Amended proposal for a EUROPEAN PARLIAMENT AND COUNCIL DECISION establishing the Community action programme - "SOCRATES"
Date: 1994-05-16
Institutions: European Commission
Subjects: European Movement, European cooperation, action programme, education policy, educational institution, university

COMMISSION  OF  THE  EUROPEAN  COMVIUNITIES 

C0MC94) 180 final 

Brussels,  16.05.1994 

94/0001 (COD) 

Amended  proposal  for a 

EUROPEAN  PARLIAMENT AND COUNCIL  DECISION 

establishing  the Community action programme 
SOCRATES" 

(presented  by the Commission  pursuant  to Article  189 A (2) 
of  the EC-Treaty) 

EXPLANATORY  MEMORANDUM 

Further to the opinion of 22-04-94 of the European Parliament from their first reading, 
the  Commission,  in  accordance  with  Article  189A,  paragraph  2,  of  the  TEU,  is 
presenting a modified Proposal for a  Dedsion to the Council.  The text indudes two 
main types of modification: 

one group of amendments adding  helpful darifications and detail to the initial 
proposal; 
a second group of amendments reinfordng the proposal, in particular where the 
target groups of the programme  are concerned. 

The modified proposal of the Commission retains the same overall strudure and the 
same  objedives as the initial proposal,  but it has been developed  and gives better 
focus to certain provisions. 

Out of  104 amendments of the European  Parliament 56 have been rejeded. 

These  56 rejeded amendments  cover 

the legal base on the single Artide  126 of the Treaty (amendments  1, 2,4, 5); 
The Commission upholds its position on the double legal base (Artides 126 and 
127 of the Treaty) for the reasons given under Whereas 6 of its initial proposal; 

indusion of provisions making reference to the responsibilities of the Member 
States  and  their  internal  organisation,  and  which  thereby  go  against  the 
prindple of subsidiarity (amendments 28, 45, 54, 58, 68); 

indusion  of provisions  making  reference  to the composition  of the Advisory 
Committee  or  to  its  tasks,  which  are  counter  to  the  provisions  of  the 
"comitology" in force (amendments  38, 39, 40, 43); 

introduction of preferential treatment for regions or establishments in cohesion 
states (amendments  11,  22,  59, 8 1, 105,  126, 76); 
The  Commission  considers  that  the  fundamental  basis for  the  SOCRATES 
programme is the quality of the activities requesting funding and that,  through 
its seledion policy, it encourages all regions to participate; 

introdudion of language learning to categories which are not considered to be 
targets of the programme  (amendments  41, 79, 89, 95); 

deletion of certain elements of cooperation  in the field of distance  education 
which would have consequences for the qualitative aspects of cooperation in 
this area (amendments 99,  100); 

introdudion of provisions to allow the opening up of the programme to other 
assodated European countries (amendments 20, 49); 

- Page  la. 

The Commission considers that such opening could be effeded through more 
spedfic legal instruments and not in the framework of this Dedsion; 

introdudion  of  research  adivities  which  could  be  eligible  under  the  Fourth 
Framework Programme for Research  (amendments 37,62,  106); 

introdudion of changes to the formulae for the distribution of Community funds 
in the various Adions of the programme which puts the coherence of the text 
in jeopardy (amendments 66, 73, 74); 

introdudion of elements of very broad cooperation (university meetings) or of 
exceptions to the rules in force (minimum duration of study periods undertaken 
abroad) (amendments 52, 53); 

introdudion  of  a  provision  for  automatic  renewal  of  existing  programmes 
(ERASMUS,  LINGUA)  or  planning  for  an  essential  transition  period 
(amendments 2 1, 50); 
The  Commission  considers  that  it  would  be  legally  impossible  to  indude 
potential prolongation of existing programmes in a planned co-Dedsion which, 
once adopted, would render ineffective the proposal concerned.  Moreover, 
the question concerning transition measures will be dedded after the adoption 
of the programme and in cooperation with the Advisory Committee; 

reduction of the minimum number of establishments partidpating in cooperation 
activities  (amendment  77)  or  the  time  required  for  undertaking  the  interim 
evaluation report (amendment 48); 
The Commission upholds the provisions of the initial proposal for reasons of 
feasibility and effidency; 

indusion  of  a  provision  referring  to  the  competence  of  the  Commission  to 
manage  the programme  and the possible  requirement for external technical 
assistance (amendment 42) 

finally, alternative renderings of the text which do not improve the initial text and 
are therefore considered "unnecessary" (amendments  3 , 6 , 8 , 2 4 , 4 4 , 6 0 , 6 1, 
69, 90, 93, 94, 97, 98, 101, 102). 

In  addition,  the  Commission  wishes  to  draw  the  CoundPs  attention  to  three 
amendments of the European Parliament (numbers 65,71,91) which aim to provide 
names  respectively  for  Chapter  I,  Action  3  (ERASMUS  grants).  Chapter  II 
(COMENIUS Programme) and Chapter III (LUIS ANTONIO VERNEI) of the Annex to 
the Proposal for a  Dedsion.  The Commission  keeps ah open mind on these three 
amendments and espedally with regard to the first two.  It emphasises, nevertheless, 
that the takeup by the Coundl of these three amendments, in consideration with other 
formulations already proposed, should not lead to a fragmentation of "SOCRATES", 
which, given the concern for coherence sought by the Commission, should rather keep 
a  unitary charader and thereby avoid any loss of visibility. 

-Page  i-tr 

Initial Proposai from  the Commission 

Amended  proposal  further to  the opinion 
of the European Parliament of 22nd April 

The  European  Parliament and 
the  Council of the European  Union 

Having  regard  to  the  Treaty  establishing 
the European Community, and in particular 
Articles  126 and  127 thereof 

Having  regard  to  the  proposal  from  the 
Commission1 

Having  regard  to  the  opinion  of  the 
Economic and Social Committee2 

Having  regard  to  the  opinion  of  the 
Committee of the Regions3 

the 

treaty  establishing 

the 
Whereas 
European Community (hereafter  "Treaty"), 
as  modified  by  the  Treaty  on  European 
Union,  stipulates  in  its  Article  3  p)  that 
Community  action  should 
include  a 
contribution  to  education  and  training  of 
quality; that the Treaty henceforth  includes 
to 
a  Chapter  3  devoted  specifically 
education,  to  vocational  training  and  to 
youth. 

by 

education 

Whereas  by  virtue  of  Article  126, 
paragraph  1 of the Treaty, the Community 
shall  contribute  to  the  development  of 
quality 
encouraging 
cooperation between Member States and, if 
necessary, 
and 
supplementing  their  action,  while  fully 
respecting the responsibility of the Member 
States for  the  content  of  teaching  and  the 
organisation of education systems and their 
cultural  and linguistic  diversity. 

supporting 

by 

Page 1  c  -

3. 

Whereas  by  virtue  of  Article  127, 
paragraph  1 of the Treaty, the Community 
implement  a  vocational  training 
shall 
policy which shall support and supplement 
the  action  of  the  Member  States,  while 
fully  respecting  the  responsibility  of  the 
the  content  and 
for 
Member  States 
organisation  of  vocational  training. 

Whereas  the  Council,  by  its  Decision 
87/327/EEC4  as  amended  by  Decision 
89/663/EEC5  based  on  Article  128  of the 
EEC  Treaty,  adopted  the  ERASMUS 
programme  to  promote  the  mobility  of 
university  students  and,  by  its  Decision 
89/489/EEC6  based  on  Articles  128  and 
235  of  the  EEC  Treaty 
adopted  the 
LINGUA  programme  to  promote  foreign 
language  ability  in the Community. 

Whereas  the  Council,  by  its  Decision 
../.../...  of 
7,  adopted,  on  the  basis  of 
Article  127  of  the  Treaty,  a  decision 
establishing  an  action  programme  for the 
implementation of a European Community 
is 
vocational  training  policy;  that 
it 
appropriate 
first 
this 
programme  by  the  adoption  of  a  second; 
taking  into account the implementation  of 
the ERASMUS and LINGUA programmes 
and 
including  three  types  of  action, 
covering  specifically 

complete 

to 

higher education 
school  education and 

Page 2 -

6. 

7. 

horizontal  measures  including  the 
promotion of language skills in the 
Community, of open and distance 

education and learning, and the 
promotion of  information. 

Whereas while school education constitutes 
education in the sense of Article  126 of the 
Treaty, the other measures envisaged under 
the current decision are inextricably linked 
to  both  education  and vocational  training; 
that this is especially  the case in the realm 
of  higher  education,  in  so  far  as  student 
and  teaching  staff  mobility,  or  measures 
for  the promotion  of  language  skills, may 
be combined with the training of teachers; 
that  it  is  appropriate,  henceforth,  to  base 
the  current  decision  on  Articles  126  and 
127  of the Treaty. 

the  reports  evaluating 

Whereas 
the 
ERASMUS and LINGUA programmes, the 
conclusions  of  which  are  set  out  in  the 
Commission  report  on  the  results  and 
achievements  of these programmes', point 
out  that  cooperation 
in  the  field  of 
education  significantly  enhances the value 
of measures taken by  Member  States, and 
that  Community  action  in  this  field  is 
therefore  of  great importance. 

Page 3 -

Whereas the Commission Memorandum on 
higher education9  and the  summary report 
of discussions within the Member States10, 
together with the Parliament Resolution on 
this subject11, place particular emphasis on 
the  need  for  a  Community  strategy  to 
promote 
in 
courses  followed  by  all  students,  whether 
in their own country  or abroad, and on the 
catalytic  role  of  the  Community  in  this 
connection. 

the  European  dimension 

Whereas the Council  and the  Ministers  of 
Education  have  agreed  guidelines  for  the 
introduction  of  the  European  dimension 
into educational study, particularly through 
the Resolution on the European dimension 
in  education12;  that  the  Green  Paper 
presented  by  the  Commission  on  this 
matter13 as well  as the comments  received 
from  the  Member  States  on  the  same 
subject,  aim 
to  introduce  the  European 
in  primary  and  secondary 
dimension 
teaching. 

10.  Whereas the European Council, meeting in 
Brussels  on  10-11  December  1993, 
adopted,  in  the  light  of  the  White  Paper 
presented  by  the  Commission,  an  action 
plan  on  growth,  competitiveness  and 
employment, inviting the Member States in 
particular  to  pay  specific  attention  to  the 
improvement  of  education  and  training 
systems. 

Page 4 -

11.  Whereas  the  European  Parliament  has, on 
its  own  initiative,  adopted  ÎWQ  reports on 
the  European  dimension  in  education  at 
university  level,  with  the  emphasis  on 
mobility  of  students  and  teaching  staff14, 
and  on education  and training  policy from 
the  standpoint  of  1993'5. 

offers 

considerable 

12.  Whereas  open  and  distance  education  and 
learning 
new 
opportunities  for  enriching  education  and 
for  economies  of  scale,  with  an  increased 
impact  especially  on  the  promotion  of  a 
European  dimension  in  the  studies  at  all 
levels, 

in 

11.  Whereas  the  European  Parliament 
has,  on  its  own  initiative,  adopted 
the  European 
the  reports  on 
at 
education 
dimension 
university  level,  with  the  emphasis 
on  mobility  of 
students  and 
teaching  staff  (14),  on  education 
and 
the 
standpoint  of  1993  (15),  and  on 
cultural  diversity  and the  problems 
of  school  education for children  of 
immigrants  in  the  the  European 
Community,  (16) 

training  policy 

from 

12  Whereas  Liie.  C o m m i s s i on 
Memorandum on open and distance 
learning  (17) and  the  European 
Parliament's  various  resolutions on 
the  subject  pointed  out that  this 
form  of education.offers  increased 
opportunities 
learning  by 
for 
drawing  on  new  concept?  and 
methods  and  particularly  with 
regard  to  promoting  the  European 
dimension  of  studies  at  all  levels, 
and  whereas 
it  represents  an 
inexpensive  alternative  means  of 
access  to  education  and  offers 
disadvantaged  groups  in particular 
the  opportunity  of  exercising  their 
right to education 

13.  Whereas  it  is  necessary  to  simplify  and 
rationalise  Community actions in the field 
of education and tnrining, reinforcing those 
aspects  which  are  most  promising  as 
regards added value and  European impetus; 
that  it  is  appropriate,  in  this  matter,  to 
encourage  transnational  projects  linking 
partners from different Member States who 
are  involved  in  the  transfer  of  innovation 
through  exchanges,  taking  due  respect  of 
the  diversity  of  the  educational  systems 
and  the  responsibility  of  the  Member 
States. 

(2) 

-  Page 5 -

14  Whereas,  in  order  to  increase  the 
efficiency  of Community  action  so 
that  it  may perform  a  multiplier 
function,  it  must  also  be ensured 
that me  assisted structures are open 
to  people  other  than  those  directly 
assisted,  which  means  that  they 
must  be  so  arranged  that  'free 
movers' may also derive  maximum 
benefit  from  Community  value 
added. 

promote 

special  measures  are 
II  Whereas 
needed 
equal 
tfi 
opportunities  for  boys  and  girlsr 
men and women  so  that they  may 
have  every  opportunity  to  develop 
and  the  best  possible  chance  of 
participating  in  economic,  social 
and political  life. 

1&.  Whereas  Community  action  must 
be  geared  to  promoting  cross-
frontier  and 
intercultural 
communication; 

in  order 

14.  Whereas  specific  measures  need  to  be 
taken  in  favour  of  migrant  workers' and 
to  combat 
gypsy  children 
exclusion  and  racism:  it  is  appropriate  to 
ensure  equality  of  opportunity  as  well  as 
the  integration into the standard  education 
system  of  children  and  adolescents  with 
disabilities. 

-  Page 6 -

TZ  Whereas it is necessary to  promote 
an 
in 
intercultural  dimension 
education  for  all  pupils  in  the 
European  Union  so  as  to  prepare 
them to  live  in  a society  which  is 
hy 
increasingly 
cultural  and  linguistic  diversity; 
whereas measures need to be  taken 
to improve the quality of education 
for the children of migrant workers, 
children of gypsies and children,  of 
occupational 
travellers,  and  {p 
combat racism and xenophobia 

characterized 

IS  Whereas  the  Council  and 

the 
have 
Ministers  of  Education 
at 
resolutions  aimed 
adopted 
improving  school  provision 
for 
gvpsv  children  and  children  of 
occupational  travellers 

12  Whereas  it  is  necessary  to  ensure 
equality  of  opportunity  as  well  as 
the  integration  into  the  standard 
education  system  of  children  and, 
as far as possible, adolescents  with 
efforts, 
disabilities.  and  make 
where necessary,  to  assist  them  in 
special schools. 

2Q  Whereas  the  success  of  mobility 
depends  to  a  great  extent  on  the 
social  facilities  provided  by  the 
the  host 
Member  States  and 
establishments. 

21  Whereas  it  is to be recommended, 
since  the  European  dimension  in 
education  extends  bevond 
the 
European  Union,  that  there  he 
cooperation  with  the  Council  of 
Europe  so  that  non-EU  countries 
may also be involved. 

-  Page 7 

15.  Whereas  the  EURYDICE  network  should 
be developed and diversified  in order to be 
able 
for 
to  respond  to  requirements 
qualitative and quantitative information  on 
education. 

HAVE  ADOPTED THIS  DECISION: 

( i) 
(2) 
(i) 
(4) 
(5) 
(6) 
0) 
(8) 
C>) 
(lu) 
(H) 
(12) 
(13) 
(H) 
05) 

OJC66of  3.3.IW4, p.  j 

OJLl66of25.6.l98?.p.  20 
OJL395of3o.l2.l989,p.23 
OJL239of  16.8.1989, p.24 
OJL 
COM (93) 151 fmai of  5.5.1993 
COM (91) 349 final of" 5.11.1991 
"Studies" Series Ko 2, TFRH - 1993 
OJ C 255 of 20.9.1993, p. 161 
OJC 177 of 6.7.1988, p. 5 
COM (93) 457 tinal of 29.9.1993 
OJC 48 of 25.2.1991, p. 216 
OJC 150 of 15.6.1992, p. 366 

Article  l 

Establishment  of  the  Community  Action 
Programme «SOCRATES" 

1. 

establishes 

This  Decision 
the 
Community  Action  Programme 
"SOCRATES", hereinafter  referred 
to  as  "Programme  SOCRATES", 
for the period  1 January  1995  -  31 
December 1999. The programme is 
intended 
the 
to  contribute 
development  of  quality  education 
and  training  and  of  an  open 
It 
European  area  for  education. 
will  come  into  force  on  1 January 
1995. 

to 

22,  Whereas  the  EURYDICE  network 
should  be  developed,  diversified 
and  made 
to  all 
educators  in  order  to  be  able  to 
respond 
for 
qualitative 
quantitative 
information  on  education. 

requirements 

accessible 

and 

to 

(16) 
(17) 

OJ C 42 of  15.2.1993 p. 187 
COM (91) 388  tinal 

establishes 

This  Decision 
the 
Community  Action  Programme 
•SOCRATES',  hereinafter  referred 
to as 'Programme SOCRATES', for 
the  period  1  January  1995-31 
December 1999.  The programme is 
intended 
the 
to  contribute 
development  of  quality  eduation 
and  training,  accessible  to  all,  in 
'life-long' 
provide 
order 
education,  and  the  creation  of  an 
open  European  area for  education. 
into  force  on  1 
It  will  come 
January  1995. 

to 

to 

The  education  programme  shall 
comprise three areas of Community 
action: 

Chapter I -  Higher education 
Chapter II -  School  education 
Chapter III -  Horizontal  activities 
in the areas of language learning, of 
open  and  distance  education  and 
learning, and information. 

-  Page 8 -

Artide_2 

Definitions 

1. 

In the context of this programme, 

of 

the term "university" shall cover all 
education 
types 
higher 
institutions  which 
offer 
qualifications  or  diplomas  at  that 
level,  whatever  such  institutions 
may be called; 

the  term  "school"  shall  cover  all 
types  of  institutions  at  nursery, 
primary  and  secondary  school 
levels providing general, vocational 
and, 
or 
technical 
exceptionally, 
the 
promotion  of  exchanges  of  pupils 
within  the framework of  language 
projects,  non-school 
institutions 
providing apprenticeship training; 

education 
for 
and 

the  term  "educator"  shall  coyej 
persons whose duties involve them 
the 
directly  or 
educational  process 
(teachers, 
inspectors,  educational  advisers, 
elÛ; 

indirectly 

in 

this 

the  term  "student"  is  used  for 
persons  registered  in  universities 
(see definition  of 
term, 
above),  whatever  their  field  of 
study,  in  order  to  follow  higher 
education 
studies  leading  to  a 
degree  or  diploma  (or equivalent), 
up  to  and  including  the  level  of 
doctorate; 

-  Page 9 

the  term  'educator1  shall  cover  all 
persons whose duties concern them 
indirectly  with  the 
directly  or 
educational process; 

all 

terms 

'open  and  distance 
the 
education and learning' are used to 
describe 
forms  of  wni 
traditional, flexible education wJheic 
teachers  and 
in 
different  places  and  including  the 
use  of  technologies  and  advanced 
and 
facilities 
communication; 

learners  are. 

information 

in 

forms  of 

terms  "open  and  distance 
the 
education and learning" are used to 
describe  all 
flexible 
education,  including  the  use  of 
technologies and advanced facilities 
in information and communication, 
especially  telematic  systems,  and 
support 
educational 
personal 
systems of an advisory and tutorial 
nature; 

of 

terms 

information) 

to  describe 

"information 

(technological 

and 
the 
technology"  are 
communication 
the  use  of 
used 
systems 
and 
associated facilities) of  information 
(acquisition,  processing,  viewing, 
storage 
and 
communication  (by  satellite,  cable 
or  Hertzian  means)  such  as  the 
telematic 
tools, 
multi-media 
facilities  designed  for  education, 
and access to electronic information 
services,  whether  local  (interactive 
or otherwise  compact  disk) or at  a 
distance 
based 
(knowledge 
systems); 

the term  'pupil' is  used to  describe 
children, adolescents, young people 
and  others  registered  for  any 
educational  COJUSCS  below 
university 
(see  previous 
definition) 

level 

Each  Member  State  shall  specify 
the types of institutions referred  to 
in this Article. 

Article 3 

Objectives 

The  specific  objectives  of  the  programme 
"SOCRATES" shall be: 

i) 

develop 

_to 
the  European 
dimension in studies at all levels so 
as  to  strengthen  the  spirit  of 
European  citizenship,  drawing  on 
the  cultural  heritage  of  each 
Member State; 

i) 

to  develop 

to  help  to  improve  the  quality  of 
education  and 
the 
European  dimension  in  studies  at 
all  levels  so  as  to  strengthen  the 
spirit  of  European  citizenship, 
drawing on thé cultural heritage of 
each Member State; 

-  Page 10 

ii) 

iii) 

to  promote  knowledge  of 
the 
languages  of  the  Community  so 
that the citizens  of  the Community 
of 
may 
take 
opportunities  arising 
the 
completion of the European Union, 
leading  to  greater  understanding 
and interaction between the peoples 
of  the  Community; 

advantage 
from 

for 

increase  mobility 

to 
the 
Community's  students,  especially 
those  in  higher  education,  so  that 
they  have 
to 
complete  part  of  their  studies  in 
another Member  State; 

the  opportunity 

ia) 

ii) 

iii) 

to  promote  access  to  education, 
particularly  for  the  less-privileged 
actively combating social exclusion. 
especially  with 
to 
participation  in  mobility  initiatives 
organized  in  the framework  of  the 
programme; 

regard 

to  promote  knowledge  of 
the 
languages  of  the  Community  and 
promote the intercultural dimension 
of  education  so  that  the  citizens 
who  live  in  the  Community  may 
take  advantage  of  opportunities 
arising from the completion  of the 
European Union, leading to greater 
understanding  and interaction;, 

to  increase  mobility  especially  for 
students in higher education, so that 
the  Community  may  benefit from 
graduates who have completed part 
of their studies in another Member 
State, and to achieve the goal of at 
least  10% participation. 

iiia)  to  promote cooperation between the 
for  social 
services  responsible 
conditions  at  universities,  so  that 
mobility  may  be increased  and  in 
particular,  encouragement  may  be 
given  to  those  who  study  under 
particularly  difficult  circumstances 
(disabled  students,  students  with 
children  and  students  from  less 
privileged backgrounds): 

iv) 

to  promote  broad  and  intensive 
cooperation  between  institutions at 
all  levels  of  education  in  every 
Member  State,  and  to  realise  their 
intellectual  potential  through  the 
mobility  of their teaching staff and 
other  educators  thus  helping  to 
improve the quality of teaching; 

-  Page 11 -

v) 

vi) 

vii) 

viii) 

the 

encourage 

academic 
to 
recognition of diplomas and periods 
of  study,  in  particular  through the 
introduction  of  academic  credits 
and  modules  aimed  at  facilitating 
such  recognition  at  Community 
level; 

v) 

the 

encourage 

to 
academic 
recognition of diplomas and periods 
of  study,  in  particular  through the 
introduction  of  academic  credits 
and  modules  and  by  the  further 
the  ECTS 
of 
development 
programme 
credit 
transfer  svstenri  created  in  the 
context  of  ERASMUS,  aimed  at 
facilitating  such  recognition  at 
Community level; 

(European 

use 
of 
to 
the 
develop 
communication  and 
information 
technologies  as  a  tool  and  subject 
for  education,  including  use  of 
multi-media  materials 
and 
information,  and  telematics  at  all 
levels of education; 

to promote  intellectual  mobility of 
in 
knowhow  and  experience, 
particular through the development 
of open and distance education and 
learning at all levels of teaching; 

vii) 

to promote mobility  of knowledge 
in  particular 
and  experience, 
through  the  development  of  open 
and distance education and learning 
at all levels of teaching: 

to  foster  exchanges  of  information 
and  experience  with  a  view  to 
ensuring  that  the  Member  States 
may  learn  and  benefit  from  each 
other's educational systems. 

Article 4 

Committee 

The  Commission  shall  be  assisted  by  an 
advisory  committee  composed  of  two 
representatives  from  each  Member  State 
and 
the  Commission 
chaired 
representative. 

by 

Page 12 -

people, 

Twelve  representatives  of 
the  social 
partners,  educators,  parents,  students  and 
young 
the 
Commission on the basis of proposals from 
non-governmental  organizations  operating 
at  European  level,  shall  participate  in the 
work  of  the Committee  as observers. 

appointed 

by 

representative 

shall 
The  Commission 
submit  to  the  Committee  plans  for  the 
measures  to  be  taken.  The  Committee 
shall  deliver its opinion  on these proposals 
within  a  time  limit  which  the  chairman 
may lay  down according to the urgency of 
the  matter, if necessary  by  taking  a vote. 

The Committee's opinion shall be recorded 
in  the  minutes; in  addition,  each  Member 
State  shall  have  the  right  to  ask  for  its 
position  to be recorded  in the minutes. 

The  Commission  shall  take  the  utmost 
account  of  the  opinion  delivered  by  the 
Committee, 
the 
Committee  of  the  manner  in  which  its 
opinion  has been taken into  account. 

inform 

shall 

and 

1. 

2. 

Article  S 

Implementation 

The  Commission  shall  ensure  me 
implementation  of  the  programme 
the 
"SOCRATES" 
arrangements set out in the Annex. 

under 

The  Commission  shall  ensure  the 
implementation  of  the  programme 
the 
"SOCRATES* 
arrangements set out in the Annex. 

under 

It  shall  also  ensure  that  the 
Parliament  is  kept  fully  informed 
on 
the 
the 
programme. 

implementation  of 

Decisions  in  the  following  areas 
shall  be  subject  to  the  procedure 
defined  under Article 4: 
a) 

priorities  in  the  Community 
in  the 
measures  described 
Annex 
annual 
the 
workprogramme  deriving 
therefrom; 

and 

(3) 

Page 13 -

b) 

c) 

d) 

the  financial  support  to  be 
provided  by  the  Community 
(amounts, duration 
a nd 
beneficiaries); 
the  breakdown  between  the 
different  strands; 
the  procedures  for  selection, 
evaluation, and dissemination 
and transfer of results. 

Article 6 

Cooperation with Member States 

their 

The  programme  "SOCRATES" 
shall  support  the  policies  adopted 
and implemented by Member States 
internal  structures, 
under 
having  regard to the characteristics 
and  scope  of  their  educational 
systems, with the aim of  achieving 
the  objectives  set out in Article  3. 

In  terms  of  the  development  of 
linguistic  skills  as  a  fundamental 
means of communication within the 
Community,  the  Community  shall 
support  Member  States'  policies 
which  encourage  all  citizens  to 
learn new  languages by  increasing 
the  opportunities  for  learning  and 
increasing  the  range  of  languages 
offered. 

Member  States  shall  entrust  the 
implementation  of 
the  actions 
described  in  the  Annex  to  the 
various 
authorities 
responsible  at national  level. 

competent 

The  Commission  shall  cooperate 
closely  with  these  authorities  for 
the  purposes  of  promoting  and 
providing 
the 
actions  described  in  the  Annexe, 
and disseminating the results of the 
programme. 

information  on 

Page 14 -

1. 

2. 

3. 

1. 

Article 7 

Consistency and complementarity 

The  Commission  shall  strive  to 
ensure overall consistency between 
this  programme  and  the  action 
programme for the  implementation 
of  a  Community  policy  on 
vocational training. 

an 

e l e m e nt 
between 

The  Commission,  in  partnership 
with  the  Member  States,  shall 
of 
f o s t er 
complementarity 
the 
operation  of  this  programme  and 
the interventions  of the  Structural 
funds, 
especially  Community 
initiative programmes. 

The  Commission,  in  partnership 
with  the  Member  States,  shall 
encourage 
the  coordination  of 
activities  between  this  programme 
the  Fourth  Research  and 
and 
Development 
Framework 
Programme. 

Article 8 

Monitoring and evaluation 

shall 

The  programme 
be 
continuously  monitored  on  a 
partnership  basis 
involving  the 
Community and the Member States. 
This  monitoring  shall  permit,  as 
necessary,  the  reorientation of  the 
programme  in  the  light  of  any 
needs  becoming  apparent 
in  the 
course of its operation. 

Monitoring, financial management 
and  control  shall  be  implemented 
by the Commission. 

Page  15 

2. 

2. 

on 

regular 

evaluation 

The programme  shall  be subject  to 
a 
a 
partnership  basis  between 
the 
Commission  and 
the  Member 
States_x_Ih£ results  of  Community 
measures  shall  be  evaluated  by 
external bodies at regular intervals. 

on 

regular 

evaluation 

The programme shall  be  subject  to 
a 
a 
partnership  basis  between 
the 
Commission  and 
the  Member 
States, with the participation  of the 
partjes  concerned.  The  results  of 
Community  measures 
shall  be 
evaluated  by  external  bodies  at 
regular intervals.  The  findings  of 
these evaluations shall be submitted 
Committee  provided 
for  under 
ArfirJe  4  and  to  the  European 
Parliament 

and 

The  Commission  shall  submit  to 
the  European 
the  Council, 
Parliament, 
the  Economic  and 
the 
Social  Committee 
Committee  of  Regions,  before  30 
September  1998,  an interim  report 
on the launch phase, and before  30 
September  2000,  a final report  on 
the 
the 
programme. 

implementation 

of 

Done at 
on 

For the European Parliament 

For the Council 

The  President 

The  President 

Page  16 -

Annex 

The purpose of the "SOCRATES" 
programme is to support the transnational 
actions planned  in the different  chapters 
of  the programme. 

CHAPTER I 

HIGHER EDUCATION 

This chapter describes three "ERASMUS"-
type actions aimed at 

promoting the European dimension 
in higher education institutions; 

setting  up  European  university 
networks; 

funding  student mobility  grants. 

ACTION  1 

PROMOTION  OF THE  EUROPEAN 
DIMENSION 
IN  HIGHER EDUCATION 

INSTITUTIONS 

1. 

Drawing on experience gained  from 
the  ERASMUS  and  LINGUA 
programmes,  the  Community  will 
continue to encourage transnational 
cooperation  between  universities, 
especially through the development 
cooperation 
of 
programmes 
(ICPs).  These 
programmes  aim  to  achieve  the 
gradual 
the 
universities  of  a  policy  to  give  a 
European  dimension 
to  higher 
education studies in general. 

inter-university 

up  by 

setting 

Page  17-

following 

The 
inter-university 
cooperation  activities  may  qualify 
for Community financial assistance: 

In the framework of inter-university 
cooperation  programmes 
the 
Community  will  provide  financial 
support  for  agreed  measures  for 
the  organization  of  the  following 
activities: 

students  with 

providing 
student  mobility 
university 
an 
opportunity  to  undertake  a  period 
of  study  in  another  Member  State, 
accompanied 
practical 
experience where appropriate, such 
periods  being  fully  recognized  as 
an integral part of their diploma or 
academic  qualification 

by 

greatly 

introduction  or  extension  of  the 
ECTS course credit transfer system 
the 
which 
transparency  of  procedures 
for 
academic  recognition  of  diplomas 
or  periods  of  study  completed 
abroad; 

enhances 

contributing, 

curricula  geared 

joint  development  of  initial  or 
to 
advanced 
facilitating  academic  recognition 
and 
through 
exchanges  of  experience,  to  the 
and 
process 
improvement  of  the  quality  of 
education at Community  level; 

innovation 

of 

mobility  of  teaching  staff  for  the 
purpose  of  providing  instruction 
forming  an  integral  part  of  the 
in  another  Member 
curriculum 
State, or enabling them to carry out 
study  visits  to  pave  the  way  for 
cooperation.  Study  visits  may  also 
be  carried  out  by  administrative 
staff of universities and by students 
in 
assisting 
to 
connection  with 
promote 
i n t e r - u n i v e r s i ty 
cooperation; 

university 
activities 

the 

-Page 18 

provision  of teaching  and  learning 
material  centred  on  Europe  and 
easier  access  to  European  data 
bases 
(former  European  reference 
and documentation  centres). 

intensive courses for students  from 
States, 
different  Member 
particularly in areas of study which 
do  not  lend  themselves  to  long 
periods abroad; 

Priority  will  be  given  to  student 
mobility programmes and activities 
connected  with  their  preparation 
(language courses, in particular  for 
the  lesser  used  languages  of  the 
Community»  information  on  social 
and  cultural  aspects  of  the  host 
country  etc.).  Students  in  the first 
year  of  their  studies  will  not  be 
eligible for mobility grants. 

The  following  conditions  must  be 
fulfilled  in  order  to  ensure  that 
periods  of  study  spent  abroad  are 
of maximum benefit  to students: 

studies  abroad  shall  be 
carried  out  on  a  full-time 
basis  and  for  a  significant 
period of time (a rninimum 
of  three  months  or  one 
term,  and  a  maximum  of 
one academic year); 

studies  undertaken  in  other 
Member  States  shall  be 
fully 
the 
recognized  by 
university of origin; 

c. 

shall  have 

a 
students 
satisfactory  knowledge  of 
the 
in  which 
courses  are  given  by  the 
host university; 

language 

Page 19 -

host  universities  shall  endeavour to 
resolve students' practical  problems 
(for  example  as regards reasonably 
priced accommodation). 

host  universities  shall  not 
to 
fees 
tuition 
charge 
students  participating 
in 
mobility  schemes. 

also 
The  Community  will 
encourage  universities  to  develop 
activities  designed 
to  bring  a 
European dimension to all areas of 
study  for  the  benefit  of  each  and 
every 
following 
activities could receive Community 
support: 

student.  The 

- 

- 

into 
incorporation 
the 
elements 
of 
curricula 
enhance 
designed 
to 
understanding 
the 
of 
cultural, political, economic 
and social  characteristics of 
other  Member  States  as 
well  as elements relating to 
integration, 
European 
especially 
the 
through 
creation  of  multi-  or  inter 
disciplinary modules; 

learning of the  languages of 
the  Community  as  an 
integral part of studies, with 
the emphasis on lesser used 
or lesser taught languages; 

-  Page 20 -

Universities  wishing  to  set  up  the 
activities  with 
a  European 
dimension,  descnbed  above,  at 
institutional  level  will  be  able  to 
conclude  an  "institutional  contract" 
with  the  Commission  covering  all 
the 
for 
Community  assistance.  Community 
financial  assistance  will  cover  a 
maximum  period  of  three  years 
initially,  subject  to  regular  reviews 
of  the  results. 

activities 

eligible 

Universities  wishing  to  set  up  the 
activities  with 
a  European 
dimension,  described  above,  at 
institutional  level  will  be  able  to 
conclude  in  'institutional  contract* 
with  the  Commission  covering  all 
for 
activities 
the 
Community  assistance. 
Special 
treatment  will  be  given  to  those 
the 
universities  which  opt  for 
'institutional  contract'.  Community 
financial  assistance  wil  cover  a 
maximum  period  of  three  years 
initially, subject  to regular revie-ws 
of  the  results  at  least  once  a year. 

eligible 

the  terms  of 

The  criteria  for  entering  into  the 
institutional 
above-mentioned 
contracts  and 
the 
parties'  common  obligations  shall 
and  widely 
be 
disseminated  by  the  Commission 
after consultation with the Advisory 
Committee. 

down 

laid 

for 

purpose 

Financial  assistance  may  also  be 
granted  to  groups of  universities  at 
regional,  cross-border  or  other 
levels, 
of 
the 
developing  jointly  one  or  more  of 
the  activities  mentioned  in  point  4 
above, in cooperation  with  regional 
or local communities and  interested 
the  economic  and 
parties  from 
social  spheres. 

of 

using 

Member  States  may  consider  the 
financial 
possibility 
resources  provided 
the 
Community's  Structural  Funds  in 
order  to  facilitate  the  development 
of  activities  with  a  European 
dimension  by  universities. 

through 

(4) 

-  Page 21 

Action 2 
EUROPEAN UNIVERSITY 
NETWORKS 

I. 

The Community will lend its support to the 
establishment  of  Community  university 
networks for specific themes, disciplines or 
fields of  higher  studies  and  for  any other 
joint objective. The thematic networks will 
mainly  be  made  up  of  departments  or 
faculties  of  the  universities  involved  in 
inter-university  cooperation  programmes 
which will be encouraged to forge links in a 
its 
specific  area  of  study,  providing 
members  with  a  framework  for  pan-
European-discussion  and  planning  which 
will  enable 
their 
experiences  and spread their knowhow, as 
well  as  discuss 
the  qualitative  and 
innovatory  aspects  of  higher  education, 
improvements in teaching methods and the 
comparability of curricula. 

to  exchange 

them 

This sharing of the considerable intellectual 
capital existing in the universities (in terms 
of their ability to analyse and innovate, and 
as sources of expertise and knowledge) will 
thus  contribute  to  the  fulfilment  of  the 
objectives of the European Union. 

More specifically,  the activities for which 
the thematic networks will be able to apply 
for Community support areas follows: 

- 

evaluation  of  curricula  for  specific 
disciplines; 
-  design  of 

joint  programmes  and 

- 

specialised courses; 
scientific  analysis  and  reflection  on  a 
specific area of studies; 

- Page 22 

- 

information 
members. 

services 

for  network 

2. 

Network activities relating to the design of 
joint  programmes  and  specialised  courses 
should  be  developed  between  several 
universities participating in these networks. 

2.  Network activities relating to the design 
of  joint  programmes  and  specialized 
courses  should  be  developed  between 
several universities participating in these 
networks;  attention  shall  te  paid  to 
ensuring  equitable  participation  bv 
universities in less-favoured regions. 

3. 

One of the participating universities should 
act  as  a  coordinator  for  activities  in  each 
network. 

4  The  Community  shall  encourage  a 
balanced  distribution  of  networks 
between the various disciplines, regions 
and universities 

23 

2. 

Action 3 

Financing of mobility grants for students 

The Community will continue to develop a 
system  of  direct  financial  aid  to  students 
who complete a period of study in another 
Member State and who fulfil the conditions 
set  out  in  Action  1,  paragraph  3  of  this 
Chapter. 

The  Community  funds  contributing  to 
students' mobility grants will be shared out 
between the Member States according to the 
following 
formula:  subject  to  budget 
availability,  a  minimum  sum  of  200  000 
ECU  will  be  allocated  to  each  Member 
State.  The  remainder  will  be  allocated 
depending on the total number of students at 
university,  as  defined  in  Article  2  of  the 
Decision,  and  the  total  number  of  young 
people  between  18  and  25  in  the various 
Member States, the average  cost of travel 
between the country of origin and the host 
country  and the  difference,in  the  cost  of 
living between the country of origin and the 
host country. 

Furthermore the Commission will take any 
measures necessary to encourage balanced 
participation between various disciplines, to 
take  account  of the  flows  of  students and 
deal  with  specific  problems  such  as  the 
financing  of some grants which, due to the 
structure of the programme of study, cannot 
be  managed  by  the  competent  authorities 
mentioned in paragraph 3 below. The funds 
set aside for these measures may not exceed 
5% of the annual budget for students' grants. 

24 

3. 

4. 

5. 

6. 

The  Community  funds  shared  out  as 
in  paragraph  2  above  and 
mentioned 
intended 
for  students  grants  will  be 
administered  by  the  national  authorities 
(NGAA - national grant awarding agencies) 
established by all the Member States in the 
framework  of the ERASMUS programme. 
These  authorities shall ensure coordination 
with  the  national  systems  of  student 
grant/loans  or  other  financial  resources 
intended to encourage mobility of students. 
The NGAAs may, in cooperation with the 
Commission,  take  action  to  ensure  an 
equitable  participation  of  universities  or 
faculties at the national or regional level. 

The  Community  grants  are  intended  to 
defray  part of the additional  costs incurred 
by  mobility,  that  is,  cost  of  travel,  any 
preparatory language training which might 
be required and a higher cost of living in the 
host country. These grants may not exceed 
5 000 ECU per student for a maximum of 12 
months abroad. 

Priority will be given to students who follow 
courses  in  activities  supported  under  the 
terms  of  Action  1.  In  exceptional  cases 
grants  may  be allocated  to  other  students 
attending  courses 
for  which  special 
provisions  are  made  outside  university 
cooperation  programmes  (free  movers)  as 
long  as  they  satisfy  the  eligibility  criteria 
mentioned in Action 1  paragraph 3. 

Priority  in allocating  Community  grants  is 
given to students who require financial aid, 
bearing in mind the principle of equality of 
opportunity, particularly between men and 
women.  The  specific  needs  of  disabled 
students should be taken into consideration 
when the amount of grant is determined. 

25 

As  the  Community's  contribution  only 
covers part of the costs of students' mobility, 
Member  States are invited  to help  provide 
the  necessary  funds.  Grants  or  loans 
available  to  students  in  their  own  country 
should continue to be paid in full during the 
period of study in a host Member State. 

7.  As  the  Community's  contribution  only 
covers  part  of  the  costs  of  students' 
mobility,  Member  States  shall  help 
provide the necessary funds.  Grants or 
loans available to students in their own 
country  should  continue  to  be  paid  in 
full during the period of study in a host 
Member State 

CHAPTER H 

SCHOOL  EDUCATION 

This chapter presents three actions intended 
to encourage: 

- 

cooperation  between  nursery,  primary 
and 
the 
establishment of networks; 

schools  and 

secondary 

schooling  of  the  children  of  migrant 
workers and gypsies; 

promotion of the intercultural dimension 
of  learning  and  improvement  of  the 
quality of education for the children of 
migrant workers, children of gypsies and 
children of occupational travellers; 

-  updating of skills of educational staff in 
charge  of  teaching,  guidance  and/or 
psycho-pedagogical  care  of  school 
children and their families. 

These activities are based on the experience 
of implementing the LINGUA Community 
programme, and pilot projects undertaken in 
the  areas  of  primary  and  secondary 
education, as well as those focusing  on the 
introduction  of 
information  and 
communication technologies in education. 

26 

2. 

3. 

They  are  also  based  on  experience  with 
European schools and Community activities 
to  provide  schooling  for  the  children  of 
migrant workers and gypsies. 

to 

the 

following 

The Community funds aimed at promoting 
Actions  l.A  and  3  in  Chapter  II  will  be 
shared  between 
the  Members  States 
formula: 
according 
subjectto budget availability, a minimum of 
200 000  ECU  will  be  allocated  to  each 
Member  State.  The  remainder  will  be 
allocated 
to  various  Member  States 
depending  on the total number of children 
attending school, the number of schools, the 
number  of  teaching  staff  and  the  ratio 
between the gross domestic product of each 
Member State and the Community average. 

The Community  funds  for Action  1A and 
3.2  shared  out  according  to  the  formula 
mentioned  in  paragraph  2  above  will  be 
the  national  authorities 
managed  by 
designated  in  each  Member  State.  These 
authorities  may,  in  collaboration  with  the 
take  action  to  promote 
Commission, 
equitable participation of schools at national 
or regional level. 

27 

4.  The  Commission,  where  necessary  in 
cooperation  with  the  Member  States. 
will  take  any  measures  necessary  to 
encourage  equitable  participation  by 
schools  at  Community,  national  and 
regional  level.  The  funds  for  these 
measures  may  not  exceed  5% of  the 
annual  budget 
the 
financing 
for 
activities described in Chapter II. 

The  CommissioDLwill  take  any  measures 
necessary 
equitable 
to  encourage 
participation  by  schools  in  the  Member 
States.  The  funds  for these measures may 
not  exceed  5%  of  the  annual  budget  for 
financing the activities described in Chapter 
II. 

The Community  financial  aid provided for 
in Chapter II is intended to defray part of the 
costs  deemed  necessary  for  implementing 
the projects. 

Community funds are awarded according to 
the  principle  of  equality  of  opportunities, 
especially  between men and women.  The 
specific  needs  of  disabled  persons 
participating  in the activities  developed  in 
the  framework  of  this  chapter  should  be 
taken  into consideration  when the level  of 
grant is agreed. 

AcnoNl 

COOPERATION BETWEEN SCHOOLS 

Partnerships 
shall  encourage 

A. 
the 
The  Community 
development  of  multilateral  partnerships 
between schools which are built around the 
concept of the European Education Project 
(EEP). 

28 

Consideration shall be given to cooperation 
programmes  for intercultural  and language 
teaching  involving  European  schools and 
schools within national educational systems 
which are geared towards disseminating the 
educational  experiences  of  the European 
schools, 

the  development  of  activities  which 
increase pupils' involvement in subjects 
of mutual European interest such as the 
promotion  of  knowledge  of 
the 
languages of the Community, its cultural 
heritage, environmental awareness and, 
knowledge  about 
in  particular, 
protection  of  the  environment,  artistic 
education, and the promotion of science 
and technology; 

A  multilateral  partnership  is a group of at 
least  three  institutions  from  three Member 
States; one of the institutions shall act as  the 
coordinator.  The  partnership  might  be 
bilateral  if  the  aim  is  solely  to  promote 
knowledge of languages of the Community 
which are less widely  used and taught. 

A European Education Project comprises a 
set  of  educational  activities  and measures 
intended  to  promote  themes  of  mutual 
European interest. These activities, forming 
an integral part of the schools' curricula and 
conducted jointly by partner schools in other 
Member States, may include the following, 
amongst others: 

- 

the  development  of  activities  which 
increase pupils' involvement in subjects 
of mutual European interest such as the 
promotion  of  knowledge  of 
the 
languages of the Community, its cultural 
heritage, protection of the environment, 
artistic education, and the promotion of 
scientific  and technological culture; 

- 

school  children, 
the  mobility  of 
particularly  for  those  participating  in 
partnerships where the  aim  is to improve 
knowledge of languages; 

29 

- 

joint  development  and  distribution  of 
teaching materials; 

-  development  of  innovatory  teaching 

methods. 

2. 

Financial aid may be allocated for visits to 
prepare partnerships and  for  exchanges  of 
staff  between 
support 
partnerships  and  to  develop  European 
Education Projects. 

schools 

to 

It will be granted for a maximum period of 
3 years initially, subject to periodic review. 
Financial  assistance  may  also  be  given to 
groups  of  schools  at  the  regional,  cross-
border  or  other  level,  which  intend  to 
develop  jointly  particular  activities 
mentioned above. 

1  Promotion of the inclusion of the equal 
opportunities  issue  in  education  and 
training curricula 

Consideration shall be given to projects 
which; 

promote  the  inclusion  of  the  equal 
opportunities 
textbooks. 
issue 
updating  courses  and  other  training 
programmes for teaching staff 

in 

eliminate  sexual 
textbooks and courses; 

stereotypes 

from 

30 

aim  to  prepare  and  implement  pilot 
programmes on diversification of choice 
pf employment and the training of boys 
and  girls,  men  and  women  in  view  of 
their rôle in the family and in society; 

The following priority criteria shall be used 
for the disbursement of Community funds in 
support  of 
projects  submitted  by  the 
partnerships: 

for 

.The  following  priority  criteria  shall  be 
used 
the  disbursement  of 
Community funds in support of projects 
submitted by the partnerships 

- 

the  learning  of  the  languages  of  the 
Community,  particularly  those  which 
are less widely used and taught; 

-  wider knowledge and understanding  of 

European cultures; 

- 

- 

- 

the integration of issues of  Community 
interest  with a horizontal  link  such  as 
environmental  education  and  health 
education; 

innovative elements aiming particularly 
to improve the level of achievement  of 
all school children; 

schools  with  a  significant  number  of 
pupils  disadvantaged 
for  cultural, 
physical, geographic, oxsocio-economic 
reasons. 

schools  with  a  significant  number  of 
pupils  disadvantaged 
for  cultural, 
geographic, or socio-economic  reasons 
or  concerned  with  the  education  of 
disabled pupils. 

31 

Competitions  and  incentives  ; The 
Community shall organize competitions 
for  pupils  in  subjects  relating  to  the 
common  cultural  heritage,  such  as 
modem and  classical languages, history, 
art  and  music,  in  agreement  with  the 
Member States and in cooperation  with 
the networks, with the aim of activating 
the individual's capacity for intercultural 
communication.  Pupils will take part in 
in  multinational 
such  competitions 
working groups. 

B. 
1. 

European School networks 
A  network  is  a  group  of  partnerships  as 
described above, which has been formed in 
the  same  thematic  field.  The  role  of  the 
networks 
is  to  facilitate  exchange  of 
experience,  to  contribute  to  improving 
teaching methods and  to raise the profile of 
the  partnerships'  activities  in  order  to 
multiply 
their  effect  and  publicise 
theirachievements.  One  of  the  partner 
schools  should coordinate the activities  of 
each network. 

2. 

Financial  assistance  may  be  allocated  for 
conducting  certain network  activities  such 
as: 

- 

exchanges  of 
experience; 

information  and 

-  pooling  and  improvement  of  teaching 
methods,  including  those  using  new 
information  and  communication 
technologies; 

-  production  of 

teaching  materials, 

including multimedia material; 

-  dissemination  of  good  practice  to 

interested persons; 

32 

OF 

T HE 

P R O M O T I ON 
INTERCULTURAL  DIMENSION  OF 
EDUCATION AND IMPROVEMENT OF 
WE  QUAUTY  OF  SCHOOLING  FOR 
CHILDREN  OF MIGRANT WORKERS, 
CHILDREN  OF  GYPSIES  ANH 
CHTLDfipVN  OF  OCCUPATIONAL 
TK A VFT fI -Ejffi 
Financial  assistance  may  be  allocated  to 
projects aiming to : 

-  promote the intereultural  dimension of 

education; 

- 

improve  the  quality  of  teaching  for 
children of migrant workers, children of 
gypsies  and  children  of  occupational 
travellers; 

-  promote equal  opportunities for Jhsss 

children and young people: 

*  contribute to overcoming the obstacles 
encountered  by  these  children  and 
young  people  in  gaining  access  to 
school: 

âLSpecifiç 

tential; 

promote  educational  strajggks 

to 

Ueriophohia. 

ACTION  2 

PROMOTION OF SCHOOLING OF CHILDREN 
OF MIGRANT WORKERS ANT2 GYPSIES 

Financial  assistance  may  be  allocated  to 
projects aiming to: 

-  promote  the  integration  of  and  equal 
opportunities  for  children  of  migrant 
workers and gypsies; 

- 

improve their schooling and the quality 
of the education they receive; 

-  meet  their  specific  educational  needs 

and exploit their potential. 

33 

These  projects,  which  may  be  organised 
either  by  individual  schools  or  groups  of 
schools at transnational level, may include: 

- 

exchanging information and experience 
on all aspects mentioned above; 

design  of  specialised 
teaching material; 

course  and 

updating the skills of teaching staff and 
workers particularly involved in actions 
the  successful 
designed  to 
schooling  and  integration  of  these 
children. 

ensure 

- 

innovation and/or experimentation with 
regard 
teaching 
intercultural 
practices; 

to 

The  Commission,  in cooperation  with  the 
Member  States, 
shall  encourage  the 
achievement of operational complementarity 
with  the  measures  financed  under  the 
medium-term  action programme to combat 
exclusion and promote interaction, 

ACHON3 

UPDATING THE SKILLS OF EDUCATIONAL 
STAEE 

Updating the skills of  educators 

to 
Financial  aid  may  be  allocated 
transnational  projects 
submitted  by 
institutions engaged in updating the  skills of 
the 
educational 
teaching  and/or  guidance  and  psycho-
pedagogical care of pupils. 

staff  responsible 

for 

34 

These projects are intended to promote: 

- 

- 

the  exchange  of 
information  and 
experience, in particular  in the area of 
information  and  communication 
technologies; 

the  development  of  teaching  methods 
and materials, especially those adding a 
European dimension to the updating or 
acquisition  of  certain  skills  for  staff, 
responsible for the teaching, guidance or 
psycho-pedagogical  care  of  school 
children and their families; 

- 

the  formation  of  partnerships  and 
networks in the above  fields. 

2. 

Projects  for  updating  the  skills  of  staff 
involved in education may also provide for 
a limited number of periods to be spent in 
another  Member  State  so  that  staff  may 
attend  seminars  organised  jointly  by the 
institutions concerned. 

The Community  contribution to the travel 
costs  for  these  staff,  shared  between  the 
Member  States  according  to  the  formula 
described in Chapter II.2, will be paid by the 
national  authorities  mentioned  in Chapter 
II.3. 

CHAPTER  ffl 

HORIZONTAL  MEASURES 

The activities described in this chapter apply 
at all levels of education. They are intended 
to promote: 

35 

- 

- 

- 

language skills in the Community; 

open  and  distance  education  and 
learning; 

the  broader spread of  information  and 
the exchange of experiences in the field 
of education. 

These  activities,  which  will  be 
supplemented  by  those  in  the  foregoing 
chapters, will provide a framework for and 
will  constitute  a coherent  set  of measures 
aimed at: 

- 

- 

supporting  those  implemented  by  the 
Member States; 

supplementing  or  creating  synergies 
between those presented in the first two 
chapters. 

The Commission will take any steps which 
are  necessary 
to  encourage  equitable 
participation by educational  institutions  in 
the  Member  States.  The  funds  for  these 
measures may not exceed 5% of the annual 
budget for financing the activities set out in 
Chapter III. 

The  Community financial aid provided for 
in Chapter III is intended to defray part of 
the  estimated  cost  of  implementing  the 
projects. 

Community aid shall be awarded according 
to the principle of equality of opportunities, 
particularly between men and women.  The 
specific  needs  of  disabled  persons  who 
participate  in  activities  developed  in  the 
framework  of this chapter should be taken 
into  consideration  when  the  amount  of 
grants is agreed. 

2. 

3. 

4. 

36 

1. 

2, 

ACTION 1 

PROMOTION OF LANGUAGE SKILLS 
IN THE COMMUNITY 

The promotion  of  language  skills  is a key 
factor  in  establishing  the  open  European 
area  for  education  and  for  strengthening 
understanding  and interaction between the 
peoples  of  the  European  Union  without 
sacrificing  any  of  their  linguistic  and 
cultural diversity. 

These  actions  will  be  based  on  the 
experience  acquired  in  implementing  the 
LINGUA Community programme. 

Apart from the measures for encouragement 
set out in Chapter I, Actions  1  and 2 and in 
Chapter II, Action  1, Commumty  financial 
assistance  may  also  be  allocated  to  those 
transnational  projects  aiming to undertake 
the following activities: 

a)  the  development  of  European 
Cooperation Programmes (joint design 
and  creation  of  innovatory  training 
schemes  and 
teaching  materials), 
submitted by institutions specialising in 
training language teachers and aiming to 
update,  reinforce  and  expand  the 
language  and teaching  skills of present 
or future language teachers; 

37 

b)  immersion courses abroad for language 
teachers, for teaching staff  retraining as 
language teachers and for teaching staff 
of other disciplines intending to teach in 
a  foreign  language.  The  duration  of 
these courses will be between two and 
four weeks. 

c)  assistantships abroad for future language 
teachers to enhance their knowledge of 
the  languages  which  they  will  be 
teaching. These will last not less than 3 
months  and  should  be  spent  in  a 
Member State where one of the official 
languages  is  the  language  which  the 
assistant will be teaching. 

d)  design and implementation of curricula, 
production of new teaching materials for 
the 
all  educational  circles,  and 
recognition  of  linguistic  experience. 
These  projects  may  also  involve  the 
public  at  large  as  well  as  covering 
language  preparation  for  students and 
pupils, whether in school or in training 
centres,  to  help  them  take  part  in 
mobility schemes. 

Community funds set aside to promote the 
activities  provided  for  in b) and c) above 
will be shared between the Member States 
according to the following formula: subject 
to  budget  availability,  a  minimum  of 
200 000  ECU  will  be  allocated  to  each 
Member  State.  The  remainder  will  be 
allocated depending on the total number of 
students and language teachers, the average 
cost of travel between the country of origin 
and host country and the difference  in the 
cost of living between the country of origin 
and the host country. 

38 

The  maximum  allocation  per  beneficiary 
will  be  1 500  ECU  for  immersion  courses 
and 5 000 ECU for assistantships. 

Priority  will  be  given  to  projects  and 
activities: 

- 

- 

relating to the teaching of languages of 
the Community  which  are  less  widely 
used and taught; 

including  the  use  of  new  educational 
technologies. 

ACTION  2 

PROMOTION OF INFORMATION AND 
COMMUNICATION  TECHNOLOGIES AND 
OPEN AND DISTANCE EDUCATION AND 
LEARNING 

designed 
learning 

to  promote 

interculruraj 

introduction  of 

technologies  and 

information  and 
The 
the 
communication 
development of open and distance education 
and  learning  are  key  factors  enabling 
citizens of the Community to take advantage 
of the open area for education. 

39 

These areas contribute to educational quality 
by making use of  teaching innovations and 
helping to increase access to every level of 
education, especially for those who, because 
of their  geographical  situation  or  personal 
circumstances,  are  not  in  the  position  to 
follow  the  kind  of  teaching  that  requires 
their constant physical presence. 

Information  and 
communication 
technologies,  in  addition  to  open  and 
distance  education  and 
is 
applicable at all levels of teaching, and the 
use of such facilities may have considerable 
multiplier effects on the development of the 
activities included in the Community action 
programme "SOCRATES". 

learning, 

The following  activities may benefit  from 
Community financial assistance: 

Transnational  projects  aiming to: improve 
the  quality  of  products  in order  to  adapt 
them  more precisely  to the needs of  their 
users; design and preparation of courses and 
materials aimed at all citizens and/or adapt 
them in the languages and to the cultures of 
the Community; widen the recognition  of 
diplomas, credits and qualifications obtained 
through open and distance teaching.  More 
specifically: 

1 • 

40 

in  the  area  of  higher  education,  the 
universities will be encouraged to develop, 
through  means  of  partnerships  with 
universities  specialising 
in  open  and 
distance teaching, activities aiming to bring 
to  all  higher 
a  European  dimension 
education  subjects.  A  limited  number  of 
mobility grants will be awarded, according 
to  the  procedures  outlined  in  Chapter  1, 
Action 3, to students registered on distance 
education  courses  in order  that  they  may 
visit  other  Member  States  to  follow 
intensive  courses  in  the  framework  of 
cooperation agreements concluded between 
competent institutions. 

at school level, schools will be encouraged 
to  introduce  the  use  of  information  and 
communication technologies, including the 
opportunities  offered  through  open  and 
distance  education  and  learning,  in  order 
that, 
in  particular,  achievements  and 
experiences of partnerships may be widely 
disseminated,  benefitting  schools  not 
directly  participating  in the projects.  As 
regards  the updating of  skills  for all  staff 
involved  in  education,  the  opportunities 
offered  by open and distance education are 
of considerable importance, given the vast 
numbers of such personnel and the need for 
specific  training in aspects concerning the 
European dimension. 

in 
for 

the  other  fields  included 

this 
in 
programme,  and  especially 
the 
promotion  of  language  skills,  open  and 
distance education and learning may be able 
the 
to 
to  contribute  most  effectively 
devising  and  preparation  of 
teaching 
material  which  is  then  accessible  to  all 
citizens of the Community. 

41 

Networks  of  resource  centres 
for 
multimedia,  open  and  distance  education 
introduction  of  the  new 
and  for  the 
information  technologies  as  applied  to 
education. 

ACTION  3 

PROMOTION OF INFORMATION AND 
EXCHANGE OF EXPERIENCE 

Information improves mutual understanding 
for 
and  provides  a  vital  platform 
Community  cooperation  in  education and 
the  development  thereof.  It  also  provides 
everybody  involved  in  education  with the 
key to exploiting the potential and  enjoying 
the  benefits  of  an open  European area for 
education. 

The  measures  outlined  below  will  equip 
decision makers and educators with an up-
to-date and reliable information service. The 
activities  are  based  on  the  experience 
acquired by  the  EURYDICE network, the 
NARIC  network,  through  the  ARION 
programme and Action 4 of the ERASMUS 
programme. 

1.  Exchanges of information (EURYDICE) 

Action  taken  in this  field  will  ensure that 
information  is  available  on  educational 
systems  and  policy,  reforms,  innovations 
and the results of research in education. 

42 

Information improves mutual understanding 
for 
and  provides  a  vital  platform 
Community  cooperation  in education and 
the  development thereof.  It also provides 
everybody  involved  in education with the 
key to exploiting the potential and  enjoying 
the maximum benefits of an open European 
area  for  education,  as  part of  an ongoing 
learning process. 

In  the  framework  of  SOCRATES 
programme  information  centres set  up bv 
the authorities responsible in each Member 
State,  the  Commission  may  support 
activities  giving  information  about  the 
programme  at  relevant  levels  (regional, 
educational authority, orotherl. 

The following  activities will be eligible for 
financial  assistance: 

a)  pooling  and  production  of  documents, 
data  and  comparative  analyses  on 
themes  of  mutual  interest  and  tools 
facilitating  better  comparison  of 
information; 

b)  dissemination  of  such 

information 
through  existing  public  and  private 
information  and  distribution  channels 
and  relays  at  national,  regional  and 
Community level; 

c)  creation  of  Community  data  bases, 
development  of  close  links  between 
existing  data  bases  and 
improving 
access to them; 

d)  use of new information processing and 
electronic  technologies  to  ensure  that 
exchanges are interactive and that there 
is  more  efficient  sharing  of  resources. 
Activities  attracting  aid  will 
take 
account of Community developments in 
the  field  of  trans-European  networks, 
especially 
links  between 
government departments. 

telematic 

e)  studies to analyse trends and anticipate 
requirements  in the field of  education, 
and any other forward-looking study on 
socio-economic 
its 
education  and 
environment (activities similar to those 
conducted by observatories). 

The  Member  States  will  designate  the 
organisations  helping  to  implement  the 
above activities. These will act as interfaces 
with  sources  of  information  on  education 
and existing expert knowledge on education 
at national level. The Community may lend 
additional support to these organisations. 

43 

these 

When 
are  being 
activities 
implemented  close links will be  developed 
with comparable activities of CEDEFOP in 
the  field  of  information  on  vocational 
training,  with  EUROSTAT  in  the  field  of 
statistics,  with  the  Community  network  of 
the 
NARICs 
academic  recognition  of  awards)  and  any 
other  information  network  in  the  field  of 
and 
education 
international  level. 

(information  centres  on 

at  national  European 

2.  Study visits ("ARION"-type  measures) 

Grants may be awarded for the organisation 
of  multilateral  study  visits  for  all  staff 
involved in education. These are intended to 
facilitate  exchanges  of  information  and 
experience  on themes of mutual  interest to 
the Member  States, and between  educators 
likely  to  induce  a  multiplier  effect  in  the 
Member State. 

In this context of this action, staff  involved 
in  education  means  persons  whose  duties 
include  management,  assessment,  training, 
guidance  and  coordination  of  European 
proj ects and people in responsible positions 
in the Ministries. 

The  Community  funds  set  aside to  help  to 
organise these visits will be shared between 
the Member States according to the formula 
described  in  Chapter II.2  and  administered 
by the same national authorities indicated in 
Chapter II.3. 

The  average  grant  per  beneficiary 
estimated  at 900 ECU for  one week. 

is 

(n/a in English  version) 

44 

3.  COMPLEMENTARY  MEASURES 

The  Commission  will  also  lend  its support 
to  the following  complementary  measures 
intended 
the  programme 
objectives: 

further 

to 

projects  aimed  at  expanding 
the 
European  dimension  of  education 
submitted  by organisations  responsible 
for  the education  of  adults,  in order to 
raise  awareness  of 
the  European 
dimension of certain issuesjn the widest 
possible number of citizens, in particular 
through  supporting  the  promotion  of 
cooperation and exchange of experience 
and transnational  activities in this  field, 
and especially where these benefit those 
Member  States  where the education of 
adults is insufficiently  developed. 

projects developed at European level by 
associations  of teaching  staff,  students, 
and parents of school  children: 

-  projects developed at European level by 
associations of teaching  staff,  students, 
and parents of school  children; 

projects  aimed  at  expanding 
the 
European  dimension  of  education  and 
training  submitted  by  organisations 
responsible for the education of adults, 1. 
in  order  to  raise  awareness  of  the 
European dimension of certain issues in 
the widest possible number of citizens; 

awareness-raising 
organisation  of 
activities to promote  cooperation  in the 
field of education  and training; 

activities concerned with monitoring and 
evaluation  of  the  actions  described  in 
this Annex. 

45 

ISSN 0254-1475 

COM(94) 180 final 

DOCUMENTS 

EN 

16 

Catalogue number : CB-CO-94-192-EN-C 

ISBN 92-77-68457-7 

Office for Official Publications of trie European Communities 

L-2985 Luxembourg