 17 
11 
6 
11 
6 
67 
62 
5 
65 
56 
9 
63 
63 
8 
8 19 
15 
4 
6 
13 14 
124 
119 
5 
96 
89 
9 
99 
99 
9 
9 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: fromEU to EE 
from EE to EU 
Students: from EU to EE 
from EE to EU 43 
10 
33 113 
20 
93 62 
5 
57 218 
35 
183 
Number of Complementary Measures supported 
(number of projects in which EE is involved) 3 1 2 6 
Number of Youth Activities supported 
(number of projects in which EE is involved) - 4 2 6 
IX-
Fact Sheet Hungary 
1990 Tempus I 
1991 1992 1993 Tempus 1 
1. BUDGET: 1994 | TOTAL î£y 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 6.2 
6.2 16.1 
12.0 
4.1 19.27 
16.00 
3.27 •18.33 
16.0 
2.33 16.00 
16.00 75.9 
66.2 
9.7 
• To finance phiri-annual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: from H (total) 
to EU 
toECE 
to H (total) 
fromEU 
fromECE 
Students: from H (total) 
toEU 
toECE 
to H (total) 
fromEU 
fromECE 63 
63 
63 
224 
224 
192 
192 
403 
403 
74 
74 161 
89 
72 
62 
99 
678 
678 
455 
455 
844 
844 
160 
160 179 
91 
88 
155 
24 
1,115 
1.103 
12 
802 
790 
12 
1,419 
1.417 
2 
232 
230 
2 125 
75 
50 
107 
18 
988 
971 
17 
517 
496 
21 
1,179 
1,178 
1 
197 
191 
6 66 
52 
14 
25 
41 245 
3,005 
2.976 
29 
1,966 
1.933 
33 
3^45 
3.842 
3 
663 
655 
8 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU to H 
from H to EU 
Students: from EU to H 
from H to EU 351 
124 
83 
24 
120 284 
63 
77 
5 
139 125 
65 
60 184 
82 
102 63 
22 
41 1,007 
356 
363 
29 
259 
Number of Complementary Measures supported 
(number of projects in which H is involved) 27 23 16 7 7 80 
Number of Youth Activities supported 
(number of projects in which H is involved) 32 17 13 13 13 88 
-X-
Fact Sheet Lithuania 
1990 Tempus I 
1991 1992 
1. BUDGET: 1993 Tempus 1 1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 1.5 
1.5 •5.2 
2.5 
2.7 2.0 
2.0 8.7 
6.0 
17 
• To finance piuri-anoual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: from LT (total) 
to EU 
toECE 
to LT (total) 
fromEU 
fromECE 
Students: from LT (total) 
toEU 
toECE 
to LT (total) 
fromEU 
fromECE 11 
7 
4 
11 
83 
83 
36 
36 
65 
65 
11 
11 16 
11 
5 
11 
5 
142 
133 
9 
96 
90 
6 
89 
89 
19 
19 20 
14 
6 
15 
5 21 
225 
216 
9 
132 
126 
6 
154 
154 
30 
30 
Number of Individual Mobility Grants supported 
(each person can visit more man one country) 
Staff: from EU to LT 
from LT to EU 
Students: from EU to LT 
from LT to EU 34 
12 
22 113 
45 
68 46 
4 
42 193 
61 
132 
Number of Complementary Measures supported 
(number of projects in which LT is involved) 3 4 4 11 
Number of Youth Activities supported 
(number of projects in which LT is involved) 3 8 4 15 
-XI 
Fact Sheet Latvia 
1990 Tempus I 
1991 1992 1993 Tempus 
1. BUDGET: 3 1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 1.5 
1.5 «4.7 
2.0 
2.7 2.0 
2.0 8.2 
5.5 
2.7 
* To finance pluri-amual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: fromLV 
toEU 
toECE 
toLV 
fromEU 
fromECE 
Students: fromLV 
toEU 
toECE 
toLV 
fromEU 
fromECE 11 
7 
4 
11 
95 
95 
45 
45 
52 
52 15 
9 
6 
9 
6 
124 
116 
8 
95 
89 
6 
138 
138 
40 
40 19 
13 
6 
13 
6 23 
219 
211 
8 
140 
134 
6 
190 
190 
40 
40 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU toLV 
fromLV toEU 
Students: from EU to LV 
fromLV to EU 43 
14 
29 96 
31 
65 75 
4 
71 214 
49 
165 
Number of Complementary Measures supported 
(number of projects in which LV is involved) - 2 14 90 
Number of Youth Activities supported 
(number of projects in which LV is involved) 5 7 58 229 
Xll 
Fact Sheet Poland 
1990 Tempus I 
1991 1992 
1. BUDGET: 1993 Tempus 
1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 12.4 
12.4 18.1 
13.5 
4.6 2951 
26.00 
3.51 •3752 
35.00 
2.52 35.0 
35.0 13253 
121.90 
10.63 
• To finance pluri-annual activities 
2. PROJECTS: 
Number of Jouit European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: from PL (total) 
toEU 
toECE 
to PL (total) 
fromEU 
fromECE 
Students: from PL (total) 
toEU 
toECE 
to PL (total) 
fromEU 
fromECE 85 
85 
85 
326 
326 
256 
256 
467 
467 
58 
58 144 
76 
68 
82 
62 
786 
786 
550 
550 
879 
879 
53 
53 245 
150 
95 
145 
100 
1,724 
1,719 
5 
1,178 
1,173 
5 
1,764 
1.763 
1 
251 
250 
1 155 
105 
50 
154 
1 
1,557 
1,536 
21 
958 
931 
27 
1506 
1,496 
10 
265 
261 
4 175 
154 
21 
84 
91 339 
4^93 
4,367 
26 
i&a 
2,910 
32 
4,616 
4,605 
11 
627 
622 
5 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU to PL 
from PL to EU 
Students: from EU to PL 
from PL to EU SUM 
124 
199 
10 
551 444 
97 
114 
9 
224 323 
69 
254 539 
142 
397 339 
32 
307 2529 
464 
1,271 
19 
775 
Number of Complementary Measures supported 
(number of projects in which PL is involved) 31 24 19 2 14 90 
Number of Youth Activities supported 
(number of projects in which PL is involved) 26 20 66 59 58 229 
-Xlll-
Fact Sheet Romania 
1990 Tempus! 
1991 
1. BUDGET: 1992 1 1993 Tempus 1 
1994 | TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 10.2 
10.0 
0.2 1352 
13.00 
0.32 •18.23 
18.00 
0.23 12.0 
12.0 53.75 
53.00 
0.75 
• To finance pluri-annual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 69 
62 
7 
6 
63 104 
85 
19 
73 
31 87 
78 
9 
87 51 
49 
2 
27 
24 118 
Mobility flow? within frjn^ European Projects 
(new + renewed): 
Staff: from RO 
toEU 
toECE 
toRO 
fromEU 
fromECE 
Students: from RO 
toEU 
toECE 
toRO 
fromEU 
fromECE 498 
498 
287 
287 
316 
316 
57 
57 901 
901 
575 
575 
817 
817 
84 
84 1,045 
1,041 
4 
575 
575 
842 
842 
91 
91 2,444 
2,440 
4 
1,437 
1,437 
1,975 
1,975 
232 
232 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU toRO 
from RO to EU 
Students: from EU to RO 
from RO to EU 182 
16 
95 
1 
70 273 
31 
242 237 
64 
173 192 
30 
162 884 
131 
672 
1 
70 
Number of Complementary Measures supported 
(number of projects in which RO is involved) 18 11 41 
Number of Youth Activities supported 
(number of projects in which RO is involved) 10 18 16 9 53 
XIV 
Fact Sheet Slovenia 
1990 Tempos I 
1991 1992 
1. BUDGET: 1993 Tempus 1 1994 I TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 251 
2.30 
0.51 •3.76 
2.50 
0.26 
1.00 250 
2.50 9.07 
7.30 
0.77 
1.00 
• To finance pluri-annual activities 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flow» wftHP Joint European Projects 
(new + renewed): 
Staff: from SLO 
to EU 
toECE 
to SLO 
fromEU 
fromECE 
Students: from SLO 
toEU 
toECE 
to SLO 
fromEU 
fromECE 44 
24 
20 
24 
20 
225 
221 
4 
106 
104 
2 
138 
138 
16 
16 38 
25 
13 
38 
256 
251 
5 
162 
155 
7 
166 
164 
2 
39 
38 
1 24 
18 
6 
19 
5 25 
481 
472 
9 
268 
259 
9 
304 
302 
2 
55 
54 
1 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: fromEU to SLO 
from SLO to EU 
Students: from EU to SLO 
from SLO to EU 95 
6 
89 122 
24 
98 81 
9 
72 298 
39 
259 
Number of Complementary Measures supported 
(number of projects in which SLO is involved) 3 2 5 10 
Number of Youth Activities supported 
(number of projects in which SLO is involved) 4 5 3 12 
-XV 
Fact Sheet Former Yugoslavia 
1990 
1. BUDGET: Tempus I 
1991 1992 I Tempus 
anaaauaai Bur irirn 1993 1994 | TOTAL 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources 75 
6.0 
1.3 75 
6.0 
1.3 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 71 
42 
29 
13 
58 58 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: 
Students: fromYU 
toEU 
toECE 
toYU 
fromEU 
fromECE 
fromYU 
toEU 
toECE 
toYU 
fromEU 
fromECE 291 
291 
203 
203 
138 
138 
12 
12 291 
291 
203 
203 
138 
138 
12 
12 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: fromEU toYU 
fromYUtoEU 
Students: from EU to YU 
fromYUtoEU 155 
18 
96 
3 
38 155 
18 
96 
3 
38 
Number of Complementary Measures supported 
(number of projects in which YU is involved) 19 19 
Number of Youth Activities supported 
(number of projects in which YU is involved) 5 5 
-XVI 
Fact Sheet Former DDR 
1990 
1. BUDGET: 
Total Tempus budget (in MECU) 
National indicative programme 
Regional funds 
Other Phare sources Tempus 1 
1991 
0.9 
0.9 1992 1993 Tempus 
1994 I TOTAL 
0.9 
0.9 
2. PROJECTS: 
Number of Joint European Projects supported 
national projects 
regional projects 
of which: renewed 
new 
Mobility flows within Joint European Projects 
(new + renewed): 
Staff: from DDR 
toEU 
toECE 
to DDR 
fromEU 
fromECE 
Students: from DDR 
toEU 
toECE 
to DDR 
fromEU 
fromECE 12 
12 
12 
33 
33 
17 
17 
9 
9 
25 
25 12 
33 
33 
17 
17 
9 
9 
25 
25 
Number of Individual Mobility Grants supported 
(each person can visit more than one country) 
Staff: from EU to DDR 
from DDR to EU 
Students: from EU to DDR 
from DDR to EU 50 
9 
32 
9 50 
9 
32 
9 
Number of Complementary Measures supported 
(number of projects in which DDR is involved) 17 17 
Number of Youth Activities supported 
(number of projects in which DDR is involved) - -
-xvu 
European Commission 
Tempus (Phare) & (Tacis) - Annual report -1A1993-31.7.1994 
Luxembourg: Office for Official Publication!; of the European Communities 
1995 - 84 pp. - 21.0 x 29.7 cm 
ISBN92-827-0209-X 
tf Uvv\ 
ISSN 1024-4506 
KOM(95) 344 slutlig 
DOKUMENT 
SV 16 11 
Katalognummer : CB-CO-95-374-SV-C 
ISBN 92-77-91763-6 
Byrån för Europeiska gemenskapernas officiella publikationer 
L-2985 Luxemburg 
ty VJ \ \J