COMETT II - The Final Evaluation Report
Date: 1996-09-16
Institutions: European Commission
Subjects: EU programme, school-industry relations, teaching curriculum, technology, vocational training

COMMISSION OF THE EUROPEAN COMMUNITIES 

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Brussels,  16.09.1996 
COM(96) 410  final 

REPORT FROM THE COMMISSION 

COMETT II 

The Final  Evaluation 
Report 

(Presented  by the Commission) 

1. Introduction 

This report concerns the second phase of the COMETT Programme, COMETT II (1990-
1994). COMETT II is the successor programme to COMETT I (1986-1989), the Community 
Action Programme for Education and Training for Technology. COMETT II was adopted 
by Council Decision 89/27 EEC of 16 December  1988, OJ n° L 13/28 of 17.1.1989. Article 
6  of  this  Decision  requires  the  Commission  to  submit  a  final  evaluation  report  on  the 
experience  and  results  of  COMETT II,  by  30 June  1995, to  the  Council,  the  European 
Parliament  and the Economic and Social Committee. 
This document is the Commission's report which fulfils this requirement. It is mainly based 
on the synthesis of a large number of evaluation and monitoring documents produced over 
the  programme's  lifetime,  in  particular  the  last two years.  Given  the  range  of  activities 
developed under the COMETT programme, this report can only provide a concise overview 
of what has been, in fact, a very rich and varied Community initiative - of which the main 
elements have been safeguarded  under the new LEONARDO DA VINCI programme. 

The  key  achievements  of  COMETT  II 

Five Calls for Applications  have been  organised between  1990 and  1994; the projects  submitted  requested 
a  Community  contribution  totalling  almost  1.2  billion  ECU. 

The  selection  procedure  led  to  the  acceptance  of  some  3000  projects,  leading  to: 
• 

the  creation  of  over  200  University-Enterprise  Training  Partnerships,  covering  nearly  ail  European 
regions,  as  well  as  many  technology  and  sectoral  areas 
the  organisation  of  some  40  000  transnational  exchanges  of  students,  graduates  and  personnel 
the  organisation  of  almost  10  000  advanced  training  courses,  attended  by  a  quarter  of  a  million 
Europeans 
the  development  of more than  4500 training materials, of which  over one third were  software  or  video 
based. 

• 
• 

• 

These  projects  have 
• 

involved  over  30 000  organisations  from  19 European  countries,  including the  entire  higher  education 
sector,  over  20  000  companies  (of  which  over  3/4  were  SMEs)  and  some  5000  other  types  of 
organisations 

•  covered  training  needs  in  virtually  all  technology  and  related  areas 
•  often  been  a  catalyst  for  cooperation  and  innovation  much  beyond  the  COMETT  programme  itself. 

Moreover, 
•  a  unique  European  network  structure  has  been  created,  which  is  capable  of  organising  efficiently 
annually  thousands  of transnational  industry-university  exchanges  - notably  student  placements  -  and 
international  advanced  short  courses 

•  cooperation  with  other  European  programmes  in the  field  of education,  training,  R&D and-innovation 

has  been  a  red  thread  through  the  programme 

•  much greater  awareness  and understanding  has arisen  of the benefits  of industry-university  cooperation 

for  advanced  education,  and  for  technology  transfer 

•  both the  quantity  and  the  quality  of advanced  training supply  has  increased,  in particular  in  peripheral 

• 

areas,  thus  contributing  to  European  competitiveness 
the  added  value  of cooperating  within  a European  programme  like  COMETT  has become  recognized 
in  universities,  and  to  a  lesser  extent,  firms. 

SL-.3 

2.  COMETT  -  an  overview 

One  of  the  most  important  issues  for  the  future  economic  and  social  development  of  the 
European Union is its ability to harness the fruits of its research efforts  for the development 
of innovativeness and quality in its industries. COMETT, the European  Union  Programme 
on  cooperation  between  universities  and  industry  regarding  training  in  the  field  of 
technology,  has  developed  since  its inception  in  1986 with  these  and  related  issues as  its 
focus. Its message has been that advanced training and the acceleration of higher education-
industry cooperation are core technology transfer mechanisms for the industrial valorisation 
of  our  R&D  efforts. 

COMETT  I ran from  1986 -  1989 with a budget of 50 million ECU and COMETT  II  from 
1990 -  1994  with  a budget  of  some 230 million  ECU. Both were  centred  on  transnational 
university-industry  cooperation  in advanced  technology  education  and  training.  The  main 
objectives  specified  in the  Council  Decision  for  COMETT  II  were  to: 
• 

improve  the  contribution  of  advanced  technology  training  to  the  economic  and  social 
development  of  the  Community 

•  foster the joint development of training programmes and optimum use of training resour 
ces  through  the  creation  of  transnational  sectoral  and  regional  networks  of  advanced 
technology  training  projects 

•  respond  to  the  skill  requirements  of  SMEs 
•  promote  equal  opportunities  for  men  and women  in  advanced  technology  training, 
•  give a European dimension to cooperation between universities and industry in advanced 

technology  training. 

COMETT  consisted  of  four,  closely  related,  component  strands: 
•  Strand  A:  the  university  - enterprise training  partnerships (UETPs)  operating  both  on a 
regional  and/or  sectoral basis. Essentially, they were joint  consortia of higher  education 
institutions,  enterprises  and  relevant  other  organisations. 

•  Strand  B:  the  transnational  mobility  programmes.  Strand  Ba  concerned  student  place 
ments  in  enterprises  of  other  countries; Strand  Bb covered  advanced  long  placements 
of  graduates,  and  Strand  Be supported  exchanges  of  university  personnel  to  enterprises 
of  vice  versa. 

•  Strand  C:  the  training  projects.  Strand  Ca  supported  short  training  courses,  Strand  Cb 

joint  training  projects,  and  Strand  Cc the  large  pilot  training  projects. 

•  Strand  D:  complementary  measures, such as  surveys,  evaluation  and  monitoring. 

COMETT  was  the  first  major  European  education  and  training  programme  in  which  the 
EFTA  coumries  took  part. 

The  programme  was closely  monitored  and  several  external  evaluations  took place  during 
its  lifetime.  This  Final  Evaluation  of  COMETT  draws  mainly  on  these  and  related  docu 
ments  from  the  ongoing  internal  monitoring  activities. 

3.  Networking 

The Council Decision called for a European network of university - enterprise training part 
nerships  (UETPs)  to be  set up  which  would  (1) contribute  to the  identification  of  training 
needs  and  their  solution,  (2)  meet  those  needs  on  a  structured  and  coordinated  basis,  (3) 
provide  a  support  structure  for  activities  such  as  placements  for  industrialists,  staff  and 

students, (4) strengthen cooperation and inter-regional transfer  within Europe in developing 
and  applying  technical  training,  (5)  develop  transnational  sectoral  networks. 

The  European  network  created  consists  of  some  200  UETPs.  These  UETPs  represented 
some  12 % of  the total  programme  grants. The average  UETP  budget  was of the  order  of 
180 000 ECU, 25  % of which was covered by COMETT. The UETPs are essentially of two 
types. Regional  UETPs bring together  universities, enterprises and  other  interested  parties 
within a geographic area. Sectoral  UETPs bring partners, from  different  Member  States, in 
a particular  technology  or  industry, together.  Both types of UETP  were  expected  to  liaise 
and  cooperate  with  similar  projects  across  Europe.  Thus, 'two  types  of  network  have 
developed.  Internal  partnerships  within  the  UETP  and  external,  European-wide  networks 
of  cooperation. 

The  two  main  contributions  of  regional  UETPs  have  been  (1)  to  develop  the  local  and 
regional interfaces  and infrastructure  associated with university  - industry cooperation,  and 
(2) to integrate this regional infrastructure  into the first European-wide cooperative  network 
dedicated  to  furthering  the  European  development  of  university-industry  cooperation  in 
continuing  education  and  training.  Sectoral  UETPs  have  contributed  more  directly  to 
technology transfer  and industrial training development. Their clientele were seen as a more 
homogeneous  group  with  more  similar  technical  requirements.  This  has  made  work  such 
as  training  needs  analysis,  drafting  of  State-of-the  Art  reports  and  the  formation  of 
"European  Working  Groups"  particularly  relevant  and  easier  to  undertake  for  such  types 
of  UETPs. 

Firms were  positive  about  the  UETPs' role  as a conveyor  of  information,  linking  firms  to 
higher  education  and  advising  on  European  programmes.  In  this  context,  some  point  to 
UETPs  having  acted  as  a  sort  of  "clearing  house",  drawing  existing  studies  together, 
defining methodological approaches, choosing training options, etc. as well as consolidating 
and  articulating  the  demand  from  SMEs.  Particularly  important  have  been  the  effects  of 
UETPs  in  stimulating  a transnational  outlook  among the  partners. In the  higher  education 
sector,  an  international  exchange  on  training  methodologies  and  teaching  systems  as  well 
as contacts  with  firms  abroad  hosting  their  students  have  taken  place.  For  firms,  a  wider 
access  to  the  European  training  potential  and  a  greater  awareness  of  the  European 
dimension  of  R&D  and  technology  have  resulted. 

The  European  dimension  of  both  regional  and  sectoral  UETPs  has  been  their  greatest 
strength. This European dimension ranges from UETPs' direct contact with the Commission 
and  knowledge  of  Commission  Programmes,  to  expertise  in  applying  for  and  managing 
European  projects,  to  their  core  strength  as part  of  a well  structured,  dedicated  European 
operational  network.  Their  second  axis  of  strength  lies  in  their  network  of  domestic, 
regional  or sectoral members. Regional UETPs often  have sectoral specialities and  sectoral 
UETPs  and  their  nodes  are  often  involved  in regional  infrastructure. 

Generally,  UETPs  now  have  an  accepted  role  (some  much  stronger,  some  much  weaker) 
in their domestic higher  education-industry  interface  and indeed  in the wider  skills  supply-
demand  interface. 

The fragility  of the financial  base and the lack of industrial involvement were the two main 
difficulties  confronting  the  UETP  network.  This weakness  and  insecurity  of  the  financial 
base  of  most  UETPs  is  seen  as  the  main  weakness.  It  entails  a  sub-critical  size  for  the 

UETP  and  limited  numbers of  staff  as well  as difficulties  in realistic,  long  term  planning. 

Finally, the networking in COMETT was developed at two levels. At the project  level, net 
works  between  partners  in  a  UETP  or  joint  training  project  were  developed.  But  also 
between projects a network effect  emerged. Here, UETPs and their partners cooperated with 
other UETPs, and cross-fertilisation and cooperation between projects took place. Thus, the 
UETPs  were  only  the  most  visible  aspect  of the  COMETT  networking  activities. 

4. Training  Actions 

The Council Decision on COMETT  II indicated  support for  advanced training  activities in 
three  specific  areas: 
•  for  crash training  courses with  a European  dimension  in  advanced  technology 
•  for  devising,  developing  and  testing,  at  a European  level, joint  training  projects 
•  for  distance  learning utilising new training technologies  and/or  resulting  in  transferable 

training  products 

» 

Calls for  Applications  for  short courses (Strand  Ca) took place  each year.  From  1991,  the 
Calls were  on  a  "pool"  basis,  i.e.  grouped  and  submitted  by  UETPs  only.  Calls  for  joint 
training  projects  (Strand  Cb)  took  place  in  1990  and  1992.  A  number  of  joint  training 
projects  were  invited  to  submit  detailed  applications  to  become  eventually  pilot  projects. 
In  all,  just  over  2000  applications  were  made,  divided  evenly  between  organisation  of 
"pools" and joint  training  projects.  Application  was  made  for  over  400  million  ECU,  but 
only  101 million ECU could be awarded. The major  areas covered by COMETT,II training 
projects  were  advanced  manufacturing,  information  and  communications  technology, 
environment,  materials, health & safety, training (methodology  and technology), and inno 
vation  management. 

Two types  of  partnership  have been  established  to  carry  out  COMETT  training  activities: 
•  UETPs,  acting  as  coordinators  for  Ca-pool project  submissions  and  contracts 
•  consortia  established  specifically  for  a particular  training  project. 
COMETT training projects had a wide spread of international partners and typically  worked 
in two  or  more  European  languages.  Over  80 %  of  courses  involved  trainers  from  other 
European  countries.  More  generally,  the  European  dimension  was  the  base  for  genuine 
European  value-added,  resulting  in particular  from  the  improvement  in  quality  due  to  the 
opening  up  of  course  development  to  a  wider  pool  of  expertise  across  national  borders. 
Some  of  the  first  mechanisms  for  quality  assurance  across  national  frontiers  have  been 
developed.  Regional poles of advanced training competence  in Europe have become  better 
known  and  rnore  accessible to  all  Europeans. 

In all, COMETT  courses were  seen  by trainees  as directly  relevant,  as a way  of  updating 
their  technical  knowledge  and  as relevant  to  work.  The  final  national  evaluations  pointed 
to the improvement  in course quality  achieved  due to access to  international  resources  and 
the  integration  of  industrial  participation  at  an  early  stage. 

5. Mobility  of  People 

The objectives  of the COMETT mobility activities were the simultaneous promotion  of (1) 
transnational cooperation, (2) industry-university collaboration, (3) technology transfer  and, 
(4)  advanced  education  and  training.  To  achieve  these  objectives  COMETT  provided 

support  for  three  types  of  activity: 
•  Strand  Ba: students or young graduates undergoing periods of training  ('placements") in 

industry  in  another  participating  State. 

•  Strand  Bb:  advanced  long  training  placements  for  graduates. 
•  Strand  Be:  fellowships  for  personnel  from  universities to  go to  firms  or  vice  versa. 

The major  allocation  of funds  went to  Strand  Ba placements. In all, some 36 000  students 
were supported  during COMETT  II; the annual numbers rose from  3800 in  1990 to almost 
8000 (out  of 33 700 applications)  in  1994. An estimated  15 000 companies have  benefited 
once  or  more  from  these  placements:  the  equivalent  of  20  000  years  of  human  resources 
input. 

The typical placement  lasted 5 to 6 months and received and average monthly grant of 430 
ECU.  These  operated  under  the  "pool"  system  from  1991. The  average pool  size  in  1994 
was 50 placements for regional and 30 for  sectoral UETPs. Some 80 % of total placements 
went  through  regional  UETPs. 

Strand  Bb  was  for  the  support,  on  an  experimental  basis, of  long placements  - up  to  two 
years  -  for  advanced  industrial  development  and  training  projects,  with  monitoring  from 
both a university and the enterprise. Applications were low and the few placements selected 
were  carefully  monitored.  By  1992, it was apparent  that they were little different  in nature 
from  Strand  Ba or  Be,  and  no  further  calls  for  applications  took  place. 

Strand Be for  the mobility  of staff  between universities and enterprises saw a total of  1900 
applications  and  some  800  awards  during  COMETT  II.  Their  average  duration  was  4.5 
months  with  an  average  support  of  7000  ECU  for  the  period.  Some  2/3  were  university 
personnel; also some 2/3 of recipient companies were  SMEs. The  Strand was organised  on 
the  pool  system  from  1991. 

The  COMETT  student  mobility  programme  has  been  a  major  success.  They  have  been 
.highly  beneficial  for: 
•  enterprises,  which  have  evolved  a  placement  culture  and  have  received  a  transfer  of 
technology  through the  student.  SMEs have often  been involved  in their  first  European 
programme 

•  students,  who  have  improved  language  abilities,  cultural  understanding,  professional 

prospects  and  their  innovatory  capabilities 

•  higher  education  institutions,  which  have  been  catalysed  into  developing  placement 
requirements  and  mechanisms  and  have received  feedback  which  has encouraged  them 
to  update  courses  and  teaching  techniques. 

Results  of  personnel  mobility  activities,  Strand  Be,  have  been  encouraging,  despite  not 
having the same success or interest as the student placements. European  university-industry 
links  have  been  strengthened.  The  programme  has  shown  its  applicability  to  SMEs  and 
most  projects  have  shown  a  strong  transfer  of  ideas,  concepts  and  technologies  between 
those who  have  participated. 

More generally, COMETT placements have helped in developing new modes of technology 
transfer  and  provided  new  models  for  human  resource  updating  and  recycling  -  so  im 
portant  in  lifelong  learning.  At  an  organisational  level, .COMETT  developed  the  unique 
pool  system  as  an  efficient  and  decentralised  mechanism  for  undertaking  placements. 

6.  Transversal  Themes 

This  Final  Evaluation  Report  of  COMETT  also  examined  eight  transversal  themes: 

(1)  Cooperation  and  links  with  other  European  programmes.  This  is  important  in 
making  COMETT  a coherent  part  of  European  policies  for  human  resources.  This  liaison 
has taken  place  extensively  along  two  axes: 
• 

links with R&D programmes such as DELTA, ESPRIT, BRITE-EURAM, and SPRINT; 
these were considerable in number, but a need was felt  for better and structural  coordin 
ation  at policy  level  with  these  programmes. 
links with education  and training programmes, such as ERASMUS, FORCE,  LINGUA 
and  TEMPUS,  which  are both  more  common  and  more  direct. 

• 

(2)  R&D,  training  &  innovation.  COMETT's  Council  Decision  required  it  to  develop 
effective  mechanisms  for  the  development  of  R&D  through  education  and  training,  to 
enterprises  who  can  benefit  from  it  and  exploit  it  commercially.  Those  units,  institutions 
or UETPs which  have done this most  successfully  have those  who have  been  able to  offer 
the  full  spectrum  of  technology  transfer  activities  to  companies.  The  contribution  of 
COMETT  to  social  and  organisational  innovation  should  also  be  acknowledged:  the 
development  of  networks,  the  organisational  and  operational  changes 
in 
participating  universities  and  enterprises. 

induced 

(3)  Participation  in  COMETT.  Over  30  000  organisations  across  Europe  have  been 
directly  involved  in  projects: 

•  universities  have  had  the  most  extensive  participation:  in  most  projects  in  all  Strands, 

university  people  were  the  driving  force 

•  20  000  enterprises  were  involved  in  COMETT,  more  than  half  through  student  place 
ments; companies most directly involved in training projects were predominantly  service 
providers 

•  some 5000 other organisations such as-public authorities, professional  organisations, etc., 
in  general  closer  to  the  enterprise  than  the  university  culture;  this  non-restrictive 
interpretation  of  the  notion  'university'  and  'industry'  has  enriched  the  programme  in 
terms  of  the  quality  of  project  and  multiplier  role, particularly  to  SMEs. 

(4) The impact  of COMETT on SMEs.  15 000 out of the 20 000 enterprises  participating 
in  COMETT  are  SMEs  with  less  than  500  employees.  Half  of  these  have  less  than  50 
people.  Mobility  actions  have  been  particularly  attractive  to  SMEs.  The  level  of 
involvement  in  training  projects  and  UETPs was variable.  The  variety  of  activities  within 
COMETT  was  helpful  to  SME participation.  It should  be noted  that  at  least  another  20 to 
30  000  SMEs  also  benefitted  from  COMETT  through  attendance  at  courses. 

(5) The regional  impact  of COMETT. This has occurred  at two levels: the intra-  and  the 
inter-regional: 
•  Particularly  within the less favoured  regions, and mainly through the UETPs,  COMETT 
has  provided  a  legitimate  meeting  ground  for  higher  education,  industry,  and  other 
interested  private  and  public  bodies.  From  this  forum,  other  regional  initiatives  have 
developed,  further  strengthening  local  infrastructure. 

•  Inter-regional  cooperation has been  strengthened  in areas well beyond  COMETT activi 
ties. Again,  UETPs  have been  central  to the process, providing  a structured,  responsive 

and  easily  identifiable  contact  point  for  those  seeking  partners.  In  addition,  mobility 
actions  have  opened  up  regions  to  a much  wider  European  influence. 

(6)  Equal  opportunities  for  men  and  women.  Although  this  general  objective  did  not 
have  a  specific  dedicated  activity  specified  within  the  Council  Decision,  an  increase  of 
female  participation  in  student  placements  from  36  %  in  COMETT  I  to  43  %  in 
COMETT  II occurred. In courses, female participation fluctuated  around 22  % representing 
the underlying industrial population distribution. Female project  staff were well represented 
in  Strand  A  and  B. 

(7) Industry-university  cooperation. Its promotion has been a core success of  COMETT, 
increasing  the  industrial  application  of  R&D,  improving  the  qualifications  provided  by 
universities and transferring technologies between sectors and regions. Cooperative relations 
have been instigated in some cases and systematised in many others. COMETT has  fostered 
a common awareness within both parties of the importance of such cooperation,  and,  more 
generally,  of the major  European  value-added of such activities on a trans-European  basis. 

(8) The sectoral bottom-up approach. COMETT adopted this principle of non-prioritising 
for  giving  full  reign  to  the  university  and  industrial  potential  within  participating  States. 
This has resulted  in  the  selection  of projects  which  were predominantly  technology  based 
rather  than  oriented  towards  a  particular  industry.  This  is  probably  due  to  the  strong 
university  participation  and the R&D-transfer  emphasis of the programme. That  said,  such 
an approach has permitted continual change and innovation in the projects being  proposed. 

7.  Conclusions 

The  primary  conclusion  is  that  the  Programme  has  been  a  major  success:  the  major 
strategic requirements of the Council Decision establishing COMETT  II have been  fulfilled. 
COMETT  has: 
• 

improved  the  contribution  of  advanced  technological  training  through  its  incorporation 
in  experiential  learning  associated  with  industrial  placement,  the  improvement  of  the 
quality  of courses and widening their availability, the development of local and  regional 
university-industry  cooperation  interfaces  and the creation of a European level  interface, 
and  the  advancement  of  economic  and  social  cohesion  within  Europe 

•  fostered  joint  development  and  the  optimum  use  of training  through  the  integration  of 
industry  into  the  joint  development  of  courses,  the  improved  utilisation  of  technical 
training  as  an  integral  part  of  the  technology  transfer  process  and  the  improvement 
brought  about  in  the  calibre  and  accessibility  of  training 

•  developed activities supportive of equal opportunities for women in training and techno 

logy  development. 

•  made an important  and direct contribution  to SMEs, through (1) student placement  acti 
vities  which-  have  accelerated  their  technical  and  economic  development  and  their 
integration  into the wider  European market,  and (2) short courses which have  improved 
the  development  and  management  of  their  technical  skills 

•  provided  major  European value  added through  its development  and  internationalisation 
of placement activities, its development and creation of international  networks dedicated 
to  improving  university-industry  cooperation,  and  its  strong  integrative  and  cohesive 
effect,  in^economic  and  social  terms,  across  the  European  advanced  higher  education 
scene. 

While COMETT  II has been an undoubted  success, from  the weaknesses emerge a number 
of  approaches,  areas  and  activities  which  initiatives  at  European  level  may  need  to 
consider: 
• 
• 
• 
• 
• 
• 

the transition  of  a training  to  a  learning  based  approach 
the  move  to  put  technical  elements  for  learning  in  a wider  skills  acquisition  strategy 
the  growing  importance  of  the  application  of  quality  assurance  in  training 
the  integration  of  technology  training  in  a wider  technology  transfer  approach 
the  advantage  of  more  structured  cooperation  between  European  programmes 
the need  to  help  project  coordinators  achieve  quality  in training  project  management. 

10 

Annex 1 

COMETT II 

The Final  Evaluation  Report 

1 1.  A3L 

Table of  Contents 

Table  of  Contente 
COMETT Tenninology 

1.  Introduction to  COMETT 

1.1  Context 
1.2 Emergence  of the  COMETT  Programme 
1.3  Programme  components  and  operation 

1.3.1  COMETT  Strands 
1.3.2  Participation  by  EFTA  countries 
1.3.3  Calls  for  Applications 

1.4  Programme  evaluation 

2.  Networking 

2.1  Introduction 

2.1.1  The  concept  of  networking 
2.1.2  Networking  in  COMETT 
2.2  Functions  and  structure  of  UETPs 

2.2.1  The  Council  Decision  and  its operation 
2.2.2  The  development  of the  network 
2.2.3  Financial  aspects 
2.2.4  Legal  status  and  strength  of partnerships 
2.2.5  European  dimension 
2.2.6  Information  management 
2.3  The  contribution  of  the  UETPs 

2.3.1  The  regional  UETP  networks 
2.3.2  Contribution  of  sectoral  UETP  networks 
2.3.3  Articulation  of  industrial  training  needs 
2.3.4  Stimulation  of the transnational  outlook  in partners 

2.4  Strengths  and  weaknesses  of  UETPs 

2.4.1  The  strengths 
2.4.2  Weaknesses  of UETPs 
2.4.3  The  self-image  of  UETPs 

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3.  Training  actions 
3.1  Introduction 

3.1.1  Training  activities  in  COMETT 
3.1.2  Some  key  data  on  training  projects  supported  in  COMETT 

3.2  Training  in  advanced  technology 

3.2.1  What  is  advanced  technology  training  ? 
3.2.2  Partnerships  and  consortia  for  advanced  training 

3.3  The  European  dimension  in training 
3.4  Some  key  messages  from  the  COMETT  training  experience 

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13 

4.  Mobility  of  people 

4.1  Mobility  within  COMETT 

4.1.1  Typology  of  mobility  grants 
4.1.3  Strand  Bb  and  Be 
4.2  Qualitative  observations 

4.2.1  Strand  Ba 
4.2.2  Strand  Bb  and  Be 
4.2.3  Main  messages  for  the  future 

5.  Transversal  themes 

5.1  Cooperation  and  links  with  other  European  programmes 

5.1.1  Introduction 
5.1.2  Links  with  R&D  programmes 
5.1.3  Links  with  programmes  for  education  and  training 

5.2  R&D, Training  &  Innovation 

5.2.1  Introduction:  innovation  in the European  Union 
5.2.2  COMETT's  role  in the technology  transfer  system 
5.2.3  COMETT's  social  and  organisational  innovation 

5.3  Participation  in  COMETT  by  type  of organisation 

5.3.1  Introduction 
5.3.2  University  participation 
5.3.3  Enterprise  participation 
5.3.4  Participation  by  other  organisations 

5.4  Impact  of  COMETT  on  SMEs 
5.5  Regional  impact  of  COMETT 

5.5.1  The  development  of  regional  infrastructure 
5.5.2  Inter-regional  integration 

5.6  Equal  opportunities  between  men  and  women 
5.7  Industry-University  cooperation 
5.8  The  sectoral  bottom-up  approach  within  COMETT 

6.  Conclusion  and main findings 

6.1  Fulfilment  of  the  Council  Decision 
6.2  Future  strategy  development 
6.3  Future  operational  development 
6.4  Project  implementation 

47 
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14 

COMETT  Terminology 

Below  are  listed  the  main  COMETT-specific  terms  used  in  this  document.  Clarifications  of  other  terms 
are  given  throughout  the  report. 

Call  This  term  is  used  to  refer  to  a  Call  for  Applications.  Within  COMETT  II,  five  Calls  were  issued 
(1990,  1991,  1992,  1993,  1994).  Only  in  1990  could  projects  be  submitted  in  all  COMETT 
categories  by  any  organisation;  the  Calls  from  1991  to  1994  were  restricted  to  certain  types  of 
projects  and/or  certain  types  of  organisations. 

Strand  The  term  used  in  COMETT  to  refer  to  a programme  category  and  project  type.  There  are  four 
operational  Strands  (A,  B,  C  and  D),  each  of  which  contains  two  or  more  sub-categories  or 
types  of  projects  (also  commonly  referred  to  as  Strands). 

Transnational  Used  as  a  synonym  for  'international'  when  referring  to  European  countries. 

Project 

Strand  A 
Strand  Ba 
Strand  Bb 
Strand  Be 
Strand  Ca 
Strand  Cb 
Strand  Cc 
Strand  D 

All  initiatives  supported  by  the  COMETT  Programme  under  one  of  its  Strands  are  called 
projects.  At a minimum,  a project  needs to  involve  one higher education  institution  and  one 
company  from  two different  EU  countries.  The  types  of projects  supported  are: 
University-Enterprise  Training  Partnerships  ("UETPs") 
Transnational  student  placements  in  enterprises 
Transnational  long  graduate  placements 
Exchanges  of  staff  between  higher  education  and  industry 
Advanced  short  courses 
Joint  training  projects  (development  of  courses  and  training  materials) 
Training  projects  with  emphasis  on  structural  impact  ("Pilot  projects") 
Complementary  measures  (studies, reports,  conferences,  evaluation  and  monitoring, ...). 

Pool  system  An  operational  mechanism  within  the  COMETT  programme  in  which  small  project 
applications  are  grouped  into  one  submission,  then  awarded  a  single  contract  for  a  set  of 
applications  and  decentralised  operational  management. 

Enterprise  Used  interchangeably  with  terms  such  as  "company",  "firm",  "industry"  to  refer  to  any 
organisation  exercising  some  economic  activity  (notably  those  employing  staff  with  some 
need  for  training) 

SME 

Small  or  Medium-sized  Enterprise.  With  the  simple  definition  used  within  COMETT,  in  line 
with  Commission  practice,  this  signifies  companies  with  less than  500  employees. 

University  Any  type  of  organisation  delivering  recognized  education  at  a high  level. 

Course 

A  structured  training  event, typically  involving  face-to-face  teaching. 

Material 

(or  "training  material")  A support  medium  for  courses  or  for  learning  through-self-study. 

Sector 

Used  as  a  generic  term  for  classifying  projects  by  subject  area  or  discipline.  COMETT 
sectors  include  both  technology  areas  and  industrial  sectors. 

15  .  AÇ> 

1. Introduction  to COMETT 

1.1  Context 

The  1990s  will  be 
remembered  as  a  decade  of  dynamic  developments  and 
transformation,  both  political  and  economic,  which  changed  the  map  of  Europe.  In 
parallel,  we  witness  an  unprecedented  and  increasing  pace  of  technological  change.  In 
the  light  of  the  growing  competitive  pressures  and  the  globalization  of  markets,  it  has 
become  even  more  important  to  be  able  to  harness  the  fruits  of  research  efforts  and 
are  effectively  applied  to  the  benefit  of  European  society.  Indeed, 
make  sure  they 
Europe's  economic  and  societal  model,  which  attempts  to  reconcile  relatively  high 
wages  with  responsiveness 
to  social  demands,  requires  a  highly  efficient  and 
competitive  industry.  This  will  depend  increasingly  on  the  capacity  of  enterprises  for 
continuous  innovation  and  systematic quality  improvement. 

The  key  to  this  lies  in  education  and  training.  Increased  attention  at  local,  regional, 
national  and  European  level  is  required  for  the  development  of  human  resources,  for 
effective  use  of  education  resources  and  for  making  training  available  where  needed.  At 
European  level  this  implies  that  cooperation  between  training  and  education  organis 
ations  from  different  Member  States  has  to  be  encouraged  and  that  greater  synergy  has 
to  be  achieved  between  efforts  in research  and  development  and  advanced  education  and 
training.  It  also  requires  enterprises  and  higher  education  institutions  to  work  closely 
together  in  the  development  and  organisation  of  appropriate  advanced  education  and 
training  activities.  And  finally,  it  asks  individuals,  organisations  and  education  systems 
to  accept  and  actively  pursue the  concept  of  lifelong  learning. 

These  and  related  important  challenges  for  Europe  have  been  underlined  in  the  Europe 
an  Commission's  White  Paper  on  Growth,  Competitiveness  and  Employment.  Indeed, 
this  document  pays  much  attention  to  the  importance  of  human  resource  development  to 
improve  Europe's  competitiveness.  The  White  Paper  stresses  the  importance  of  the  ap 
plication,  transfer  and  dissemination  of  R&D  results,  and  highlights  the  need  for  inten 
sified  cooperation  between  education  institutions  and  enterprises. 

Similar  themes  have  also  been  developed  by  IRDAC,  the  Industrial  Research  and  Devel 
opment  Advisory  Committee  of  the  European  Commission.  In  its  recent  publication  on 
the  challenges  for  Europe's  education  and  training  systems,  Quality  and  Relevance, 
IRDAC  underlines  the  importance  of  securing  a  strong  link  between  R&D  an4-training 
initiatives,  both  at  national  and  European  levels.  Already  in  its  1991  report,  Skills  Short 
ages  in  Europe,  IRDAC  had  argued  that  European  R&D  investments  would  not  yield 
the  anticipated  economic  benefits  if  they  were  not  matched  by  equally  substantial  and 
relevant  education  and  training  efforts.  In  Quality  and  Relevance,  IRDAC  extended  its 
analysis  to  the  broader  needs  of  enterprises  for  remaining  competitive  in  a  rapidly 
changing  environment.  Industry-education  cooperation  emerges  as  the  overall  recom 
mendation,  in  addition  to  a  strong  plea  for  lifelong  learning  and  linking  R&D  and 
education  efforts. 

17 

The  European  COMETT  programme  has  been  concerned  with  these  and  related  con 
cerns  since  its  inception  in  1986.  The  competitiveness  of  European  companies  is  at  the 
heart  of  the  programme.  The  Council  Decision  on  COMETT  II  states  in  its  Article  3 : 

COMETT II  aims  at  reinforcing  training  in,  in  particular,  advanced  technology,  the 
development  of  highly  skilled  human  resources  and  the  competitiveness  of  European 
industry. 

In  the  mid-eighties  it  had  become  obvious  to  European  policy  makers  that  insufficient 
advanced  training  risked  becoming  an  important  blocking  factor  to  Europe's  full  har 
nessing  of  its  R&D  efforts.  COMETT  I  was  launched  in  1986  by  the  European  Com 
munity  with  the  clear  message that  such advanced  training  was  an  efficient  and  effective 
means  of  technology  transfer  and  dissemination,  and  that  more  dialogue  and  cooperation 
between  enterprises  and  universities  across  Europe  was  required  to  make  such  training  a 
success. 

1.2  Emergence  of the  COMETT  Programme 

When  the  COMETT  I  programme  became  operational  at  the  end  of  1986,  it  was  the 
first  major  European  support  mechanism  for  education  and  training  projects.  Its  overall 
aim  was  -  and  has  remained  unchanged  over  the  whole  COMETT  I/II  period  -  to  pro 
mote  and  support  transnational  industry-university  cooperation  in  advanced  technology 
education  and  training.  The  programme  came  into  being  alongside  the  first  outcomes 
of  major  European  R&D  programmes  such  as  ESPRIT  which  had  pinpointed  the 
overriding  importance  of  advanced  training  as  a  complement  to  R&D  efforts  and  as  a 
crucial  factor  for  European  competitiveness.  There  were  many  who,  rightly,  feared  that 
otherwise  advanced  skills  shortages  would  undermine  the  value  of  European  R&D  and 
were  likely  to  threaten  Europe's  competitive  position.  COMETT  was  conceived  in 
response  to  these  concerns,  as  a  programme  which  focuses  on  the  development  of 
highly  skilled  human  resources  and  the  delivery  of  advanced  technology  training.  It 
required  projects  to  be  based  on  European  cooperation  and  on  collaboration  between 
industrial  and  academic  partners. 

Despite  its  challenging  objectives  and  the  complexity  of  the  projects  supported, 
COMETT  I  raised  tremendous  interest  throughout  the  European  Community.  The  pro 
gramme  was  largely  over-subscribed  and  the  initial  funding  -  55  million  ECU  -  totally 
inadequate.  Very  soon,  it  became  apparent  that  a  second  phase  would  be  appropriate. 
Already  mid-way  through  COMETT  I, on  16 December  19881, the  Council  approved  the 
decision  for  the  COMETT  II  programme  for  the  period  1990-1994,  with-an  initial 
budget  of  200  million  ECU.  COMETT  II  was  not  a  radical  departure  from  COMETT  I, 
but  predominantly  a deepening  and  extension  of  the  first  phase. 

The  main  focus  and  objectives  of  the  programme  as  specified  in  the  Council  Decision 
on  COMETT  II  are: 

[COMETT]  ...  is  centred  on  the  changing  requirements  of  industry  and  its  personnel, 
requirements  which  necessitate  complementary  action  both  in  the  Member  States  and  at 

Council  Decision  89/27/EEC  of  16th  December  .1988, OJ  n°  L  13/28  of  17.1.1989. 

Community  level.  Through  the  training projects  it supports,  COMETT  II  will  contribute 
to  the  utilisation  and  exploitation  of  the  results,  methods  and  tools  ofJechnology 
developed  by  Community  policy  for  research  and  development.  COMETT  II  will 
facilitate 
innovation  and  technology  transfer  as  well  as  the  balanced  economic  and 
social  development  of  the  Community. 

In  this  context,  the  objectives  of  COMETT II  are  the  following: 

(i) 

(ii) 

to  improve  the  contribution  of,  in particular,  advanced  technology  training  at  the 
various  levels  concerned,  and  thus  the  contribution  of  training  to  the  economic 
and  social  development  of  the  Community; 
the  joint  development  of  training  programmes  and  the  exchange  of 
to  foster 
experiences,  and  also  the  optimum  uses  of  training  resources  at  Community  level, 
notably  through  the  creation  of  transnational  sectoral  and  regional  networks  of,  in 
particular,  advanced  technology  training  projects; 

(Hi)  to  respond  to  the  specific  skill  requirements  of small  and  medium-sized  businesses 

(iv) 

(v) 

having  regard  to  the priority  measures set  out  in the  Annex; 
to  promote  equal  opportunities  for  men  and  women  in  initial  and  continuing 
training  in,  in particular,  advanced  technology; 
to  give  a  European  dimension  to  cooperation  between  universities  and  industry  in 
initial  and  continuing  training  relating  to  technologies  and  their  applications  and 

transfer. 

1.3  Programme  components  and  operation 

1.3.1  COMETT  Strands 
The  COMETT  programme  supports  a  variety  of  transnational  activities  involving  the 
cooperation  of  enterprises  and  higher  education  institutions.  Several  types  of  education 
and  training  related  activities  are  being  supported,  which  all  have  in  common  that  they 
set  out  to  promote,  on  a  trans-European  basis,  training  for  technology.  There  are  four 
main  interrelated  components  to  the  COMETT  programme,  each  of  which  is  designated 
as  a  separate  Strand  with  its  own  funding  arrangements.  These  areas  of  activity  com 
prise: 

•  Strand  A:  The  development  of  the  university-enterprise 

training  partnerships 
(UETPs)  operating  both  on  a  regional  and/or  sectoral  basis. These  UETPs  are  unique 
structures,  each  comprising  several  tens  of  higher  education  institutions,  enterprises 
and  other  organisations  in  a joint  consortium.  In  addition  to  their  specific-advanced 
training  activities,  UETPs  have  acted  as  the  backbone  of  the  COMETT  programme 
through  their  support  and  active  involvement  in  the  projects  supported  under  the 
other  Strands',  and  through  their  transnational  networking  and  exchange  activities. 
•  Strand  B:  transnational  mobility  programmes  for  student  placements  in  firms  of 
other  European  countries  (Strand  Ba),  advanced  placements  for  graduates  (Strand 
Bb),  and  transnational  exchanges  of personnel  seconded  from  universities  to  industry 
or  vice  versa  (Strand  Be).  These  mobility  activities  were  almost  exclusively  managed 
by  the  UETP  network. 

•  Strand  C:  the  development  and  organisation  of  short  training  courses  (Strand  Ca), 
joint  training  projects  (Strand  Cb)  and  pilot  projects  (Strand  Cc)  in  the  field  of 
technologies  and  their  applications. 

19 

•  Strand  D:  a  programme  of  complementary  measures  which  have  been  supported 
throughout  the  programme  (information,  evaluation,  project  monitoring,  surveys, 
training  to  support  projects,  conferences  and  workshops,  ...). Over  the  duration  of  the 
programme,  the  nature  and  focus  of  these  measures  has  shifted  in  order  to  reflect  the 
launch,  mid-term  and  final  stages  of  the  programme.  For  example,  at  the  beginning 
of  COMETT  II,  much  attention  went  to  information  provision  and  awareness  raising, 
while  at  the  end,  the  evaluation  and  monitoring  measures grew  in  importance,  as  well 
as  the  support  for  specific  UETP  initiatives  which  helped  them  strengthening  their 
management  capacities. 

With  the  exception  of  some  measures  under  Strand  D,  all  projects  received  funding  on 
the  basis  of  competitive  tendering  through  Calls  for  Applications.  In  line  with  the  spec 
ifications  laid  down  in the  Council  Decision,  the  Community  support: 
•  was  limited  to  50 %  of  project  costs in  Strands  A  and  C 
•  was  based  on  a ceiling  and  a  flat-rate  contribution  per  exchange  in  Strand  B 
•  varied  between  50 %  and  100 % of the  costs  in  Strand  D  projects. 

1.3.2  Participation  by  EFT A  countries 

COMETT  was  the  first  major  European  education  and  training  programme  in  which 
organisations  from  EFTA  Member  States  (Austria,  Finland,  Iceland,  Liechtenstein,  Nor 
way,  Sweden,  Switzerland)  participated.  Because  of  the  financial  contribution  of  these 
countries, the  COMETT  II  budget  rose  from  200  to  230  million  ECU. 

The  agreements  between  the  European  Community  and  each  of  the  EFTA  countries 
were  ratified  in  time  (with  the  exception  of  Liechtenstein)  so  that  universities  and  com 
panies  from  these  countries  could  join  the  programme  and  submit  projects  already  for 
the  first  Call  in  1990.  Austria,  Finland,  Sweden  and  Iceland  were  quite  active  from  the 
start  and  brought  in  several  high-quality  projects;  the  other  three  countries  missed  the 
beginning  somewhat  but  would  make  this  up  from  1991  onwards.  By  1992,  the  involve 
ment  of  EFTA  countries  was  at the  same  level  as the  EU  countries. 

The  participation  of  organisations  from 
to  certain 
restrictions,  particularly  that  most  projects  needed  to  involve  organisations  from  at  least 
two  Member  States  of  the  European  Community.  In  reality,  this  was  not  a  very  difficult 
criterion  since  most  COMETT  projects  include  many  partners  from  several  countries. 
With  the  entry  into  force  of  the  EEA  agreement  on  the  1st  of  January  1994  most  of  the 
small  differences  in  participation  rules  between  EU  and  EFTA  countries  disappeared. 

these  countries  was  subject 

1.3.3  Calls  for  Applications 

Support  for  COMETT  projects  was  awarded  after  competitive  tendering.  During 
COMETT  II  (1990-1994)  five  Calls  for  Application  were  launched.  Some  of  these  calls 
were  "open",  while  others  were  of  a restricted  nature: 

•  The  first  Call,  in  1990,  was  an  open  Call  for  Applications,  where  European  organis 
ations  were  invited  to  submit  proposals  in  all  the  different  Strands  of  the  programme. 
Negotiations  with  EFTA  Member  States  had  been  finalised  just  in  time  so  that 
organisations  from  these  countries  could join  the  programme. 

20 

•  In  1991  the  Call  for  Applications  was  restricted  to  the  158  UETPs  which  had  been 
accepted  under  COMETT  II  in  the  Î99f>  Call.  According  to  the  conditions  of  this 
Call,  each  UETP  could  submit  projects  in  Strands  Ba,  Be,  and  Ca under  the  so-called 
"pool"  system  (see  box  below).  Additional  possibilities  for  funding  arose  through  the 
launch  of  the  'Positive  Actions'  scheme  (see  box  below)  and  the  targeting  of  the  new 
German  Lander  with  a  view  of  to  quickly  integrating  them  into  the  COMETT 
network. 

•  The  Call  for  Applications  in  1992 was  an  open  one  for  projects  in  Strands  A  and  Cb, 
to  a  large  extent  meant  to  complement  the  networks  already  developed.  As  regards 
Strand  A,  existing  regional  and  sectoral  gaps  had  been  identified  and  publicised,  and 
through  the  Call,  almost  all  these  gaps  were  filled.  The  pool  system  was  continued 
for  the  other  Strands,  with  the  possibility  for  new  UETPs  to  submit  projects  in  these 
Strands  as well. 

•  The  Calls  for  Application  in  1993  and  1994  were  once  again  restricted, to  existing 
UETPs.  Consortia  which  had  been  established  in  1990  and  for  which  no  Strand  A 
funding  was  available,  were  asked  to  assess  their  development  potential  and  were 
given  the  opportunity  to  ask  support  for  a  limited  number  of  critical  development 
activities  under  the  programme  of  complementary  measures  (Strand  D). 

The  "Pool  system" 

Part  of  the  COMETT  budget  and  operation  has  been  set  aside  for  the  so-called  'pool 
procedure'.  Under  this  system,  selected  UETPs  were  awarded  block  grants  for  the 
decentralised  management  of  a  number  of  smaller  projects.  The  pool  procedure  was 
introduced  during  COMETT  I  for  the  administration  of  student  placement  contracts; 
given  its  success  and  operational  flexibility  it  was  extended  under  COMETT  II  to  cover 
student  placements  (Strand  Ba),  personnel  exchanges  (Strand  Be)  and  short  courses 
(Strand  Ca  - from  1991  onwards). 

The  main  characteristics  of  the  pool  system  are  the  following: 

•  First  of  all,  the  pool  system was  exclusively  for  UETPs. This  implied  that  through  all 
Calls  (with  the  exception  of  Strand  Ca  in  1990),  only  Ba-,  Be-  and  Ca-projects 
submitted  through  the  UETPs  were  accepted.  In  practice,  this  required  that  the 
contractor  of  these  projects  was  also  the  organisation  responsible  for  the  UETP.  This 
exclusivity  right  was  only  possible  because  of  the  quality  of  the  UETPs  accepted, 
their  capacity  to  set  up  and  manage  transnational  projects,  and  their  almost  complete 
geographical  and  sectoral  coverage. 

•  Under  the  annual  Calls  for  Applications,  UETPs  merge  all  individual  demands  from 
members  and  interested  parties  into  a  single  application.  During  this  preparatory 
process,  UETPs  act  as  a  filter  and  broker,  so  that  only  those  projects  remain  which 
meet  all  COMETT  requirements.  All  these  proposals  in  combination  are  then 
submitted  as  a  single  project  application. 

•  During  the  selection  process,  UETP  proposals  for  pool  projects  are  assessed  and 
compared  in  terms  of  quality.  This  results  in  the  allocation  of  a  'pool'  grant  to  the 
UETP  -  in  general  with  less  support  than  asked  for  - which  can  be  used  flexibly  over 

.21 

the  academic  year  for  the  organisation  of  student  placements,  personnel  exchanges 
and  short  courses.  The  contract  may,  however,  exclude  the  organisation  of  certain 
projects  if  these  were  considered  to  be  below  COMETT  standards. 

•  During  the  contract  period,  the  UETPs  were  given  the  opportunity  to  finalise  the 
programme  of  pool  activities,  and  possibly  modify  them  (under  certain  conditions)  if 
they  were  forced  to  do  so because  of  the  environment  changes. 

The  pool  procedure  was  introduced  to  facilitate  and  decentralise  the  operational 
management  of  the  many  smaller  projects  within  COMETT.  Another  aim  was  to  help 
UETPs  in  developing  international  cooperation  and  so  strengthen  the  COMETT  network 
as  a whole.  Both  objectives  appear  to  have  been,  to  a  large  extent,  fulfilled. 

The Positive  Actions  initiative 

In  1991  the  Commission  launched  a  series  of  actions, Positive  Actions,  the  main  aim  of 
which  was  to  improve  COMETT  coverage  overall  and  overcome  some  of  the  economic 
and  social  differences  of  the  countries  and  regions  involved  in  the  programme.  The  first 
task  was  to  analyse  the  gaps  and  weaknesses  in  the  development  of  the  COMETT 
network  and  on  the  basis  of  this  analysis  to  identify  actions  that  would  strengthen  and 
enhance  the  regional  and  sectoral  UETP  network.  The  actions  which  were  launched  can 
be  listed  under  the  following  headings: 

•  National  studies  and  promotion  measures,  mainly  meant  to  assist  the  coverage  and 
penetration  of  COMETT  in  particular  countries  and  regions,  where  the  results  of  the 
1990  Call  for  Applications  had  not  been  totally  successful.  This  concerned  Spain, 
Greece,  southern  Italy,  Portugal,  Switzerland,  and  Norway  in  particular.  As  a  result, 
in  the  1992  Call  the  results  were  highly  satisfactory  for  most  of  these  regions, 
particularly  as  regards  the  emergence  of  regional  UETPs  in  areas  hitherto  not 
covered. 

•  UETP  networking  and  training  of  UETP  managers.  A  number  of  activities  were 
undertaken  to  promote  the  development  of  the  UETP  network  and  training  of  UETP 
managers  (including  a  comprehensive  analysis  of  their  training  needs).This  marked 
the  beginning  of  a  number  of  special  support  measures  for  UETPs  which  continued 
beyond  the  Positive  Actions  initiative. 

•  The  organisation  of  two  specific  conferences  concerning  student  placements,  one  in 
Lappeenranta,  Finland  and  the  other  in  Segovia,  Spain.  The  main  aim__o_f  these 
conferences  was  to  promote  and  strengthen  transnational  student  placements  across 
Europe,  an  activity  within  COMETT  where  the  demand  was  high.  The  outcomes 
were  eventually  integrated  in  a  Guide  on  European  student  placements.  The  use  of 
electronic  mail  and  database  to  facilitate  the  daily  work  of  placements  managers  was 
also  explored. 

•  In  the  general  context  of  targeting  industry  and  SMEs,  three  projects  were  supported 
to  examine  and  improve  industrial  participation  in  COMETT.  Although  these  studies 
were  mainly  based  on  specific  cases  and  regions,  they  provided  valuable  insight  into 
the  way  COMETT  could  be  made  more  attractive  to  enterprises. 

22 

•  Within  the  framework  of  the  Positive  Actions  initiative,  a  special  effort  was  made  to 
improve  the  understanding  of  the  sectoral  and  technology  context  .of  the  COMETT 
programme.  To  that  end,  ten  major  sectoral  surveys  were  undertaken  amongst  the 
projects  in  the  most  important  COMETT  areas.  Several  of  these  surveys  were 
followed-up  by  workshops  to  discuss the results. 

Related  to  the  Positive  actions  were  the  measures  taken  in  1991  to  assist  the  integration 
of  the  new  German  Lander  into  the  European  Community.  One  million  ECU  was 
allocated  for  the  preparation  of  university-enterprise  training  partnerships  (by  the  1992 
Call),  additional  grants  for  transnational  student  placements  to  and  from  these  regions, 
as  well  as  for  various  initiatives  to  introduce  people  and  organisations  from  thé  new 
federal  states to  the  COMETT  environment. 

1.4  Programme  evaluation 

A  considerable  amount  of  programme  monitoring  and  evaluation  took  place  over  the 
lifetime  of  the  programme.  This  section  focuses  on  the  formal,  external  evaluations 
which  have  taken  place;  Annex  4  provides  more  details  on  the  different  programme 
monitoring  activities. 

The  first  external  evaluation  of  the  programme  COMETT  concerned  the  first  years  of 
COMETT  I  (1986-1988),  and  was  undertaken  by  Coopers  &  Lybrand  and  the  Science 
Policy  Research  Unit  of  the  University  of  Sussex.  The  second  external  evaluation 
covered  both  the  last  two  years  of  COMETT  I  (1988-1989)  and  the  early  stages  of 
COMETT  II  (1990-1991).  It  was  carried  out  by  ECOTEC  and  finalised  in  August  1991. 
The  report  concluded,  overall,  that  the  various  objectives  of  COMETT  had  been 
successfully  achieved.  It  noted  in  particular  that  "the  training  needs  analysis  work 
improve 
[supported  by  COMETT]  has  often  been  pioneering  and  has  helped 
communication  between  employers  and  university  trainers".  Commenting  on 
the 
transnational  student  exchange  programmes,  it  was  noted  that  the  benefits  of  this 
activity  "...  extend  beyond  COMETT.  In  particular  there  are  considerable  long  term 
benefits  to  the  trainees  involved.  The  activity  has  strongly  contributed  to  university-
enterprise  cooperation  and  the  development of transnational networks." 

The  third  evaluation  exercise,  launched  in  1992  and  finalised  in  mid-1993,  consisted  of 
a  three-facetted  approach: 

•  An  evaluation  exercise,  similar  in  nature  to  the  first  and  second  COMETT  evaluat 
ions,  carried  out  by  GMV  Conseil,  in  association  with  other  consultants.  Their  report 
will  be  referred  to  as the  'GMV  evaluation  report'. 

•  National  evaluations  carried  out  by  the  authorities  in  the  Member  States  and  the 

EFTA  countries. 

•  A  strategic  evaluation  carried  out  by  a  panel  of  seven  independent  experts,  chosen  by 
the  Commission  for  their  knowledge  about  the  dialogue  between  university  and 
industry  technology  training  in  Europe.  The  final  report  of  this  expert  group  will  be 
referred  to  as  the  'evaluation  report  of  the  panel  of  experts'. 

The  GMV  evaluation  report,  the  evaluation  report  of  the  panel  of  experts  and  a  sum 
mary  of  the  national  evaluations  were  published  in  one  volume  in  1993. 

,23 

The  panel  of  experts'  report  was  in  general  very  positive.  It  recommended  notably  the 
COMETT  Programme  to  be:  "...  the  predominant  mechanism  for  Community  actions 
involving  transnational  cooperation  between  universities  and  industries  related 
to 
training  (initial  and  continuing) for  and because  of  technological  change. " Nevertheless, 
they  also  identified  areas  for  improvement,  such  as  the  access  of  SMEs  to  the 
programme,  closer  links  with  other  Community  programmes  and  initiatives,  and  the 
need  for  a  more  active  participation  of  industry  in  projects.  The  GMV  evaluation  report 
learned 
important 
programme,  offering  real  added  value,  and  possessing  a  catalytic  and  multiplicatory 
effect."  As  regards  the  programme's  impact,  the  report  concluded  that:  "...  COMETT 
greatly  contributed  to  the  remodelling,  enlargement  and  internationalisation  of  the 
cooperation  network  of  project  contractors."  The  report  also  recognised  that  the 
industrial  perception  of  the  programme  and  the  level  of  involvement  in  projects  was 
quite  variable.  A  common  issue  emerging  in  these  reports  concerns  the  burden  of 
administrative  procedures  and  paperwork,  with  strong  demands  being  made  to  decrease 
and  simplify  this  work,  or to  provide  assistance and  support  to  facilitate  this  task. 

that  COMETT  was:  "...  globally  perceived  as  a  politically 

These  evaluation  reports  were  timely  and  proved  to  be  of  considerable  help  to  the 
Commission  when  preparing  the  proposals  for  the  new  LEONARDO  DA  VINCI 
programme. 

Finally,  in  1994  all  Member  States  and  EFTA  countries  were  asked  to  make  a  second 
and  definitive  evaluation  of  the  COMETT  programme  in  their  country.  Although  there 
are,  of  course,  differences  between  countries  as  to  the  implementation,  progress  and 
perception  of  COMETT,  some  common  elements  in  the  opinions  of  Member  States 
could  be  identified.  A  summary  report  of  this  exercise,  published  in  1995,  confirmed  to 
a  large  extent  the  results  of  the  previous  national  evaluations.  It  concluded  notably  that: 
"...  The  major  contribution  of  COMETT  to  the  higher  education/industry  debate  has 
been  to  draw  attention  to  the  benefits  to  be  derived from 
transnational  cooperation  in 
the  area."  Also  it  emerged  that:  "...  COMETT's  major  operational  success  has  been  in 
the  European  added  value  which  it  has  brought  through  the  formalisation  and 
acceleration  of  transnational  student  placement  activities  and,  to  a  lesser  extent,  of 
higher  education  institutions  technical training  development. " 

24  3.5 

2. Networking 

This  chapter focuses  mainly  on  the  contributions  and  achievements  of  the  UETPs,  the 
consortia  supported  under  Strand  A.  However, since  networking  is a feature  common  to 
all  types  of  COMETT projects,  the  topic is discussed  in a somewhat  wider  context. 

2.1  Introduction 

2.1.1  The  concept  of  networking 

Networks  are  as  old  as  human  society.  It  suffices  to  witness  the  formation  of  not  only 
political  parties,  cliques  and  insider  groups  but  also  the  importance  of  a  variety  of 
"societies"  and  "invisible  colleges"  in  the  development  of  modern  science.  It  is  no 
surprise  that  such  an  effective  and  even  necessary  structure  of  human  communication 
should  be  formalised,  funded  and  put  to  work  for  European  economic  development  by 
many  European  Programmes,  including  COMETT. 

By  and  large,  networks  are  associated  with  the  provision  of  some  form  of  "service". 
They  are  a  way  of  connecting  the  users  and  providers  of  this  service.  Usually  the  net 
work  design  represents  a  compromise  between  its  ability  to  provide  every  possible  con 
nection  pattern  simultaneously  if required  by  the  users and  the  cost  of  network  provision 
and  maintenance.  A  difference 
is  often  made  in  networking  between  local  (intra-
regional)  area  networks  and  wide  area  (inter-regional/international)  networks.  It  is  pos 
sible  that  the  forms  of  optimal  networking  solution  differ  between  the  two  situations. 
Equally,  one  might  be  sensitive  to  how  often  information  needs  to  be  disseminated,  the 
type  of  access  network  members  desire,  and  the  rate  at  which  it  can  be  distributed. 

2.1.2  Networking  in  COMETT 

The  GMV  evaluation  report  noted2; 

One of  the  most  cited  impressions  of  the programme  was  the  setting  up  of  a  network  at 
European  level.  For  those  benefiting  from  it,  this  network provides  an  undeniable  value 
added  element  in  terms  of  European  integration,  concentration  of  abilities,  ease  in 
tracking  down  partners  as  well  as  complementary  elements,  synergy,  economies  of 
scale,  European  critical  mass  sufficient  to create a project,  etc.  ...  COMETT  h&s helped 
initiators'  cooperation 
to  a  large  extent  in  reshaping  and  enlarging  the  project 
networks.  Today, putting  aside  the  inter-UETP partnerships,  it can  be seen  that  half  the 
partnerships  engaged  in  the  COMETT programme  are  transnational,  and  that  half  have 
been set  up  thanks  to  COMETT. 

Thus  while  the  UETPs  are  the  structural  framework  of  COMETT  networks,  and  the 
focus  of  this  section,  the  other  strands  of  the  Programme  have  often  gone  on  to  develop 
their  own  specialist  networks. 

There  is  some  régularisation  of  a  French  to  English  translation. 

26 

What  does  the  "COMETT network"  refer  to? 

The term  "network"  as used  in  COMETT  has  a double  meaning: 
•  It  may  refer  to  a  project  partnership  or  consortium  itself,  in  general  one  which  has 
been  supported  under  Strands  A,  Cb  or  Cc.  The  term  network  is  appropriate  here 
since  such  partnerships  involve  between  15  and  200  participating  organisations.  The 
largest  UETPs  actually  have  some  sub-networks  operating  within  their  consortium 
structure. 

•  It  may  also  refer  to  the  cooperation  between  COMETT  projects  themselves,  really  a 
network  of  networks.  Thus,  the  'UETP  network'  points  to  the  mechanisms  of 
collaboration  and  exchange  between  UETPs;  again,  many  overlapping  sub-networks 
have  emerged.  There  were  also  many  networks  of  Strand  C  projects  operating  in 
similar  areas. 

"The  COMETT  network"  thus  represents  an  estimated  900  sub-networks,  not  counting 
the  several  1000s  of  bilateral  or  trilateral  mini-networks  for  student  and  persoimel 
exchanges. 

2.2 Functions  and  structure  of UETPs 

2.2.1  The  Council  Decision  and  its  operation 

The  network  of  University-Enterprise  Training  Partnerships  (UETPs)  was  launched 
under  COMETT  I  and  developed  and  elaborated  during  COMETT  II.  It  was  explicitly 
set  up  to  act  as  the  structural  backbone  for  achieving  the  five  overall  objectives  of  the 
Programme  (cf.  Section  1.2  above).  In  particular,  the  Council  Decision  requires  the 
following  of  this  "European  Network": 

The  development  and  reinforcement  of  university  -  industry  training  partnerships 
(UITPs)  and  the  extension  of  the  European  network,  both  regional  and  sectoral,  in 
order to further  transnational  cooperation particularly  in the following  fields: 
• 

in  contributing  to  the  identification  of  training  needs  in  technology  and  to  resolving 
them  in liaison  with  relevant  bodies in this  field 
in  assisting  and facilitating  the  development  and  exploitation  of projects  within  the 
other strands  of  the  COMETT II Programme 
in  strengthening  cooperation  and  inter-regional  transfer  between  Member  States  in 
the  development  of  initial  and  continuing  training for  the  needs  of  technologies,  their 
applications  and  transfer 
in  developing  links  in  the form  of  transnational  sectoral  networks  bringing-fogether 
projects from  various  strands  of the programme  in the same  area  of  training. 

• 

• 

• 

From  this  base,'the  COMETT  II  Vademecum  and  Application  Package  were  developed 
by  the  Commission  as  the  operational  foundation  for  UETPs  and  the  effective  Calls  for 
Applications  to  receive  financial  support  for  such  projects.  The  Vademecum  saw  UETPs 
defined:  'as cooperative  initiatives  between universities  and  enterprises  which: 

For  consistency  with  COMETT  I,  the  acronym  UETP  (rather  than  UITP),  and  "enterprise"  instead  of 
"industry"  has  been  used  in  Strand  A. 

27 

•  involve  agreement  between  universities  and  enterprises  designed  to  contribute  to  the 
identification  of  training  needs  in  technology  and  to  undertake  actions Jn  order  to 
meet  those  specific  training  needs for  highly  qualified  human  resources 

•  aim  to  meet  those  needs  on  a structured  and  coordinated  basis  in  coordination  with 

relevant  bodies  and  agencies 

the  COMETT 

(whether  within 

•  provide  a  support  structure  for 

the  execution  of  some  or  all  of  the  following 
activities 
framework  or  supported  under  other 
schemes):  (a)  work  placements  for  students  and  academic  staff  in  enterprises,  (b) 
secondment  of  staff  of  enterprises  to  universities  with  a  training  objective,  (c)  joint 
collaboration  in  the  development  and  implementation  of  retraining  and  updating 
programmes  for 
(particularly 
mid-career  personnel),  including,  in particular,  the staff  of  SMEs 

the  staff  of  enterprises  and  for 

training  personnel 

•  strengthen  cooperation  and  inter-regional  transfer  between  Member  States  in  the 
development  of  initial  and  continuing  training  for  the  needs  of  technologies,  their 
applications  and  transfer 

•  develop  links  in  the  form  of  transnational  sectoral  networks  bringing  together 

projects  fi'om  various  strands  of  the programme  in the same  area  of training. 

Thus,  the  European  Network  consists  of two  types  of  UETP: 
•  regional  UETPs:  partnerships  at  a regional  level  bringing  together  within  a  particular 
geographical  area  groups  of  universities  and  groups  of  enterprises  engaged  in  a joint 
training  venture  undertaken  with  the  support  of  the  relevant  private  and  public 
authorities  and  of  such  a  nature  as  to  have  a  significant  impact  on  training  efforts 
within  the  area 

•  sectoral  UETPs: partnerships  of  a  transnational  character  within  a  given  technologic 
al  field  or  an  industrial  sector  which  bring  together  universities,  enterprises  and  other 
relevant  organisations  specialising  in  that  field  with  the  objective  of  improving 
training  in  that  sector. 

Both  these  types  of  UETP  should  include  an  active  commitment  to  liaise  with  counter 
part  initiatives  in  other  Member  States.  Thus,  the  UETP  structure  has  two  distinct 
features: 
•  An 

local  higher  education 
institutions,  enterprises,  training  institutions,  chambers  of  commerce,  trade  unions, 
etc.  In  the  case  of  a  sectoral  UETP  the  actors  might  be  similar  but  based  in  different 
regions  and  with  a common  industrial  or  technological  interest. 

internal  partnership  between 

region-based  actors: 

•  A  European-wide  network  for  cooperation  in  higher  education  -  industry  relation 
ships,  particularly  in  the  area  of  advanced  technical  training.  This  network  then 
provides  the  opportunity  for  the  partners  in  sectoral  or  regional  UETPs  to  extend 
their  training  and  mobility  activities  across  Europe  through  cooperation  wilh.  other 
UETPs  in  the  COMETT  network. 

No  particular  legal  status  was  required  of  the  UETPs.  It  varied  according  to  local, 
regional  and  national  circumstances.  By  and  large,  higher  education  institutions  played 
the  greatest  part  in  the  organisation  and  administration  of  the  UETPs  due  to  their 
existing  or  rapidly  developing  direct  interest  in  mobility  activities  and  in  the  develop 
ment  of  continuing  education  based  on their  R&D  and  extension  of  existing  courses. 

28 

2.2.2  The  development  of  the  network 

COMETT  II  inherited  a  strong  network  from  COMETT  I.  Half  of  the  158  UETPs 
accepted  for  funding  following  the  1990  Call  for  Proposals  had  already  been  funded 
under  the  first  programme.  However,  the  1990  results  pointed  to  the  difficulties  which 
some  regions  had  in  participating  in  COMETT  activities:  several  peripheral  regions,  as 
well  as the  EFTA  States  which  were  participating  for  the  first  time  - along  with  the  new 
German  Lander  which  had  become  part  of  the  Community.  In  this  context,  the  Positive 
Action  programme  was  used  during  1991  to  develop  the  groundwork  for  the  1992  Call. 
This  initiative  was  specifically  targeted  at  those  regions,  countries  and  sectors  with 
acknowledged  weaknesses  in  the  COMETT  UETP  structure.  The  positive  results  of  this 
well  planned  approach  are  recognised  in  the  Final  National  Reports  and  Evaluations 
where,  for  example,  the  full  participation  of  Germany,  including  the  new  Lander,  is  to 
be  seen  along  with  a  strong  integration  of  UETPs  into  the  Norwegian  and  Swiss  infra 
structure,  as  well  as  improved  sectoral  coverage.  By  1992,  the  large  majority  of 
Europe's  regions  were  covered  by  a regional  UETP, the  main  exceptions  being  in  certain 
parts  of  Italy  and  Spain. 

The  sectoral  UETPs  structured  themselves, by  and  large,  along  generic  technology  lines, 
rather  than  traditional  industrial  sectors. The  major  fields  were: 
•  Software  and  Information  Technology  applications  (9  UETPs) 
•  Advanced  Production  and  Manufacturing  Technology  (7  UETPs) 
•  Environment  and  related  fields  (7  UETPs) 
•  Agro-food  and  Biotechnology  (7  UETPs) 
•  Materials  Technologies  (6  UETPs) 
•  Mechanical  Engineering,  Design  and  Applied  Mathematics  (6  UETPs) 
•  specific  manufacturing  sectors  (6  UETPs) 
•  Telecommunications  and  related  fields  (5 UETPs). 
It  should  be  remembered  that  many  regional  UETPs  have  sectoral  specialities  them 
selves. 

The  outcome  of  the  1992  Call  saw  some  207  UETPs  established:  130  regional  and  77 
sectoral.  The  greatest  number  of  regional  UETPs  were  in  France  (21),  followed  by 
Germany  (19),  the  UK  (17)  and  Italy  (13).  The  sectoral  UETPs  are  by  definition  highly 
European  in  nature  and  often  cannot  be  allocated  to  a particular  lead  country. 

2.2.3  Financial  aspects 

Overall,  the  support  for  the  work  programme  of  the  UETPs  within  COMETT ^represent 
ed  some  12 %  of  the  total  programme  budget.  Remember,  however,  that  UETPs  also 
benefitted  from  funding  in  the  other  Strands,  particularly  through  the  administration  of 
the  "pool"  scheme,  which  is  discussed  later  in  the  report.  As  regards  the  funding  prin 
ciples,  the  COMETT  Vademecum  stated  : 

The aim  of  the  Community funding  granted  to  UETPs is above  all  to  support: 
•  activities  with  a European  dimension 
•  activities  which  are  designed  to  lead  to  cooperation,  exchanges  and  communication, 
both  within  the  UETPs themselves  and  via the  UETPs operation  within  the  European 
network. 

29 

The  Community  may  make  a flat  rate  contribution  to  the  activities  mentioned  above  up 
to  a  maximum  of  50  %  of  the  UETP's programme  of  expenditure.  The  support  will  be 
reduced  progressively  with  a funding  ceiling per  UETP  of  70,000  ECU,  60,000  ECU 
and  50,000 ECU  respectively for  the first three years  of  operation. 

Provision  was  made,  however,  for  a  certain  flexibility  in  such  funding,  particularly  for 
UETPs  set  up  under  COMETT  I.  In  fact,  with  a  total  of  207  by  1992,  more  UETPs 
were  funded  than  originally  planned  for  and  funding  levels  correspondingly  reduced. 

The  average  UETP  budget  was  180,000  ecu  in  1992,  of  which  25  %  was  covered  by 
COMETT.  Contributions  in  kind  accounted  for  38  %  of  their  budget:  half  from  the  con 
tractor  or  coordinator  and  half  from  partners.  Cash  contributions  accounted  for  another 
13 %:  again  almost  equally  shared  between  the  coordinator/contractor  and  the  other 
partners.  The  other  significant  sources  of  income  were  regional  aid  (7  %  -  especially 
regional  UETPs)  and  national  aid  (4 %).  French  UETPs  were  outstandingly  successful 
in  obtaining  funds  from  these  sources.  Other  sources  included  income  from  managing 
other  COMETT  projects,  seminars,  etc.  Thus,  at  an  overall  level,  one-third  of  finance 
comes  from  EU  support  and  one-third  from  in-kind  contributions.  This  is  a  strong 
pointer  towards  the  difficulties  of  viable  self-finance  which  UETPs  may  have  if  they 
have  to  operate  under  similar  conditions  in the  future. 

2.2.4  Legal  status  and  strength  of  partnerships 

The  legal  status  of  the  147 UETPs  which  had  seen three  years  of  operation  included: 
•  64  as  simple  agreements  among  partners 
•  33  as new  independent  foundations  or  associations. 
•  21  as independent  businesses, usually  on  a not-for-profit  basis 
•  20  as  parts  of  existing  organisations  or  associations,  for  example,  in  professional  or 

industrial  federations  or  in  Chambers of  Commerce,  and 

•  9 other  forms  of  legal  status. 

Given  the  initial  requirement  for  the  UETPs  to  become  self-financing  over  a  period  of 
three  years  and  the  size  of  the  typical  UETP  annual  turnover  (300-400,000  ECU),  it  is 
of  concern  that  44  %  of  partnerships  had  not  tackled  the  issue  of  a  proper  legal  status  -
despite  having  been  in  existence  for  at  least  3  years,  some  even  5  or  6  years  (since 
COMETT  I).  Although  such  a  status  could  not  be  imposed,  the  Commission  has  made 
explicit  remarks  in  its  documents  on  the  risks  being  taken  by  the  contracting  party  in 
such  a  situation,  giving  the  possibility  of  partners  withdrawing  at  the  end  of  the  Pro 
gramme.  Of  course,  when  new  legal  structures  have  been  set  up,  there  is  greater  ability 
to  enter  into  other  contracts  and  relationships,  but  it  also  means  the  entity  must  market 
and  make  itself  known. 

The  personnel  situation  within  UETPs  reflects  both  their  rather  loose  legal  structures  as 
well  as  the  difference  in  activities  between  regional  and  sectoral  UETPs.  There  were 
only  75  senior  full  time  employees  among  the  147  UETPs  which  reported  information 
in  sufficient  details  on  their  personnel  deployment.  These  are  concentrated  in  regional 
UETPs.  The  high  numbers  of  senior  part-time  workers  in  sectoral  UETP  corresponds  to 
an  organisation  which  often  has  one  senior  coordinator  "per  country  pole"  with  other 
part-time  support.  Additionally,  sectoral  UETPs  generally  requires  high  level,  senior 
technical  input  compared  to  more  generalist  knowledge  in regional  UETPs. 

30 

As with  the  legal  structures,  employment  patterns  of  UETPs  give  some  concern  for  their 
long  term  viability.  While  reliance  on  part-time  workers  can  be  uncertain,  the  depend 
ence  of  the  development  of  the  UETP  on the  efforts  of,  quite  often,  only  one  person  can 
be  equally  fragile.  Some  of  the  Final  National  Evaluations  point  to  the  resignation  of 
good  people  from  the  UETPs  due  to  their  uncertain  future,  compounding  the  weakness 
of the  UETPs  position. 

Decision  making  in  UETPs  reflects  the  variety  of  legal  and  operation  structures  which 
have  developed.  Of  the  over  three  year  old  UETPs,  58 %  have  an  independent  manage 
ment  committee  or  board,  27  %  have  such  a  committee  but  which  is  responsible  to 
another  organisation,  usually  the  contracting  organisation,  and  7 %  still  had  no  decision 
making  body.  Of  regional  UETP  management  boards,  32  %  are  answerable  to  another 
organisation  compared  to  17 %  of  sectoral  UETPs.  This  is  possibly  an  indicator  of  the 
integration  of  UETPs  into  regional  infrastructure.  Only  44  %  of  UETPs  had  set  up  a 
steering  committee  for  more  day  to  day  management.  Within  UETPs,  57  %  had  set  up 
working  groups  for  particular  topics.  Some  30  %  of  UETPs  had  undertaken  subcontract 
ing  or  substantial  delegation  of  work  to  partners  or  outsiders.  Sectoral  UETPs,  per  force, 
tend  to  operate  more  decentralised  management  structures.  Their  management  structures 
are  less  developed.  Conversely,  regional  UETPs,  without  the  problem  of  travel  costs, 
hold  more  meetings  and  have  a more  developed  management  structure. 

Among  the  UETPs  of  three  years  old  and  over,  there  is  an  average  of  approximately  50 
partners  per  UETP  (with  other  UETPs  making  up  10 %  of  these  partners).  Sectoral 
UETPs  average  17 universities  as partners,  compared  to  10 in  regional  UETPs.  This  can 
be  explained  by  sectoral  UETPs  being  a  structure  based  on  a  technology  area  as 
opposed  to  an  industrial  sector,  with  universities  as the  founding  members.  Interesting  to 
note  is  that  73  %  of  all  UETPs'  industrial  partners  are  SMEs,  i.e.  companies  with  under 
500  employees. 

Overall,  the  nature  and  role  of  UETPs'  members, partners  or  associates  is  often  not  very 
clear.  Because  of  the  variety  of  UETP  structures,  the  notion  of  what  a  "member"  of  a 
UETP  is,  has  never  been  defined.  Some  define  it  as  equity  participation,  others  as  part 
icipation  in  management  and  still  others  as  simply  expression  of  interest.  Thus,  the  level 
of  active  participation  in  COMETT  by  enterprises  and  others  may  be  considerably  lower 
than  some  of  the  raw  data  suggests.  Throughout  the  programme,  a  number  of  measures 
were  taken  (such  as  the  issuing  of  formal  recommendations  to  projects  and  a  number  of 
initiatives  under  the  Positive  Actions  scheme)  to  improve  industrial  participation  and  to 
strengthen  and  deepen  partnership  structures. 

2.2.5  European  dimension 

The  European  dimension  is  considerable,  particularly  in  sectoral  UETPs  which  average 
participants  from  10  countries.  Their  activities  are  immediately  and  directly  trans-
European.  Their  management  form  varies  from  a  democratic  decentralised  model  to  a 
centralised,  pyramidal  form.  Regional  UETPs  are  less  immediately  European,  achieving 
this  dimension  over  a  longer  time  period,  through  placement,  training  and  other  colla 
borative  ventures.  After  3  years,  they  claim  partnership  with  an  average  of  4  UETPs 
abroad. 

31 

From  the  last  available  full  survey  of  UETPs,  their  pattern  of  linkages  to  other 
COMETT  activities  showed  that  54  %  had  strong  links  to  other  UETPs,  underlining  the 
importance  of  the  inter-UETP  activities  and  their  strength  as  a  Europeanising  force. 
Other  strong  links  were  to  student  placement  activities,  short  courses  and  joint  training 
projects. 

Links  to  other  European  Programmes  have  grown  for  UETPs,  particularly  to  other 
education  and  training  initiatives.  Two  out  of  the  average  three  reported  programme 
links  per  UETP  will  be  to  education  and  training;  the  other  to  R&D.  There  is  little  dif 
ference  between  sectoral  and  regional  UETPs.  The  main  links  are  reported  to  be  to 
TEMPUS,  ERASMUS,  FORCE,  SPRINT,  LINGUA,  EUROFORM,  ESPRIT  and 
BRITE/EURAM in that  order.  Again this reinforces  the role  of the UETP  as a  European 
ising  force,  moving  to  supporting  much  wider  activities  than  the  original  COMETT 
brief. 

2.2.6  Information  management 

Over  50  %  of  UETPs  publish  a  regular  newsletter  and  a  similar  proportion  use 
electronic  mail  on  a  regular  basis.  On  the  other  hand,  there  were  some  10 %  of  UETPs 
which  have  not  published  a  promotional  brochure.  Information  activities  appear  to 
centre  on  traditional  methods:  mailings,  visits  and 
information  days.  This  said, 
three-quarters  of  UETPs  provide  information  on  a  full  spectrum  of  topics  from 
COMETT,  to  other  COMETT  projects,  to  EU  Research  Programmes.  Other  information 
activities  include  developing  an  inventory  of  education  and  training  opportunities,  and 
other  training  related  databases.  Again,  the  Europeanization  aspect  of  UETPs  is 
reinforced. 

Half  the  UETPs  have  formed  linkages  with  Euro  Info  Centres,  with  national  and  with 
regional  networks.  There  has  been  some  concern,  however,  about  the  proliferation  of 
networks  targeting  the  same  customer  with  similar  services. In  the  atmosphere  of  ration 
alisation,  some  rethink  of  the  role  of  UETPs,  particular  as  information  source,  may  be 
necessary. 

2.3  The  contribution  of the UETPs 

The  UETPs  have  often  been  called  the  "backbone"  of  the  COMETT  Programme.  The 
Panel  of  Experts'  Evaluation  noted:  "The  UETPs  are  seen  by  the  Panel  as  an  essential 
part  of  a  European  Network for  developing  industry-university  links  and  are  vital  to  the 
running  of  COMETT  itself."  In  this  section,  the  specific  contributions  of  the  UETPs  are 
examined  under  four  headings:  regional  UETPs,  sectoral  UETPs,  training  needs  analysis 
activities,  and  transnational  activities. 

2.3.1  The  regional  UETP  networks 

The  regional  UETPs'  two  main  contributions  have  been: 
• 

to  develop  the  local  or  regional  interfaces  and  infrastructure  associated  with  univer 
sity-industry  cooperation,  and 

32 

• 

to  integrate  this  regional  infrastructure 
into  the  first  European-wide  cooperative 
network  dedicated  to  furthering  the  European  development  of  university-industry 
cooperation  in  continuing  education  and  training. 

At  a  local  and  regional  level,  the  UETPs  have  developed  the  organisation,  information 
and  management  interfaces  between  higher  education,  domestic  enterprises  at  a  local 
level,  public  authorities,  and  other  institutions  involved  in  regional  and  national  develop 
ment  (particularly,  but  not  exclusively  in  education  and  training).  This  has  taken  place 
through  information  events, workshops, training  courses, projects,  etc.  In  particular,  they 
have  acted  as  information  and  management  structures  for  EU  Programmes  (cf.  above). 
In  some  countries,  a  number  of  UETPs  have  been  strongly  integrated  into  a  wider  role 
in  regional  and  even  national  technological  and  industrial  development  strategies.  Their 
success  in  this  wider  development  role  may  be  related  to  their  initial  institutional 
positioning. 

However,  the  UETPs  most  acclaimed  contribution  has  been  to  integrate,  the  above 
activities  with  similar  and  parallel  activities  in  the  regions  of  other  European  countries, 
forming  international  cooperative  partnerships.  UETPs  have  provided  not  only  a  frame 
work  for  international  training  and  placement  activities  but  also,  as  one  country 
commented  in  its  national  evaluation  report  'an  international  vision  on  technology 
training', often  internationalising  purely  regional  projects. 

The  primacy  of  the  UETP's  contribution  as the  development  of  the  trans-European  inter 
face  seems  to  hold  for  both  regions  in  which  there  was  already  a  strongly  developed 
higher  education-industry  interface,  as  well  as  the  less  experienced  regions.  The  latter 
regions,  of  course,  have  benefited  to  a  relatively  greater  extent  from  the  UETP's  effect 
on  domestic  infrastructure.  However,  within  a  participating  country,  the  effectiveness  of 
UETPs  could  vary  greatly  from  one  region  to  another.  Italy,  for  example,  emphasises 
their  effectiveness  and  importance  in the  South. 

The  generally  positive  attitude  to  UETPs  must,  however,  be  tempered  by  noting  that  in 
some  regions,  the  contribution  outside  the  universities  and  companies  directly  involved 
may  be  small.  Equally,  enterprises  would  not  see  as  great  a  value  added  in  the  work  of 
UETPs  as  might  regional  or  European  authorities.  Attitudes  of  universities  varied 
greatly,  reflecting  the  fact  that  the  added  value  of  the  UETP  network  is  to  a  large  extent 
dependent  on  the  size  of  the  institutions,  the  past  experience  with  student  placements 
and  continuing  education,  and  the  existing  linkages  with  industrial  and  transnational 
partners. 

2.3.2  Contribution  of  sectoral  UETP  networks 

Sectoral  UETPs  seem  to  have  had  fewer  identity  problems  than  regional  UETPs  and 
have  contributed  more  directly  and  in  greater  measure  to  technology  transfer  and  indus 
trial  training  development.  Their  clientele  were  seen  as  much  better  defined  and,  by  and 
large,  a  more  homogeneous  group  with  similar  technical  requirements.'  This  and  the 
more  focused  expertise  of  the  UETP  personnel  have  made  work  such  as  training  needs 
analysis,  reports  on  the  state-of-the-art  technology,  and  the  formation  of  "European 
Working  Groups"  both  more  relevant  to  UETP  activities  and  easier  to  undertake. 

33 

For  similar  reasons,  the  development  of  the  industrial  base  of  the  UETP  network  has 
also  been  easier  to  construct.  Some  have  managed  to  develop  not  only  a  strong  network 
but  to  have  become,  to  some  extent,  a  voice  for  the  sector  in  European  level  education 
and  training  issues.  A  number  have  also  developed  recognised  European  wide  training 
programmes  and  had  a  more  visible  impact  on  training.  It  was  noted  that  such  special 
ised,  high  level  courses  fit  in  better  with  the  advanced  education  system.  Like  the 
regional  UETPs,  the  sectoral  partnerships  have  also  become  effective  organisers  of 
mobility  programmes  and  coordinators  of  other  non-training  EU  Programmes. 

However,  as  with  regional  UETPs,  the  overall  magnitude  of  their  contribution  should 
not  be  over  exaggerated:  COMETT  is  a  small  programme.  Comparison  of  the  overall 
effectiveness  of  regional  and  sectoral  UETPs  is  not  practical;  they  address  different 
development  issues.  The  Panel  of  Experts'  Evaluation  notes,  'Sectoral  UETPs  are 
generally  better  placed  in  the  more  technologically  advanced  regions  and  regional 
UETPs  are  necessary  where  there  is  not  an  adequate  level  of  technological  skills.' 
Equally,  the  National  Final  Evaluations  do  not  make  any  overall  judgement  as  to 
whether  sectoral  or  regional  UETPs  are  better  or  more  valuable  for  COMETT 
objectives,  but  their  analysis  would  be  generally  supportive  of  the  Panel  of  Experts' 
position. 

2.3.3  Articulation  of  industrial  training  needs 

Direct  training  needs  analysis  is  a very  difficult  area  for  regional  UETPs  and  even  more 
so  for  sectoral  UETPs.  Indications  are  that  firms  and  even  UETPs  and  regional  author 
ities  do  not  see  it  as  the  UETP's  main  role:  it  is  a  company  function  and  UETP  per 
sonnel  do  not  often  have  the  expertise.  Firms  were  much  more  positive  about  the 
UETPs'  role  as  a  conveyor  of  information,  linking  firms  to  higher  education  institutions 
and  advising  on  European  programmes  and  projects.  In  this  context,  some  point  to 
UETPs  having  acted  as  a  sort  of  "clearing  house",  drawing  existing  studies  together, 
defining  methodological  approaches,  choosing  training  options,  etc.  as  well  as  consol 
idating  and  articulating  the  demand  from  SMEs.  Equally,  innovative  approaches  were 
seen  in  some  UETPs  with  the  use  of  instruments  such  as  round  tables,  sectoral  work 
shops,  and  future  issues  groups  as  an  effective  method  of  making  known  industrial 
demand  requirements.  This  said,  most  UETPs  have  carried  out  training  needs  analyses 
(TNA)  as  their  main  approach  to  assisting  in  the  articulation  of  industrial  needs  and 
many  have  been  very  successful. 

The  UETPS  and  the  Skill  Needs  project 

A major  impact  of  the  UETPs  in  tackling  the  articulation  of  industrial  needs  has,  in  fact, 
taken  place  outside  the  formal  framework  of  COMETT  II  itself.  In  1990  the  European 
Parliament,  concerned  at  the  possibility  that  skill  shortages  might  retard  Europe's  econ 
omic  development  asked  the  Commission  to  examine  the  skill  position  across  the 
regions  of  the  Community.  Using  largely  COMETT's  network  of  UETPs  to  undertake 
the  analysis,  within  six  months  the  first  regional  results  were  available  and  within  a 
further  two  years  a  comprehensive  picture  of  skill  needs  across  Europe  had  been 
achieved  and  was  already  being  updated.  Out  of  this  work  sprang  many  regional 
initiatives  to»  correct  local  difficulties,  as  well  as  improved  regional  networks  and 
observatories  for  monitoring  skill  needs  on  an  ongoing  basis. 

34 

In  various  UETPs,  the  carrying  out  of  the  TNA  has  provided  the  process  through  which 
university  and  industry  have  been  brought  together  not  only  to  discuss  training  but  also 
to  form  the  basis  for  a  more  general  future  cooperation  in  the  field  of  human  resource 
development  and  beyond. 

2.3.4  Stimulation  of  the  transnational  outlook  in  partners 

All  evaluation  and  monitoring  reports  have  recognised  the  effects  of  UETPs  in  stimul 
ating  a  transnational  outlook  among  the  partners.  This  has  occurred  for  both  universities 
and  enterprises.  For  higher  education  institutions,  an  international  exchange  on  training 
methodologies  and  teaching  systems  as  well  as  contacts  with  firms  abroad  hosting  their 
students  have  taken  place.  For  participating  firms,  a  wider  access  to  the  European 
training  potential  and  a  greater  awareness  of  the  European  dimension  of  R&D  and 
technology  have  resulted. 

It  has .also been  observed  that  there  is  a  specific  benefit  of  the  integration  of  SMEs  into 
European  programmes  for  the  first  time  via  student  placements  and  the  location  of 
partners  abroad.  Through  such  actions,  firms  have  become  much  more  aware  of  the 
potential  benefits  of  collaboration  in  Europe,  not  only  in  terms  of  training,  but  also  in 
relation  to  R&D  programmes  and  business  generally.  Quantitative  evaluations  bear  out 
the  positive  attitude  of  students  and  enterprises. 

In  addition,  UETPs  have  helped  purely  national  projects  to  become  European.  This  has 
led  to  the  development  of  strong  international  networks  of  universities,  institutes  and 
enterprises  around  short  courses  and  training  projects.  UETPs  have  achieved  this  change 
in  outlook  through  different  modes  of  transnationality;  some  emphasising  specific 
technological  sectors,  others  involving  a  very  broad  spread  of  organisations  from  their 
region,  while  still  others  have  concentrated  on  developing  their  education  institutions  as 
catalysts.  In  all.  COMETT  has  thus  contributed  considerably  to  developing  a  collective 
transnational  approach  to  education  and  training. 

2.4  Strengths  and weaknesses  of UETPs 

2.4.1  The  strengths 

The  European  dimension  of  both  regional  and  sectoral  UETPs  has  undoubtedly  been 
their  greatest  strength.  This  European  dimension  ranges  from  UETPs'  direct  contact  with 
the  Commission  and  knowledge  of  European  Programmes,  to  expertise  in  applying  for 
and  managing  European  projects,  to  their  core  strength  as  part  of  a  well  structured, 
dedicated  European  operational  network.  The  UETP  may  also  benefit  from  links  to 
other  European  networks  and  information  sources. 

Again  for  both  sectoral  and  regional  UETPs,  their  second  axis  of  strength  lies  in  their 
network  of  domestic,  regional  or  sectoral  members.  Regional  UETPs  often  have  sectoral 
specialities  and  sectoral  UETPs  and  their  nodes  are  often  involved  in  regional  infra 
structure.  Generally,  UETPs  now  have  an  accepted  role  (some  much  stronger,  some 
much  weaker)  in  their  domestic  university-industry  interface  and  indeed  in  the  wider 
skills  supply-demand  interface. 

35 

The  initial  positioning  of  the  UETP  is quite  important  in  this  context.  Strong  positioning 
includes  links  to  or  physical  location  in  university  extension  centres  or  liaison  offices, 
continuing  education  and  training  providers,  contract  research  institutes,  chambers  of 
commerce,  etc.  The  access  to  supplementary  funding  can  often  be  a  function  of  such 
strong  positioning  and/or  the  network  created. 

Another  dimension  also  relates  to  the  institutional  positioning  of  the  UETP  (or  sectoral 
UETP  node).  Positioning  with  or  in  institutions  where  the  objective  was  to  transfer 
R&D  to  industry  has  assisted  in  creating  a  direct  working  contact  with  local  industry. 
This  has  improved  the  perception  of  university  graduates,  created  industrial  interest  in 
university  research  and  researchers  and  opened  effective  channels  for  firms  to  higher 
institutions.  Positioning  UETPs  with  institutions  whose  objectives  were 
education 
predominantly  academically  oriented  seem  less  successful.  Here  UETPs  have  had  more 
focus  on-  student  placement  but  also  more  difficulties  due  to  the  lack  of  a  stable 
structure  of  industrial  involvement. 

At  a  lower  level,  UETP  strength  resides  in  factors  such  as  the  dedication  of  its 
managers,  its  well  motivated  personnel,  its  reputation,  its  'independent  status  as  a  base 
for  democratic  partnership',  its  technical  credibility,  its  links  to  R&D  programmes,  etc. 
The  recent  introduction  of  recruitment  activities  has  improved  the  position  of  some 
UETPs.  The  full  geographic  coverage  of  a  State  by  UETPs  was  also  seen  as  important. 

2.4.2  Weaknesses  of  UETPs 

The  fragility  of  the  financial  base  and  the  lack  of  industrial  involvement  are  the  two 
main  difficulties  confronting  the  UETP  network.  The  weakness  and  insecurity  of  the 
financial  base  of  most  UETPs  is  seen  as the  main  weakness.  It  entails  a  sub-critical  size 
for  the  UETP  and  limited  numbers  of  staff  as  well  as  difficulties  in  realistic,  long  term 
planning.  The  strong  dependence  of  some UETPs  on  European  funding  for  complement 
ing  their  own  resources,  and  their  inability  to  generate  other  funds  compounded  this 
insecurity. 

in 
Limited  involvement  of  industrial  partners,  particularly  SMEs,  and  the  difficulty 
retaining  industry's  interest  in  projects  have  emerged  as  an  other  core  difficulty.  These 
issues  can  be  compounded  in  the  less  favoured  regions  by  the  weak  industrial  base  and 
the  non-innovative,  traditional  nature  of  many  companies.  The  UETP  staff  itself  may 
also  have  little  actual  technical  or  industrial  knowledge. 

In  some  regions,  the  higher  education  base  may  also  cause  problems.  This  could  arise 
when  the  universities  themselves  have  a  weak  technical  and  organisational  base.  Some 
higher  education  institutions  appeared  to  be  mainly  interested  in  student  placement,  with 
little  participation  in  training  development.  Equally,  the  traditional  outlook  of  some 
universities  may  cause  difficulties  in  instituting  and  recognising  industrial  placements. 

Other  weaknesses  include  the  poor  development  of  networks  and  poor  coordination  with 
other  national  and  local  training  bodies,  the  rapid  turnover  of  UETP  staff,  overlarge 
regions  to  be  covered,  a disinterested  attitude  by  public  authorities,  etc.  Ppor  planning,  a 
lack  of  marketing  strategy,  and  the  lack  of  time  for  self-training  in  a complex  area  were 
also  stated  as  weaknesses  seen  in  some  UETPs.  The  time  required  to  become  known 
and  accepted  is  also  a  difficulty. 

36 

An  additional  weakness  in  EFTA  countries  is  that  their  UETPs  currently  cannot  access 
as  easily  the  synergy  between  COMETT  and  other  EU  Programmes  in  comparison  with 
EU  Member  States. This  difficulty  will  pass over  the  coming  years. 

2.4.3  The  self-image  of  UETPs 

The  UETPs'  self-image  reflects  these  weaknesses.  It  shows them  as  competent  in  Europ 
ean  level  university-industry  relations,  particularly  the  European  dimension,  and  as 
making  a  significant  contribution  to  advanced  technical  training.  They  see their  structure 
as  efficient  and  able  to  develop  transnational  projects  or  networks  with  good  co 
operation  within  the  UETP  network.  Secure  within  the  higher  education  world,  their 
confidence  weakens  when  they  have  to  deal  with  representative  organisations  and  even 
more  so  with  industry,  particularly  SMEs.  They  are  not  fully  sure  of  their  contribution 
to  regional  economic  development.  Direct  training,  training  needs  analysis  and  direct 
dissemination  and  marketing  of  training  cause them  further  concern. 

While  such  qualitative  opinions  by  UETPs  and  national  authorities  are  important  indic 
ators  of  the  health  and  strategic  development  direction  of  UETPs,  there  is  some  concern 
that  a  system  of  operational  objectives  and  quantitative  indicators  has  not  been  develop 
ed  sufficiently  either  for  or  by  individual  UETPs  and  was  seen  as  a  problem  in  up 
grading  their  work. 

37 .2>S 

3.  Training  actions 

3.1  Introduction 

3.1.1  Training  activities  in  COMETT 

Training,  when  defined  in  a  wide  sense  as  acquiring  or  updating  knowledge  and .skills, 
can  be  performed: 
• 

through  formal  training  activities,  i.e.  classroom  teaching,  or  through  distance  educ 
ation  provision 

•  by  self-study  or  learning-on-the job 
•  by  bringing  people  in  touch  with  each  other,  which  can  be  used  as  an  informal  way 

to  let them  learn  from  each  other 
through  transfer  of  people  to  another job  or  location. 

• 

The  COMETT  Programme  aimed  at  promoting  training  in,  in  particular,  advanced 
technologies  in  a  European  context.  As  Section  1.2  already  highlighted,  the  Council 
Decision  on  COMETT  II  includes  explicit  references  to  a number  of  training  objectives, 
to  be  realized  by  COMETT  II.  The  relationship  between  these  objectives  and  the  formal 
training  activities  supported  by  COMETT  will  be  considered  below3. 

The  programme  provided  a number  of  operational  mechanisms  in  this  regard.  Let  it  first 
be  recalled  that  the  many  partnerships  and  networks  -  UETPs  and  others  -  created  and 
supported  by  the  programme  have  provided  to  many  people  an  informal  platform  for 
contacts  and  thus  for  exchange  of  knowledge  and  experience.  At  the  same  time 
COMETT  has  offered  a  range  of  possibilities  for  the  organisation  of  placements  and  the 
exchange  of  people  (cf.  Section  4  further  on  in  this  report).  However,  in  terms  of  train 
ing  activities,  the  most  visible  and  eventually  most  substantial  part  of  the  COMETT 
budget  was  allocated  to  the  more  formal  training  development  efforts.  These  activities 
will  be  discussed  in  the  following  paragraphs. 

In  COMETT  II,  support  for  training  projects  was  granted  under  Strand  C, Joint Training 
Actions.  This  programme  category  was  split  into  3 categories  or sub-Strands: 
•  Short  training  courses  (Ca) 
•  Joint  training  projects  (Cb) 
•  Pilot  projects  (Cc). 

— 

This  sub-division  was  the  operational  implementation  of  the  requirements  laid  down  in 
the  Council  Decision  on  COMETT  II  (see box  below). 

Several  issues, such  as  industry-university cooperation, synergy  with  other  European  programmes  and 

equal  opportunities between  men  and  women, will, however,  be  discussed  as part  of  the transversal themes in 
Section  5. 

.39 

Support  for  advanced  training  activities  as  specified  in  the  Council  Decision  on 
COMETT  II 

"(a)  Support for  crash  training  courses with  a  European  dimension  in,  in  particular, 
advanced  technology designed for  the rapid  dissemination  -  by  and  in universities 
and  by  and  in industry - of the results of research and  development  in the field of 
new technologies and  their applications,  as  well as for  the promotion,  particularly 
for  small  and  medium-sized businesses of the transfer of  technological  innovation 
to sectors  in which it was  not previously  applied. 

(b)  Support for  work  on  devising,  developing  and  testing  at  European  level  joint 
in,  in  particular,  advanced  technology,  initiated  jointly  by 
training  projects 
different  industries  in  association  with  the  universities  concerned  in  at  least  two 
different  Member  States  of  the  Communities  in  fields  relating 
to  the  new 
technologies and  their  applications. 

(c)  Support for  multilateral  arrangements for  training  in,  in  particular,  advanced 
technology  initiated  jointly  by  different  industries  in  association  with  the 
universities concerned aimed  at  establishing systems for  distance  learning utilizing 
new training  technologies and/or resulting in transferable  training products. " 

3.1.2  Some  key  data  on  training  projects  supported  in  COMETT 

For  the  short  bourses  supported  under  Strand  Ca  there  have  been  Calls  for  Applications 
in  each  of  the  five  operational  years  of  COMETT  II;  from  1991  onwards  these  calls 
were  subject  to  the  'pool'  scheme  (cf  Section  1.3).  For  the  joint  training  projects  of 
Strand  Cb,  projects  could  be  submitted  in  1990  and  1992.  There  has  not  been  a  Call  as 
such  for  the  pilot  projects  (Strand  Cc).  Instead,  out  of  the  Strand  Cb  applications  in 
1990  a  number  of  projects  (or  combinations  of  projects)  were  shortlisted  and  invited  to 
submit  a more  detailed  application.  This resulted  in the  selection  of  30  pilot  projects. 

Between  1990  and  1994  no  less  than  2036  applications  were  received  under  Strand  C: 
1017  for  the  organisation  of  pools  of  short  courses  and  1019  for joint  training  activities. 
Eventually  more  than  50 %  of  the  applications  were  accepted;  this  relatively  high  figure 
is  to  a  large  extent  attributable  to  the  pool  system  (cf.  Section  1.3),  where  most  of  the 
projects  were  accepted,  but  in  general  only  for  part  of  the  proposal. 

In  the  five  years  of  COMETT  II  the  totality  of  applicants  in  Strand  C  asked  some  500 
million  ECU  for  their  training  actions.  Some  101  million  ECU  would  eventually  be 
awarded.  Three  quarters  of  the  projects  accepted  were  short  course  projects;  however, 
from  a  financial  point  of  view  they  account  for  only  a  quarter  of  the  support  granted  in 
Strand  C.  Most, of  the  training  budget  went  to  the  joint  training  projects  in  Strand  Cb, 
with  an  average  grant  of  200  000  ECU,  and  to the  pilot  projects,  each  receiving  500  000 
ECU.  On  the  average  the joint  training  projects  have  been  supported  at  a  level  of  30  to 
50 %  of  total  project  costs;  for  pilot  projects  the  figure  came  close  to  50  %.  In  Strand 
Ca,  support  was  more  of  a  flat  rate  nature,  based  on  the  number  and  type  of  course 
sessions to  be  organised  - but  in  any  case  lower  than  50 %  of  the  project  costs. 

Many  organisations  have  participated  as  a  partner  in  Strand  C  training  projects.  All 
together  there  are  an  estimated  8500  different  organisations  which  are  or  have  been  in-

40 

volved  in  the  development  of  advanced  continuing  training  projects  within  COMETT, 
probably  making  it  the  biggest  Continuing  Education  and  Training  network  worldwide. 

The  distribution  of  the  main  types  of  organisations  in  Strand  C projects  is  approximately 
as  follows: 
•  over  5500  different  companies,  including  some  4000  SMEs  (small  and  medium-sized 

companies) 

•  1200  universities  and  other  higher  education  institutions  (which  are,  on  average, 

involved  in  2  projects) 

•  over  1500  other  organisations  (such  as  professional  organisations,  research  institut 

ions, public  authorities,  not-profit  making  associations, etc  ...) 

•  200  UETPs  (most  UETPs  submitted  pool  applications  under  Strand  Ca,  and  over  1 

UETP  in  2  is participating  in,  on  average,  3-4  Cb/Cc  projects). 

In  Strands  Cb  and  Cc,  the  average  number  of  project  partners  is  19,  including,  on  aver 
age,  7  enterprise,  5-6  universities,  1-2  UETPs  and  4-5  other  organisations.  There  are 
also  typically  6  different  countries  to  which  partner  organisations  belong. 

The  outputs  of  these  training  projects  are  many  and  varied.  In  summary,  by  the  end  of 
the  operational  period  of  COMETT  II  (end  of  1995)  it  is  estimated  that: 
• 
•  given  for  some  260  000  trainees, 
•  with  a  total  of  280  000  training  hours  (being  the  sum  of  the  duration  of  the  training 

there  will  have  been  9500  course  sessions, 

courses). 

Also: 
•  approximately  4600  training  materials  will  have  been  produced,  and 
•  an  estimated  250  000  people  will  have  used  one  or  more  of  these  training  materials. 
About  the  nature  of  the  training  materials  produced  it  may  be  mentioned  that  some 
60  %  of  them  are  mainly  text  or  paper  based,  30  %  are  software  based  and  8 %  are 
videos. 

3.2  Training  in  advanced  technology 

3.2.1  What  is  advanced  technology  training  ? 

The  Council  Decision  on  COMETT  II  makes  several  references  to  the  requirement  for 
COMETT  to  support  training  in  advanced  technologies,  notably  within  the  objectives: 

"(...)  to  improve  the  contribution  of,  in particular,  advanced  technology  training  at  the 
various,  levels  concerned,  and  thus  the  contribution  of  training  to  the  economic  and 
social  development  of  the  Community  (...)" 

However,  no  definition  was  provided  of  what  was  to  be  understood  by  advanced  tech 
nology,  either  in  the  Council  Decision,  nor  in  the  COMETT  II  Vademecum.  Never 
theless  it  is  obvious  that  the  criterion  of  applicability  of  the  technologies  considered  is 
an  important  one. 

.41 

The  more  advanced  an  area  is, the  more  difficult  it  becomes  to  develop  training  actions 
which  are  based  on  a thorough  analysis  of  training  needs. At  best there  will  be  a  repres 
entative  group  of  research  and  development  people  who  feel  that  the  type  of  subjects 
treated  might  well  be  interesting.  This  situation  is part  of  the  rationale  for  the  COMETT 
framework:  by  promoting  cooperation  between  universities  and  enterprises,  combined 
with  a  strong  emphasis  on  links with  other  European  programmes,  an  attempt  is made  to 
create  the  best  conditions  for  an  optimal  choice  of  advanced  training  topics  which  could 
contribute  to  the  economic  development  of  the  Community. 

What  eventually  was  considered  as  'advanced',  innovative  and  important  areas  in 
COMETT  can  be  deduced  from  ranking  the  technologies  areas  most  frequently  appear 
ing  in  COMETT  projects.  In  COMETT  I  (1986-1989)  three  sectors  stood  out  as  being 
the  most 
important:  Innovation  Management,  Advanced  Production  and  Micro 
electronics.  In  COMETT  II  (1990-1994)  there  were  many  more  areas  which  were  in 
high  demand,  but  not  at the  same  moment: 
• 

the  only  sector  that  remained  very  strong  in  demand  throughout  COMETT  II  was 
Advanced  Manufacturing 
in  1990  there  was  strong  demand  for  project  support  in  the  areas:  Materials,  Health 
and  Safety,  and  Innovation Management 
in  1992  there  was  a decrease  for  Materials,  Health and Safety,  and  Innovation Man 
agement,  but  Environment and  Training (technology and  methodology)  boosted;  new 
top  areas  were  often  Information Technology based:  Data  and  Information  Process 
ing,  Software  Engineering, and,  to  a  lesser  extent,  Telecommunications  and  General 
Information  Technology topics 

• 

• 

•  by  1994  it  had  become  very  difficult  to  identify  any  dominant  sectoral  pattern,  given 
the  considerable  freedom  given  to  UETPs  in  the  final  selection  of  sub-projects  and 
courses  to  be  held  as part  of  their  Strand  Ca-pool  project. 

The  survey  undertaken  for  the  establishment  of  the  GMV  evaluation  report  clearly 
showed  that  both  project  coordinators  and  trainees  underscored  the  direct  applicability 
of  the  technology  training  provided  in  the  COMETT  training  courses.  Over  90  %  of  the 
project  coordinators  supported  this  statement,  as  well  as  the  fact  that  the  training 
delivered  had  been  effective  in  assisting  technology  transfer.  And  90  %  of  the  trainees 
surveyed  agreed  that  the  COMETT  training  courses  they  had  attended  were  predo 
minantly  considered  as  a  tool  and  support  mechanism  for  increasing  or  updating  their 
technical  knowledge. 

The  evaluation  report  of  the  panel  of  experts  uttered  some  criticism  on  the  restriction  to 
technology  training.  They  recommended:  "Training  not only  in technical  skills  but  also 
the developrhent of managerial, social  and  enterprise skills....  These skills  are  a  crucial 
to  maximise  efficiency  and 
element 
competitiveness  in  the  modern  company."  It  should  be  noted  that  this  is  one  of  the  few 
criticisms  given  by  the  panel  on  the  scope  of  the  programme.  In  line  with  this 
recommendation,  the  Commission  has  widened  the  scope  of  the  support  possibilities 
within  the  framework  of  the  new  LEONARDO  DA VINCI  programme. 

the  proper  harnessing  of 

technology, 

in 

The  final  national  evaluation  reports  indicate  that  COMETT  has  been  an  undoubted  suc 
cess  in  terms  of  the  improvement  of  technological  training's  economic  contribution.  It 
should  be  underlined,  however,  that  this  has  not  been  achieved  only  through  the 
activities  supported  under  Strand  C,  but  also  through  the  experiential  learning  practices 

42 

associated  with  student  placements.  The  more  formal  training  approaches  under  Strand 
C  have  also  seen  an  improvement  in  the  quality  of  courses,  mostly  due Jo  transnat-
ionality  and  industrial  involvement,  and their  wider  availability. 

The  limited  size  of  the  COMETT  budget,  in  comparison  with  national  spending  in  the 
area  of  continuing  education  and  training,  has  also  meant  that  the  direct  and  catalytic 
effects  of  COMETT  have  been,  in  relative  terms,  modest.  It  thus  clearly  emerges  that 
the  COMETT  contribution  to  improving  quality  of  supply  has  been  more  marked  and 
more  important  than  its  contribution  to  the  quantity  of  provision.  Nevertheless,  ft  is  also 
true  that  the  programme  has  been  a  pioneer  in  many  of  the  lesser  developed  regions  of 
the  Community. 

3.2.2  Partnerships  and  consortia  for  advanced  training 

An  essential  feature  of  the  training  activities  supported  under  COMETT  is  that  they  are 
based  on  collaboration  between  different  partners:  they  are joint  training  projects.  The 
Council  Decision  specifies  amongst  the  objectives: 

"(...)  to  foster  the  joint  development  of  training  programmes  and  the  exchange  of 
experiences, and  also  the optimum uses of training resources at  Community level  (...)" 

For  the  development  and  implementation  of  training  activities,  there  have  been  two 
types  of  partnerships: 
• 

the  UETP's  accepted  under  Strand  A,  which  were  meant  as  more  structural  and  long 
term  partnerships,  which  have  been  involved  in  training  needs  analysis  and  as 
contractor  for  the  Ca-pool projects  (from  1991  onwards) 

•  partnerships  and  consortia  established  specifically  for  a  particular  training  project 

under  Strand  C;  in principle,  these  were  of  a temporary  nature. 

It  should  be  noted,  however,  that  the  boundary  line  is  not  clear-cut.  Some  UETPs  had  a 
rather  narrow  focus,  while  many  of  the  more  successful  Strand  C  projects  started  oper 
ating  like  real  UETPs,  with  goals  and  action  plans  extending  far  beyond  the  original 
project  specification.  This  shows  that  efficient  cooperation  and  the  process  of  learning 
resulting  from  it  is  indeed  a stimulus  for  further  joint  actions. 

Although  each  partnership  includes  a variety  of  organisations  including  typically  several 
enterprises,  universities  have  often  been  the  driving  force  behind  the  initiation  and  pro 
ject  coordination.  The  role  of  enterprises  has  been  much  more  focused,  notably  by  pro 
viding  contributions  in  kind  (staff  time,  equipment  and  services)  for  specific  aspects  of 
the  project,  and  most  importantly,  by  indicating  the  technology  areas  with  a  need  for 
training,  both  from  a  qualitative  and  quantitative  perspective.  Once  the  project  is  on  its 
way,  many  universities  often  have  a  major  input  for  the  development  of  courses  and 
training  materials,  with  enterprises  steering  as  far  as  content,  delivering  teachers  and 
sending  trainees  are  concerned. 

The  accumulated  monitoring  and  evaluation  experience  within  COMETT  suggests  that 
industry  has  increasingly  come  to  appreciate  the  extent  to  which  user  requirements  have 
been  integrated  in  the  training  products.  Satisfaction  was  highest  when  these  concerns 
had  been  considered  in the  early  development  phase  of  the  project.  Thus,  contributing  to 
the  movement  from  supply  driven  to  responsive  training  has  been  one  of  the  strong 
features  of  COMETT,  one  which  was  facilitated  by  the  programme's  strong  emphasis  on 

43 

industry-university  cooperation.  At  the  same  time,  this  development  reflects  the  growing 
importance  of  Total  Quality  approaches,  with  their  strong  emphasis  on  customer  needs. 

Universities  have  also  come  to  realise  the  positive  impact  resulting  from  cooperation 
with  companies,  not  only  for  a  particular  joint  project,  but  also  for  their  regular  educ 
ation  programmes.  Working  together  in  a  COMETT  project  apparently  has  provided 
great  opportunities  for  informal  learning  for  both  university  and  company  staff  -  an 
added  value  of  the  training  project  which  may  not  have  been  fully  anticipated.  Through 
international  cooperation  and  by  developing  university-enterprise  relationships  partners 
had  the  opportunity  to  understand  other  cultures,  different  approaches  of  training 
processes,  and  of  project  management.  When  the  cooperation  and  interaction  is  properly 
managed,  partnerships  can  become  a real  platform  for  learning  and  creativity. 

3.3 The  European  dimension  in  training 

The  terms  "European  dimension"  and  "European  added  value"  frequently  appear  in-
many  documents  relating  to  COMETT  and  other  European  education  and  training 
its 
programmes.  The  Council  Decision  on  COMETT  notably  specifies  amongst 
objectives: 

"(...)  to give  a  European  dimension  to  cooperation  between  universities  and  industry  in 
initial  and  continuing  training  relating  to  technologies  and  their  applications  and 
transfer  (...)" 

What  does  this  mean  in  the  context  of  advanced  education  and  training?  A  possible 
definition  is  that  a  project  provides  European  added  value  if  it  addresses  issues  which 
could  not  have  been  dealt  with  (or  not  adequately  enough)  within  a  national  framework. 
Such  a  description  comes  close  to  the  subsidiarity  principle,  and  is  essentially  based  on 
economic  considerations.  A  related  argument  for  promoting  the  European  dimension  in 
projects  is the  fact  that  many  organisations  and  individuals  across  Europe  are  faced  with 
common  problems  and  that  all  can  gain  by  developing  and  implementing  solutions 
jointly. 

Both  arguments  apply  to  advanced  education  and  training  projects.  The  European  di 
mension  or  European  added  value  could  take  the  form  of: 
• 

the  organisation  of  training  courses  with  lecturers  and  trainers  who  are  not  available 
in that  country 
the  organisation  of  training  courses  for  an  international  audience  (for  instance,  when 
national  markets  are  too  small  to  reach  break-even,  or  when  the  interaction  between 
course  participants  benefits  from  it) 
the  pooling  of  scarce  available  resources,  knowledge  and  expertise  to  design  and 
develop  training  courses  and  longer  programmes 
the  transfer  of  knowledge  and  expertise  from  one  region  to  another,  e.g.  by  specific 
developments  or  through  the  repetition  of  an  existing  course  in  another  region 
the  set-up  training  delivery  systems  which  cover  more  than  two  countries  and  could 
even  be  pan-European 
the  use,  translation  and/or  improvement  of  existing  high  quality  training  materials 
with  the  aim  of  dissemination  in  other  countries. 

• 

• 

• 

• 

• 

44 

There  are  a  number  of  perspectives  for  assessing  this  European  dimension  and  value 
added  of  COMETT  II: 
• 
• 
• 
• 

the  European  spread  of  partners  within  the  projects  consortia 
the  internal  use  of  different  European  languages 
the  nationality  spread  of  lecturers  and  trainers 
the  synergy  with  other  European  programmes  . 

As  regards  the  international  spread  of  partners,  remember  that  the  average joint  training 
project  includes  partners  from  6  different  countries.  This  figure  means  that  typically  one 
third  of  the  eligible  European  countries  are  involved  in  every  joint  training  project.  By 
any  standard,  this  is really  a high  number. 

The  European  nature  of  the  consortia  is  also  shown  through  the  internal  use  of  different 
languages:  the  data  available  through  project  reports  has  revealed  that  a  mere  20  %  of 
the  training  consortia  kept  to  one  language.  A  typical  COMETT-consortium  was  capable 
of  effectively  using  two  or  three  languages,  20  %  used  even  four  or  more.  This  reflects 
the  strong  language  capacities  of  the  partnerships,  which  is  a  key  condition  for 
achieving  quality  and  success  in the  European  market. 

Another  measurable  characteristic  of  the  European  dimension  is  the  international  spread 
of  the  trainers  involved.  Though  no  fully  reliable  data  are  available  on  the  number  and 
proportion  of  lecturers  and  trainers  from  a  country  other  than  where  the  course  is  organ 
ised,  a  safe  estimate  is  that  at  least  80 %  of  training  projects  supported  by  COMETT 
involved  such  'foreign'  trainers.  A  finding  supporting  this  high  international  nature  of 
the  courses  and  the  very  frequent  presence  of  foreign  lecturers  is  that  only  a  third  of 
courses  offered  was  delivered  fully  in trainees' native  language. 

These  and  other  results  lead  to  the  conclusion  that  COMETT  II  did  indeed  provide  a 
high  European  added  value,  and  contributed  strongly  to  bringing  a  European  dimension 
into  advanced  technology  training.  Much  of  the  quality  improvement  in  the  advanced 
courses  offered  on  the  European  market  is  due  to  the  opening  up  of  course  development 
to  a  wider  pool  of  expertise  across  national  boarders.  Course  developers  have  learnt  to 
compare  their  own  approaches  and  institutional  settings  with  state  of  the  art  methods 
and  knowledge  elsewhere.  Regional  poles  of  competence  in  Europe  have  become  better 
known.  This  opening  has  also  been  important  in  focusing  attention  on  quality  assurance, 
in  particular  by  the  end  of  COMETT  II. 

3.4  Some  key  messages  from  the  COMETT  training  experience. 

An  overriding  message  emerging  from  the  analysis  is that  the  COMETT  programme  has 
been  a  most  effective  mechanism  for  promoting  the  European  dimension  and  added 
value  in  training  projects.  The  programme  has  contributed  considerably  to  the  develop 
ment  of  many  new  and  innovative  European  partnerships,  and,  as  such,  contributed  to 
the  further  Europeanisation  of  the  advanced  continuing  education  and  training  market. 

This  issue  will  be  discussed  as part  of  the transversal themes  in  Section 5. 

45 

The  programme  has  also  been  instrumental  in  showing  to  both  industry  and  academia 
that  cooperation  in  the  field  of  advanced  technology  training  (and  beyond)  can  be  bene 
ficial  to  both.  The  programme  has  contributed  to  accelerating  the  transfer  of  European 
R&D  results  through  targeted  training  actions,  but  lacked  sufficient  resources  to  do  this 
on  a  scale  which  would  have  a  demonstrable  effect.  To  the  extent  that  the  programme 
was  meant  to  be  a catalyst  in this process, it  can, however,  be  considered  as  successful. 

Throughout  the  life  of  the  programme,  quality  management  and  assurance  issues  have 
grown  in  importance.  In  that  context,  it  should  be  highlighted  that  COMETT  has  clearly 
demonstrated  that  successful  networking  and  project  management  in  this  area  requires  a 
great  deal  of  knowledge,  skills  and  personal  commitment.  The  availability  of  these  com 
petencies  in  the  partnership  has  a  strong  impact  on  the  success  in  meeting  the  particular 
project  objectives.  This  is  a  strong  argument  for  paying  more  attention  in  the  future  to 
the  support,  information  and  training  of  training  project  coordinators.  In  anticipation  of 
the  new  education  and  training  programmes,  the  Commission  has  already  supported 
several  projects  to  develop  a  number  of  practical  guides  for  use  by  project  promoters. 
Most  of  these  documents,  which  draw  heavily  on the  COMETT  experience,  are  now  be 
coming  available,  so  that  they  might  be  used  within  programmes  like  LEONARDO  DA 
VINCI. 

46 

4. Mobility  of people 

4.1 Mobility  within  COMETT 

4.1.1  Typology  of  mobility  grants 

Support  for  the  mobility  of  people  is  a  common  characteristic  of  many  European  pro 
grammes  in  the  field  of  education,  training  and  research.  Indeed  it  is  increasingly  recog 
nised  that  an  individual  staying  for  a  certain  period  of  time  in  another  organisation  can 
provide  benefits  for  the  individual,  the  host  organisation,  and  the  person's  home  base.  It 
is  indeed  through  people  that  the  transfer  of  ideas,  knowledge  and  technology  occurs, 
and  mobility  schemes  are  an  excellent  means  by  which  to  achieve  this.  Since  the 
European  Community  as  a  whole  will  benefit  in  the  medium  and  long  term  from  such 
exchanges,  it  is  no  surprise  to  see  important  sums  of  European  grants  being  spent  on 
mobility;  moreover,  transnational  exchanges  are  excellent  mechanisms  to  make  people 
aware  of  each  other's  culture  and  understand  the  benefits  of  moving  towards  closer 
European  integration. 

Of  course,  every  programme  uses  the  mobility  activities  it  supports  as  a  vehicle  for  the 
achievement  of  its  specific  objectives  also.  In  COMETT,  these  are  numerous,  but  it  can 
readily  be  seen  that  exchanges  of  people  can  benefit  or  improve,  in  particular: 
transnational  cooperation 
• 
industry-university  collaboration 
• 
technology  transfer 
• 
•  advanced  training. 

In  this  context,  grants  for  transnational  exchanges  (Strand  B)  fall  into  three  categories: 
•  Strand  Ba:  support  for  students  or  young  graduates  undergoing  periods  of  training  in 
industry  in  another  Member  State  or  EFTA  country  as  part  of,  or  complementary  to 
their  training  at  university 

•  Strand  Bb:  grants  for  advanced  training  placements;  these  differ  from  Strand  Ba  in 
that  participants  must  be  engaged  in  the  most  advanced  training  level  (but  not  in 
research  activities) 

•  Strand  Be:  fellowships  for  personnel  seconded  from  universities  to  industry  or  vice 

versa  in  another  country,  to  bring  their  skills to  the  host  organisation. 

The  large  majority  of  projects  and  grants  concern  transnational  student  placements  in  in 
dustry  (Strand  Ba), and  these  activities  will  be  the  main  subject  of  the  discussion-below. 

Bear  in  mind  that  since  1991, all  transnational  exchanges  under  COMETT  II  were  man 
aged  by  the  UETPs  under  the  pool  scheme  (cf.  Section  1.3).  This  guided  and  effective 
decentralisation  of  the  programme  has  no  doubt  been  at  the  heart  of  the  success  of  the 
programme  in  this  Strand. 

47 

The  COMETT  Student  placement  Guide 

from 

support 

the  Commission, 

With 
the  COMETT  student  placement  guide 
'Transnational  student placements:  the  COMETT experience' was  published  in  Spring 
1993.  This  Guide  draws  heavily  on 
in  operating 
transnational  placements  in  Europe.  It  was  aimed  principally  at  assisting  the  UETPs 
operating  transnational  student  placement  programmes.  Intended  as  a  practical  working 
tool,  the  Guide  can  facilitate  the  organisation  of  effective  industrial  placements. 

the  experience  of  COMETT 

However,  the  Guide  has  been  compiled  with  a  wider  audience  in  mind,  and  anyone 
organising  or  wishing  to  start  a  European  exchange  programme  should  find  general 
guidance  on  operational  aspects  as well  as  useful  examples  of  good  practice.  The  Guide 
attempts  to  address  some  of  the  barriers  hindering  successful  higher  education-industry 
student  exchanges.  These  barriers  include  admission  restrictions,  language  problems, 
work  permit  issues,  housing  and  practical  problems,  recognition  of  qualifications  and 
financial  arrangements. 

4.1.2  Key  data  on  student  placements  (Strand  Ba) 

Industrial  student  placements  within  COMETT  needed  to  meet  the  following  criteria: 
•  be  an  exchange  from  a university  to  a company  in  another  EU  or  EFTA  country 
•  concern  students  in  the  course  of  their  study,  or  just  after  the  completion  of  their 

degree 
last  between  3 and  12 months 

• 
•  have  a work  programme  relating  to  technology  and  related  fields. 
In  addition,  quality  conditions  had  to  be  met  in  relation  to  the  preparation,  organisation, 
monitoring  and  evaluation  of  the  placement. 

Overall,  over  36  000  European  students  will  have  benefitted  from  this  possibility  in  the 
5  year  COMETT  period.  The  annual  figure  has  risen  from  3800  placements  awarded  in 
1990  to  almost  8000  in  19945;  this  results  in  an  annual  average  of  over  7000  of  such 
placements.  To  put  this  figure  into  perspective,  over  the  three  years  of  COMETT  I  to 
gether,  some  4000  student  placements  had  been  supported. 

In  reality,  the  demand  for  placements  was  much  higher  than  the  number  of  grants 
awarded.  In  1994,  for  instance, there  was  a demand  for  33  700 transnational  placements, 
but  support  was  only  available  for  about  8000  grants.  So,  three  out  of  four  potential 
placements  could  not  be  supported.  This  figure  is  illustrative  of  the  considerable  expans 
ion  of  student  placement  activity  in  Europe  which  has  been  stimulated  by  the  COMETT 
programme.  An  estimated  15  000  companies,  predominantly  SMEs,  have  had  access  to 
the  equivalent  of  almost  20  000  man-years  of  human  resources. 

A  typical  placement  lasted  for  5-6  months,  with  a  student  receiving  an  average  monthly 
mobility  grant  of  430  ECU  (the  real  amount  depended  on  travel  costs  and  cost-of-living 
in  the  host  country).  In  total,  some  80  million  ECU  was  spent  on  student  placements, 
representing  35  %  of  the  programme  budget. 

5The  actual  number  of  students on  placements are  some  10 % higher,  since the  grants were  sometimes 

distributed  over  a higher  number  of  students (which  was possible thanks to  complementary  funding). 

48 

Almost  all  regional  UETPs  and  a  large  majority  of  sectoral  UETPs  have  actively  partic 
ipated  in  the  pool  scheme  for  the  organisation  of  student  placements.  80  %  of  student 
placements  were  arranged  by  regional  UETPs,  with  an  average  pool  grant  (by  1994)  of 
50  students; for  sectoral  UETPs  the  average  was 30. 

About  2/3  of  participants  were  undergraduate  students,  the  rest  being  young  graduates 
and  postgraduate  students.  Important  to  note  is  that  40  %  of  the  total  number  were 
female. 

4.1.3  Strand  Bb  and  Be 

Strand  Bb  was  an  experimental  type  of  exchange  which  had  not  existed  under 
COMETT  I.  The  initiative  was  meant  to  support  long term  placements  (up  to  two  years) 
for  advanced  industrial  development  projects,  involving  monitoring  from  a  university 
and  a  host  enterprise.  In  the  1990  Call  relatively  few  projects  were  submitted,  and  only 
13  were  selected  (of  which  eventually  10  accepted  the  contract).  Given  the  low 
response,  it  was  decided  to  monitor  closely  the  development  of  these  projects,  before  a 
Call  would  be  re-issued  again.  By  1992, the  project  results  were  not  totally  convincing, 
in  particular  the  rationale  for  the  existence  of  a  separate  scheme.  A  decision  was  taken 
not  too  pursue  this  sub-Strand  any  more,  for  two  main  reasons: 
• 

the  demand  in  Strand  B  was  overwhelming  and  of  high  quality,  in  particular  in 
Strand  Ba,  and  maximum  effort  was to  go to those  activities 
the  analysis  of  the  ongoing  Bb-projects  had  also  shown  that  the  nature  of  these 
projects  was  not  very  different  from  projects  already  supported  in  Strand  Ba  or  Be; 
there  was  therefore  no  real  need  for  a  separate  support  mechanism. 

• 

Strand  Be,  however,  was  much  more  successful,  and  an  increasing  number  of  grants 
were  awarded  each  Call.  Remember  that  this  Strand  supports  advanced  exchanges  for 
training  purposes  of  university  staff  into  enterprises  or  vice-versa,  always  of  course,  of  a 
transnational  nature.  As  for  student  placements,  from  1991  onwards  they  were  organised 
through  the  pool  scheme  administered  by  UETPs. 

Some  1900  submissions  for  such  exchanges  were  put  forward,  and  eventually  over  800 
were  accepted.  The  average  duration  of the  fellowships  was  4.5  months, with  an  average 
financial  contribution  per  exchange  from  COMETT  in  the  order  of  7000  ECU.  In  total, 
COMETT  spent  some  6 million  ECU  on this  type  of  activities. 

About  2/3  of  the  people  exchanged  were  university  staff,  the  remainder  coming  from 
industry.  Interesting  to  note  is that  2/3  of  participating  companies  were  SMEs.  Over  half 
of  the  fellows  came  from  peripheral  countries;  the  UK,  France  and  Germany  were  the 
host  countries  most  in  demand. 

49 

4.2  Qualitative  observations 

4.2.1  Strand  Ba 

Accumulated  experience  to  date  suggests  that  in  the  area  of  student  placements, 
COMETT  has  to  a  large  extent  achieved  its  objectives,  not  only  in  terms  of  quantity, 
but  above  all  in terms  of  quality,  in  particular  as regards: 
• 
• 
• 

the role  of  student  placements  as  an effective  technology  transfer  mechanism 
the  contribution  to  setting  up  transnational  networks 
the  provision  of  a  very  clear  and  tangible  European  dimension  to  cooperation 
between  universities  and  industry 

•  added  value  to  all  those  directly  concerned,  and  for  European  society  as  a whole. 

Thus,  the  overall  opinion  on  Strand  B  is  positive  as  regards  its  contribution,  and  the 
effectiveness  of  mobility  actions.  This,  in  itself,  is  a  major  result  of  the  COMETT 
programme,  if  one  compares'  the  current  situation  with  the  modest  volume  of  trans 
national  student  placement  activity  at  the  start  of  the  programme,  and  the  numerous 
organisational  and  attitudinal  hurdles  which  had  to  be  overcome.  Mobility  activities, 
especially  student  placements,  have  had  a beneficial  effect: 
•  on  enterprises,  often  involving  SMEs  for  the  first  time  in  a  European  programme;  in 
certain  countries  a placement  culture  is developing  which  was previously  non-existent 
•  on  students,  who  have  become  better  prepared  for  their  professional  future,  thanks  to 
their  improved  language  abilities,  broader  cultural  understanding,  and  innovator 
capacities 

•  on  higher  education  institutions,  where  it  has  catalysed  the  development  of  placement 
requirements  and  mechanisms,  and  has  assisted  in  awareness  building  and  updating 
courses  and  teaching  methods. 

More  generally,  and  not  fully  anticipated,  the  mobility  actions  within  COMETT  have 
helped  in  developing  new  models  of  technology  transfer  in  knowledge,  techniques  and 
models.  They  are  also  increasingly  regarded  as providing  a  new  form  of  human  resource 
updating  and  recycling. 

In  countries  where  industrial  placements  are  a well  established  activity,  COMETT  seems 
to  have  had  a  mainly  positive,  operational  effect  rather  than  playing  an  imiovatory  role 
in  the  modification  of  policies  and  practices.  In  other  countries,  where  placements  were 
not  yet  widespread,  it  has  increased  awareness  of  the  potential  benefits  at  both  the 
university  and  the  industry;  in  several  it  has  also  led  to  legal  changes  in  order  to 
facilitate  the  mobility  arrangements. 

The  unique  pool  procedure  has  demonstrated  that  UETPs  are  capable  of  playing  an 
active  role  in  the  organisation  of  placements.  The  UETP  network  has  gradually  devel 
oped  a  unique  know-how  and  set  of  competencies.  Despite  legal,  financial  and  other 
hurdles,  the  network  has  developed  the  capacity  to  organise  effectively  and  efficiently 
almost  ten  thousand  European  placements  and  exchanges  a  year.  It  has  gained  the  trust 
and  confidence  of  all  actors  involved.  It  has  also  served  as  a  bridge  between  mobility 
actions  and  training  development  activities.  The  UETP  network  is  likely  to  appear  as  a 
valuable  resource  within  the  LEONARDO  DA  VINCI  programme  and  probably  other 
European  initiatives  as  well. 

50 

Overall  therefore,  Strand  Ba  has  been  the  greatest  networking  and  Europeanising  force 
within  the  COMETT  programme.  It  has  brought  more  industry  and  university  people 
into  contact  with  each  other  than  any  other  COMETT  Strand  -  and  probably  any  other 
European  programme.  And  it  has  been  a most  effective  mechanism  for  involving  SMEs, 
both  advanced  and  traditional  ones,  in  European  collaborative  education  and  training 
ventures. 

Enterprises'  views  on  the  value  of  student  placements 

A  survey,  conducted  at  the  end  of  1994  amongst  199  enterprises  which  had  received 
together  some  500  COMETT  student  on  placement,  confirmed 
increasing 
recognition  by  companies  across  Europe  of  the  value  of  transnational  student  placements 
of  the  type  promoted  by  COMETT.  The  report  states  in  its  conclusion: 

the 

" [...]  European  companies  which have participated  in COMETT are generally  satisfied 
with  Strand  Ba,  the  transnational  student placement  programme.  They are  willing  to 
continue recruiting students  -  at  least  the same  numbers as  they  have  done  in the  last 
few  years  of  COMETT. They also  accept  the fact  that  students  must  be  remunerated. 
[...]  Strand  Ba  is  a  convenient  way  for  enterprises  to  meet  objectives  related  to  the 
[...]. 
European  dimension  [...]  and  the  specific  objectives  of  COMETT  in particular 
These  objectives  reflect  the  needs  of  enterprises,  particularly 
those  of  small  and 
medium-sized  companies  (up  to  500  employees).  Students  are  generally  perceived  as 
"problem" solvers  by enterprises. [...]" 

4.2.2  Strand  Bb  and  Be 

As  regards  personnel  exchanges  (Strand  Be),  the  overall  COMETT  experience  is 
encouraging.  Although  the  scheme  has  not  met  the  same  success  and  interest  as  the 
student  placements  activity,  the  quality  of  the  projects  supported  was  in  general  high 
and  has  increased  over  the  duration  of  the  programme  - which  is certainly  attributable  to 
the  guidance  given  by  UETPs.  European  links  between  universities  and  companies  have 
been  strengthened  and  extended.  A  smooth  transfer  of  ideas,  concepts  and  technology 
has  resulted  from  most  of  the  projects.  The  scheme  has  demonstrated  its  suitability  for 
SMEs,  as  well  as  the  practical  advantages  of  having  the  practical  aspects  administered 
by  an  effective  and  knowledgeable  intermediary  organisation  such  as  a UETP. 

A  potential  area  of  conflict  is  between  the  personal  interests  of  the  fellow  for  his  own 
professional  career,  and  the  interests  of  the  sending  and  receiving  organisations;  given 
the  strong  personal  commitment  required,  this  appears  inevitable  in  such  types  of 
project.  Also,  given  the  relatively  modest  numbers  involved,  little  structural  change  has 
resulted  from  these  exchanges. 

Concerning  the  limited  success  of  the  introduction  of  the  Strand  Bb  scheme,  the  main 
lesson  learned  is  the  need  to  clearly  targeting  such  activities,  with  a  distinct  different 
iation  from  other  support  schemes,  both  in  terms  of  the  type  of  activity,  and  concerning 
the  potential  beneficiaries  targeted. 

51 

4.2.3  Main  messages  for  the  future 

The  organisation  and  administration  of  transnational  student  placements  and  personnel 
exchanges  between  companies  and  higher  education  institutions  is  not  a  straightforward 
task.  It  has  taken  much  time  and  effort  to  develop  an  effective  -  yet  still  far  from 
perfect  -  network  mechanism  which  can  bring  the  demand  and  supply  side  together  and 
ensure  that  the  three  parties  concerned  (the  individual  going  abroad,  the  sending 
organisation  and  the  receiving  organisation)  will  have  benefitted  from  the  exchange. 

Within  LEONARDO,  the  know-how  and  competence  available  in  this  network  should 
be  maintained,  further  developed  and  disseminated.  This  will  require  the  effective  and 
rapid  dissemination  of  information,  tools,  and  know-how  across  Europe.  While  the  im 
portance  of  electronic  communication  will  no  doubt  increase,  direct  contacts  between 
the  people  involved  will  remain  important.  The  current  annual  volume  of  transnational 
student  placements  and  staff  exchanges  indeed  implies  thousands  of  negotiations  and 
discussions  every  month,  often  between  people  for  whom  this  is  a  first  time  experience. 
It  will  therefore  remain  an  important  challenge  to  the  ensure  the  continued  credibility 
and  high  quality  image  of  this type  of  operation. 

The  quality  of  the  exchange  programme  is  partly  dependent  on  the  preparation  (linguis 
tic,  cultural  or  professional)  of  the  students  and  staff  before  they  go  abroad.  Member 
States  and  the  Commission need  to  examine  more  closely  how  this  could  be  achieved  in 
a  more  structured  manner,  so  as  to  improve  the  return  for  both  the  individual  and  the 
host  organisation.  The  development  of  guidelines  for  those  staff  monitoring  placements 
would  also  be  a  worthwhile  investment. 

More  research  on  the  most  effective  and  efficient  network  structures  and  cooperation 
procedures  appears  appropriate.  The  COMETT  experience  has  also  shown  that  these 
small  mobility  projects  lower  the  threshold  for  industry-university  cooperation  and  often 
open  an  avenue  for  other  forms  of  collaboration.  Examining  this  issue  in  more  depth 
would  also  be  useful  to  determine  the  possible  involvement  of  the  network  structure  for 
other  forms  of  mobility  - or  to  let  other  exchange  initiatives  benefit  from  the  rich  UETP 
experience. 

A  final  point  concerns  the  legal  and  social  security  issues  regarding  students  on  place 
ment,  especially  when  undertaking  longer  placements,  which  are  generally  considered  to 
be  the  most  worthwhile  investment  for  all  parties  concerned. 

52 

5. Transversal themes 

5.1  Cooperation  and  links with  other European  programmes 

5.1.1  Introduction 

The  first  main  recommendation  presented  in  the  evaluation  report  by  the  panel  of  ex 
perts  is:  "The  objectives  of  the  COMETT  Programme  must  be  a  coherent  part  of  EC 
policies for  human  resources,  economic,  technological,  social  and  cultural  development, 
and  take  account  of  the  Maastricht  Treaty,  its  associated  Structural  Fund  regulations 
and  the  Framework  Research  and  Development  Programme. "  'A  coherent  part  of  EC 
policies'  means  coherence  with  European  programmes  in  Education  and  Training  (such 
as  ERASMUS,  TEMPUS,  FORCE),  Research  and  Development  programmes  (such  as 
ESPRIT,  BRITE-EURAM,  DELTA)6,  as  well  as  other  European 
initiatives  (e.g. 
SPRINT  and  the Social  Fund). 

Most  people  in  industry  and  education  would  no  doubt  agree  with  the  above  recom 
mendation.  In  most  national  evaluation  reports  there  is  almost  consensus  about  this 
issue.  Both  in  the  EFTA  countries  and  in  the  peripheral  regions  of  the  Community 
itself,  COMETT  has  often  been  perceived  and  used  as  a  gateway  to  greater  integration 
and  an  opportunity  to  overcome  national  and  regional  handicaps  for  cooperation. 

The  rationale  for  seeking  links  with  European  research  and  development  projects  is 
clear:  in  the  light  of  competitive  pressures, the  globalisation  of  markets  and  technologies 
al  development,  it  becomes  more  and  more  important  to  harness  the  fruits  of  research 
efforts,  and  make  sure  that  these  are  effectively  applied  to  the  benefit  of  European 
society  and  its  economy.  The  rationale  for  linking  COMETT  with  other  education  and 
training  programmes  is  the  demand  for  a  coherent  European  Union  training  policy  and 
education  cooperation  framework,  across  all  categories  and  levels  of  people.  This  same 
rationale  is  now  explicitly  recognized  in  the  new  LEONARDO  arid  SOCRATES  pro 
grammes. 

The  overall  result  is  that,  while  COMETT  has  been  more  successful  in  creating  links 
than  any  other  European  Programme,  synergy  was  "modest".  Because  of  COMETT's 
strong  focus  on  training  for  technology,  the  emphasis  in  the  evaluation  and  monitoring 
reports  has  often  been  on  links  and  coherence  with  Research  and  Development  pro 
grammes,  but  this  section  will  look  at  education  and  training  programmes  as  well.  The 
discussion  relates  predominantly  to  Strand  C  (training  projects)  and  Strand  A  (con 
sortia). 

Please note that the successor  programmes to these programmes have been given other names  in the 4th Framework 

Programme. 

53 

5.1.2  Links  with  R&D  programmes 

Quantitative  data  about  links  between  COMETT  Strands  and  other  European  Program 
mes  show  impressive  numbers.  The  following  figures  give  the  average  number  of  links 
of  COMETT  projects  with  Research  and  Development  Programmes: 
•  1 link  per  UETP  supported  under  Strand  A 
•  1 link  per  3 projects  in the  category  short  courses  (Strand  Ca) 
•  1 link  per  3 projects  for  the joint  training  projects  (Strands  Cb, Cc). 
By  multiplying  these  averages  with  the  numbers  of  UETPs  and  training  projects,  and 
adding  the  somewhat  less  frequent  links  in  Strand  B  (student  placements  and  staff  ex 
changes),  one  sees  emerging  thousands  of  links  between  COMETT  projects  and  other 
European  R&D  initiatives. 

Most  frequently  reported  R&D programmes  with  links  with  COMETT  are: 
•  Telematics  for  Flexible  and  Distance  Learning  (DELTA)  (in  particularly  in  Strands 

Cband  Cc) 

•  ESPRIT 
•  BRITEEURAM 
•  SPRINT  (notably  in  Strand  A) 
while  many  linkages  with  RACE,  STRIDE,  IMPACT  and  VALUE  are  also  reported. 

Cooperation  between  COMETT  and  European  R&D-programmes 

Telematics  for  Flexible  and  Distance  Learning  (DELTA).  One  area  of  strong  and 
long-standing  cooperation  at  project  level  has  been  with  the  DELTA  programme,  which 
was  concerned  with  the  development  of  technologies  and  systems tailored  to  the  design, 
distribution  and  delivery  of  training  materials.  To  some  extent  DELTA  can  be  said  to  be 
the  "container"  of  innovative  education  and  training  approaches,  whilst  COMETT-
projects  were  looking  at  the  "content".  A  number  of  DELTA  projects  have  used 
COMETT  outputs  in their  activities  and,  vice  versa,  DELTA  projects  have  facilitated  the 
development  and  delivery  of  COMETT  projects. 

ESPRIT.  This  major  R&D  programme  on  Information  Technology  includes  many  sub-
programmes,  for  most  of  which  many  links  with  COMETT  have  been  reported.  Of 
particular  relevance  was  the  ESPRIT  VLSI  Design  programme,  which  was  designed 
complementary  to  COMETT,  notably  by  directing  its  support  towards  initial  education 
at  universities.  But  at  the  same  time,  the  programme  profited  from  the  COMETT  exper 
ience  and  its  training  products  for  setting  up  training  areas.  An  example  of  a  more 
structural  level  of  cooperation  with  ESPRIT  has  been  in  the  analysis  of  IT  training 
needs. 

BRITE-EURAM.  An  example  of  the  synergy  pursued  by  COMETT  has  been  through 
supporting  training  activities  in  the  Aeronautics  area,  which  is  of  special  concern  for  the 
BRITE-EURAM  programme.  Although  administrative  procedures  did  not  facilitate 
direct  cooperation,  some  20  COMETT  training  projects  in this  area  were  supported,  also 
known  and  partially  followed  in  DG  XII.  The  best  example  of  the  cooperation  is 
COMETT's  pilot  project  ECATA  on  advanced  training  for  the  aeronautics  industry, 
which  emerged  from  a DG  XII  initiative. 

54 

SPRINT.  Many  contacts,  exchanges  of  views  and  mutual  attendance  to  events  have 
taken  place  over  the  life  of  both  SPRINT  and  COMETT.  One  of  the  first  outputs  were  a 
number  of  joint  studies,  such  as  in  relation  to  the  role  of  Industrial  Liaison  Offices 
(ILOs)  in  universities. 

IMPACT  (Information  Market  Policy  Actions).  In  the  framework  of  the  IMPACT 
programme,  projects  dedicated  to  train  electronic  information  service  provider  and 
university  teachers  have  given technical  assistance to  the  COMETT  programme. 

One  must  be  careful,  however,  when  interpreting  the  quantitative  data.  A  more  detailed 
analysis  has  found  that  a  'link'  reported  by  a  COMETT  project  with  another  programme 
is  not  necessarily  the  same  as  coherence.  In  many  cases  it  only  means  that  the  same 
organization  is  involved  in  several  European  programmes,  with  a  loose  link  at  the 
subject  level.  Evaluation  and  monitoring  reports  have  recommended  that  coherence 
between  programmes  like  COMETT  and  other  European  programmes  be  improved. 

So,  despite  the  many  good  reported  examples  of  real  coherence  and  cooperation  at  pro 
gramme  level,  the  outcome  is  not  entirely  satisfactory.  Often,  participation  in  other 
programmes  serves  to  cement  and  reinforce  the  COMETT  collaboration,  even  if  the 
links  were  only  indirectly  relevant  to  the  training  activity  being  pursued.  Nevertheless, 
there  are  strong  arguments  in  favour  of  better  and  structural  coordination  of  programmes 
concerned  with  the  dissemination,  valorization  and  transfer  of  EU  sponsored  R&D 
programmes. 

It  should  also  be  recognized,  however,  that  COMETT  did  much  more  than  support  the 
transfer  of  R&D-results  related  to  European  programmes.  Indeed,  only  some  5%  of 
R&D  in  Europe  is  supported  through  European  initiatives.  Many  COMETT  projects  in 
deed  focused  on  the  interregional  transfer  of  locally  developed  knowledge  and  techno 
logy. 

Another  aspect  to  be  borne  in  mind  is  that  COMETT  is  not  only  concerned  with 
advanced  research.  Probably  more  than  half  of  COMETT  projects  are  closer  to  the  final 
stages  of  the  technology  development  cycle,  already  with  some  distance  from  applied 
research,  and  notably  from  European  R&D  programmes  which  are,  by  definition,  pre-
competitive.  This  'technology  profile'  of  COMETT  projects  was  the  result  of  the  select 
ion  process,  which  with  regard  to  relevance  and  direct  applicability  of  the  training,  is 
what  one  can  expect. 

Improving  cooperation  between  education  and  R.&D  programmes  does  not  emerge  by 
itself:  it  needs  structural  support.  On  several  occasions  the  idea  has  been  put  forward  -
both  by  project  promoters  as  well  as  by  experts  and  evaluators  -  to  recognise  UETPs 
more  formally,as  a  mechanism  for  technological  cooperation  in  training  and  R&D  at 
European  level.  Within  the  new  LEONARDO  programme,  the  UETP-type  structures 
supported  would  benefit  from  formal  recognition  by  R&D  programmes  to  act  as  a 
broker,  a  facilitator  of  cooperation  between  research  and  education  projects.  It  would 
also  respond  to  the  clear  wish  for  cooperation  at  project  level  which  has  been  expressed 
by  the  actors  in  the  field.  It  is  very  probable,  that  for  such  coordination  to  be  effective 
at  project  level,  there  is  a requirement  for  far  greater  cooperation  at  the  European  inter-
Programme  level. 

55 

5.1.3  Links  with  programmes  for  education  and  training 

When  considering  the  number  of  links  between  COMETT  and  other  European  pro 
grammes  in  the  area  of  Education  and  Training,  the  figures  are  again  impressive.  The 
links  are  even  more  numerous  than those with  R&D programmes,  on  average: 
•  2  links per  UETP 
•  1 link  per  3 projects  for  the  short  courses  (Strand  Ca) 
•  2 links per  5 projects  for  the joint  training  projects  (Strands  Cb, Cc). 
There  are  also  many  links  in  Strand  B,  particularly  between  student  placements  sup 
ported  under  COMETT  and  student  exchange  programmes  supported  by  ERASMUS. 

Overall,  the  relations  developed  with  European  Education  and  Training  programmes  are 
not  only  more  numerous  but  appear  to  be  much  more  direct  than  in  the  case  of  links 
with  R&D  programmes.  This  seems  logical  since  COMETT  is  pre-eminently  an  educat 
ion  and training  programme,  and  it  is more  natural  for  an ERASMUS  or  FORCE  project 
to  expand  into  COMETT  (or  vice versa) than  for  say, a BRITE-EURAM  project. 

An  important  observation  is  that  over  the  life  time  of  COMETT,  the  number  of  links 
has  been  growing  steadily.  This  is  both  related  to  the  dynamic  of  COMETT  itself,  and 
to  the  increased  possibilities  and  participation  levels  in  the  other  programmes.  There  is 
now  hardly  any  higher  education  institute  in  Europe  which  has not  participated  in  either 
ERASMUS,  COMETT,  LINGUA  or  TEMPUS. 

» 

Main  links  Between  COMETT  and  other  European  education  and  training  pro 
grammes 

As regards  the  UETPs  in  Strand  A: 
•  3 out  of  5 indicate  a link  with  TEMPUS 
•  2 UETPs  out  of  5 have  links with  FORCE 
•  2  out  of  5 UETPs  have  links  ERASMUS. 
Other  programme 
TECNET,  IRIS  and  SOCIAL  FUND  activities. 

links  include  LINGUA,  EUROFORM,  PETRA,  NOW,  EURO 

Lower  numbers  hold  for  the  short  course projects  in  Strand  Ca: 
•  1 Ca  out  of  8 is  linked  to  TEMPUS 
•  1 Ca out  of  10 has  links  with  ERASMUS 
•  1 Ca out  of  20  is  linked  to  FORCE. 

A  similar  pattern  is  found  in  Strand  Cb/Cc: 
•  1 in  8 Cb's has  links with  ERASMUS 
•  1 in  8 Cb's  has  links with  TEMPUS 
•  1 in  9  Cb's bas  links  with  FORCE  (this  figures  has been  increasing  over  the  years) 
Other  programme  links  for  this  Strand  include  notably  EUROFORM,  EUROTECNET 
and  LINGUA. 

A  common  criticism  reported  by  project  participants  is  the  variety  and  sometimes  com 
plexity  of  European  support  and  funding  mechanisms  in  the  area  of  education  and  train 
ing.  It  is  not  always  obvious  for  which  programme  a project  should  be  submitted  and/or 
to  understand  the  sometimes  subtle  differences  between  programme  components.  In  res 
ponse  to  this  criticism,  the  Commission  has  streamlined  the  whole  process  by  reducing 

56 

the  number  of  major  education  and  training  programmes  to  two,  SOCRATES  and 
LEONARDO. 

5.2 R&D, Training  & Innovation 

5.2.1  Introduction:  innovation  in  the European  Union 

All  vibrant  societies,  all  flourishing  economies  are  in  a  state  of  continuous  innovation. 
Not  to  innovate  is  to  stagnate,  eventually  to  die.  The  R&D  potential  of  Europe's  uni 
versities  and  research  institutes  is  core  to  such  change.  The  Commission's  White  Paper 
technological 
on  Growth,  Competitiveness  and  Employment  notes:  "Research  and 
development  can  contribute  to  renewing  growth,  strengthening  competitiveness  and 
boosting  employment  in  the  Union.  However,  in  order  to  achieve  this  a  series  of 
conditions  must  be  satisfied:  an  adequate  level  of funding;  an  appropriate  range  of 
research  activities;  and  effective  mechanisms for  transferring  the  results. " 

The Bangemann  Report  to the  European  Council  goes  further  than  simple  innovation.  It 
speaks  of:  "This  revolution  (which)  adds  huge  new capacities  to  human  intelligence  and 
constitutes  a  resource  which  changes  the  way  we  work  together  and  the  way  we  live 
together....  Europe's  ability  to participate,  to  adapt  and  to  exploit  the  new  technologies 
and  the  opportunities 
individuals, 
employers,  unions  and governments  dedicated to managing  change. " 

they  create,  will  require  partnership  between 

When  COMETT  was  established  in  the  mid-80s,  the  Programme  was,  in  fact,  asked  to 
address  central  aspects  of  these  challenges  which  now  figure  so prominently  on  the  Eur 
opean  Union  agenda.  COMETT  was  required  to  develop  effective  mechanisms  for  trans 
ferring  the  results  of  R&D  through  education  and training,  and  at  the  same time  to  build 
up  a  cooperative  partnership  between  researchers,  universities  and  industries.  This  sec 
tion  of  the  Final  Evaluation  Report  discusses  briefly  how  effectively  this  core  techno 
logy  transfer  activity  -  transforming  R&D  into  social  and  economic  innovation  -  has 
been  undertaken  and  what  lessons  there  might  be  for  current  and  new  European  Pro 
grammes. 

5.2.2  COMETT's  role  in  the  technology  transfer  system 

In  many  European  countries,  much,  sometimes  most,  R&D  spending  takes  place  in  uni 
versities.  The  transfer  of  this  knowledge  into  enterprises  and  other  structures  which  can 
either  exploit  it  commercially  or  benefit  from  it  - or  both  -  is  at  the  heart  of  COMETT. 
However,  transferring  R&D  results  from  higher  education  to  industry,  from  one  instit 
ution  to  another,  is  not  a  straightforward  handing  over  of  a  "package".  The  results  of  an 
institution's  R&D  is  most  often  an  ill  defined,  and  possibly  non-definable,  collection  of 
skills, knowledge,  techniques  and  tacit  information.  Transferring  this  from  the  laboratory 
bench  to  a  company  which  is  under  commercial  pressure,  with  limited  time  and 
financial  horizons  poses  many  problems. 

By  and  large,  those  in  the. COMETT  programme  who  have  coped  best  with  these 
conundrums,  have  been  those  in  a position  to  take  a  system  approach.  Here,  the  various 
technology  transfer  activities,  ranging  from  superficial  information  gathering  or  update 

.57 

activity  to  contract  R&D  or  even  spin-off  company  activities,  are  taken  as  part  of  a 
continuous  spectrum  in  which  companies  can  participate  at  whatever  level  they  find 
appropriate  at  the  time  in  question.  This  system  might  be  called  "the  family"  of 
technology  transfer  activities.  Within  it,  the  actual  amount  and  importance  of  associated 
training  required  is  often  vastly  underestimated  by  industry  itself.  Thus,  the  obvious 
implication  of  this  system  approach  is  that  COMETT  training  activities  should  prefer 
ably  be  linked  institutionally  to  those  offering  other  technical  transfer  facilities. 

Closely  allied  to  the  issue  of  promoting  a  systems  approach  to  technology  transfer,  is 
the  nature  of  the  actual  interface  presented  by  COMETT  projects  to  industry.  Compa 
nies  differ  in  size  and  structure.  The  fundamental  nature  of  the  technology  for  transfer 
varies  from  sector  to  sector,  as  does  its  place  in  the  continuum  from  basic  research  to 
very  applied,  development  work.  These  differences  require  a  corresponding  flexibility  in 
the  way  in which  COMETT  activities  are  undertaken  with  industry. 

Section  2.4.1  on  the  strengths'"of  UETPs  indicated  that,  by  and  large,  consortia  which 
are  positioned  in  dedicated  technology  transfer  units  are,  perhaps  not  surprisingly,  most 
effective  in  technology  transfer.  The  flexibility  and  responsiveness  of  the  interface 
which  COMETT  activities  can  present  to  companies  in  such  a  situation  is  crucial. 
Projects  operating  from  a  university  department  may  be  strongly  linked  to  academic 
activities  and  requirements,  and  may  find  it  difficult  to  respond  easily  to  commercial 
necessities.  The  interface  to  university  R&D  and  technology  may  not  be  as  responsive 
as  in  a  dedicated  technology  transfer  unit  or  an  associated  research  institute.  In  a  similar 
vein,  evaluations  indicate  that  development  of  the  pilot  and  joint  training  projects 
operated  most  effectively  through  a partner  who  could  provide  the  professional  interface 
to  potential  client  companies. 

The  importance  of  placing  COMETT  technology  training  activities  in  an  appropriate 
system  with  a  flexible  interface  is  further  reinforced  by  the  need  for  an  incremental  ap 
proach  in  undertaking  technology  transfer  with  companies,  particularly  SMEs.  In  work 
ing  with  SMEs,  a  gradualist  approach  is necessary  which  takes  firms  through  a  series  of 
activities  which  permits  the  potential  partners  to  get  to  know  each  other.  Commencing 
with  small  scale  activities,  such  as  information  and  low  level  consultancy  implying  low 
risk  and  low  investment,  those  involved  can  then  move  on  to  education  and  training 
activities  and  then  on  to  more  intensive  technology  transfer  projects  including  contract 
research. 

The  COMETT  experience  suggests  that  keeping  advanced  European  technology  training 
activities  separate  from  a  context  where  such  an  integrated  and  incremental  approach  is 
possible,  res'ults  in  two  particularly  negative  aspects.  Firstly,  it  creates  the  need  for  dis 
ruptive  quantum  jumps  in  working  relations  with  companies.  Secondly,  and  most 
importantly,  it,disrupts  the  information  flows  between  the  individuals  working  with  the 
university  and  the  enterprise.  It  becomes  harder  to  pass  information  on  company 
activities  and  needs  resulting  from  work  in  the  area  of  training,  in  order  to  support 
consultancy,  contract  research  or joint  venture  activities  - and  vice  versa. 

5.2.3  COMETT's  social  and  organisational  innovation 

It  is  now  well  accepted  that  the  effective  exploitation  of  R&D  requires  parallel  social 
and  organisational  innovation.  It  is  important  to  remind  ourselves  that  one  of  the  most 

58 

important  successes  of  COMETT  has  been  in  producing  and  disseminating  such  inno 
vation.  The  main  strands of  this  social  and  organisational  innovation  include: 
• 

the  development  of  European  and  regional  networks  for  the  flow  of  R&D  and 
associated  skills  and  information;  and  so  contributing  to  the  development  of  a 
European  science and  technology  space 
the  organisational  changes  induced  in  many  higher  education  institutions  to  accom 
modate  and  certify  the  experiential  learning  of  student  placement;  as  well  as,  in 
firms,  the  organisational  development  required  to  integrate  the  student  and  his/  her 
developing  technical  skills into  being  a productive  part  of the  company 
the  integration  of  user  enterprises  into  the  early  development  and  testing  of  training 
materials. 

• 

• 

Innovation  has  also  taken  place  at  the  level  of  individuals,  since  all  R&D  and 
innovation  is  ultimately  embodied  in human  thought  and  practice,  attitudinal  change  has 
also been  important. 

It  is  important  to  realise  that  these  non-hard  technology  innovations,  which  were  partic 
ularly  numerous  within  COMETT,  are as crucial  to the  exploitation  of the  technology  as 
the  generation  of  the technical  innovation  itself. 

5.3 Participation  in COMETT  by type of  organisation 

5.3.1  Introduction 

The  mere  consideration  that  COMETT  involved  over  30  000  organisations  from  all  over 
Europe  directly  in  its  projects  shows  that  the  programme  has  been  fairly  successful  in 
its  catalytic  and  awareness  raising  functions  -  in  relation  to  the  budgetary  conditions 
under  which  it  had  to  operate.  The  mobilisation  of  such  a number  of  organisations  is  an 
other  indication  of  the  European  added  value  of  the  programme,  in  particular  when  one 
realises  that  for  many  of  these,  the  participation  in  COMETT  was  the  first  European 
programme  involvement.  At  the  same  time  it  should  be  recognized  that  the  average 
level  of  project  participation  was  typically  not  very  high  -  not  unsurprising  given  the 
levels 
huge  numbers  of  organisations  involved  and  the  relatively  modest  funding 
available. 

Because  of  its  main  objective  to  foster  European  cooperation  between  universities  and 
enterprises  -  in  the  broadest  sense  -  COMETT  has  resulted  in  the  establishment  of  an 
extremely  varied  range  of  partnerships,  consisting  of  all  kinds  of  participating  organis 
ations.  In  each  partnership  there  is  at  least  one  higher  education  institutioiH-to  some 
extent  they  have  been  a  stable  factor  in  COMETT  projects.  On  the  other  hand,  the 
involvement  of  enterprises  and  other  organisation  has  been  of  a  much  more  variable 
nature.  Enterprises  exist  in  all  sizes  and  types.  Their  focus  of  activity  can  be  extremely 
diverse,  including  traditional  manufacturing,  high-tech  research  or  consultancy.  The 
picture  is  even  more  varied  for  the  'other'  types  of  organisations  (see  below).  Thus, 
diversity  of  partners  and  their  core  objectives  implies  a  diversity  of  participation 
models.  Participation  levels  will  vary  from  a  very  active  participant  to  a  "sleeping' 
partner.  And  project  involvement  may  range  from  concentration  on  one «et of  activity  to 
a  range  of  contributions  spread  over  the project  life  time. 

59 

-Vf 

There  is  diversity  also  in  the  results  of  all  efforts  brought  in  by  the  many  partners. 
COMETT  produced  a  diverse  set of  outcomes  in  many  technological  and  sectoral  fields, 
it  created  opportunities  for  many  people  to  cooperate,  and  to  develop  and  use  education 
and  training  possibilities.  The  next  paragraphs  briefly  discuss  the  extent  of  participation 
of  different  types  of  organisations  towards  realising  these  outputs: 
•  universities  and  other  higher  education  institutions 
•  enterprises 
•  other  organisations. 

5.3.2  University  participation 

Although  universities  are  not  the  largest  subset  of  organisations  involved  in  COMETT  -
which  is  understandable  since  there  are  less  than  4000  higher  education  institutions  in 
the  EU  and  EFTA  -  the  extent  of  their  participation  has  been  most  significant.  A  few 
universities  even  showed  up  in  over  100  different  COMETT  projects.  The  more  general 
and  common  characteristic  was  their  active  involvement  in  projects:  in  most  projects  in 
all  COMETT  Strands, university  people  were  the  driving  force. 

This  is  not  surprising.  Indeed,  most  types  of  activities  supported  by  COMETT  are  part 
of,  or  strongly  related  to,  the  core  business  of  universities.  COMETT  offered  univer 
sities  an  excellent  opportunity  to  disseminate  their  knowledge  and  research  findings, 
through  mechanisms  they  were  in  general  familiar  with.  The  design  of  the  COMETT 
programme  and  the  culture  within  the  higher  education  community  were  compatible 
with  each  other.  In  addition,  the  funding  available  was  considered  a  welcome  addition 
to  many  universities  keen  to  explore  new  types  of  cooperation,  or,  in  the  case  of  student 
placements,  to  respond  to  growing  student  interest  and  demand. 

Some  additional  reasons  why  universities  took  a fairly  active  role  in  COMETT: 
• 

the  university  world  has  always  been  international;  European  cooperation  presented 
few  additional  hurdles 
the  relatively  open  university  culture  facilitates  cooperation,  while  in  companies 
confidentiality  and  commercial  aspects have to  be  considered 
the  need  to  become  more  responsive  to  market  needs  and  governmental  budget  re 
strictions  forced  many  universities  to  seek  new  avenues,  just  at  the  moment  when 
COMETT  became  operational. 

• 

• 

The  active  role  of  universities  is  reflected  by  the  range  of  project  functions  they  have 
assumed.  In  mobility  actions,  universities  were  often  the  driving  force  -  although  the 
increasing  interest  from  industry  as  a  result  of  COMETT  should  also  be  noted.  In  joint 
training  projects,  more  often  than  not,  university  staff  took  the  first  initiative,  and  then 
continued  coordinating  and  leading  throughout  the  design,  development  and  delivery 
phases.  Their  important  -  but  certainly  not  exclusive  -  role  in  the  delivery  of  lecturers 
and  trainers  should  also  be  highlighted.  A  weak  point  in  university  participation  has 
generally  been  their  often  poor  marketing  and  dissemination  of  project  outcomes.  For 
most  universities  these  were  new  activities;  through  COMETT  many  came  to  realise 
that  an excellent  researcher  or  lecturer  is often  not  very  good  on  the  marketing  side. 

In  summary,  therefore,  the  participation  of  higher  education  institutions  has  been  essen 
tial  for  COMETT,  and  their  contribution  to  the  programme's  success  has  been  very 
substantial. 

60 

5.3.3  Enterprise  participation 

An  estimated  20  000  enterprises  were  involved  as  partners  in  COMETT  projects,  of 
which  more  than  half  were  through  student  placement  arrangements.  The  prime  criterion 
for  a  company  to join  a  COMETT  project  will  always  be  the  benefit  it  may  gain  from 
it,  be  it  immediate  or  long  term.  The  benefit  may  be  realised  both  by  contributing  to  the 
project  development  as  an  active  partner,  or  by  merely  using  and  exploiting  the 
outcomes.  This  is  most  obvious  in  the  case  of  student  placements  and  staff  exchanges, 
where  the  direct  advantages  for  companies  are  very  visible,  and  are  often  accompanied 
by  longer  term  benefits.  As  a  result,  the  extent  of  direct  involvement  of  companies  was 
in  general  higher  in  Strand  B than  in the  other  Strands. 

The  data  available  suggests  that,  overall,  about  20%  of  participating  enterprises  showed 
fairly  strong  participation,  40%  medium,  and  40%  weak.  Although  this  distribution  can 
hardly  be  considered  as  being  optimal,  one  should  realise  that  20%  strongly  involved 
firms  still  means  some  4000  companies.  In  all  COMETT  Strands  it was  very  uncommon 
to  find  enterprises  coordinating  a  project.  When  considering  more  specifically  the  train 
ing  projects  and  partnerships,  not  surprisingly,  most  firms'  principle 
in 
COMETT  projects  has  been  in  their  outputs  rather  than  their  development.  However,  a 
substantial  number  of  the  companies  participating  in  COMETT  projects  have  been  a 
'supplier'  -  a  direct  provider  of  services  - to  the  project.  This  applies  particularly  to  con 
siderable  numbers  of  SMEs  in  the  software,  consultancy  or  professional  training  sectors. 
Obviously,  here,  an  important  motive  for  participation  has  been  the  opportunity  to 
deliver  their  services. 

interest 

input  to  training  needs  analysis 

As  for  those  more  interested  in  the  outputs  as  a  means  of  updating  the  knowledge  and 
skills  of  their  workforce,  the  main  contributions  of  companies  have  been: 
•  provision  of  placements  to  students  (and  sometimes  university  staff) 
• 
•  provision  of  specialised  knowledge  and  expertise 
• 
On  the  other  hand,  the  input  of  'user'  enterprises  in  the  design  and  realisation  of 
ing  materials  has  been  relatively  limited. 

lecturing 

train 

Finally,  it  is  risky  to  draw  general  conclusions  from  these  and  other  findings.  The 
COMETT  experience  has  shown  that  the  type  and  nature  of  industrial  involvement  is 
extremely  variable  -  much  more  than  in,  say,  European  R&D  programmes  -  and  takes 
many  different  forms.  It  changes  and  fluctuates,  moreover,  over  the  life  of  the  project. 

5.3.4  Participation  by  other  organisations 

Although  COMETT  put  the  concept  of  industry-university  cooperation  central  in  its 
operation,  both  the  notion  of  'industry'  and  that  of  'university'  were  very  broadly 
interpreted.  As  a  result,  several  thousand  other  and  different  organisations  have  joined 
the  programme  -  in total  over  5000. The  following  main  groups  can  be  distinguished: 
•  economically  active  organisations  which  employ  people  but  are  in  general  not 

considered  as  'companies': hospitals, utilities, transfer  agencies, etc. 

•  public  authorities  and  semi-governmental  organisations  at  local,  regional,  national  and 

international  level 

61 

•  professional  organisations,  such  as  chambers  of  commerce,  employer  federations, 

trade  unions,  professional  associations, etc. 

•  scientific  and  education  organisations:  research  institutions,  research  associations, 

education  consortia,  etc. 

All  these  groups  have  been  involved  as partners  in  COMETT  projects  across  all  Strands 
and  countries. 

In relation  to  COMETT,  a  rearrangement  into  two  main  groups  is most  useful: 
• 

those  organisations  which  are  close  to  the  'enterprise'  concept  and  culture,  including 
all  kinds  of  private  and  public  employers,  as  well  as  organisations  representing  or 
interacting  with  enterprises  (professional  organisations) 
those  organisations  which  are  close  to  the  (higher)  education  and  research  commun 
ity,  such  as  research  institutes. 

• 

About  2/3  of  the  'other  organisations'  involved  in  COMETT  belong  to  the  first  group. 

The  rationale  for  participating  in the  COMETT  programme  varies: 
•  for  the  first  group  the  motivation  is  often  similar  to  that  of  the  enterprises  them 
selves,  whereby  the  project  provides  a  platform  to  connect  other  enterprises  to  the 
development;  professional  organisations  such  as  chambers  of  commerce  are  to  be 
found  in  particular  in  Strand  A,  while  'other  employers'  are  also  frequently  en 
countered  in  Strand  C  projects  (e.g.  a  hospital  involved  in  a  training  project  on 
medical  technology) 

•  for  the  second  category  the  main  drive  is  often  the  opportunity  provided  by  the 
project  for  the  transfer  and  exchange  of  knowledge  and  research  results;  these 
organisations  have  been  active  in  all  COMETT  Strands. 

Overall,  the  non-restrictive  interpretation  of  the  concept  of  'industry-university'  has 
resulted  in  an  enrichment  of  the  programme,  both  as  regards  the  quality  of  the  projects, 
as  well  as  concerning  the  multiplier  role  they  have  played  towards  other  organisations, 
notably  SMEs. 

5.4 Impact  of  COMETT  on SMEs 

The  Council  Decision  on  COMETT  II  includes  amongst  its  objectives: 

"(...) to  respond  to  the  specific  skill  requirements  of  small  and  medium-sized  businesses 
(-y 

Whether  this  objective  has  been  achieved  is  difficult  to  assess.  On  many  occasions  it 
has  been  said  that  SMEs  did  not  participate  very  satisfactorily  in  COMETT.  The  panel 
of  independent  experts  even  said  in  their  evaluation  report:  "The  COMETT  Programme, 
like  many  other  Community  actions,  is not sufficiently  well-tailored  to  meeting  the  needs 
of SMEs  ...  they  do  not  appear  to  have easy access  to the programme."  If  this were  true, 
there  would  be  a  serious  mismatch  between  the  programme's  objectives  and  the  way  its 
operational  mechanisms  have  been  designed  and  implemented. 

It  is, however,  very  difficult  to  gain  clear  insight  into the  real  impact  of  a  European  pro 
gramme  like  COMETT  on  SMEs, for  a number  of  reasons: 

62 

• 

there  are  millions  of  SMEs  in  Europe,  of  which  only  a  limited  number  could  be 
interested  in  a  (technology)  programme  like  COMETT 

•  activities  of  SMEs  are  highly  diversified,  from  consultancy  to  manufacturing,  and 

• 

from  R&D  to  training 
in  the  Comett  context  SMEs  are  defined  as  firms  with  less  than  500  employees; 
nevertheless  a  firm  with  10  employees  will  have  very  different  needs  than  a  firm 
having  450  employees 

•  many  SMEs  are  subsidiaries  of,  or  strongly  linked  to,  other  firms,  and  follow  the 

training  and  other  policies  of  these companies. 

So  making  generalisations  about  'SMEs'  is  dangerous,  and  one  has  to  be  very  careful 
about  drawing  conclusions. 

A  first  question  concerns  the  extent  of  SME  participation  in  the  programme.  The 
following  figures  - using  the  COMETT  definition  of  an  SME  - are  self-explanatory: 
•  about  three  quarters  of  all  enterprises  participating  in  COMETT  projects  are  SMEs  -

or  approximately  15 000  SMEs  by the end  of the  programme 

in  80% of  COMETT  projects  at  least one of the partners  is  an  SME 

•  about  half  of  these  SME's  have  less than  50  employees 
• 
•  a UETP  has  typically  more  than  10 SMEs  amongst  its  members 
•  for  the  short  courses  the  average  number  of  SMEs  per  project  is  about  4;  for  the 

larger  training  projects  the  number  is about  5 to  6. 

These  figures  are  impressive.  However,  a  closer  analysis  reveals  that  40%  of  SMEs  in 
COMETT  projects  are  in  a dominantly  "supply"  or  "delivery"  role.  This means that  their 
main  motivation  to  participate  is  to  deliver  a  contribution,  not  to  act  as  a  beneficiary. 
Especially  in  Strand  C  (Training  Actions)  this  is  clear:  2/3  of  SME  participants  in  this 
Strand  act  dominantly  as  suppliers  to  the  project.  Software  companies  are  the  most 
explicit  "supply"  sector.  Thus,  although  the  results  are  not  as  significant  as  the  raw  data 
may  suggest,  the  overall  impression  remains  very  positive,  especially  in  the  light  of 
COMETT's  catalytic  function  and  the  programme  constraints,  such  as  the  fact  that 
projects  are  not  necessarily  directly  financially  or  commercially  attractive,  and  that  they 
require  transnational  industry-university  collaboration. 

Thus,  despite  its  constraints,  the  programme  must  have  a  number  of  other  attractive 
features  for  SMEs.  It  would  appear  that  the  complexity  of  COMETT  with  its  varied 
range  of  measures,  criteria  and  activities  has proven  to  be  a rich  breeding  ground  for  all 
kinds  of  different  SME-related  training  initiatives.  A  more  focused  programme  would 
probably  have  seen  a  much  smaller  and  less  varied  number  of  SMEs  participating. 
These  considerations  notwithstanding,  it  remains  a valuable  recommendation  to  continue 
to  reflect  on  how  access  by  SMEs  to programmes  and  their  outputs  can  be  simplified. 

Another  observation  is  that,  although  participation  numbers  are  high,  the  role  of  SMEs 
as  project  partners  is  in  general  modest.  In  Strand  C,  for  instance,  in  only  20%  of  cases 
were  they  found  to  be  actively  involved  in  the  project  development,  and  only  in  a  few 
cases  had  they  an  important  role  in  decision-making.  It  must  be  recognized,  however, 
that  several  of  the  COMETT  programme  criteria  and  requirements  are  to  some  extent 
incompatible  with  SME  modes  of  operation.  SMEs  in  general  have  no  long  term 
perspective,  and  therefore  it  is  far  from  self-evident  for  them  to  become  involved  in  the 
risky  type  of  project  development  activities  which  COMETT  supports. 

63 

Active  project  participation  is,  however,  not  a  condition  for  reaping  benefits  from  a 
successful  project.  Many  SMEs  have  been  in touch  with  the  programme  without  being  a 
participant  in  any  of  the  projects.  An  estimated  40  000  SMEs  will  have  directly  or  in 
directly  benefitted  from  COMETT  II.  This  means  that  some  200  000  employees  from 
SMEs  have,  in  one  way  or  another,  profited  from  the  outcomes  of  COMETT  projects. 

SMEs  and  advanced  technology  training:  potentially  conflicting  objectives  within 
COMETT 

In  relation  to  the  'advanced  technology  nature'  of  COMETT,  it  is  useful  to  point  out  an 
important  difference  between  SMEs  and  large  firms.  Most  large  companies  have 
research  facilities  and  highly  specialized  R&D  staff.  This  facilitates  industry-university 
cooperation,  since  it  may  essentially  concern  knowledge  exchange  and  transfer  between 
research  groups.  In  such  a  context  even  enterprise-enterprise  cooperation  can  be  worth 
while,  as is  shown  within  the  many  pre-competitive  European  R&D  projects. 

But  SMEs  rarely  can  afford  to  have  proper  and  well  organised  research  facilities,  in 
particular  in  the  manufacturing  sector.  For  most  SMEs,  the  immediate  applicability  of 
knowledge  and  skills  gained  is  a  condition  for  survival.  And  for  new  technologies  and 
updating  of  knowledge  they  are  highly  dependent  on  what  is  offered  outside.  It  is 
therefore  no  surprise  to  find  within  COMETT  that,  the  more  applied  and  less  R&D 
intensive  the  nature  of  the  COMETT  activity,  the  higher  the  success  has  been  in 
attracting  SMEs.  Despite  the  existence  of  many  high-tech  SMEs,  this  finding  also 
suggests that  the  focus  on  advanced  technology  transfer  may  sometimes  be  incompatible 
with  the  desire  to  involve  a  large  number  of  SMEs. 

Finally,  let  us  remind  ourselves  that  SMEs  which  join  a  programme  like  COMETT, 
share  a  common  and  normal  characteristic:  they  want  to  draw  benefit  from  it,  which 
implies  increased  profitability  over  the  short,  medium  or  long  term.  The  success  of  a 
European  programme  with  SMEs  is  determined  by  how  effectively  SMEs  are  convinced 
of  the  benefit  they  may  get  from  being  involved  in  the  projects.  Profit  making  and 
potential  for  improved  competitiveness  of  those  involved  are  to  be  recognised  as  necess 
ary  conditions  for  the  strong  involvement  of  SMEs  in  any  European  programme. 

5.5 Regional  impact  of COMETT 

5.5.1  The  development  of  regional  infrastructure 

One  of  the  greatest  contributions  of  COMETT  to  the  regions  has  been  what  one  repre 
sentative  of  a  participating  country  has  called:  'the provision  of  a  legitimate  and  demo 
cratic  forum  for 
the  discussion  of  university-industry  cooperation'.  This  forum  has 
manifested  itself  mostly  through  the  activities  of  regional  UETPs.  In  regions  with 
limited  of  such  infrastructure,  mostly  in  the  less  favoured  and  peripheral  areas  of  the 
European  Union,  COMETT  appears  to  have  provided,  sometimes  for  the  first  time,  a 
legitimate  meeting  ground  for  higher  education,  industry,  and  other  interested  private 
and  public  bodies.  From  this  forum  many  regional 
further 
strengthening  local  infrastructure  and  development.  The  strength  of  this  effect  is  to  be 
seen  in the  level  of  co-funding  and  regional  project  funding  achieved  by  some  UETPs. 

initiatives  developed, 

64 

At  an individual  UETP  level,  those  most  effective  in  promoting  general  regional  devel 
opment  issues  have,  perhaps  not  surprisingly,  been  located  in  regional  development 
agencies  or  similar  bodies.  UETPs  which  were  successful  in  this  regard  have  tended  to 
incorporate  major  regional  decision  makers,  who  were  explicitly  using  COMETT  ex 
change  and  training  activities  to  support  regional  development  plans  and  to  integrate 
these  activities  with  regional  ESF  and ERDF  projects.  A  few  dozen  COMETT  regional 
UETPs could be classified  in this category, predominantly  in the  less advanced regions. 

COMETT has  also,  on  occasion, acted  as both a forum  and a model  for  regional  policy 
development.  This  occurred  particularly  where  regions  had  a  greater  than  average  auto 
nomy  in  developing  educational  and  more  general  regional  economic  policy.  In  one 
country,  COMETT  even  acted  as  a  base  for  the  development  and  implementation  of 
regional  and county  strategic plans in the area of higher education-industry  cooperation. 

The specific  intra-regional development  actions undertaken by COMETT include: 
•  bringing  regional  higher  education  institutions  together  to  cooperate  and  coordinate 

their offer  of  advanced continuing  education to local  industry 

•  bringing  regional  industry  and  universities  together  to  discuss  relevant  concerns  and 

possible cooperation  in higher level  education and continuing  education 

•  providing  a  platform  for  discussion  and  action  on  wider  aspects  of  local  technology 

transfer 

•  the undertaking  of regional  and local  training  and skill needs analysis 
•  the  creation  and  development  of  specialised  regional  networks  to  address  specific 

regional  issues at a sectoral  level  and at a topic  level 

•  the active participation  in regional  development  programmes 
•  the direct development  and provision of training to regional  industry 
•  the  introduction  of  new  training  delivery  techniques,  bringing  the  training  to  a wider 

audience  within the region 

•  the  development  of  a regional  unit  of  operational  expertise  in  dealing  with  European 
programmes,  particularly  those  in  education  and training  and to  a lesser  extent  those 
in R&D. 

It  is  recalled  from  Section  1.3.3  that  in  1991  a  series  of  "Positive  Actions"  were 
launched.  Among  other things, these actions  sought to  identify  and correct  structural and 
functional  problems  in  the  implementation  of  COMETT  at  a  regional  level  and  were 
particularly  important  in  the  development  of  COMETT  and  higher  education-industry 
cooperation  activities  in  the  less  favoured  regions  of  Europe  and  the  new  German 
Lander. 

5.5.2  Inter-regional  integration 

COMETT  has  had  a particularly  strong  impact  in  developing  inter-regional  cooperation 
-  well  beyond  the  specific  activities  supported  by  the  programme.  Again  the  UETPs 
have  been  central  in  this  process,  providing  a  structured,  responsive  and  easily  iden 
tifiable  initial  contact  point  for  those  seeking  partners in a region.  The variety  of partic 
ipants  involved  in  UETPs  has  made  such  partner  seeking  all  the  more  effective.  Also 
the  fact  that most  European  regions  hosted  a UETP  has  been  important  for  the  levels  of 
cooperation  and involvement  achieved. 

65 

COMETT's  mobility  activities  have  contributed  strongly  to  opening  up  regions  to  a 
much  wider  European  influence  with  an  influx  of  new  technologies,  new  cultures,  new 
ways  of  seeing  and  doing  things.  This  has  taken  place  for  higher  education  institutions, 
students  and  perhaps  most  importantly  for  SMEs.  It  has  led  to  a  number  of  develop 
ments  including: 
• 
• 

the transfer  of  technology  between  EU  regions 
the  linking  of  universities  sending  and  enterprises  receiving  students  across  par 
ticipating  countries 
the  creation  in  enterprises  of  an  awareness  and  future  contacts  in  other  European 
regional  markets 
the  development  of  research  and  development  personnel  with  a  European  outlook, 
and  the  availability  of  such  personnel  to  local  enterprises.  This  includes  the  improve 
ment  of  linguistic  abilities. 

• 

• 

In  the  development  of  all  forms  of  training  products,  the  inter-regional  approach  has 
in  improving  course  quality.  In  addition,  the  national 
been  of  most  importance 
evaluations  undertaken  indicate  that  COMETT  has  improved  the  availability  of  special 
ised  technical  courses  in  peripheral  regions.  Such  regions  do  not  have  the  critical  mass 
of  industry  and  higher  education  to  provide  for  the  wide  variety  of  specialisation 
available  in  core,  more  developed  regions.  Their  consolidation  into  a  more  integrated 
European  training  market  makes  for  better  access. 

In  conclusion,  this  inter-regional  technology  (and  cultural)  transfer  has  been  a  mainstay 
of  COMETT  in  achieving  regional  integration  and  increased  European  cohesion.  While 
it  has  taken  place  most  obviously  through  mobility  actions  and  delivery  of  training 
courses,  other  less  obvious  technology  transfer  has  occurred  through  working  on  peda 
gogics  and  training  delivery  techniques.  Equally,  organisational  and  management  struct 
ures  required  in  enterprises  and  universities  to  exploit  new  technologies  effectively  have 
formed  part  of  the  inter-regional  transfer. 

5.6  Equal  opportunities  between  men  and women 

The  issue  of  equal  opportunities  for  men  and  women  is  explicitly  addressed  in  the 
Council  Decision  on  COMETT  II.  The  objectives  include  the  statement: 

'(...)  to  promote  equal  opportunities  for  men  and  women  in  initial  and  continuing 
training  in,  in particular,  advanced  technology  (...)' 

However,  neither  in  the  Council  Decision  nor  in  the  COMETT  II  Vademecum  are 
criteria  or  guidelines  for  implementation  of  this  objective  given.  The  issue  is  overlooked 
in  the  evaluation  report  by  the  panel  of  experts,  and  the  same  holds  for  most  of  the 
national  evaluations.  The  GMV  Evaluation  Report  notes  on  this  topic:  "COMETT  has 
not  had  a particular  effect  on  strengthening  equality  of  opportunity  between  men  and 
women  in  the  training  sphere:  none  of  the project  initiators  met  made  reference  to  a 
conscious  policy  in  this  sense  .  In  the poll  sample,  women  represented  31%  of  course 

Only  a sample  was  surveyed; there are of  course  a number  of  COMETT  projects  which  have  such  a 

conscious  policy,  including a UETP  focusing  on  this topic. 

66 

participants  and  38%  of  COMETT  students,  which,  however,  according  to  experts, 
in  the 
seems  to  be  a  representative  proportion  of  the  European  student  population 
scientific  and  technological  domains.  Thus, no discrimination  was  noted. " 

This  observation  summarises  well  the  situation,  but  it  remains  worthwhile  to  consider 
some  more  details.  In  the  area  of  student  placements,  in  particular,  the  continuous  in 
crease  of  female  participation  should  be  mentioned.  In  COMETT  I,  the  percentage  of 
female  students  receiving  a  placement  grant  was  36%;  by  the  end  of  COMETT  II  the 
figure  will  have  risen  to  43%. This  percentage  comes  close  to  the  female  participation 
in  higher  education  and  exceeds  by  far  that  of  female  students  in  engineering  education. 
The  data  available  actually  shows  that  the  male/female  distribution  in  COMETT 
placements  to  a  large  extent  reflects  the  distribution  in  the  particular  discipline  or 
programme  of  study  (e.g.  engineering,  exact  sciences,  management,  etc.  )  in  higher 
education. 

The  increase  of  females  in  COMETT  placements  is most  likely  attributable  to  the  wider 
range  of  disciplines  making  use  of  it,  reducing  the  relative  importance  of  engineering 
students  (where  females  represent  only  one  quarter). 

In  the  area  of  training  courses, the  figures  on  female  participation  have  been  quite  stable 
over  the  years.  Since  1987  the  annual  attendance  of  females  to  COMETT  courses  has 
fluctuated  around  22%. This  no  doubt  reflects  that  the  composition  of  the target  group  is 
quite  stable  (unlike  the  university  students):  for  many  COMETT  courses  the  trainees 
need  to  be  people  with  certain  degrees,  in  particular  in  engineering,  and/or  in  certain 
positions,  notably  middle  management  posts  in  production  and  research  and  develop 
ment  areas.  Both  categories  are  still  dominantly  male  -  a  situation  COMETT  can  do 
little  about.  Thus,  when  22%  of  the  trainees  in  COMETT  II  courses  are  female,  this 
would  appear  to  be  a realistic representation  of  the target  group. 

It  can  also  be  mentioned  that  females  are  very  well  represented  within  projects  as 
project  staff,  in  particular  in  Strands  A and  B. Another  observation  to  be  reported  is  that 
projects  which  were  particularly  strong  on  promoting  equality  between  men  and  women 
-  which  currently  comes  down  to  the  positive  discrimination  of  females  -  are  very  un 
common;  moreover  they  were  often  weak  on  other  COMETT  criteria. 

In  conclusion,  the  objective  of  promoting  equality  between  men  and  women  is  probably 
the  one  which  has  been  given  least  attention  to,  both  at  programme  and  project  level. 
This  can  be  explained  by  the  fact  that  the  COMETT  programme  design  did  not  include 
any  specific  action  which  could  have  facilitated  it.  It  also  results  from  the  recognition 
by  programme  and  project  staff  that,  in  the  end,  a  programme  like  COMETT  can  do 
very  little  do  about  a  problem  which  is  rooted  in  choices  and  attitudes  of  girls  in 
secondary  education.  At  the  same  time  the  figures  available  clearly  show  that  no 
discrimination  of  either  sexes has taken  place. 

67 

5.7 Indus try-University cooperation 

Probably  one  of  the  most  original  features  of  COMETT  was  its  strong  requirement  of 
industry-university  cooperation  in  projects  .  As  shown  in  the  previous  sections  and 
chapters,  this  collaboration  can  take  many  different  forms.  Despite  criticism  on  the 
effectiveness  and  outcomes,  few  will  nowadays  state  that  such  cooperation  is  useless  or 
needless. The  objectives  of  industry-university  cooperation  vary  depending  on  the  situat 
ion.  Three  major  arguments  are  often  put  forward: 
•  faster  industrial  application  of  findings  from  research 
• 
improvement  of  the  output  of technical  qualifications 
•  more  effective  transfer  of  technology  between  sectors  and  regions. 

In  Europe  the  awareness  has  grown  of  the  need  and  importance  to  reinforce  the  techno 
logical  base  through  cooperation,  both  on  an  international  level,  and  between  univer 
sities  and  companies.  For  many  people  in  industry  and  higher  education,  COMETT  has 
been  one  of  the  first  major  opportunities  to  develop  such  collaboration  on  a  systematic 
and  structured  basis.  As  a  result  of  COMETT  a  number  of  long  lasting  partnerships 
between  universities  and  industries  partners  have  been  created.  In  all  evaluations  of  the 
programme,  these  cooperation  opportunities  and  the  resulting  partnerships  are  highlight 
ed as  a positive  and  satisfactory  aspect. 

Despite  these  generally  positive  evaluation  results, there  are  some  critical  remarks  to  be 
made  as  well.  Many  of  the  partnerships  created  through  COMETT  had  difficulties  get 
ting  off  the  ground,  whilst  others  faced  many  other  difficulties.  Amongst  the  reasons  for 
this  are  reported,  in  relation  to  industry: 
•  main  interest  in  short-term  problems  and  solutions 
• 

lack  of  familiarity  with  the  opportunities  offered  by  COMETT  (and  other  European 
programmes) 

•  unwillingness  or  unpreparedness  to  participate  in  the  training  project  development 
process,  through  input  of  experts  and  support  (a  remark  often  heard  is:  "They  only 
want  outputs") 

•  not  used  to  thinking  and  acting  at  a European  level. 
Criticism  regarding  university  involvement  in  cooperation  projects  with  industry  is 
mainly  concerned  that: 
•  they  are  too  academic,  i.e.  too  far  away  from  the  concerns  of  application 
•  their  procedures  are  too  slow,  resulting  in  long  development  times  before  results 

become  available 

•  they  are  not  flexible  enough. 

There  are,  however,  a  number  of  trends  which  help  in  reducing  the  problems  involved 
in  industry-university  cooperation  in education  and  training: 
•  the  awareness  within  industry  of  the  benefits  and  long  term  advantages  of  more 

systematic  cooperation  is  growing 

•  firms  increasingly  become  aware  of  their  wider  responsibility,  both  economic  and 

social,  with  regard  to  initial  and  continuing  education 

•  because  of  constrained  or  reduced  public  financial  resources,  universities  become 

more  inclined  to  think  in terms  of  client-oriented  activities. 

It  is recalled that  both  'university' and  'industry' should  be  interpreted  in the  broadest  sense. 

68 

COMETT  has  contributed  to  these trends  and  developments,  notably  by  showing  that: 
•  most  successful  cases  of  cooperation  occur  when  the  cooperation  is  adopted  as  a 

means  of  achieving  specific  goals 

•  cooperation  is  best  achieved  when  those  involved  agree  that  the  cooperation  gives 
results  which  are  demonstrably  better  than  would  be  achieved  by  university  or  com 
panies  working  on their  own 

•  cooperation  is  an  effective  way  of  matching  supply  and  demand  in  complex  and 

novel  areas. 

In  conclusion,  it  has  been  an  important  accomplishment  of  COMETT  to  have  raised  the 
awareness  in  both  industry  and  academia  of  the  added  value  of  cooperation  in  the  field 
of  education  and  training.  This  has  been  particularly  true  in  countries  and  regions  where 
such  cooperation  mechanisms  were  barely  developed.  The  information  available  also 
suggests, that  this  result  is  irreversible,  in  the  sense  that  the  large  majority  of  organis 
ations  involved  in  such  collaborative  ventures  intend,  despite  the  problems  encountered, 
to  continue  to  be  involved  in  such  cooperation  mechanisms  in the  future. 

5.8  The sectoral  bottom-up  approach  within  COMETT 

The  Council  Decision  on  COMETT  II  includes  an  explicit  statement  about  the  techno 
logy  content  of  COMETT  projects.  Key  terms  are:  "...  reinforcing  training  in,  in 
particular,  advanced 
innovation  and 
technology  transfer  ...".  The  basic  mechanism  which  was  supposed  to  achieve  this  goal 
was  cooperation  between  enterprises  and  universities  across  Europe. 

...  COMETT  II  will  facilitate 

technology, 

Perhaps  surprisingly,  explicit  references  to  technology  and  sectoral  issues were  scarce  in 
the  official  COMETT  documentation.  In  any  case,  the  information  available  gave  no 
clue  as  to  in  which  sectoral  or  technological  direction  the  COMETT  programme  should 
go:  indeed,  the  main  option  chosen  appeared  to be  essentially  a bottom-up  approach. 

Given  the  objectives  of  COMETT,  a strategic  choice  could  have  been  to  target  activities 
which  were  most  relevant  to  particular  industrial  or  economic  sectors  (a  sectoral 
approach,  partly  followed 
in  the  FORCE  programme)  or  to  certain  fields  having 
potential  for  application  in  many  different  circumstances  and  industries  (a  technology  or 
discipline-based  approach,  also  followed  in  many  R&D  initiatives  under  the  Framework 
Programme). 

No  such  explicit  choices  were  made  at  the  beginning  of  COMETT.  Project-^activities 
might  either  be  targeted  at  an  industrial  sector,  at  a  technology  area  or  both.  A  hybrid, 
COMETT-specific  sectoral  classification  system was  developed  for  that  purpose,  and  the 
terms  "area",  "field",  or  "sector"  have  since  then  been  used  interchangeably  to  refer  to 
the  subject  of  training  in  projets. 

The  sectoral  distribution  of  the  projects  accepted  in  general  reflects  the  submission 
profile.  However,  some  sectors  were  more  successful  than  others,  related  to  the  partic 
ular  qualities  of  projects  presented  within  that  area.  The  table  (next, page)  shows  a 

69 

ranking  of  the  15  highest  funded  COMETT  sectors  for  three  periods9.  As  one  can 
observe, there  are  both  'technology  fields'  and  'industrial  sectors'. 

Ranking  of COMETT  Sectors (in terms of volume of support  received) 

COMETT  I 
(1987  -  1989) 

COMETT  II 
(1990) 

COMETT  II 
(1991  -  1992) 

Advanced  Production  and 
Manufacturing 

Training 
(Technology  and  Methodology) 

Advanced  Production 
and  Manufacturing 

Innovation  Management 

Materials 

Environment 

Microelectronics 

Health  and  Safety 

Information  Technology  (general) 

Information  Technology 
(General) 

Environment 

5 

Materials 

Mechanical  Design  and 
Analysis 

Mechanical  Design 
and  Analysis 

Materials 

1 

2 

3 

4 

6 

7 

Mechanical  Design 
and  Analysis 

Information  Technology 
(general) 

Software  Technology 
and  Engineering 

Architecture 
and  Regional  Planning 

Innovation  Management 

Civil  Engineering 

8 

Telecommunications 

Microelectronics 

Training 
(Technology  and  Methodology) 

9 

10 

11 

Data  and  Information 
Processing 

Software  Technology  and 
Engineering 

Biotechnology 

Telecommunications 

Civil  Engineering 

Agro-food 

Training  (Technology  and 
Methodology) 

Advanced  Production 
and  Manufacturing 

Production  and  Manufacturing 
(general) 

12 

Biotechnology 

Production  and 
Manufacturing  (general) 

Architecture 
and  Regional  Planning 

13 

Civil  Engineering 

Telecommunications 

Production  Management 

14 

Agro-food 

Agro-food 

Health  and  Safety 

15 

Health  and  Safety 

Architecture  and  Regional 
Planning 

Biotechnology 

Clearly,  the  bottom-up  approach  has  resulted  in  a  selection  of  projects  which  were  pre 
dominantly  technology  based,  rather  than  oriented  towards  an  industrial  sector.  This  is 
probably  due  to  the  strong  drive  by  universities  and  the  emphasis  on  the  link  with 
in  the  Council  Decision.  The 
Research  and  Development  programmes  as  stated 

9  1993-94  is  not  included,  since  no  major  A and  Cb-projects  were  accepted,  and  since  it  is not  really 

possible  to  classify  the  pool  projects  into  particular  areas. 

70 

COMETT  allocations  are  an  indicator  of  the  quality  and  the  quantity  of  the  demand  in  a 
certain  area.  The  figures  and  trends  show that: 
• 

the  quality  of  the  broad  set  of  most  important  sectors  has  not  changed  significantly 
over the  years 
the  need  for  advanced,  project-based  industrial  training  may  fluctuate  significantly 
and  rapidly 
the  COMETT  selection  strategy  is based  on  a large  number  of  criteria,  which  in  their 
totality  do  not  seem  to  lead  to  any  sectoral  prioritising. 

• 

• 

The  lack  of  clear  patterns  in  the  trends  (exception  made  for  the  boost  in  Environment 
and  the  relative  stability  in  a  few  sectors)  give  the  important  message  that  Current 
sectoral  trends  in  advanced  training  demand  have  little  predictive  value  for  the  future, 
even  in  the  medium  term.  It  also  confirms  that  COMETT's  prudent  bottom-up  approach 
as  regards  sectoral  priorities  was  entirely  justified.  Thus,  leaving  it  entirely  up  to  the 
enterprises  and  higher  education  institutions  to  decide  jointly  on  which  subjects  to 
cooperate,  rather  than  setting  out  'target  areas'  appears  to  have  been  a  wise  decision 
which  has  also  contributed  to the  success and  continuous  innovation  in  itself. 

For  completeness,  some  "top-down"  initiatives  should  be  mentioned.  Under  the  "Positive 
Actions"  initiative  of  1991-1992,  some  funding  was  made  available  for  a  number  of 
sectoral  surveys  of  COMETT  projects,  as  well  as  for  some  experimental  workshops. 
These  have  strongly  contributed  to  the  understanding  of  the  sectoral  issues  within 
COMETT10.  Another  sector-oriented  decision  has  been  the  priority  setting  for  sectoral 
UETPs  in  the  1992  Call  for  Applications,  the  main  concern  being  to  ensure  broad 
sectoral  coverage  of  COMETT  at  sectoral  UETP  level.  Finally,  a  red  thread  throughout 
the  management  of  the  programme  has  been  the  emphasis  on  linking  COMETT  activi 
ties  with  other  European  programmes,  in  particular  R&D  initiatives,  which  has  some 
times taken  the  form  of  concerted  action. 

10A  synthesis of  the  surveys  as well  as  further  sectoral  information  is provided  in  the  report  'A  sectoral 

view  on  COMETT'. 

6. Conclusion  and main  findings 

6.1  Fulfilment  of the  Council  Decision 

The  primary  conclusion  of  this  final  evaluation  of  COMETT  II  must  be  a  simple  state 
ment  that  the  Programme  has  been  a  major  success.  This  is  not  to  say  that  there  are 
no  areas  requiring  some  rethinking  and  change.  However»  the  major  strategic  require 
ments  of  the  Council  Decision  establishing  COMETT  II  have  been  fulfilled. 

COMETT  II  has  improved  the  contribution  of  advanced  technological  training  to  the 
economic  and  social  development  of the  Community  through: 
• 

the  development  of  local  and  regional  industry-higher  education  interfaces,  and  the 
creation  of  interfaces  at  European  level 
the  improvement  of  quality  of  courses  and  widening  their  availability 
the  promotion,  development  and  acceptance  of  experiential  learning  associated  with 
industrial  placement  of  students by  higher  education  in  industry 

• 
• 

overall  advancing  social  and  economic  cohesion  within  Europe. 

COMETT  II  has  fostered  joint  development  and  the  optimum  use  of  training 
through: 
• 
• 

the  integration  of  industry  into  the joint  development  of  courses 
the  improved  utilisation  of  technology  education  and  training  as  an  integral  part  of 
the  technology  transfer  process 
the  improvement  brought  about  in the  calibre  and  accessibility  of  training. 

• 

COMETT  II  has  adhered  to  and  respected  the  principle  of  equal  opportunities  between 
men  and  women  through  the  projects  it has  supported. 

COMETT  II  has  made  an  important  and  direct  contribution  to  SME  needs  through: 
•  offering,  notably  via  the  UETPs,  a  platform  for  improving  business  links,  increasing 

technology  transfer  opportunities  and  widening  their  European  horizon 

•  student  placement  activities  which  have  accelerated  their  technical  and  economic 

• 

development  and  their  integration  into the  wider  European  market 
training  courses  and  materials  which  have  improved  the  development  and  manage 
ment  of  their  technical  skills. 

COMETT  II, has  provided  major  European  added  value  through: 
• 

its  development  and  in  most  instances  creation  of  international  networks  dedicated  to 
improving  university-industry  cooperation 
its  important- contribution  to  the  internationalisation  of  placements  activities 
the  European  dimension  of  the  training  activities  supported 
its  strong  integrative  and  cohesive  effect, 
European  higher  education  and  advanced  technology  training. 

in  economic  and  social  terms,  across 

• 
• 
• 

— 

73 

6.2 Future  strategy  development 

While  COMETT  II  has  been  an  undoubted  success,  there  are  a  number  of  approaches, 
areas  and  activities  which  similar  European  initiatives  might  develop  further  based  on 
the  experience  gained  over  the  past  five  years: 
•  The  transition  from  a  training  to  a  learning  based  approach  has  been  seen  in 
COMETT  II  and  in  industrial  training  more  generally.  Promotion  of  a  "learning 
culture"  and  moves  to  the  "Learning  Organisation"  place  more  emphasis  on  the 
learning  process  of  individuals  and  teams.  They  require «more  attention  to  issues  such 
as  learning  capacity,  motivation  and  work  organisation.  Thus  deep,  strategic  shift 
should  be  fully  reflected  in  European  education  and  training  initiatives.  It  also  calls 
for  a new  type  of  training  of  trainers. 

•  Closely  allied  to  the  shift  to  a  learning  rather  than  training  focus  is  the  move  seen  in 
some  projects  of  COMETT  II  to  place  the  purely  technical  elements  for  learning  into 
a  wider  skills  acquisition  strategy.  Here,  issues  such  as  project-based  training, 
multi-disciplinary  competencies,  core  competencies  for  both  individuals,  teams  and 
firms  were  addressed.  This  approach  deserves to  be  further  developed. 

•  COMETT  II  has  made  major  strides  in  improving  and  assuring  the  quality  of  course 
and  materials  provision.  It  is  important  that  this  advance  be  built  upon.  A  Total 
Quality  approach  needs  to  be  integrated  into  the  operational  fabric  of  education  and 
training  initiatives.  Again,  this  is  a  key  element  in  moves  toward  the  creation  of  an 
effective  "learning  culture". 

•  Central  to  the  improvements  in  university-industry  cooperation  brought  about  by 
COMETT  has  been  the  development  of  continuing  technological  training  as  a  core 
part  of  technology  transfer  from  universities  to  industry.  The  COMETT  experience 
has  pointed  to  the  advantages  to  be  gained  from  an  institution  being  able  to 
undertake  an  integrated  approach  to  technology  transfer,  ranging  from  consultancy 
and  short  workshops  to  major  contract  research  and  even  joint  ventures.  This 
integrated  approach  can  yet  again  be  seen  as  a  move  from  "simple  training"  to  the 
development  of  a  "Learning  Organisation". 

•  The  European  dimension  has  often  been  perceived  as  one  of  the  most  important 
value  added  of  the  COMETT  programme,  often  yielding  many  indirect  benefits  for 
participants.  This  needs  to  be  safeguarded  and  strengthened  through  more  structural 
cooperation  across various  European  programmes. 

•  It  is  important  to  guard  against  "fashions  and  fads"  in  training;  what  is  sometimes 

promoted  by  small  groups,  is not  necessarily  what  is needed  by  Europe. 

6.3  Future  operational  development 

COMETT  UETPs  have  been  called  the  "backbone"  of  the  programme  and  a  central 
reason  for  its  success. COMETT  II  has pointed  to  a number  of  operational  issues: 
•  COMETT  experience  has  pointed  to  the  importance  of  requiring  such  network  nodes 
to  quickly  take  on  a  legal  character.  This  provides  for  a  more  stable  node  with  better 
prospects  of  development. 

•  The  institutional  location  of  the  node  is  central  to  its  success. Early  discussions  on  an 
appropriate  site  clarifies  the  expectations  placed  on  the  node  by  the  various  actors 
involved. 

74 

•  The  respective  merits  and  advantages  of  regional  and  (European)  UETPs  need  to  be 
recognized,  so  that  each  type  of  partnership  can  optimise  its  contribution  to  the 
European  network. 

COMETT  student  mobility  has  been  most  successful  in  achieving  its  objectives,  partic 
ularly  in  involving  industry  and  SMEs. 
•  Its  'good  practice  network'  might  be  opened  to  assisting  other  initiatives  which  have 

not  achieved  such  success with  industrial  placements. 

•  Given  the  current  COMETT  mastery  of  the  mechanics  of  student  mobility,  additional 
university-industry  development  requirements  might  be  placed  on  the  mobility 
activity. 

•  Personnel  placements  have  worked  particularly  well  in  some  countries,  and  that 

positive  experience  should  be  fed  into  new  exchange  arrangements. 

COMETT  II  has  developed  many  thousands  of  training  courses  and  an  impressive 
quantity  of  materials  has  been  made  available.  The  quality  improvement  in  this  training 
has  been  consistently  remarked  upon. 
•  It  is  important  that  many  more  organisations  and  individuals  have  access  to  these 
resources;  marketing  and  dissemination  of  materials  should  receive  a  much  higher 
profile  in  the  future. 

•  Programmes  should  reflect  how  they  can  contribute  towards  the  development  of  the 
"Learning  Organisation",  notably  by  making  room  for  on-the-job  and  on-line  training, 
project  based  training,  vendor  engineering  of  training  suppliers, etc. 

•  More  professional  interfaces  for  university  based  trainers  interacting  with  industry 
should  be  developed.  This  might  involve  universities  in  joint  ventures  with  prof 
essional  training  consultants  or  closer  liaison  with  technology  transfer  units. 

6.4  Project  implementation 

COMETT  II  has  provided  some  valuable  lessons  in terms  of  project  management.  These 
include  notably: 
•  appropriate  needs  analysis before  the  full  launch  of  the  project  is  essential 
•  adequate  project  preparation  and  planning  is  necessary;  in  particular  a  full  and 

• 

intrinsic  risks  of 

common  understanding  of  the  project  objectives  should  be  pursued 
the 
training  projects  should  be 
recognized;  scenarios  should  exist  to  cope  with  the  damage  caused  by  the  turn-over 
of project  staff  or  the  loss  of  a  partner 

transnational  education  and 

•  better  awareness  of  the  real,  and  often  underestimated,  costs  of  the  "European  over 

head"  is  important. 

— 

Awareness  of  these  and  related  issues  will  help  improve  the  quality  of  collaborative 
training  projects  and  their  outputs. 

7 5 - 16 

Annex  1. Statistical  overview 

This  is  only  a  selection  out  of  the  many  statistical  data  available.  More  details  can  be  found  in  the 
different  reports which  have been  produced  (cf.  Annex  3). The  synoptic overview  of  COMETT  by  country 
(Annex  2)  also  includes a  short table per  country. 

Table  1. Distribution  of  projects  submitted  by  Strand  and  Year 

1990 

1991 

1992 

1993 

1994 

Total 

Strand 

A 

Ba 

Bb 

Be 

Ca 

Cb 

Cc 

D 

Notes1 

(J) 

366  j 

351 j 

99 | 

138 | 

328 I 

726 ! 

32 ! 

342 | 

-  j 

114  j 

-  ; 

- 

480 

148 j 

194 j 

181 ! 

176 

1050 

-j 

55 j 

131 j 

-j 

- j 

88 j 

- j 

89 ! 

182 j 

293 j 

-| 

- j 

- | 

96 j 

- 

95 

99 

473 

194 j 

182 

1017 

- j 

-j 

146 j 

617 j 

- 

- 

144 

597 

1019 

32 

720 

4890 

Total 

2382 j 

422 j 

872 j 

Meaning  of  the  Strands:  see  'COMETT Terminology'  in  the  beginning  of  this  report,  as  well  as 
Chapters  2  through  4.  Strand  D  includes  'preparatory  visits'  in  1990-1991,  some  Positive 
Actions  in  1992 and  complementary  support for  UETPs in  1993-1994. 

(2) 

From  1991 onwards,  applications  under Strands  Ba, Be,  Ca could  only  be submitted  by  UETPs 
(accepted  under Strand  A  in  1990 or  1992) - cf.  the  'Pool system'  described  in  Chapter  1. 
From  1993  onwards,  the  complementary  measures  under Strand  D  were  reserved  to  UETPs  accepted 
in  1990  under  Strand  A. 

(3) 

(4) 

The  notion  'project'  is  not  identical  across projects  and years.  In  particular  the pool  projects 
(Strand  Ba,  Be,  C a from  1991 onwards) include several  sub-projects. 

The  32  applications  under  Strand  Cc  were  re-submissions  of  Cb-projects  which  had  been 
shortlisted  as potential  pilot  projects. 

These  notes  also  apply  to  many  of the  other  tables. 

77 

Table  2. Distribution  of  projects  accepted  by  Strand  and  Year 

1990 

1991 

1992 

1993 

1994 

Total 

Strand 

A 

Ba 

Bb 

Be 

Ca 

Cb 

Cc 

D 

Notes 

0) 

(2) 

158 j 

246 | 

13 j 

66 j 

123 ! 

191 j 

30 ! 

49 j 

- | 

49 j 

- j 

- 

148 | 

172 j 

1.77 ! 

175 

- j 

54 j 

130 | 

- j 

- j 

88 j 

-j 

67 j 

154 j 

113 | 

- j 

- ! 

- I 

86 j 

- 

92 

188 I 

179 

- ; 

-j 

- 

- 

207 

918 

13 

365 

774 

304 

30 

146 | 

141 . 

424 

Total 

876 j 

420 j 

555 ; 

597 ; 

587 

3035 

Although  most  pool  project  submissions  were  approved,  in  general  the  project  was  only 
partially  accepted. 

The  table  reflects  the  status  at  the  moment  of  decision.  Following  contract  negotiations,  some 
projects  eventually  did  not  start;  a few  projects  were  also  stopped  after  a some  time. 

Table  3. Evolution  of  demand  and  awards  of  placements  (Ba)  and  exchanges  (Be) 

1990 

1991 

1992 

1993 

1994 

Total 

Demand 

Student 
placements 

Personnel 
exchanges 

Awards 

Student 
placements 

Personnel 
exchanges 

, 

Note 

16,130  j 

14,558  j 

26,525  j 

31,820  | 

33,744 

122,777 

420  j 

215  j 

512  j 

427  j 

327 

1,901 

3,777  j 

5,272  ; 

6,926  j 

7,725  j 

7,940 

31,640 

95  j 

124  j 

140  j 

228  j 

252 

839 

The number  of students  on placement  was  actually  somewhat  higher  than  approved  (cf.  Chapter  4). 

78 

Table  4.  Distribution  of  financial  demand  by  Strand  and  Year  (in  1000  ECU) 

1990 

1991 

1992 

1993 

1994 

Total 

Strand 

A 

Ba 

Bb 

Be 

Ca 

Cb 

Cc 

D 

82,413  j 

- | 

18,973  j 

- j 

- 

101,386 

103,429  j 

51,413  j 

101,765  j 

128,538  j 

128,365 

513,510 

8,093  | 

- j 

- | 

- j 

- 

8,093 

8,669 j 

3,361  j 

9,849 j 

7,705 j 

5,855 

35,439 

19,204 ! 

17,496 j 

24,400 j 

35,840 j 

24,919 

121,859 

286,638 j 

17,607 j 

- j 

- j 

89,163 j 

-\ 

- j 

- j 

- 

- 

375,801 

17,607 

2,976 | 

1,570 j 

- j 

6,279 j 

3,715 

14,540 

Total 

529,029 j 

73,840 j 

244,150 ; 

178,362 ; 

162,854 

1,188,235 

Table  5.  Distribution  of  allocations  by  Strand  and  Year  (in  1000  ECU) 

1990 

1991 

1992 

1993 

1994 

Total  * 

Strand 

A 

Ba 

Bb 

Be 

Ca 

Cb 

Cc 

D 

Notes 

(I) 

(2) 

(3) 

21,605 j 

- ; 

7,607 j 

- j 

- 

29,212 

10,148 ! 

14,279 j 

17,708 ! 

18,491 ! 

18,954 

79,580 

99 j 

613 j 

- I 

- ! 

- j 

- 

99 

907 ! 

946 j 

1,680  j 

1,762 

'"  5,908 

2,123  j 

6,212; 

7,119  j 

5,161  j 

6,282 

35,591  ! 

14,770  | 

- ! 

-! 

95 Î 

248 j 

23,288  ! 

- ! 

- | 

-  I 

-  I 

- 

- 

26,897 

58,879 

14,770 

3,461  j 

2,722 

6,526 

Total 

85,044  ; 

21,646  ; 

56,668  ; 

28,793  ; 

29,720 

221,871 

These  amounts  are  based  on  the situation  at contract  stage. 

For  multi-annual  projects  (A,  Cb, Cc) the amounts  indicated  refer  to the  year  in which the 
project  is accepted;  in reality,  the allocations  were  distributed  over  the  different  years  of the 
project. 

Due  to rounding  errors,  there  are some  one-digit  differences  with  the  totals  of Tables  7 and 8. 

79 

Table  6. Distribution  of projects  accepted  by Country  and  Year 

1990 

j 

1991 

1992 

1993 

1994 

Total 

Country 

B 

D 

DK 

E 

F 

GR 

I 

IRL 

L 

NL 

P 

UK 

49 j 

88 | 

24 j 
1 

.-. 

61 j 

166 j 

63 j 

76 | 

47 | 

4 j 

49 j 

38 j 

128 | 

17 | 

43 | 

111 
1 

30 j 

63 j 

25 ; 

37 | 

16 j 

- | 

21 | 

25 ! 

61 | 

19 ! 

77 ; 

12 | 
i 

47 j 

80 | 

29 j 

48 j 

18 | 

16 I 

76 j 

15 j 
1 

55 j 

91 j 

34 j 

63 | 

18 j 

15 

71 

14 
, 

57 

88 

31 

61 

17 

116 

355 

76 

250 

488 

182 

285 

116 

1 | 

- | 

3 

8 

23 j 

30 | 

71 | 

24 j 

34 | 

78 j 

22 

34 

84 

Total  EC 

793  \ 

349 j 

455 j 

504 j 

497 

A 

CH 

FL 

I§ 

N 

S 

SF 

Total EFTA 

Total 

23 j 

5 | 

- ; 

2 | 

6 1. 

16 | 

- j 

- j 

' 3 | 

17 ; 

23 ; 

2 | 

4 | 

18 j 

13 j 

2 I 

4 | 

- j 

20 j 

16 ! 

28 j 

. 14 | 

' 17 | 

20 ! 

20 |  " 

19 I 

84  j 

877 j 

52  \ 

401 j 

17 j 

100 | 

555 ; 

20 ! 

93 j 

19 

12 

1 

4 

16 

20 

20 

92 

597 j 

589 

3,019 

139 

161 

422 

2,598 

93 

53 

5 

17 

58 

99 

96 

421 

Notes 

(V 

(2) 

(3) 

The  abbreviation 
'EC 
denomination  during  most  of  COMETT II. 

(European  Community)  has  been  used,  as  this  was  the  official 

The  distinction  between  EC  and  EFTA  has  been  kept  as  it  was  at  the  beginning  of  the 
programme  (1990). 

The  countries  refer  to  the  site  of  the  main  contractor  at  the  contract  stage.  It  is  recalled, 
however,  that  COMETT projects  are transnational  in nature  and  that  a typical  COMETT  project 
involves  different  partners from  3 to  6 countries. 

^ ^ ^^ 

^ 

Table 7. Distribution  of allocations by Country  and Year (in  1000 ECU) 

80 

Country 

B 

D 

DK 

E 

F 

GR 

I 

IRL 

L 

NL 

P 

UK 

1990 

j 

1991 

1992 

1993 

1994 

Total 

4,374  I 

898  j 

1,895  ; 

926  j 

10,228  | 

2,498  j 

7,421  j 

3,851  j 

2,843  | 

742  j 

1,341  j 

718  j 

6,188  ! 

1,932  j 

4,325  j 

2,379  j 

13,743  I 

3,250  j 

7,681  j 

4,383  j 

5,478  j 

1,271  j 

3,031  j 

1,861  j 

8,414  | 

1,874  I 

4,746  j 

2,671  I 

3,633  | 

1,136  j 

2,280  j 

1,016  j 

-

1,085 

4,035 

761 

2,497 

4,389 

1,862 

2,717 

1,213 

1,035  j 

-  j 

150  | 

-  j 

170 

5,490  ! 

1,058  ! 

2,765  ; 

1,435  j 

3,344  ; 

962  ! 

2,063  j 

1,196  ! 

1,487 

1,515 

9,178 

28,032 

6,405 

17,321 

33,445 

13,503 

20,422 

9,278 

1,355 

12,235 

9,081 

12,826  | 

3,748  j 

7,979  | 

4,294  | 

4,162 

33,009 

Total EC 

77,596  ; 

19,369  \ 

45,677  \ 

24,730  \ 

25,893 

193,265 

A 

CH 

FL 

IS 

N 

S 

SF 

1,196  : 

719  j 

2,069  j 

572  ! 

-  j 

179  j 

1,107  ! 

2,558  j 

1,836  j 

-  j 

-  j 

42  | 

861  j 

656  j 

2,599  | 

350  | 

310  I 

1,680  j 

2,354  j 

1,629  j 

828  ; 

858  j 

72  j 

108  ) 

542  ; 

817  ! 

837  | 

896 

682 

10 

93 

631 

704 

811 

5,708 

4,711 

432 

732 

3,960 

7,295 

5,768 

Total EFTA 

7,448  \ 

2,278  \ 

10,991  \ 

4,062  \ 

3,827 

28,606 

Total 

85,044  j 

21,647  j 

56,668  j 

28,792  ; 

29,720 

221,871 

81 

Table 8. Distribution  of allocations by Country and  Strand  (in  1000 ECU) 

Strand 

A 

I  Ba/Bb/ 

Be 

I 
| 

Country 

Ca 

|  Cb/Cc 

j 

D 

Total 

B 

D 

DK 

E 

F 

GR 

I 

IRL 

L 

NL 

P 

UK 

1,035  j 

2,817  | 

1,410  j 

3,745  j 

3,937  | 

11,504  j 

3,089  I 

8,719; 

675  | 

2,315  ; 

595  | 

2,645  j 

2,505  I 

7,510  j 

2,088  j 

4,633  j 

172 

784 

174 

584 

9,178 

28,032 

6,405 

17,321 

4,265  I 

13,083  | 

3,995  j 

10,968  j 

1,134 

33,445 

1,890  | 

5,621  j 

1,603  j 

4,089  j 

2,753  | 

7,496  j 

2,575  j 

7,015  j 

690  j 

120  j 

3,605  j 

1,262  j 

3,518  j 

105  | 

45  j 

1,065  j 

1,455  j 

3,804  j 

1,685  j 

4,963  j 

1,350  | 

3,687  | 

1,195  j 

2,470  j 

300 

583 

204 

20 

328 

379 

13,503 

20,422 

9,279 

1,355 

12,235 

9,081 

3,860  j 

14,036  j 

3,347  j 

10,679  | 

1,087 

33,009 

Total EC 

24,535  \ 

75,584 \ 

22,889  \ 

64,509  \ 

5,748 

193,265 

A 

CH 

FL 

IS 

N 

S 

SF 

735  j 

2,624  j 

1,130  | 

1,321  | 

150  j 

159  I 

52  j 

210  | 

930  | 

1,187  j 

888  I 

2,357  j 

685  | 

2,251  j 

826  ; 

867  j 

30  j 

70  j 

477  j 

998  j 

740  j 

1,336  j 

1,390  j 

200  ! 

240  j 

1,318  j 

2,811  j 

1,845  j 

Total EFTA 

4,677 

\ 

10,003  \ 

4,008  \ 

9,140  \ 

187 

2 

- 

53 

47 

241 

248 

778 

5,708 

4,711 

432 

732 

3,959 

7,295 

5,768 

28,606 

Total 

29,212  ; 

85,587  j 

26,897  ; 

73,649  j 

6,527 

221,871 

82 

Annex  2.  Synoptic  overview by country 

The following  pages  contain  a  brief  overview  of  COMETT for  each  of  the participating  countries.  More 
details  can  be found  in  the National  Evaluations  of  COMETT, as  well  as  the  'National profiles'  and  the 
'Regional profiles'  which  have  been prepared  as part  of the  monitoring  activity.  The country  order  is  the 
same  as  in the  statistics  of Annex  1. 

BELGIUM 

Population  10.02m.,  Population  Density:  328.4, GDP/head:  16.2 ppp. 

SUMMARY  TABLE BELGIUM  (1990-94)1 

UETPs: Regional 

Sectoral 

Students 

Fellows 

Courses 

Number 

Budget 

3 

4 

1,035,000 

1,030 

2,530,580 

45 

286,340 

137 

1,409,500 

Joint Training Projects 

12 

2,765,000 

Pilot Projects 

Complementary Measures 

TOTAL 

2 

12 

980,000 

171,558 

9,177,978 

1. Background:  Legislation, Programmes  &  Activities 

•  There  is  no  specific  legislation on  higher  education-industry cooperation. Constitutional  decentralisation 
gives  regions,  rather  than  central  government, the  main  role  in  dealing  with  such  matters. It  also  gives 
rise to  substantial inequalities between effective  legislation and  opportunity  across  regions. 

•  Programmes  and  activities include: (1)  those  previously  fun  by  the  Institute  for  the  encouragement  of 
Scientific  Research  in  Industry  and  Agriculture,  one  of  which  provides  50%  support  for  applied 
research  in  industry  which  often 
includes  academic  participation,  (2)  the  work  of  the  Industry-
University  Foundation,  (3)  continuing training  provided  by  the  Institutes of  Engineers, (4)  the  research 
work  of  the  11  Joint  Research  Centres, partly  funded  by  industryand  closely  linked  to  universities, (5) 
the  Nation  Council  for  Scientific  Policy  which  includes  industrial  and  university  members,  (6)  the 
technology  promotion  programmes  of  individual regions. 

•  University  teaching  staff  can  engage  in  external  consultancy  for  up  to  20%  of  their  time.  No  such 
provision  exists  at  third  level  outside  the  universities.  Flemish  legislation  provides  for  funding  of 
continuing  training  as  a  basic  activity. Each  university  has  its  own,  usually  internal, industrial  interface 

1  The  rows  in  this  table  (and  in  the  similar  tables  for  the  other  countries)  refer  to  the  following  Strands: 

UETPs: Strand  A; 
Students:  Strand  Ba+Bb;  Pilot  Projects:  Strand  Cc  (includes  training  courses  and  materials); 
Fellows:  Strand  Be; 
Courses:  Courses  supported  under  Strand  Ca; 

Complementary  Measures: Strand  D 

Joint  training projects:  Strand  Cb (includes  training  courses  and  materials); 

83 

which  has  been  developing  to  suit  particular  needs.  Planned  industrial  placement  is  not  common  in 
university courses, but  of  growing  importance in non-university  higher  education. 

•  The  Industrial  Associations  are  the  centre  of  activity  for  vocationally  based  training  courses.  But, 
outside  engineering, there  is  little focus  on  higher  education. There  is  some  industrial  representation in 
boards  of  higher  education  institutions. Enterprise  personnel  on  the  teaching  staff  of  higher  education 
institutions  is  common,  particularly outside  universities. Larger  companies  have  university  liaison  staff, 
mainly  in research. Industry  provides  about  10% of the  research budget  of  universities. 

2.  National  Development  of  COMETT 

•  The  high  level  of  participation  seen  in  COMETT  I  has  fallen  back,  from  10%  to  3%  in  the  period 
1993/4.  Industrial  participation  has  also  slowed  down.  Until  recently,  francophone  universities  were 
still  not  taking  fully  part  in  the  Programme,  with  only  one  UETP  in  the  region,  confined  to  the 
Liégeoise  region,  and  to  student  placement  activities. The  new  UETP  "Wallonie-Bruxelles"  promises 
greater  integration  of  partners 
into  COMETT  activities.  Sectoral  UETPs  are  well  represented, 
particularly  in  the  Flemish  region.  UETPs  receive  little financial  support  from  the  political  authorities. 
A good  level of  transnationalityhas  been  seen  in  projects. 

3.  Networking 

•  With  the  regional  francophone  UETP  network,  both  enterprises and  students  surveyed  were  some  what 
negative on  the  added  value.  Only  9%  of  enterprises were  positive  on  TNA  activities while  35%  were 
negative.  Some  24%  thought  of  the  UETP  as  a  help  in  conveying  training  needs  to  trainers.  By  and 
large, industry  sees the role  of the UETP  as an  adviser  in European  projects  and  link to  universities. 
•  The  transnational  element  is  the  major  contribution  of  UETPs:  30%  of  respondents  felt  more  aware  of 
the  benefit  of  international partnerships, 37% were  stimulated to  participate in  European  projects.  57% 
in  the 
of  industrialists  and  78%  of  students  felt  COMETT  improved  the  European  dimension 
enterprises' culture. 

•  Compared  to  regional UETPs,  sectoral ones  are  seen  as  better equipped  to  undertake TNA  and  work  on 

mobility and  recruitment. 

•  The  UETPs  have  worked  with  and  created  synergy  with  most  institutions of  economic  and  university 

life  assisting  in  collaboration while  also working  on  regional  and  national  projects. 

•  The  main  strengths  of  the  UETPs  are  the  provision  of  regular  information,  mobility  activities,  advice 
on  European  projects,  responsiveness  to  requests  and  their  role  as  a  university-enterprise  interface.  The 
weaknesses  are  that  they  are  not  well  enough  known  with  poor  marketing  resources,  poor  abilities  in 
TNA  and  little actual knowledge  of  the technologies. 

4.  Mobility 

•  The  concept  of  mobility  is  weakly  developed  in  Belgium  as  is  the  role  of  placement  of  students  in 
enterprises  as  part  of  their  course.  However, the  idea  is  gaining  ground.  From  a  position  of  welcoming 
many  more  students  to  Belgium,  at  the  beginning  of  COMETT,  the  flows  are  now  in  balance  due  to 
the growing  interest of  Belgian  students in going  abroad. Most  students go  to  Germany  and  the  UK. 

•  There  was  nearly  100%  positive  response  from 

industry,  universities  and  students  for  mobility 
activities. Smaller  universities,  in  particular,  used  placement  as  a  first  step  in  internationalisation  and 
making  themselves  known  in  Europe.  They  were  helped  to  bring  their  teaching  up  to  date-and  offer 
more  attractive possibilities to  potential students. 
Industry  moved  from  looking  on  placements  as  "a  favour"  to  being  an  equal  contract  with  both  sides 
gaining.  Enterprises  now  propose  regular  placements. Conditions  of  placements, work  programmes  and 
duration  have  improved. 

• 

•  Despite  relatively good  participation, staff  mobility  is  still  seen  as  under  exploited.  Placement  is  mostly 

from  Belgian  applied  science departments to firms abroad. 

5.  Training 

•  For  training  course  development, 45% of  survey  responses  were  positive. The  added  value  of  the  inter 
national dimension  was  very  important. There  was  an  innovative reshaping  of  projects  including  use  of 
multi media  and  training of  trainers. 

84 

•  Some  68%  of  respondents  indicated  that  quality  and  level  of  training  improved  and  57%  that  a 
European  dimension  had  been  added  to  the  enterprises  culture.  49%  pointed  to  access  to  a  much 
greater  richness  of  information  for  course  development, 46%  to  better  access  to  technologies and  40% 
to  improvements  in  work  quality.  COMETT  improved  not  only  quality  but  also  variety  of  training 
offered. 

6.  Overall  Impact 

•  Only  15%  of  enterprises  felt  that  COMETT  had  changed  their  comportment  towards  universities. 
However,  40%  had  used  the  work  as  part  of  a  strategy  of  internationalisation.Firms  thought  COMETT 
should  be  much  more  widely  promoted;  it was too  little known. 

•  96%  of  those  on  placement  and  80%  of  those  undertaking  training  were  satisfied.  The  internation 

alising  impact on  universities (particularly small  and  specialised ones) was  important. 

•  Overall,  54%  of  enterprises  thought  COMETT  had  a  positive  impact  on  their  internationalisation,35% 
on  their  technology,  and  28%  on  quality  of  work.  Of  enterprises,  32%  thought  COMETT  had  a 
regional  benefit  and  18%  a national  benefit. 
In  total,  COMETT  made  participants  aware  of  the  possibilities  in  Europe  and  the  potential  of 
international collaboration. 

• 

GERMANY 

Population  80.27m.,  Population  Density:  224.9,  GDP/head:  18.3 ppp. 

SUMMARY  TABLE  GERMANY  (1990-94) 

Number 

Budget 

UETPs: Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot Projects 

Complementary  Measures 

TOTAL 

19 

8 

3,937,000 

4447 

11,096,640 

48 

407,250 

357 

3,089,000 

33 

5 

44 

6,426,500 

2,292,185 

783,644 

28,032,219 

1. Background:  Legislation,  Programmes  &  Activities 

•  The  3rd  Framework  Law  on  Higher  Education  confirms  the  structure  of  the  different  elements  of 

higher  education. Much  of  higher  education and  associated R&D  is financed  at  a  State level. 

•  The  BMFT  promotes  and  supports  cooperative  activities  between  higher  education  and  industry, 
technology  transfer  training  and  the  development  of  higher  education-industry 
including  funding 
cooperation  consortia.  The  employment  of  R&D  personnel  by  SMEs  is  also  supported.  The  States  also 
have  their  own  particular programmes. 

•  Over  the  last  decade,  higher  education  institutions  have  become  increasingly  involved  in  technology 
transfer,  often  with  central  offices  and  full  time  staff  providing  advisory  and  support  services to  faculty 
and  firms,  ^achhochschulen  have  developed  particularly  good  regional  and  industrial  activities. There 
is  increased  industrial  placement  taking  place  as  part  of  study  programmes.  Widespread  individual 
university/industry  contacts.  The  Fraunhofer  Institutes  have  helped  bridge  the  gap  between  higher 

85 

education  and  industry.  Regional  institutes  have  been  set  up  at  Lander  level  with  responsibilities  for 
technology transfer  activities. Trade unions  often  have technology transfer  offices  on  their  premises. 
•  Chambers  of  Commerce  and  Industry  have  cooperation  agreements  with  higher  education  institutions, 
particularly the  Fachhochschulen, covering areas  such  as research, technology  and  continuing  education 
and  training. There  are many  industry  initiated foundations  and  research associations which  support  and 
fund  university/industry  activities. Industry  provides  2  to  3%  of  externally  funded  higher  education 
research. 

2.  National  Development  of  COMETT 

•  Germany  was  a  very  hesitant  partner  in  COMETT  I  resulting  in  a  poor  geographic  and  technical 
coverage  from  only  2  regional, 2  mixed  and  7  sectoral UETPs.  The  1992  Call  for  Applications  saw  a 
transformation  in  the  German  situation  with  27  UETPs  giving  complete  regional  coverage  and  all 
Lander  establishing  direct  linkage with  COMETT.  The  German  National  Profile  notes  that  it  has  been 
the  sectoral  UETPs  which  have  been  responsible  for  international knowledge  and  technology  transfer 
and  more  active in continuing training. 

3.  Networking 

•  Regional  UETPs  have  ensured  a  continuous  cooperation  between  universities,  associations  and 
enterprises. This  enables  industries  of  the  region  to  have  access to  other  European  education,  training 
and  S&T  programmes.  They  also  promote  a  more  committed  engagement  of  higher  education 
institutions  in  continuing  training  and  develop  third  level  and  continuing  education  courses  and  short 
courses. 

•  Their  strengths  include:  (1)  participation  by  partners  from  all  parts  of  Germany,  (2)  sponsorship, 
mediation  and  care  of  students,  (3)  they  enable  medium-sized  enterprises  access  to  European 
information 
cooperation,  (4)  they  promote  growing  cooperation  by  European  partners  -  regular 
bulletins, participation  at  trade  fairs,  etc. (5)  they  carry  out  Ca-courses  (short  courses)  and  coordinate 
larger transnational projects. 

•  Their  weaknesses  include  (1)  only  one  of  27  UETPs  has  a  legally  independent  status,  (2)  more  SME 

involvement  is  required  as  is training linking with  R&D  for  SMEs. 

4.  Mobility 

• 

•  Under  COMETT  II,  studentship  numbers  have  reached the  level of  other  major  EU  Members  and  the 
balance between  incoming  and  outgoing  students  has  been  attained. In  all ways  German  participation is 
judged  to  have  been  more  successful.  However,  in  the  exchange  of  personnel,  there  has  been  little 
interest, particularly from  industry. 
It  provides  young  students  with  positive  impressions  from  their  European  practical training  experience 
which  acts  es  multiplier  for  cooperation  between  university  and  enterprise.  Those  students  will  later 
facilitate  the  introduction  of  innovative  ideas,  especially  in  SMEs.  While  the  realisation  of  practical 
training  in  industry  between  higher  education  institutions  and  industry  is  favourable,  the  personnel 
transfer  (Be)  is  still  underdeveloped.  The  willingness  on  the  part  of  the  students  to  complete  their 
practical training abroad  has considerably  increased. 

•  Enterprises  have  had  positive  experiences  with  trainees  from  European  universities.  This  will  ensure 
the  willingness  of  industry  to  offer  practical  training  places  in  future.  However,  the  new—Lander  can 
only  offer  a few  practical training places. 

•  The  personnel  transfer  between  universities  and  industry  is  made  difficult,  not  only  because  of  a 
number  of  legal  framework  conditions, but  also  the  design  of  the  content  of  the  practical training. The 
personnel  transfer  is  financially  unattractive to  practitioners in  industry,  and  on  account  of  the  need  for 
longer  releases of  employees, it  is almost negligible. 

5.  Training 

•  Cooperation  of  university  with 

is  still 
underdeveloped.  The  increased  share  of  German  facilities  in  the  coordination  of  European  courses  and 
pilot  projects  shows  an  increasing  acceptance of  the  COMETT  approach.  COMETT  projects  comple 
ment  meaningfully  existing plans  in  specific areas  like environmental protection etc. 

in  the  area  of  education  and  further-training 

industry 

86 

•  COMETT  initiatives in  Germany  broaden  the  available offer  of  training, especially  in  regard  to  themes 
that  concern  the  realisation of  the  EU-home  market. German  participation  in  short  training  courses  has 
remained  steady  during  COMETT  II.  Despite  good  industrial  involvement,  courses  have  relied  on 
traditional  teaching  methods.  There  has  been  good  complementarity  with  other  EC  programmes.  Joint 
training programmes  have  declined. Germany  hosted  four  pilot  projects. 

•  Positive  Actions  were  used  to  integrate  the  new  Lander  through  assistance  in  the  preparation  of 
tenders,  financial  support  for  student  placement,  along  with  support  for  study  visits,  conferences, 
studies on  higher  education /  industry  cooperation, etc. 

6. Overall  Impact 

•  A  marked  revival  of  the  debate  between  university  and  industry  has  taken  place.  COMETT  played 
some  part.  The  central  themes  and  activities were: (1)  future  requirements on  higher  education  institut 
ions  in  view  of  European  integration, (2)  concepts of  cooperation  between  higher  education  institutions 
and  enterprise  for  mutual  advantage,  (3)  new  teaching  concepts  in  the  light  of  rising  numbers  of 
students,  (4)  restructuring  of  the  academic  system  with  regard  to  the  reduction  of  study  periods,  (5) 
stronger  orientation  of  third  level  education  towards  the  requirements  of  praxis  in  the  professions  and 
in  the  recognition  of  study  periods  abroad  and  the  qualifications  received 
industry,  (6)  improvement 
abroad,  (7)  increased  significance  of  higher  education  institutions  in  continuing  education,  (8)  in 
technology  transfer  centres  COMETT  stimulated  transnational  cooperation  in  Europe,  (9)  through 
cooperation  of  UETPs  and  centres  of  technology  transfer,  it  is  possible  to 
link  research  and 
development with  continuing education especially benefiting  SMEs. 

DENMARK 

Population  5.16 m., Population  Density:  119.8, GDP/head:  16.6 ppp. 

SUMMARY  TABLE  DENMARK  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint Training Projects 

Pilot  Projects 

3 

2 

675,000 

909 

2,142,310 

24 

54 

9 

2 

172,970 

595,000 

1,647,000 

998,330 

Complementary  Measures 

12 

173,972 

TOTAL 

6,404,582 

1. Background:  Legislation,  Programmes  &  Activities 

•  The  concentration  of  higher  education  in  the  Copenhagen  region  ended  after  WWII  with  the  esta 
blishment  of  new  universities  at  Aarhus,  Odense,  Aalborg  and  Roskilde.  Engineering  studies  and 
research  spread  from  the  Danish  Technical  School  to  Aalborg.  The  Danish  Technological  Institute  also 
carries out  much  applied  research. 

•  The  1990  Law  on  the  Promotion  of  Industry  established the  legal framework  for  incVeasing cooperation 

• 

between  private  industry  and  public  research  institutions. 
Independent  institutions  -  Technology  Service  Networks  -  offer  research  intensive  services  to  industry. 
The  Industrial  Researcher  Scheme  offers  economic support  for  about  50  PhD  students  per  year  to  those 

87 

working  on  higher  education-industry  cooperation  projects.  The  Danish  Research  Academy  also 
finances  students  engaged  on  PhDs  in  industry.  Various  R&D  Programmes  promote  higher  education -
industry  cooperation  in specific  areas. 

•  Most  universities have  a strong  Industrial  Liaison  function.  There are four  Science Parks. 

2.  National  Development  of  COMETT 

• 

Interest  in  COMETT  activities  was  high  in  1990  but  has  fallen  off  since  1991  and  is  now  only 
moderate.  The  COMETT  Information  Office  has  worked  well  with  higher  education  institutions  and 
enterprises.  The  Aalborg  international  conference  on  higher  education-industry  cooperation  in  June 
1993  was  an  important success. 

3.  Networking 

•  Five  UETPs  were  active  during  COMETT  II  (three  regional  and  two  sectoral  -  training  technologies 
and  transport)  compared  to  two  in  COMETT  I.  The  success  of  the  UETPs  seemed  to  be  dependent  of 
the  objectives  of  the  host  organisation;  i.e. transfer  of  R&D  to  industry  versus  research  and  education 
of  students. 
-  Those  working  with  local  industry  have  improved  the  acceptance  of  UETP  members'  graduates, 
created  interest  for  university  researchers  working  in  industry,  implemented  training  programmes 
and  opened  channels  for  firms  to  access  university  knowledge  as  well  as  developing  wider  higher 
education -  industry  cooperation. 

-  UETPs  that  focused  only  on  student  placement  and  without  a  stable  structure  of 
involvement have  proved  much  weaker but  have  been  beneficial to the  student  and  firm. 

industrial 

•  TNA2  has  not  been  undertaken  by  regional  UETPs.  Firms  either  do  not  feel  UETP  staff  appropriate  or 
feel  it  should  be  an  in-company  activity. One  of  the  sectoral  UETPs  has  carried  out  extensive  TNA  as 
a  base  for  activities. 

•  The  strengths  of  the  UETPs  were: (1)  membership  of  the  European  inter-UETP  network:  well  linked  to 

North  Europe,  weak  to  the  South. 

•  The  weaknesses  include:  (1)  the  lack  of  economical  viability, (2)  most  UETPs  have  only  reached  in 
dustry  indirectly  with  only  occasional  contacts,  (3)  insecurity  has  meant  staff  turnover  increasing, 
weakening the  networks, (4)  industrial commitment  is  low  and  often  on  an  ad  hoc  basis. 

4.  Mobility 

88%  of  studentships  were  to  send  students, only  8%  to  receive students. Only  24  personnel  exchanges 
took  place  with  87%  to  send  staff.  Student  exchanges  have  largely  resulted  in  companies  becoming 
more  open,  although  better  quality  control  on  students  may  be  needed.  Employee  exchange,  when  it 
has  occurred,  has  been  very  successful. 

5.  Training 

•  Sixteen  short  courses  (Ca)  were  mounted  and  9  long  projects  (Cb).  In  the  latter  group  industrial  and 
union  participation was  high  and  open  and  distance  learning  methods  widely  used.  Two  Pilot  projects 
(Cc)  were  undertaken;  one  sought  to  develop  the  use  of  ICT  in  open  and  distance  learning,  the  other 
developed  training materials for  the transport sector. 

•  Training  projects  developed  by  organisations  with  a  specific  training  need  have  worked  well  and  have 
strengthened  relationships  with  partners.  It  has  not  been  possible  to  market  the  courses  outside  the 
group  of  partners. For  educational  institutions, once  launched, the  demand  for  training was  smaller  than 
expected. Consultancy  companies' projects  within  their  own  areas  of  interest  have  been  most  successful 
due  to  (a)  the  projects  are  bigger  with  greater  European  collaboration,  (b)  the  managers  have  a 
competence and  reputation  in training, (c) they  work  more  closely with  the  end-user. 

•  Training  demand  is  changing;  companies  are  dismantling  training  departments  and  moving  from 
general  training  to  more job  specific  and  company  oriented  training  with  a  much  more  result  oriented 

TNA^  Training  Needs  Analysis. 

88 

approach.  Training  is  becoming  tailor made,  in-company.  One  UETP  has  moved  to  developing  training 
after  R&D  contact giving  closer cooperation with the  company. 

•  COMETT  quality  is  high  but  volume  of  activities is  small. However,  at  a  regional  level," authorities are 
increasingly  supporting  continuing  education  and  training  for  economic  development.  COMETT  has 
played  some  role  in this  shift. 

6.  Overall  Impact 

•  The  Danish  National  Report  notes  that  "A  real  breakthrough  with  the  programme  has  never  been  able 
The  student  exchange  programme  has  been  the  most  successful.  The  need  for 
to  be  made 
coordination  situated  more  at  the  national  level  also  made  itself  felt."  The  Final  National  Evaluation 
similarly  notes  that  specific  national  commitment  and  support  has  been  "very  modest".  This  has 
impacted  on  COMETT  activities. A  Ministry  should  take  ownership,  and  clear  lines  of  responsibility 
be  developed, as well  as an  information  centre  established. 

•  COMETT  has  been  of  benefit  particularly  in the  universities and  the technical colleges. The  main  focus 
has  been  the  need  for  upgrading  of  qualifications  in  industry  and  the  importance  of  high  level 
technological training. However,  COMETT  is only  one  among  several government tools. 
In  Denmark,  COMETT  has  both  supported  and  has  been  supported  by  the  "Act  on  Continuing 
Education" and  the  "Industry  Researcher Programme" so  that some  synergy  has  been  achieved. 

• 

SPAIN 

Population  39.06  m., Population  Density:  77.4, GDP/head: 11.96 ppp. 

SUMMARY  TABLE  SPAIN  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

12 

6 

2,505,000 

2,595 

7,025,867 

82 

484,470 

244 

2,088,200 

21 

2 

33 

3,633,050 

1,000,000 

584,018 

17,320,605 

1.  Background:  Legislation,  Programmes  &  Activities 

•  The  Ley  de  Reforma  Universitaria  (LRU),  1983, provided  the  framework  for  the  full  collaboration  of 
universities  with  the  private  sector  in  research  projects  as  well  as  in  training  -  but  within  the  specific 
legislation  governing  each  particular  university. 

•  Further  legislation  in  1984  and  1986  gave  official  sanction  to  teaching  personnel  participation  in 

• 

university-enterprise  joint  activities. 
In  1986,  la  Ley  de  Fomento  y  Coordinaciôn  General  de  la  Investigaciôn  Cientifica  y  Técnica  opened 
the  way  to  concerted  public  and  private  actions  at  a  national  and  international  level. 

•  This  was  put  into  action  under  the  1988  Plan  National  de  Investigaciôn  Cientifica  y  Desarollo  Tec-

nolôgico  which: 

89 

-  created  74  technology  transfer  units  mostly  based  in  universities  and  public  research  bodies:  the 

- 
- 
- 

OTRI 
set  up  the  PRTRI  Programme  to  encourage  the  rapid  industrial  application  of  technical  progress 
launched  the  Proyectos  Concertados  Programme  to  promote  R&D  activities  in  industry 
supported  actions  to  encourage  the  exchange  of  research  personnel  between  research  centres  and 
industry 

•  Doctoral  theses  are  increasingly  undertaken  on  the  basis  of  work  done 

in  companies'  R&D 
Departments.  Equally,  undergraduate/diploma  courses  increasingly  incorporate  a  placement  period  in 
industry. 

2.  National  Development  of  COMETT 

•  The  interest  in transnational  placements  has  grown  rapidly.  Interest  in training  courses  and  multimedia 
activities  has  been  somewhat  less.  In  1990,  projects  submitted  were  less  than  in  COMETT  I  but 
increased  in  1991  and  1992  due  to  the  work  of  the  UETPs.  The  acceptance  and  the  quality  of  project 
is seen  as  having  increased  over  the  lifetime  of COMETT  II.  Spanish  participation  in  non-Spanish  led 
projects  has  also  increased. 

•  Most  Spanish  universities  have  taken  part  in  COMETT  II  along  with  some  800  enterprises;  the  latter 
have  been  more  active  than  in COMETT  I. Unions  have  also become  more  active.  Geographically,  the 
centre-north  has  been  much  stronger  than  the  centre-south  region;  the  regional  development 
organisations  have  been  a  particularly  strong  backbone  in  the  north.  The  Positive  Actions  have  sought 
to  develop  activities  in  the  centre-south. 

3.  Networking 

There  are  12  regional,  5  sectoral  and  one  mixed  UETPs  in  Spain  concentrated  for  the  most  part  in  the 
north  and  east  and  reflect  the  level  of  regional  industrialisation.  Eight  UETPs  are  established  as  not-
for-profit  "Foundations". 
•  The  regional  UETPs  acted  as  information  and  management  structures  for  EC  programmes,  especially 
in  human  resources,  education  and  training  as  well  as  organisers  of  international  training  periods  for 
university  students.  With  sectoral  UETPs  they  have  acted  as  providers  of  an  international  vision  on 
technological  training,  training  periods  in  companies,  new  and  dynamic  training  material,  etc. 

•  UETPs  have  helped  industry  define  their  training  needs  by  launching  TNAs  and  defining  the 
methodological  approach,  assisting  in  defining  training  plans  and  choosing  between  training  options, 
drawing  together  the  various  company  studies  and  later  developing  closely  aligned  training  provision. 
These  activities  have  been  particularly  important  in  the  context  of  the  SME  structure  of  Spanish 
industry. 

•  UETPs  have  been  important  in  establishing  transnational  contacts  for  its  associates,  especially  the 
SMEs.  Firms  have  also  been  given  access  to  European  level  training  products  and  to  a  wider  inter 
national  vision  through  hosting  foreign  students. 

•  Sectoral  UETPs  have  provided:  a  transnational  vision  to  participants,  European  Working  Groups, 
European  -  level  training  programmes  and  third  level  courses,  an  analysis  of  sectoral  technology  and 
training  supply  and  demand  as  well  as  an  international  comparative  study  of  the  situation  in  Spain,  a 
communication  network  and  a  data  base  of  training  and  technology,  and  a  means  of  advancing  the 
technological  level  of  firms  in  the  UETP. 

•  The  strengths  of  the  UETPs  are  Quality  of  services,  experience  in  knowledge  and  management  of 
European  training  projects,  promotion  of  national  and  international  contacts,  European  image  of  the 
UETPs,  knowledge  of  regional  and  sectoral  firms'  needs,  relations  with  regional  governments,  and 
diversification  -of  services. 

•  The  weaknesses  include  insufficient  personnel,  reduced  financial  resources,  lack  of  uniformity  in  legal 
in  academic,  regulations  concerning  training  periods  in  firms  (only  some 

structure,  differences 
recognise  these  periods),  non-innovative  industry  leading  to  weak  demand  for  services. 

4.  Mobility 

•  The student  mobility  programmes  have been  very  important.  They  have  made  COMETT  widely  known 
and  have  developed  a  new  higher  education-industry  formula  for  students  as  well  as  improving  their 
professional  future.  Such  students  will  be  an  important  source  of  innovation  in  Spanish  firms. 

90 

•  They  have  developed  new  modes  of  technology  transfer  in  knowledge,  techniques  and  models  and 
brought  higher  education  /  industry  relations  into  a  labour  market  context  through  a  concern  for 
professional  placement  as well  as  providing  new  forms  of  human  resource  updating  and  recycling. 
•  They  have  helped  in giving  a comparative  aspect  to European  higher  education  - industry  relations  and 
improved  language  competencies,  thus  facilitating  other  forms  of  transnational  higher  education-
industry  cooperation. 

•  There  has,  however,  been  little  real  change  even  if  some  universities  have  adopted  co-validation  and 
acceptance  of  training  periods.  Generally,  universities  have  not  established  mechanisms  for  academic 
recognition  of  training  periods.  Equally,  firms  need  a  clear  legal  base  for  cooperating  in  such 
academically  recognised  training  periods. 

5.  Training 

•  The  increase  in  the  quantity  of  courses  has  been  limited.  However,  in  COMETT  II  the  course  quality 

was  significantly  better.  This  was  based  on  better  definition  of  demand  through  needs  analysis. 

•  COMETT  has  also  helped  cover  a  high  level  specialised  need  in  technology  training.  And  in  some 
cases  it has  helped  promote  training  actions at a regional  level  as well  as levering  matching  finance  for 
further  training  actions. 

•  The  COMETT  framework  for  training  actions  (transnationality,  evaluation,  quality,  etc.)  have  become 

incorporated  into  other  actions, sometimes  into  regional  actions. 

6. Overall  Impact 

•  COMETT  has  increased  debate  and  action  on  issues  such  as  transnational  development,  skill  needs 
analysis  and  the  use  of  new  training  technologies.  In  certain  regions,  it  has  initiated  the  first  formal 
university  /  industry  cooperation.  In  others,  it  has  brought  an  international  aspect  to  the  debate. 

•  COMETT  has  had  an  impact  on  industry-university  relations  in  the  following  areas:  (1)  linking  TNA 
to  developing  training  for  enterprises,  (2)  improving  enterprises'  decisions  through  better  information 
on  advanced 
training,  (3)  assisting  companies,  particularly  SMEs,  in  their  first  contact  with 
universities,  (4)  understanding  the  impact  of  training  actions  on  companies,  (5)  the  academic  value  of 
training  periods  in  industry  and  the  use  of  courses  in  technology  transfer  to  firms.  At  a National  level 
COMETT  has  helped  "Européanise"  these  activities  in  university/industry  cooperation. 

FRANCE 

Population  57.21  m.,  Population  Density:  105.2, GDP/head:  17.25 ppp. 

SUMMARY  TABLE  FRANCE  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

21 

10 

4,265,000 

5,831 

12,624,370 

71 

459,430 

469 

3,995,000 

49 

3 

65 

9,468,000 

1,500,000 

1,133,614 

33,445,414 

-  91 

1.  Background:  Legislation, Programmes  &  Activities 

•  The  Loi  Edgar  Faure  (1969)  and  the  Loi  Savary  (1984)  provided  the  framework  for  university-
enterprise  relations.  Universities  can  create  public  or  private  organisations  with  industrial  partners. 
University  staff  can  be  seconded  to  industry.  Staff  can  work  for  third  parties.  The  Groupements 
d'Intérêt  Public  (GIPs)  are  particularly  aimed  at joint  research  programmes. 

•  Since  1967,  ANVAR  has  been  active  in  helping  universities  to  set  up  companies.  Various  high-level 

committees  operate  to  encourage  and  accelerate  university-industry  cooperation. 

•  Several  universities,  particularly  Grenoble  and  Compiègne, have  set up  partnerships  or  sponsorship  for 
the  development  of  vocational  training  courses.  There  is  strong  enterprise  presence  on  pedagogical 
committees.  Industrial  placement  is  already  obligatory  on  the  vast  majority  of  technical,  engineering 
and  business  studies  courses.  The  laws of  1971 and  of October  1985 have  promoted  a  large  volume  of 
continuing  education  which  universities  help  to  service. 

•  Large  firms  have  developed  a  "Campus  Manager"  to  deal  with  universities,  particularly  placements. 

2.  National  Development  of  COMETT 

•  The  support  of  the  national  COMETT  Committee  and  the  COMETT  Information  Centre  has  been 
central  in  the  full  development  of COMETT  in  France. The  training  legislation,  now  in'place  for  over 
20 years, has  also been  crucial.  The  strong mobilisation  of higher  education  institutions  and  enterprises 
often  through  the  UETPs  has  also  been  important. 

•  French  participation  in  COMETT  fell  (28%  to  21%)  in  the  1990  Call  for  Proposals  mostly  due  to 
other  countries  catching  up.  By  1993  and  1994, France  was,  however,  making  the  greatest  number  of 
proposals  among  participating  States. 

3.  Networking 

•  Of  the  31  French  UETPs  following  the  1990  and  1992  Calls,  21  are  regional  and  10 are  sectoral.  Of 
the  21  regional  UETPs,  7  are  based  in  a Conseil  Régional  and  9  are  in  Chambres  de  Commerce  et  de 
l'Industrie.  By  and  large,  the  UETP  network  functions  well  and  should  survive  well  into  the  future. 
The  active  support  of  the  Information  Centre  and the  national  authorities  has played  an  important  role 
in this  success. 

•  The  main  strengths  of  the  UETPs  are  that  have  acted  as  a  coordination  and  reference  point  for 
programme  users.  They  have  turned  new  ideas  into  actual  European  projects:  the  network  of  European 
partners  has  been  most  important  here. 

•  The  main  weaknesses  lie  in  their  frail  financial  structures  which  are  due  to  their  small  size  and  the 
absence  of  pluri-annual  budgeting.  They  have  had  limited  human  resources.  Their  visibility  has  been 
low. 

4.  Mobility 

•  Universities  have  had  many  more  problems  than  engineering  schools  in  participating  in  student 

placement  activities.  "Bac  +2"  institutions  have  had  very  limited  participation. 

•  The  usefulness  and  simplicity  of  student  placements  have  been  of  major  benefit  to  enterprises,  partic 
ularly  SMEs. They  have  created  a European  perspective, added  new competencies  to the  enterprise  and 
raised  awareness  of  human  resource  issues,  as well  as  providing  expertise  for  specific  projects  such  as 
technology  transfer.  The  placement  has  assisted  the  student  in  obtaining  employment  and  improves 
language  ability. 

•  The  placements  become  sources  of  new  commercial  relations  and  the  bases  of 

future  partnerships, 

particularly  for  R&D  programmes.  However,  the  delays  in  selection  procedures  are  too  long. 

•  The  COMETT  policies  and  practices  have  contributed  to  the  normalisation  and  systématisation  of 
placements  abroad,  particularly  by the specification  of quality  parameters:  length  of  stay, rights  of  both 
parties,  etc. 

•  The  staff  placements  have  not  been  successful  and  should  be  rethought. 

92 

5.  Training 

•  There  have  been  certain  difficulties  due to over  ambition.  Reuse  of  existing  seminar  material  has  been 

weak.  Commercialisation  and  diffusion  of products  has  been  weak. 

•  However,  COMETT  has  provided  a  transnational  dimension  and  value  added  to  the  work  and  has 
integrated  the  human  factor  into  technological  training.  New  links  have  been  developed  between 
training  and  R&D. 

•  COMETT  has  opened  a  European  market  for  technical  training  as  an  integral  part  of  improving 
technology  transfer.  It has also helped  create  awareness  of regional  poles  of competence.  However,  the 
time  to  launch  training  initiatives  has  been  too  long  and  financial  support  too  small. 

6.  Overall  Impact 

•  The  overall  impact  of COMETT has been  far  greater than  the  simple  amount  in ECUs. There  has  been 
strong  regional  synergy  with  local  bodies  subscribing  financially  to  projects  and  creating  their  own 
programmes.  It  has  been  a  success  at  both  a national  and  European  level. 

•  At  the  start,  national  policy  and  programmes  were  closely  allied  to  COMETT.  However,  with 
economic  and  political  change .the two  have  now  become  more  distant:  COMETT  is  a  bit  "dated". 

GREECE 

Population:  10.25 m., Population  Density:  77.7, GDP/head:  7.4 ppp 

SUMMARY  TABLE  GREECE  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

7 

6 

1,890,000 

1,957 

5,150,903 

77 

469,690 

152 

1,603,000 

17 

2 

18 

3,088,850 

1,000,000 

300,414 

13,502,857 

1.  Background:  Legislation,  Programmes  &  Activities 

•  There  is no general  legislative  framework  to facilitate  industrial  cooperation  except  in the  specific  area 

of  research  projects.  A  new  environment  for  university-industry  cooperation  is  being  created. 

•  Greece's  17  universities  provide  formal  structured  curricula  administered  on  an  intra-muros  policy, 
which  does  not  easily  recognise  the  needs  of  industry.  Over  the  last  25 years  a  system  of  Polytechnics 
have  been  built  up  with  a  practical  orientation.  A  National  vocational  training  structure  has  been 
developed  in  these  Polytechnics. 
Industry  tends  to  view  the  academic  world  with  some  suspicion.  Its  volatile  nature  makes  for  diffi 
culties  in  long-term  cooperation  with  industry. 

• 

93 

2.  National  Development  of  COMETT 

•  Difficulties  among  partners  made  for  a  slow  take  off  of the  COMETT  Programme.  National  and  local 
authorities  were  supportive,  industry  and  professional  associations  were  open  but  did  not  participate 
strongly.  Several  universities  were  hostile.  However,  as  time  went  on  participation  improved,  with 
firms  taking  the  lead. 

•  No similar  programmes  existed  in Greece  and there  was  little  tradition  of university-enterprise  cooper 

ation. 

•  The  transnationality  of  projects  proved  a  difficulty  at  the  beginning  but  improved  steadily  during  the 

Programme. 

•  Of  the  900  Greek  organisations  taking  part  in  COMETT  II,  600  were  firms  and  200  professional 

associations,  Chambers,  etc. 

3.  Networking 

•  Of the  13  Greek  UETPs,  11  are  active  and  developing  well,  working  with  other  EU  Programmes  and 
with  along  national  policy  lines.  Regional  coverage  is  seen  as  good.  They  do  no,  however,  receive 
national  or  regional  co-funding. 

•  The  development  of  transnational  collaboration,  through  UETPs  and  other  COMETT  projects  is 
considered  to  be  the  most  positive  experience  for  Greek  organisations.  Sectoral  UETPs  are  based  on 
the  active  participation  of  industry,  especially  in  the  sectors  of  food,  chemicals,  textile  and  metal 
products. 

•  The main  strengths  of the  UETPs  are: (1) the extensive  geographic  coverage  (with  the  exception  of the 
Aegean  Islands),  (2)  encouraging  participation  of  industry,  (3)  development  of  a  new  collaboration 
modes  between  university  and  industry,  and  (4)  their  contribution  to  transnational  collaboration  and 
exchanges. 

•  The main  weaknesses  are: (1) difficulties  in achieving  financial  self-sufficiency,  (2) UETP  coordinators 
have  acted  as  training  users  and  very  rarely  as  training  suppliers,  (3)  participating  universities  are 
mainly  concerned  by  student  placements  and  rarely  participate  in  the  development  of  training 
packages. 

4.  Mobility 

•  Practical  placements  abroad  is  a  new  concept  for  Greek  students.  UETPs,  particularly  the  sectoral 
UETPs,  have  been  important  in  finding  these  places.  Industrial  attitudes  towards  placements  has  also 
improved. 

•  Generally,  universities  have  not  recognised  industrial  placements.  The  Polytechnics,  however,  require 

such  placements. 

•  The  "Pool  System"  has  worked  well  and  helped  UETPs  develop  strong  relations  with  the  Polytechnics. 
Management  systems  for  placements  have  improved  over the  period  of  COMETT  II.  Particularly  good 
relations  have  been  developed  with  the New  Lander. 

•  The  personnel  placements  have  not  worked  well. 

5.  Training 

•  Most  short  courses  have  taken  place  in  either  Athens, Thessalonica,  or  Patras. 
•  COMETT  has  suffered  from  competition  from  a  preference  of  people  to  organise  courses  under  the 

better  financial  conditions  of the  ESF, which  not  require  a transnationality  element. 

•  The  joint  training  and  the  pilot  projects  have  encouraged  the  use  of  new  training  technologies.  The 
quality  has  been  satisfactory.  However,  co-financement  has  been  a  problem,  while  marketing  and 
diffusion  have  been  weak.  Most  projects  have  been  run  by  enterprises  due  to  restrictions  on  public 
organisations. 

6. Overall  Impact 

•  Participation  in  training  activities,  within  the  framework  of  COMETT,  has  been  remarkable;  this 
participation  while  limited  during  the  first  years  and  concentrated  around  public  services,  bank  and 
local  administration,  has  now  become  impressive. 

94 

The COMETT programme  is  considered  as one  of the most  successful  programmes. 
Collaboration  between higher education  institutions  and enterprises  has been  strengthened  considerably 
within  a  national  and  international  context.  COMETT  has  given  rise  to  communication  mechanisms 
among universities  and industry. 
COMETT  has  contributed  to  the  change  of  mentality  towards  European  programmes  and  created  an 
infrastructure  for the  transitional  collaboration  and the  development  of training  initiatives. 

ITALY 

Population  56.76m.,  Population  Density:  188.4, GDP/head:  15.9 

SUMMARY  TABLE  ITALY  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

13 

6 

2,753,000 

2,867 

7,024,750 

83 

471,800 

268 

2,574,500 

34 

1 

35 

6,515,000 

500,000 

582,818 

20,421,868 

1. Background:  Legislation,  Programmes  &  Activities 

•  Law  382  (1980)  regulates  the  presence  of  private  companies  in  university  R&D  and  external  remun 
eration  for  university  staff.  Law  705  (1985)  provided  the  framework  for  universities  in  consortia  and 
research  companies.  Law  67  of  1988  established  a  framework  according  to  which  10%  of  R&D 
budgets  to  be  spent  on  training.  Recent  developments  of  the  same  law  encourage  transnational  place 
ment  in  industry  and  centres  of  excellence  as  a  vehicle  for  training.  Law  391  of  1990  established  the 
means  by  which  Italian  Universities  could  participate  in joint  initiatives  with  third  parties  as  well  as 
hold  short  vocational-based  courses.  Legislation  in  1990  &  91  regulated  private  sector  teaching  in 
universities  and  encouraged  more  vocational  courses. 

•  Three  Year  Development  Plans  have  initially  encouraged  general  university-industry  cooperation  and 

followed  on  to  develop  areas  such  as  Science  Parks. 

•  Most  universities  have  industry  liaison  offices,  as  well  as  offices  for  European  Programmes  and 

student  mobility.  Most  universities  take  part  in  R&D  consortia. 

•  Confindustria  has  established  agreement  on  university  career  guidance,  innovation  of  teaching 
curricula,  setting  up  short  diploma  courses,  R&D,  etc.  Larger  companies  have  university  liaison 
executives  for  R&D  contracts,  student  placements,  products  for  the  university  market,  etc.  Local 
Industry  Associations  have  offices  which  manage  relations  with  local  higher  education  institutions. 

2.  National  Development  of  COMETT 

•  The  ministry  of  University  and  Scientific  &  Technological  Research,  to  which  the  COMETT  Inform 
ation  Office  has  been  attached  has  overseen  the  COMETT  Programme  and  been  important  in  its 
success. 

•  COMETT  has  been  responsible  for  developing  a  collective  and  structured  transnational  approach  to 

education  and  training  which  was  largely  absent  in  Italy  before  the  launch  of  the  Programme. 

95 

3.  Networking 

•  Of the  19 UETPs  active  in  Italy  under  COMETT  II,  13 were  regional  and  6 were  sectoral  UETPs.  The 
percentage  of  UETPs  based  in  universities  rose  from  17% in  COMETT  I  to  40%  under  COMETT  II 
as  their  interest  in  mobility  activities  and  courses  increased. 

•  The  13  regional  UETPs  in  Italy  have  made  particular  progress  in  the  dissemination  of  a  quality 
approach  to  training  and  education  across the  country  - especially  Southern  Italy.  They  have  also  made 
concrete  contributions  to  the  understanding  of  training  needs  of  enterprise  -  and  particularly  local 
SMEs  -  in  the  country.  Within  the  regional  UETPs  an  entrepreneurial  approach  to  training  has 
developed  which  should  ensure  the  long  term  effects  of  the  Programme  on  the  quality  of  training  in 
Italy. 

•  The  COMETT  UETPs  have  systematically  analysed  the  training  needs  expressed  by  both  industry  and 
universities.  The  TNA  has:  (1)  permitted  specific  methodologies  to  be  tested  on  the  spot,  (2)  helped 
companies  to  reflect  more  systematically  on  problems,  (3)  developed  debate  on  the  need  for  regular 
use  of  TNA,  (4)  helped  develop  short  courses. 

•  The  regional  UETPs  have  developed  different  models  of  transnationality.  Some  have  emphasised 
specific  technology  sectors,  others  have  sought  to  involve  a  broad  number  of  organisations  from  their 
region  in  transnational  projects,  others  have  concentrated  on  developing  the  role  of  Universities  as 
catalysts  of  advanced  level  transnational  training. 

•  The  6 sectoral  UETPs  have made  an  important  contribution  to the  development  of high  quality  training 
initiatives  in their  specific  sectors. They  represent  leading technology  areas  in  Italy  such  as  automation 
and  involve  many  of the  principal  organisations  in the  country. 

•  The  main  strengths  are:  (1)  the  high  quality  of  personnel,  team  work,  project  creation  and  manage 
ment,  (2)  the  transnational  dimension,  (3)  participation  by  SMEs,  (4) the  entrepreneurial  ability  of  the 
UETPs  and  their  general  strategy  of becoming  regional  development  agencies. 

•  Their  main  weaknesses  are: (1) difficulties  in  carrying  on  discussions  with  local  authorities,  (2)  limited 
financial  resources,  (3)  lack  of  recognition  for  industrial  placements  in  university  curricula,  (4)  the 
weak  role  of  universities  in  the  decisions  concerning  UETP strategy,  and  (5)  the  lack  of  integration  of 
the  work  carried  out  by  COMETT  UETPs  with  that  national  and  local  agencies  responsible  for 
vocational  training. 

4.  Mobility 

•  The  principal  contribution  of the  COMETT  Programme  to Italy  has been  the  creation  of the  model  and 
procedures  for  student  exchange  -  previously  non-existent  in  Italy  -  which  have  been  largely 
responsible  for  setting  up  a  practical  framework  for  contact  between  universities  and  enterprise. 

•  The  value  of  mobility  has  slowly  been  accepted  by  universities,  enterprise  and  students.  In  particular, 
since  COMETT  I,  Italian  industry  has  come  to  appreciate  the  value  of  stagiaires  to  the  extent  that 
demand  for  incoming  students  surpasses  that  of  outgoing  students  by 25%. 

•  Youth  culture  has  been  slow  to  accept  transnational  placement  due  to  poor  foreign  language  know 
ledge,  social  pressures  (especially  in  Southern  Italy  and  for  women),  poor  appreciation  of  the  employ 
ment  benefits  of  industrial  experience,  military  service,  rigidity  of  the  university  curriculum  and  lack 
of  recognition  of  the  placement. 

5.  Training 

•  The  COMETT  Programme  in  Italy  has  been  influential  in  developing  innovative  models  of  training 
course  development  in the  national  context  through  the  encouragement  of  universities  to work  on joint 
projects  and  the  development  of  a  transnational  dimension  in  project  design.  It  has  stimulated  the 
production  of  highly  qualified 
learning 
materials),  cooperation  with  DELTA  and  contributed  to  a  broader  awareness  and  flexible  education 
systems.  It  has  been  especially  influential  in  complementing  and  strengthening  national  training 
activities  and  policy. 

training  resources  (including  multimedia  and  distance 

•  COMETT  has  acted  as  a  catalyst  in  Italy  to  create  an  institutional  system  for  collaboration  between 
universities  and  enterprises  and  has  been  successful  in  developing  a  trade  mark  with  a  clear  quality 
standard  within  the  Italian  context. 

•  Cooperation  with  the  Programme  frequently  leads  partners  to  involvement  in  other  EC  initiatives. 

Italian  UETPs  have  strong  links  with  FORCE  and  TEMPUS. 

96 

6.  Overall  Impact 

• 

• 

In  Italy,  COMETT  has  created,  through  the  UETPs,  clear  channels  for  systematic  rather  than  episodic 
cooperation  between  local  Universities  and  SMEs,  Trades  Associations,  Chambers  of  Commerce  and 
Local  Government. 
It  has  been  largely  responsible  for  creating  a  quality-based  framework  for  public  debate  between 
university  and  industry  in  the  country.  The  success  of  the  Programme  has  encouraged  some  univer 
sities  to  review  their  constitutions  in  order  to recognise  industrial  placements  formally. 

•  The  COMETT  Programme  has also  been  an  important  multiplier as  regards  acting  as  a  vehicle  for  the 
transfer  of  technology.  This  consolidates  the  UETPs  as  effective  developing  agencies  participating  in 
training,  R&D  and  development  programmes  for  the  EC  and  national  authorities. 

•  Due  to  COMETT  the  working  relationship  between  Universities  and  Industry  has  concentrated  on 
supplying  the  established  training  needs  of  industry  through  courses  and  placements  and  has  given  the 
relationship  a transnational  dimension. 

•  The  COMETT  Programme  offers  a  valid  role  model  to  mould  future  training  policy  for  initial  and 
continuing  education.  COMETT  will  encourage  national  policies  to  develop  a  decentralised  and  flex 
ible  education  and  training  system  through  direct  dialogue  between  university  and  industry  partners  as 
well  as  active  co-operation  in joint  projects. 

•  COMETT,  through  stimulating  debate  between  universities,  industry  R&D  organisations  and  local  and 
national  government,  has  launched  a  forum  for  the  discussion  of  education  and  training  policy  with 
both  a  national  and  European  dimension. 

•  The  work  of  the  National  COMETT  Information  Centre,  located  in  the  MURST,  has  been  crucial  in 
involving  all  the  principal  actors  in  the  Programme  and  ensuring  the  quality  standards  of  the 
Programme.  The  Information  Centre  has been  especially  influential  in  encouraging  the  acceptance  and 
recognition  of  student  exchange  systems  in  Italy. 

IRELAND 

Population  3.52 m.,  Population  Density:  50.4, GDP/head: 10.8 

SUMMARY  TABLE  IRELAND  (1990-94) 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Number 

Budget 

3 

2 

690,000 

1,205 

3,294,330 

46 

310,530 

110 

1,262,000 

Joint  Training  Projects 

12 

2,517,940 

Pilot  Projects 

2 

1,000,000 

Complementary  Measures 

18 

582,818 

TOTAL 

9,278,508 

1. Background:  Legislation,  Programmes  &  Activities 

•  Regional  Technical  Colleges  &  Dublin  Institute  of  Technology  Acts  (1992)  have  indicated  one  of  the 
principal  functions  as  "to  provide  vocational  and  technical  education  and  training  for  economic, 
technological,  scientific,  commercial,  industrial,  social  and  cultural  development  of  the  State  with 
particular  reference  to  the  region  served  by  the  college".  Along  with  the  new  Technological 
Universities  (1989),  all  now  have  defined  legal  structures  under  which  commercial  activities  can  be 

97 

undertaken.  The  National  University  and  Trinity  College  constitutions  also  provide  for  such  activities. 
A  1992 Education  Green  Paper showed  increased  orientation  towards the  vocation  aspects  of  education 
at third  level. 

•  Programmes  of  higher  education-industry  cooperation  have  developed  since  the  late  1970s.  Current 
programmes  include:  (1) the  Industrial  Liaison  Officer  Programme  supporting  such  activities  in  certain 
higher  education  institutions  (2)  the  Higher  Education  Industry  Cooperation  Scheme  supporting  joint 
research,  (3)  programmes  in  Advanced  Technology  (PATs)  developing  critical  commercial  mass  in 
niche technologies, (4) placement  programmes  transferring  skilled  graduates  into  industry,  (5)  Regional 
Technical  Infrastructure  Development  supporting  the  development  of  particular  regionally  relevant 
technologies,  etc. 

•  Most  higher  education  institutions  now  have  explicit  policies  and  support  procedures  for  commercial 

activities. 

2.  National  Development  of  COMETT 

• 

Ireland  has  made  steady  progress  in  COMETT  II.  Two  sectoral  UETPs  have  been  added,  bringing 
Irish  based  UETPs  up to  five  and,  overall  some  111 contracts  were  issued. 

•  Difficulties  have  been  in  four  main  areas:  (1) dissemination  of  project  outputs  to  SMEs,  (2)  extension 
of the  European  Dimension  within  all  Strands, (3) development  of UETP business  plans, (4)  marketing 
training  materials  and  courses  on  a  European  scale. 

3.  Networking 

•  The  sectoral  UETP  contribution  has  included  developing  expertise  in  European  collaborative  projects, 
as  well  as  developing  a  EU  dimension  in  regional  activities.  All  UETPs  have  undertaken  TNA, 
organising  short  courses  and  involving  Irish  firms  in  international  training  projects.  Training  needs 
analysis  has  been  carried  out  in  conjunction  with  regional  and  national  institutions  involved  in  S&T. 
Also  a National  Association  of UETPs  has  been  formed. 

•  UETP  activities  have  led  to  strong  networks  being  developed 

around  short  courses  and  training 
projects  often  integrating  and  being  supported  by  mobility  activities.  For  small  firms,  it  is  often  the 
first link  into  transnational  activities. They  are  supported  by UETPs  as they  take  part  in  larger  projects. 
•  Only  two  sectoral  UETPs  are  coordinated  from  Ireland.  Both  are  active  in  providing  European  wide 
short  courses  and  in  developing  mobility  programmes.  They  have  entered  and  coordinated  other  EC 
programmes  (LINGUA,  TEMPUS,  FORCE,  etc.)  for  their  members. 

•  The  strengths  of  the  UETPs  are:  (1)  good  reputation,  expertise  and  skills  developed,  (2)  links  to  other 

EC  Programmes  and  networking  established. 

•  The  weaknesses  are:  (1)  lack  of  industrial  participation  due  to  working  in  a  region  with  a  low  geo 
graphical  density  of  firms  at  a  low  technological  level,  dominated  by  SMEs,  (2)  no  government 
department  has  taken  "ownership"  of  UETPs,  (3)  uncertainty  and  lack  of  finance. 

4.  Mobility 

• 

Ireland  does  not  have  a  strong  tradition  of  placements,  outside  the  new  technological  universities, 
although  awareness  is  growing  due  to  COMETT  and  similar  national  activities.  Competitions  for 
industrial  placements  is, however,  fierce  driven  by  high  levels  of unemployment  and  a  weak  industrial 
structure.  Personnel  exchanges  have  also  improved. 

•  Student  placements  have: (1) introduced  a transnational  element to higher education  institutions  already 
undertaking  industry  placements,  (2)  catalysed  the  development  of  placement  requirements  and 
mechanisms  in  higher  education  institutions  not  already  involved  in  such  activities,  (3)  increased 
student  language  competencies,  (4)  acted  as  the  base  for  stronger  co-operation  and  joint  projects,  (5) 
provided  some  firms  with  a  cultural  learning  experience. 

•  Some colleges  not  already  undertaking  placement  activities  have modified  policies  at  an  informal  level 
to  facilitate  exchanges.  Some  Departments  have  formally  modified  structures.  The  staff  mobility 
programme  is  seen  as  too  ridged  with  the  three  month  placement  period  being  too  long. 

98 

5.  Training 

•  COMETT  has  improved  supply  of  training  in  Ireland  by  encouraging  higher  education  institutions  to 
develop  and  supply  technical  training,  particularly  in. areas  where  travel  abroad  would  have  been 
necessary.  Access  to  international  expertise  has  improved  quality.  Also  open,  multimedia  and  distance 
learning  activities  have  been  accelerated  by  COMETT. 
Innovative  collaboration  has taken  place  through:  (1)  the  direct  involvement  of  companies  in  planning 
and developing  courses, (2) the  internationalisation  of the  development  process, (3) the  development  of 
flexible  networks  to  undertake  such  work. 

• 

•  The  Cb  projects  are  seen  as  particularly  successful  in  Ireland.  Two  pilot  projects  (Biotechnology  and 

highway  construction  /  maintenance)  have  also  worked  well. 

6.  Overall  Impact 

•  Overall, COMETT  has  fostered  the  debate  by adding  issues  involved  in  the  training  dimension  and  the 

transnational  focus. 

•  UETPs  have  added  an  extra  dimension  as  an  infrastructural  network.  The  National  COMETT  Liaison 
Committee  has been  effective  in bringing together  for the first time  all those  (government,  universities, 
enterprises,  trade  unions,  etc.)  with  an  interest  in  higher  education,  and  scientific  and  technological 
training.  The  Programme  has  also  assisted  in  bringing  a EU  dimension  to  national  policies  in  the  area 
and  links  have  been  established  with  activities  under  The  Operational  Programme  for  Industrial 
Development  (1989-93)  in  areas  concerning  higher  education-industry  cooperation. 

•  Strong  supporting  relationships  have  been  formed  with  the  Industrial  Liaison  function  in  higher 
education  institutions  as  well  as  in  national  S&T  priority  development  areas  (e.g.  Timber  &  Forestry, 
Marine  &  Aquaculture,  Biotechnology). 

LUXEMBOURG 

Population  0.38  m.,  Population  Density:  188.4, GDP/head: 19.64 ppp. 

SUMMARY  TABLE  LUXEMBOURG  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

1 

0 

120,000 

50 

105,030 

5 

3 

1 

1 

45,000 

565,000 

500,000 

20,000 

1,355,030 

•1.  Background:  Legislation,  Programmes  &  Activities 

•  The  full  cycle  of  third  level  education  is  absent  from  Luxembourg  with  only  1'  Institut  Supérieur  de 
Technologie  (1ST) and  le Centre  Universitaire  du  Luxembourg  (CUL). Thus,  firms  tend  to  look  abroad 
for  higher  education-industry  cooperation. 

•  Only  since  the  establishment  of  Centres  de  Recherche  Publics  (CRP)  in  1987  has  new  and  high 

technology  training  become  available. 

99 

2.  National  Development  of  COMETT 

•  COMETT  I  has  had  a  concrete,  initiating  role  in  developing  SITec  (a  platform  for  new  techniques  in 

intensive  courses)  within  the  CRP-Henri  Tudor. 

•  The  COMETT  Information  Office  also  played  an  important  role. 

3.  Networking 

•  Luxembourg  has  only  one  regional  UETP  covering  the  whole  country.  After  a slow  start  it  now  works 
well.  Sectoral  TNA  studies  have  been  undertaken.  Courses  have  been  given  an  international  element. 
•  The  UETP  brought  added  value  through  alerting  firms  to  the  European  dimension  of  R&D  as  well  as 

• 

training. 
Its  main  strength  is  that  its  partners  have  included  the  professional  associations  which  has  make  for 
credibility  and  ease  of  approach  to  firms.  Other  partners  have  included  the  ITS, CU  and  the  CRPs. All 
partners  have  been  active  in  national  and  EU  R&D  and  thus  permit  the  UETP  to  link  training  and 
research. 

4.  Mobility 

•  Since  the  economic  difficulties  of  1992, students  have  become  more  interested  in  training  placements 

and  firms  more  careful  about  their  relevance. 

•  Often  for  SMEs,  it  has  been  their  first  contact  with  a  European  programme  and  has  encouraged  them 

to  move  onto  R&D  programmes. 

•  Placements  in  firms  have  become  more  systematic. 

5.  Training 

•  The  development  of  SITec  as  a  platform  for  short  courses  has  been  the  main  achievement  of 
COMETT.  Under  COMETT,  the  CRC-CU  has  developed  short  courses  for  industry,  as  has  the 
Chambre  des  Metiers:  the  latter  particularly  for  SMEs 

6.  Overall  Impact 

•  Higher  education-industry  relations had  been  developed  before  COMETT. However,  COMETT  has  had 
an  indirect,  catalytic  effect  on  higher  education-industry  relations.  It  has  also  drawn  attention  to  the 
importance  of  transnational  cooperation. 

•  COMETT's  good  administration  has  encouraged  firms  to  participate  in  further  EC  programmes. 
•  COMETT  activities  drew  attention  to  the  lack  of  national  co-ordination  in  the  area  of  collaboration 
between  national  firms  and  foreign  universities  and  have  encouraged  the  development  of  common 
actions  in  the  Sarr-Lor-Lux  region. 

•  The  UETP  has  supported  the  QUALIF  programme  on  quality  management  of  informatics  projects 
between  firms  and  national  bodies.  It  has  also  brought  together  technical  innovation  bodies  with  an 
interest  in  training. 

100 

THE  NETHERLANDS 

Population:  15.13  m.,  Population  Density:  367.2, GDP/head:  15.6 ppp. 

SUMMARY  TABLE  NETHERLANDS  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

3 

7 

1,455,000 

1,567 

3,706,315 

15 

97,460 

147 

1,685,500 

17 

3 

21 

3,463,000 

1,500.000 

328,329 

12,235,104 

1.  Background:  Legislation,  Programmes  &  Activities 

•  The  higher  education  sector  is  divided  into  universities  (WO)  and  higher  vocational  training  (HBO). 

Community  service  is  explicitly  recognised  in  1986  higher  education  laws. 

•  The  Foundation  for  Technical  Research  (STW)  subsidised  research  of  high  commercial  value.  The 
Ministry  of  Economic  Affairs  has two  large programmes  stimulating  technological  research  and  for  the 
collaborative  development  of  new  commercial  products. 

•  The  Boards  and  administration  of  HBOs  contain  industrialists  and  6 - 12  month  industrial  placements 
are  obligatory.  Quality  assessment  increasingly  includes  industrial  review  as  well  as  per  review. 
Industrial  Liaison  and  technology  transfer  points  are  in  most  higher  education  institutions.  Continuing 
education  programmes  are  in  expansion. 

•  Large  companies  work  well  with  higher  education  funding  professorships  and  undertaking  guest 

tutorships. 

2.  National  Development  of  COMETT 

•  After  a  slow  development  during  COMETT  I,  participation  has  accelerated  rapidly.  NUFFIC  has 
played  an  important  role  in  this  development  through  hosting  and  developing  the  work  of  the 
COMETT  Information  Office. 

3.  Networking 

•  Of  the  10  Dutch  UETPs,  3  are  regional,  located  in  the  three  technical  universities  (Delft,  Eindhoven 
and  Twente)  and  covering the  whole  country,  and  7 are sectoral.  Most  of the  well  known  multinational 
companies  are  members  of  UETPs;  success  with  SMEs  has  been  slower. 

•  COMETT  UETPs  help  with  industrial  "cluster"  strategies. The  organisation  of  industrial  "round  tables" 

have  been  particularly  helpful.  TNAs  have  not  always  been  carried  out. 

•  The  main  strengths  of  regional  UETPs  have  been:  (1)  a  close  relationship  with  other  intermediary 
organisations,  provincial  authorities  and  companies,  (2)  concrete  and  visible  results  from  international 
cooperation  and,  (3)  knowledge  of  European  expertise  and  ability  to tap  it  as  required.  Sectoral  UETPs 
have  added  a  strong  international  dimension  to  their  work. 

•  The  main  weaknesses  have  been:  (1)  lack  of  funding  for  activities,  (2)  regions  too  large,  (3)  industrial 
partners  nf)t  committed  enough,  (4)  industry  has  low  awareness  of  COMETT,  (5)  rapid  turnover  of 
UETP  staff.  The  difficulties  in  industrial  contact  is greater  in  the  regional  UETPs. 

101 

4.  Mobility 

•  One  UETP  has  set  up  "Local  Strategy  Committees"  with  partner  industries  to  oversee  exchanges  and 

influence  course  content.  Others  point  to  a much  more  modest  scale  of  innovation. 

•  More  attention  is  now  devoted  to  such  practical  matters  as  housing,  the  structuring  of  the  contacts  (a 
policy  of networking  instead  of  informal  contacts)  and the  planned  provision  of  student  intern  projects 
as part  of  the  operation  of  businesses, etc. 

•  There  was  a  call  for  simplification  of  regulations  and  procedures  surrounding  mobility  schemes. 
Sanctions  and  reporting  after-the-fact  could  also  greatly  improve  the  efficiency  of  the  programme. 

5.  Training 

•  COMETT  has  internationalised  a number  of training  course  activities  and  has  helped  orient  trainers  to 
training  at  an  international  level.  More  demand-driven  courses  have  been  developed  due  to  company 
involvement. 

•  Quality  has  improved  in  course  development  through  interchange  of  ideas.  European  level  quality 
guarantees  have  been  developed  by  preventing  major  discrepancies  in  the  different  universities  and 
establishing  a common  core  curriculum  (on which  exchanges  are  based). Inspectors  have  been  appoint 
ed td  monitor  quality. 

•  The  range  of  courses  available  has  grown,  both  in  the  Netherlands  and  Europe  as  a whole  along  with 
courses delivered  in a greater variety  of ways. Training activities  have been made  more  international  in 
nature  and  there  is  increasing  interest  and  participation  of  SMEs 

6. Overall  Impact 

•  COMETT  has  never  played  a  major  part  in  any  national  debate  on  higher  education-industry  cooper 
ation.  This  is  due  to  COMETT's  modest  budget  and  the  rich  tradition  of  post-tertiary  continuing 
education  for  industry.  Equally,  before  COMETT,  there  was  a  great  deal  of  contact  between 
universities,  hogescholen  and  companies.  On  top  of this, there  is  a  comprehensive  set  of  measures  for 
the  development  and  dissemination  of  new  technologies  particularly  to  SMEs.  Thus  COMETT  plays  a 
supporting  rather  than  a  leading  role. 
It  has  not  yet  resulted  in  the  formulation  of  new  national  or  regional  policies  or  links  with 
complementary  national  or regional  programmes. However  the  Ministry  has provided  financial  support 
for  the  UETPs. 
Its  main  impact  has  been  that  it  adds  the  European  dimension  of  training. 

• 

• 

PORTUGAL 

Population:  9.85  m., Population  Density:  106.6, GDP/head:  9.06 ppp. 

SUMMARY  TABLE  PORTUGAL  (1990-94) 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Number 

Budget 

4 

6 

1,350,000 

1,321 

3,282,700 

59 

404,660 

127 

1,194,500 

Joint  Training  Projects 

11 

1,970,371 

Pilot  Projects 

1 

500,000 

Complementary  Measures 

24 

378,656 

102 

TOTAL 

9,080,887 

1.  Background:  Legislation,  Programmes  &  Activities 

• 

In  1980  the  INESC  (Institute  for  Systems  and  Computer  Engineering)  was  established  as  an  interface 
between  the  Technical  University  of  Lisbon  and  the  communications  and  IT  industries.  Its  main  focus 
is  R&D  and  high  level  technical  training.  AITEC  (Tecnologias  de  Informaçào  SA)  was  set  up  by 
INESC  to  undertake  technology  transfer  and  business  incubation.  In  1984, FUNDETEC  (Fund  for  the 
development  of teaching  Electrical,  Electronic  and  Computer  Engineering  and  Technology)  was  set  up 
by  the  Technical  University  of  Lisbon  to  develop  new  training  programmes  for  engineers.  In  1987, 
ITEC  was  set  up  by  the  Technical  University  of  Lisbon  to  encourage  Portuguese  participation  in  EU 
Programmes. 
In  1986, INEGI  (institute  of  Mechanical  Engineering  and  Industrial  Management)  was  set  up  in  Porto 
to  improve  university-industry  links. 
In  1988,  the  Conselho  para  a  Cooperaçào  Ensino  Superior  Empresa  (CESE)  -  the  office  in  charge  of 
the  proposal  of procedures  and policies  to  improve  higher education  /  industry  co-operation  was  set up. 
•  From  the  mid-1970s  there  has  been  a  strong  expansion  of  Portuguese  higher  education.  More  recently 
the  universities  and  polytechnics  have  been  given  statutes  of  financial  and  administrative  autonomy. 

• 

• 

2.  National  Development  of  COMETT 

•  The  establishment  of  the  COMETT  Information  Office  in  the  Conselho  para  a  Cooperaçào  Ensino 
Superior  Empresa  (CESE)  has  been  critical  to  COMETT's  success  in  Portugal.  There  is  a  proposal  to 
integrate  similar  higher  education-industry  cooperation  into  other  national  programmes  based  on  the 
COMETT  experience. 

•  The  CESE  recommended  the  public  support  of  UETPs  to  establish  better  synergy  with  national  pro 
grammes.  In  parallel  with  COMETT,  it  has  also  organised  two  major  higher  education-cooperation 
conferences  each  year.  COMETT  activities  have  also  inspired  CESE  to  launch  a  national  training 
placement  programme  for  degree  level  people  into  enterprises  and  organisations  in  other  EU  &  EFTA 
States.  It  will  use  much  of  the  information  and  skills  acquired  from, the  COMETT  Programme. 

•  Certain  pre-established  R&D  and  technology  transfer  consortia  have  spread  out  into  training  through 

COMETT. 

3.  Networking 

•  The  contribution  of  COMETT  and  its  UETPs  has  been:  (1)  the  development  of  dedicated  regional 
higher  education-industry  interfaces,  but  dominated  by  universities,  (2) the  addition  of  an  international 
dimension  to  these  interfaces,  previously  very  weak,  (3)  Expanded  activities  to  other  EU  and  National 
programmes  (PEDIP,  PRODEP, etc.). 

•  Two  UETPs  have  moved  to work with  regional  authorities  in regional  development.  One  UETP has  set 

up  as  series  of  technology  transfer  centres  across  its  region. 

•  The  UETPs/COMETT  have  strengthened  links  to  higher  education  institutions  and  industry  abroad 
giving  new  R&D  and  training  partners.  Similarly  for  firms,  it  has  brought  international  contacts  and 
potential  markets  as well  as  being  a  door  to  other  European  Programmes.  However,  firmsrparticularly 
SMEs,  have  a  poor  input  to  programme  development. 

•  The  six  sectoral  UETPs  (textiles,  agribusiness,  mining,  telecom,  biotech)  have  produced  courses, 
training  material,  books,  directories,  etc.  and  have  exchanged  students  and  strengthened  links  across 
Europe. 

•  The  main  strengths  are  the  transnational  dimension  of  UETP  activities,  the  development  of  a 
professional  management  structure  and  their  specialisation  in  international  technology  training.  The 
main  weaknesses  are that:  (1) UETPs  are  still  largely  depend  on  vulnerable  financial  support,  (2)  most 
sectoral  UETPs  have  a  confused  legal  status,  and  (3)  a  lack  of  public  awareness  and  recognition  of 
their  potential  within  the  new  EC  education  and  training  programmes. 

103 

4.  Mobility 

•  COMETT  has  increased  student  interest  in  placement  abroad  and  added  a  European  dimension  to 
student  training  as well  as contributing  to the  development  of  a European  university-enterprise  techno 
logy  transfer  network.  However,  there  is  still  a  lack  of  recognition  of  student  placements  within 
academic  curricula  and  the  need  for  a  consistent  structural  and  curricular  recognition  of  transnational 
industrial  placement.  Also,  a  lack  of  real  supervision  of training  work  by  universities  and  enterprises. 
•  Personnel  exchanges,  especially  enterprise  to  university,  are  still  difficult  due  to  problems  for 
enterprises  in  matching  personnel  training  needs  to  university  training  methods  and  release  for  long 
periods. 

5.  Training 

•  COMETT  has  produced  a  strengthening  of  transnational  development  of  and  participation  in  training 

activities. 

•  There  has  been  an  improvement  of  quality  and  quantity  of training  materials  on  the  market.  However, 
impact  limited  due  to  low  level  of  demand  (and  supply)  of  technology  related  training  in  Portugal. 

6.  Overall  Impact 

•  COMETT  has  contributed  to developing  new  ideas and  suggestions  in technical  training  and  increasing 
the  awareness  of  the  importance  of  technology  transfer.  It  has  helped  in  setting  up  higher  education-
enterprise  interfaces  devoted  to  technical  training  and  has  started  an  innovative  dialogue  between 
higher  education  institutions  and  enterprises  leading  to  more  "tailor  made"  courses. 

•  COMETT  has  contributed  to  the  improvement  of  national  and  international  contacts  between 

universities  and  enterprises  in training  and  technology  transfer. 
It  has  forwarded  the  integration  of  transnational  industrial  placements  into  course  structures. 

• 

UNITED  KINGDOM 

Population:  57.75  m., Population  Density:  236.6,  GDP/head:  14.73 ppp 

SUMMARY  TABLE  UNITED  KINGDOM  (1990-94) 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

Number 

Budget 

17 

12 

3,860,000 

4,785 

13,626,124 

69 

324 

42 

4 

71 

410,310 

3,347,400 

8,679,009 

2,000,000 

1,086,556 

33,009,399 

1.  Background:  Legislation.  Programmes  &  Activities 

•  The  Department  of  Trade  and  Industry,  the  Department  of  Employment  and  the  Department  of 
Education  and  Science  are  all  involved  in developing  policy  for  university-industry  cooperation.  There 
is  particular  emphasis  on  closing  the  "Technology  Transfer  Gap". There  are  tax  incentives  for  training. 

104 

•  Funding  earmarked  for  the  development  of  continuing  vocational  training  is  given  to  the  universities. 
The  Teaching  Company  Scheme  funds  young graduates  employed  by  academic  institutions  to  work  on 
defined  projects  in  industry.  LINK  funds  research  projects  between  science  based  and  industrial 
partners.  CASE  encourages  industry  to  sponsor  postgraduates  in  return  for  work  on  a  particular 
project.  The  Enterprise  Initiative  offers  companies  the  opportunity  to  hire  university  consultants  for 
short  periods.  Other  associated  measures  include  the  encouragement  of  technology  audits,  the  setting 
up  of  Faraday  Centres  (similar  to  the  Fraunhofer  Institutes),  the  Enterprise  in  Higher  Education 
Scheme,  the  setting  up  of  the  Training  &  Enterprise  Councils  (TECs),  the  High  Technology  National 
Training  Programme,  etc. 

•  There  is  now  extensive  representation  of  professional  and  industrial  bodies  of  governing  bodies  of 
higher  education  institutions  and  their  sub-committees.  Higher  education  institutions  are  becoming 
increasingly  involved  in  technology  transfer  and  setting  up  companies.  University  staff  are  now 
actively  encouraged  to  participate  in  the  commercial  exploitation  of  their  research.  Most  universities 
have  Industrial  Liaison  Officers  and  many  have  set  up  Science  Parks. 
Income  for  industry  to  higher  education  institutions  is  increasing.  Some  large  firms  have  Education 
Liaison  Officers.  There  is  strong  industry  representation  on  the  funding  councils  for  universities.  The 
CBI  negotiates  industry's  position  with  respect  to  higher  education. 

• 

2.  National  Development  of  COMETT 

•  Strong  participation  in  COMETT  I  carried  over  into  COMETT  II.  The  continued  development  has 
been  based  on:  (1)  the  good  organisational  capacity  of  higher  education  institutions  and  the  fact  that 
they  were  well  linked  to  enterprise  before  COMETT,  (2)  the  historic  importance  given  to  industrial 
placements,  (3) the  entrepreneurial  spirit which has developed  in higher  education  institutions  since the 
1980s,  (4)  recognition  of  the  importance  of  trans-European  co-operation,  (5)  the  national  structures 
supporting  university-enterprise  cooperation  and  the  work  of the  COMETT  Information  Office. 

3.  Networking 

•  After  1990,  the  UK  had  25  UETPs:  17 regional  covering  the  whole  of  the  UK  and  8  sectoral  UETPs. 

Four  additional  sectoral  UETPs  were  added  in  1992. 

•  Universities  thought  UETPs  most  relevant  at  a  regional  rather  than  national  level.  UETPs  were 
effective  at  marketing  COMETT.  Newsletters,  meetings,  placements,  short  courses  were  all  useful. 
Generally,  companies  recognised  the  need  for  university  - enterprise  networks  and  saw  UETPs  as  one 
of  the  catalysts  in  this  area.  All  UETPs  saw  a  need  for  higher  education-industry  networks  which 
would  develop  transnational  links  and  provide  information  on  EU  training  opportunities. 

•  Over  half  the  Universities  believed  that  UETPs  had  little  or  no  effect  in  helping  enterprises  commun 
icate  their  needs:  many  other  routes  existed.  For  firms,  UETPs  helped  in  TNA  and  in  raising  the 
profile  of  training  in the  company.  UETPs provided  little  clear  evidence  that  they  themselves  had  been 
helpful  in  this  area:  54%  of regional  UETPs though  little  had  been  achieved. 

•  Universities  believed  UETPs  helped  them  to  look  beyond  national  boundaries  establishing 

links  with 
other  universities  and  enterprises  across  Europe.  For  enterprises,  UETPs  found  partners  abroad  and 
provided  EU  students  for  placement.  61%  of  regional  and  all  sectoral  UETPs  thought  they  had 
contributed  some  or  a  great  deal  to  encouraging  transnational  co-operation.  Sectoral  UETPs' 
contribution  was  not  strongly  differentiated  from  regional  UETPs.  They  did,  however,  seem  to  have 
closer  and  more  frequent  contacts  with  companies. 

•  Universities  believed  UETPs  strengths  lay  in  their  extensive  contacts  with  other  UK  &  EU  UETPs, 
universities  and  enterprises. Also, their  commitment  to  industrial  development  and  catalytic  stimulation 
of  university  /  industry  interaction.  Weakness  lay  in  insufficient  funding  and  sometimes  in  not  being 
firmly  enough  linked  into  their  own  regional  structures.  For  enterprises,  UETPs'  strengths  lay  in  their 
ability  to  bring  European  organisations  together  and  provide  the  latest  on  EU  technology  training 
activities.  Also,  the  provision  of  European  placement  opportunities.  The  weakness  lay  in  the  lack  of 
communality  between  sectoral  and  regional  UETPs  and  the  funding  process  which  made  long  term 
planning  difficult.  Communication  through  promotion  and  publicity  was  poor.  Low  awareness  of 
UETP  existence.  Regional  UETPs  saw  their  strengths  as:  networking,  expertise 
in  mobility 
programmes,  links  with  the  Commission,  project  management,  an  access  point  for  all  to  higher 
education 
funding, 
dependence  on  EC  funding  and  inability  to  generate  other  funding,  difficulty  in  retaining  industry's 

institutions,  enterprises  and  EC  Programmes.  Weakness  were 

insufficient 

M)5 

interest,  being  all  things  to  all,  etc.  Sectoral  UETPs  strengths  included:  a  clear  mission,  good  support 
from  higher  education  institutions,  industry  and  EC, expertise  in  EC  funding  and  project  management. 
Weaknesses  included:  relatively  poor  industry  links and  a poor  commercial  orientation  as  well  as  poor 
links  with  some  countries. 

4.  Mobility 

• 

Just  over  half  the  Universities  believed  student  placements  had  contributed  to  innovation  within  the 
institution.  Two  thirds  of  enterprises  felt  that  they  had  benefited  from  having  the  placement;  breaking 
down  national  barriers  and  opening  up  marketing  opportunities  as  well  as  the  specific  technical 
element  contributed.  85%  of  regional  UETPs  felt  that  student  placements  had  contributed  to 
innovation:  establishing  new  links,  increasing  interest  and  demand  for  students,  linking  companies  to 
new  markets, benefiting  universities  and  linking  enterprises  to  a  large pool  of well  motivated  students, 
etc. 

•  Half  the  universities  modified  policies  or  practices  ranging  from  greater  academic  recognition  for 
placements  to  modification  of placement  procedures. Half  the  firms  surveyed  had  made  modifications. 
About  three-quarters  of  UETPs  thought  universities  and  enterprises  had  made  such  modifications: 
flexibility  in  course  design,  assistance  to  lecturers  in  visiting  students  abroad,  insurance  policies,  better 
language  preparation,  etc.  Enterprises  had  become  more  flexible  in  planning  and  defining  work 
programmes,  etc. 

5.  Training 

•  Universities  were  evenly  divided  as  to  whether  COMETT  had  made  innovative  contributions  in 
training.  70%  of  firms  thought  COMETT  had  made  little  or no  impact  in  innovation.  Of  UETPs,  only 
16%  of  regional  and  57%  of  sectoral  UETPs  thought  that  some  or  a  great  deal  had  been  achieved. 
This  failure  was  due  to  insufficient  funding  and  lack  of  availability  of  SME  staff  time. 
In  terms  of  quantity  or  quality  of  training,  enterprises  felt  that  COMETT  had  made  little  or  no 
contribution.  About  half the  UETPs  felt  that  COMETT  had made  a contribution  to quantity  and  quality 
through  access  to  a  wider  group  of  experts,  adding  European  value,  levering  other  funding,  etc. 
Universities  were  evenly  divided  as to  whether  COMETT  had  contributed. 

• 

•  59%  of  firms  felt  that  COMETT  complemented  their  own  training  activities.  Sectoral  UETPs  were 

more  positive  than  regional  UETPs:  57% thought  some  or  a  great  deal  had  been  contributed. 

•  Conclusion:  ...  "the  COMETT  programme  (has)  generally  been  successful  in  helping  to  increase 
awareness  of  Europe  in  education  and  training... (but)  has  been  very  modest  in  scope  when  compared 
with  complementary  regional  and  national  actions...  The  main  value  added  by  COMETT  has  been  to 
open  up  the  practice  of  placements  to  a  wider  range  of  companies....  It  has  also  helped  to  establish 
new  contacts  between  universities  in  this  country  and  companies  in  other  Member  States  or  in  EFTA 
countries." 

6.  Overall  Impact 

•  Universities  generally  believed  COMETT  had  added  some  impetus  to  the  debate  on  higher  education-
industry  collaboration.  However,  many  noted  that  the  debate  had  gone  on  long  before  COMETT. 43% 
of  enterprises  thought  COMETT  successful  in  this  area.  36% disagreed.  58% of  regional  and  71% of 
sectoral  UETPs  though  that  COMETT  had  made  a worthwhile  contribution. 

•  Most  universities  believed  that  COMETT  had  made  a  worthwhile  contribution.  It  had  increased  links 
both  locally  and  across  Europe.  Some  enterprises  thought  that  COMETT  had  produced  only  minimal 
new  collaborative  ventures.  Some  thought  that  COMETT-  developed  university-industry  links  had 
introduced  new  ideas  into  the  workplace.  70%  of  all  UETPs  felt  that  they  had  made  a  worthwhile 
contribution  in  this  area.  Areas  ranged  from  student  placement  to  creating  new  transnational  links,  to 
skills  and  training  needs  analysis  at  regional  and  sectoral  level, to  issues  of  graduate  employment. 
•  49%  of  universities  thought  COMETT  did  not  influence  policy;  most  policy  was  already  well 
developed.  36% of  firms  thought  COMETT  has  had  some  or  considerable  influence  on  their  policy  to 
wards  universities.  Only  25%  regional  and  14%  sectoral  UETPs  thought  that  COMETT  had  some  or 
considerable  influence.  However,  many  felt  that  the  indirect  influence  had  been  important.  COMETT 
complemented  and  enhanced  existing  models  of  university-industry  collaboration. 

106 

For  firms,  the  main  examples  of  COMETT  benefits  were  access  to  providers  of  European  expertise 
and  a  greater  awareness  of  European  training  issues.  44%  were  involved  in  similar  activities.  77% 
regional  and  60%  sectoral  UETPs  reported  establishing 
links  between  COMETT  and  other 
national/regional  policies  sharing  complementary  aims. 
Universities  generally  believed  COMETT to have  little  impact,  even  locally.  However,  the  international 
aspects  were  seen  to  give  credibility  to  EU training  policies.  Some  thought  it had  improved  technology 
skill  in  local  companies.  Half  the  firms  felt  that  COMETT  had  made  a  worthwhile  impact  on  their 
own  company  particularly  through  the  student  placement,  opening  up  new  skills  and  awareness  of  the 
EU  market.  Companies  felt  that  the  overall  regional  impact  of  COMETT  was  small.  UETPs  felt  that 
impact  was  limited  by  insufficient  funding  being  available  to  generate  large  scale  interest  and 
participation. 

AUSTRIA 

Population  7.83m., Population Density:  93.7,  GDP/head: 16.7 ppp. 

SUMMARY  TABLE  AUSTRIA  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

4 

1 

735,000 

796 

1,989,560 

73 

84 

634,310 

826,500 

Joint  Training  Projects 

8 

1,336,000 

Pilot  Projects 

Complementary  Measures 

13 

187,080 

TOTAL 

5,708,450 

1. Background:  Legislation.  Programmes  &  Activities 

•  There  is  no  specific  Austrian  university  -  industry  cooperation  legislation.  However,  a  1988  law 
permits  university  departments  to  act  as  entrepreneurs  in  their  academic  field:  this  is particularly  useful 
for  contract  research.  Importantly, 
includes  continuing  education 
the  "University  Study" 
provisions:  a  well  defined  framework  for  certification,  financing,  use  of  university  infrastructure,  staff 
payment,  etc.  Recent  major  reform  centres  on  the  establishment  of  a Fachhochschulen  system. 

law 

•  Two  particularly  relevant  programmes  are  (1)  "Scientists for  Industry"  which  enables  young_university 
lecturers  and  researchers  to  spend  up  to  two  years  in  companies  and  (2)  "Scientists  Establish 
Enterprises" which  provides  seed  money  for  start-ups  based  on  the  scientist's  research  work. 
Important  higher  education-industry  cooperation  activities  include  (1)  National  and  regional  S&T  fairs 
to  present  R&D  results  to  companies  and  (2)  "FoDoc  Austria"  which  is  a  nation-wide  information 
system  on  research  potential  and  projects  in  all  universities  and  academies. 

• 

•  A  network  of  technology  transfer  and  continuing  education  institutes,  university  extension  centres  and 

• 

industrial  liaison  offices  have  been  established. 
It  is  usual  to  undertake  diploma  and  doctoral  theses  connected  to  industrial  project  work.  Lecturers 
from  industry  are  usual  in  universities'  CET  programmes. 

•  Thus,  overall,  university-  industry  cooperation  relations  are  well  developed. 

.  107 

2.  National  Development  of  COMETT 

The  national  development  of  COMETT  activities  has  been  rapid  and  successful  because  : 
•  The  UETPs  fit  easily  into  the  existing,  well  developed  higher  education-industry  cooperation  structure. 
•  The  COMETT  Information  Centre  provided  active  and  effective  support.  It  initiated  projects,  arranged 

conferences,  seminars,  workshops,  information  services, etc. 

•  The  Ministry  for  Science  &  Research  provided  central  support  and  co-funding,  and  expressed  a 

willingness  to  provide  future  support. 

•  The  "EC" label  was  useful.  Most  leading  organisations  now  participate  in  COMETT  including  a  strong 

enterprise  input. 

3.  Networking 

•  The  4  regional  UETPs  (APS, ATTAC,  CATT & DANUBE)  have  provided 

-  A  regional  platform  for  training  &  technology  issues  while  raising  regional  and  national  con 

- 

sciousness  of  these  issues. 
International  partners  and  a  European  dimension  to  technology  training,  acting  as  a  regional  focus 
of  European  initiatives.  They  assist  the  integration  of  regional  SMEs  and  other  partners  into 
European  projects  and  issues.  This  has  red  to  a  motivation  and  sensibilisation  to  international 
technological  development. 

-  Short  courses  and  personnel  exchanges  as  well  as  spin-off  companies  from  such  activity.  They 

have  developed  a greater  synergy  between  research  and  training. 

-  A transnational  outlook  through  work  with  European  partners, placements  and  the  influx  of  foreign 

students  into  Austrian  firms. 

•  The  strengths  of  the  UETPs  are:  (1)  secure,  legal  and  independent  status  as  a  base  for  a  democratic 
partnership,  (2)  high  acceptance  and  good  regional  support  and  financial  commitment  of  public  and 
semi-public  institutions,  (3)  skills  in  managing  European  training  projects;  (4)  closeness  to  firms  and 
technical  credibility,  (5)  links  to  other  EC  networks,  (6)  links  to  universities  and  the  strength  of 
existing  university  "Extension  Centres"  in  Austria,  (7)  well  motivated  personnel  and  lean  and  efficient 
structure. 

•  The  weaknesses  of  the  UETPs  are:  (1)  weakness  in  linking  COMETT  to  other  EC  projects  with 
Austria  as  an  EFTA  member,  (2)  lack  of  marketing  and  sales  strategies,  (3)  limited  numbers  of  staff, 
(4)  some  regions  with  weaker  universities  and  technical  studies  base,  (5)  the  time  taken  to  develop  a 
specific  profile,  (6)  the  lack  of time  for  self-training  for  a complex  area,  (7)  COMETT  projects  are  too 
short  to  create  an  "international  training  philosophy",  (8)  annual  reduction  of  financial  support,  (9) 
uncertainty  in  transfer  to  LEONARDO. 

4.  Mobility 

COMETT  has  brought: 
• 

systematised  student  placements  on  a  project  oriented  basis  with  a  clear  work  plan  and  defined 
provisions  for  academic  recognition 

•  enterprises  are  adopting  a  "placement  culture"  and  providing  better  facilities  and  professional  guidance 

• 

for  students;  their  acceptance  of  students  has  become  easier  and  more  formalised 
staff  exchanges  provide  considerable  feedback  and  linkages  between  universities  and  enterprises;  they 
are,  however,  very  difficult  and  time  consuming  to  organise,  particularly  for  longer  periods. 

5.  Training 

COMETT  has  been  important  because  of 
•  Developing  training  projects  with  potential  users  and  international  partners  It  has  led  to  multi-location 
delivery  of  courses  and  improved  international  marketing  and  better  access  to  courses. The  threshold  to 
organise  or  participate  in  courses  has  decreased.  Providing  training  for  SMEs  has  become  more 
attractive.  UETPs  have  complemented  the training  activities  of university  Extension  Centres. 
Improving  quality  (more  than  the  quantity)  of  training  due  to  (1)  a  wider  exchange  of  expertise  and 
views  and  (2)  providing  the  opportunity  to  compare  the  state  of  art  in  different  countries. 

• 

108 

•  Carrying  out  a  number  of  specific  TNAs,  as well  as  constant  evaluation  of  industry  needs.  Discussions 
on  course  concepts  and  marketing  has  been  organised.  Interactive  TNA  has  also  been  developed.  The 
sectoral  UETP  has  carried  out  a  " State  of Art"  Survey  to  act  as the  basis  for  a TNA. 

6.  Overall  Impact 

•  The  overall  impact  has  been  good,  particularly  from  the  UETP  system.  There  has  been  a  major 
increase  in transnational  student  placements  along  with  improved  project  oriented  design  of  placements 
and  better  academic  recognition.  The  transnational  higher  education  /  industry  personnel  exchanges, 
which  did  not  exist  at  all  before  COMETT,  have  been  useful.  There  has  been  an  enrichment  of  the 
national  market  for  advanced  training  technology  through  the  international  scope  and  European 
dimension  of  courses  developed. 

•  COMETT  complements  the  regional  and  national  programme,  contributing  to  improved  Austrian 
training  activities.  This  is to  be  seen  particularly  in  the  co-funding  of  national  and  regional.  COMETT 
has  enhanced  the  international  dimension  of  training.  It  has  linked  higher  education  institutions  and 
industry,  supported  the  development  of  continuing  education  at  higher  education  institutions,  catalysed 
the  development  of  TNA,  provided  experience  in  the  international  management  of  programmes  and 
projects,  improved  the  institutional  management  of  higher  education-industry  interfaces,  extended 
networks  to  other  forms  of  co-operation,  increased  industry  interest  in highly  qualified  personnel,  etc. 

SWITZERLAND 

Population 6.83m.,  Population Density:  165.4, GDP/head:  20.3  ppp. 

SUMMARY  TABLE  SWITZERLAND  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

3 

4 

1,130,000 

417 

1,048,540 

29 

86 

272,630 

867,450 

Joint  Training  Projects 

7 

1,390,000 

Pilot  Projects 

Complementary  Measures 

1 

2,082 

TOTAL 

4,710,702 

1.  Background: Legislation. Programmes  &  Activities 

•  There  is  no  specific  higher  education-industry  cooperation  legislation.  There  is  legislation  enabling 
Federal  Government  to  run  S&T  policy.  Certain  specific  laws  (e.g.  energy)  underpin  some  higher 
education-industry  cooperation  activities.  Most  higher  education  is  organised  at  a  cantonal  level.  Thus, 
legislation  and  provision  can  show  considerable  variation. 

•  The  Commission  for  the  Promotion  of  Scientific  Research  (CERS)  stimulates  research  cooperation 
between  research  institutes  and  industry.  Some  ministries  spend  heavily  on  R&D  with  advice  and 
assessment  by  university  and  industry  representatives.  Long  term,  priority  research  programmes  and 
more  immediate  action  research  programmes  are  run  by  the  Federal  Ministry. 

•  Every  university  has  its  Office  of  Continuing  Education.  A  national  programme  "Specific  measures  in 
favour  of  continuing  vocational  training  at  university"  provides  for  complementary  and  postgraduate 
studies.  The  two  Institutes  of  Technology  are  much  more  closely  tied  to  industry.  The  upgrading  of 

109 

many  tertiary  education  establishments  to  Fachhochschulen  is  well  under  way.  Many  scientist  work  in 
both  higher  education  and  industry. 

•  TE-CH  is  a  national  network  of  technology  transfer  centres.  The  two  employers'  federations  have  esta 
blished  offices  to  coordinate  research  projects  and  relations  with  the  public  authorities.  Industry 
contributes  about  2% of  R&D  in  higher  education. 

2.  National  Development of  COMETT 

•  Participation  in  COMETT  started  in  1990.  By  1991  there  was  strong  participation  in  other  countries' 
projects  and  Positive  Action  projects  were  launched.  1992  saw  a  strong  participation  in  the  Call  for 
Proposals.  The  1992  Call  saw  7 UETPs  established. 

3.  Networking 

•  Of  the  Swiss  UETPs,  3  are  regional  and  4  sectoral.  They  have  opened  up  a  dialogue  between  the 
diverse  actors  in  technology  transfer  and  training.  They  also  respond  to  regional  priority  issues.  They 
bring  SMEs  together  with  both  public  research 
institutions  and  international  organisations  for 
cooperative  work. 

•  A  six  year  federal  plan  has  provided  the  cantonal  universities  and  the  federal  polytechnics  with  con 
tinuing  training  mechanisms.  The  UETPs  have  worked  very  closely  with  and  reinforced  and  enlarged 
these  structures.  It  has  also  reinforced  federal  policies  for  a  stronger  internationalisation  of  higher 
education  institutions.  Regional  policy  is  not  as  yet  fully  formulated,  however,  it  seems  quite  possible 
that  bodies  such  as the  UETPs  may  form  an  important  part  of  this  policy.  They  have  worked  well  with 
other  EC  Programmes. 

•  As  well  as  providing  an  international  context  for  higher  education-industry  cooperation  work,  the 
UETPs  have  also  assisted  with  inter-cantonal  cooperation  and  coordination.  Overall,  the  UETPs  have 
had  variable  success,  particularly  in  the  level  of  enterprise  involvement. 

4.  Mobility 

•  There  has  been  a  particularly  strong  effort  on  the  part  of  the  COMETT  Programme  to  assist  in  the 

integration  of  Switzerland  into  its  EU  activities  through  the  student  mobility  placements. 

•  Personnel  mobility  has  been  poorly  understood  and  not  been  successful. 

5.  Training 

•  The  Swiss  success  rate  in  COMETT  II  has  been  high  in both  the  short  and  long  courses. 

6.  Overall  Impact 

•  Aspects  of  the  Swiss  federal  and  strongly  autonomous  cantonal  systems  made  the  start  of  Swiss 
participation  in  1990  somewhat  difficult.  However,  with  the  establishment  of  a  Swiss  COMETT 
Information  Office  under  the  Positive  Action  Programme  and  increased  inter-cantonal  coordination,  by 
1992,  there  was  a  fully  functional  and  successful  COMETT  programme  in  operation. 

•  Thus,  with  the  near  simultaneous  launch  of  special  Federal  measures  on  continuing  education  at  the 

same  time  as  COMETT  has  been  a  good  success  at  both  a  federal  and  cantonal  level. 

110 

LIECHTENSTEIN 

SUMMARY  TABLE  LIECHTENSTEIN  (1990-94) 

Number 

Budget 

UETPs:  Regional 

1 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

150,000 

26 

51,890 

2 

1 

30,000 

200,000 

TOTAL 

431,890 

1. National  Development  of  COMETT 

•  As  Liechtenstein  became  more  integrated  with  EFTA,  it  began  to  become  eligible  to  participate  in 
COMETT.  It  entered  in  COMETT  activities  in  1991  under  the  banner  of  Switzerland.  In  1992,  on 
becoming  a  full  EFTA  member,  it  entered  fully  into  COMETT. 

2.  Networking 

•  Liechtenstein  applied  for  a  regional  UETP  in  1992  and  was  successful.  The  UETP  takes  in  neigh 

bouring  parts  of  Switzerland  and  Austria. 

3.  Mobility 

•  The  UETP  obtained  26  student  places  in  1993. 

4.  Training 

• 

In  1992, the  UETP  organised  a joint  training  project  on  environmental  engineering.  The  UETP  organ 
ised  a  short  course  in  both  1993  and  1994. 

5.  Overall  Impact 

•  The  decision  of  Switzerland  not  to  enter  the  EU  has  made  it  somewhat  more  difficult  to  develop 

COMETT  in  Liechtenstein. 

11 

ICELAND 

Population  0.26  m., Population  Density:  2.5,  GDP/head:  n/a ppp. 

SUMMARY  TABLE  ICELAND  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Complementary  Measures 

TOTAL 

1 

159,000 

51 

154,030 

7 

7 

2 

3 

56,300 

70,000 

240,000 

52,994 

732,324 

1. Background:  Legislation,  Programmes  &  Activities 

•  The  institutional  separation  of  research  centres  from  the  university  and  then  the  lack  of  graduate 

courses  until  1991  limited  the  potential  for  university-industry  cooperation. 

2.  National  Development  of  COMETT 

•  The  COMETT  Information  Centre  and  the  country's  UETP both  based  in  the  University  of  Reykjavik 

have  been  important  in the  success  of the  Programme. 

3.  Networking 

•  There  is  only  one  UETP  in  Iceland.  It  has  undertaken  TNA  and  has  developed  and  run  courses  to 

• 

alleviate  these  needs.  It  has  promoted  conferences  on  higher  education-industry  relations. 
Initially,  it  was  particularly  strong  in  the  fish  processing  industry  but  has  since  broadened  out  to  other 
industrial  sectors. 

•  The  strengths  of  the  UETP  have  been  the  participation  of  the  industrial  and  professional  associations 
with  direct  access  to  firms  and  the  strong  moral  and  financial  support  of  the  University  of  Iceland. 
•  The  main  weaknesses  have  been  the  lack  of  direct  contact  with  firms  and  a  very  insecure  financial 

base. 

4.  Mobility 

• 

Iceland  has  always  been  very  internationally  minded  with  a  tradition  of  seeking  technical  education 
and  training  abroad.  COMETT  acted  as  a  conduit  for  this  ready  made  market.  However,  existing  in 
formal  mechanisms  in  Icelandic  universities  and  enterprises  have  not  been  formalised. 

5.  Training 

•  COMETT  has  pioneered  the  practice  of  undertaking  TNA  and  then  discussing  the  best  means  to 
alleviate  the  needs  with  industry.  It  has  also  pioneered  the  extensive  preparation  of  quality  training 
programmes  with  international  university  experts  and  enterprise  leaders. 

•  Quality  training  courses  have  been  developed.  However,  not  enough  courses  have  been  available  nor 

have  new  modes  of  training  delivery  been  sufficiently  exploited. 

•  Thus,  COMETT  has  added  anew  dimension  to training  (rather than  simply  complementing  it)  through 

TNA,  high  quality  course  preparation  and  training  of  trainers. 

112 

6.  Overall  Impact 

•  COMETT  has  had  a  strong  impact.  It  has  provided  an  acceptable  European  forum  for  a debate  which 
had  previously  been  fraught  with  mutual  suspicion.  It  has  also  helped  legitimised  in  industry's  eyes 
much  of  the  higher  education  expertise  existent  in  Iceland.  It  has  provided  part  of  the  basis  for  a 
dialogue  on  university-industry  relations. 

•  Due  to  the  SME  nature  of  Icelandic  industry,  COMETT  has  had  to  work  with  industry  and  profes 
sional  associations  at  an  administrative  level.  Specific  firm  contact  takes  place  during  projects  and 
placements.  The  direct  contact  nature  of  Icelandic  society  has  meant  that  COMETT  may  initiate  con 
tacts  but  then  ceases  to  be  an  intermediary.  The  programme  has  catalysed  various  training,  research 
and  placement  activities. 

•  Thus,  it  has  accelerated  contacts  with  universities  and  firms  across  the  EEA  and  had  a  strong  effect  in 
focusing  higher  education  institutions  on  the  need  to  market  their  education,  training  and  research  to 
industry.  It  has  also  developed  better  industrial  awareness  of  university  graduate  recruitment 

NORWAY 

Population  4.27  m.,  Population Density:  13.2, GDP/head: 15.35 ppp. 

SUMMARY  TABLE NORWAY  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

Joint  Training  Projects 

Pilot  Projects 

Complementary  Measures 

TOTAL 

4 

2 

930,000 

360 

1,018,100 

27 

46 

4 

1 

3 

169,180 

477,000 

818,000 

500,000 

47,280 

3,959,560 

1.  Background:  Legislation.  Programmes  & Activities 

•  The  Norwegian  Institute  of  Technology  (NTH)  in  Trondheim  is  the  only  technical  university  in 
Norway  and  has  had  to  play  a  major  role  in  the  development  of  the  oil  industry  since  the  1970s. 
SINTEF  is  a  foundation  of  the  NTH  used  for  undertaking  university-industry  cooperation,  particularly 
in  the  field  of  contract  R&D  and  continuing  education. 

•  The  1991  White  Paper  on  Higher  Education  argued  for  closer  internal  collaboration  between  the 
educational  institutions  in  an  integrated  "Norwegian  Network"  as  well  as  collaboration  with  external 
institutions,  but  there  has  been  no  national  programme. 

•  The  Norwegian  Research  Councils  have  university-industry  technology  transfer  programmes.  The 

Ministry  of  Industry  wishes  better  collaboration  between  research  institutes  and  universities. 

•  The  Norwegian  Long  Term  Plan  1994-97  seeks  "to  spread  available  technology  and  competence  to 

companies.,  (and  a)  More  rapid  updating  and  renewal  of technical  and  professional  skills.." 

113 

•  The  1993 National  Budget noted that  "International  collaboration  in higher  education  must  be  strength 

ened  including  participation  in  international  education  programmes.." 

2.  National  Development  of  COMETT 

•  The  somewhat  ambivalent  attitude  of Norway  towards the EU  and the  volume  of new  EC  Programmes 
may  have  accounted  for  a very  slow  start  in  1990 with  only  11 projects  submitted  and  6  accepted. 
•  The  Positive  Actions  of COMETT  in  1991/92  saw  a major  expansion  of involvement  with  5  additional 

UETPs  being  formed  the  next  year 

3.  Networking 

•  The  UETPs  have  encouraged  regional  cooperation  between  regional  business  interests  and  the  esta 
blished  education  and  training  system.  They  have  brought  a  European  dimension  to  universities' 
traditional  industrial  liaison  and  continuing  education  functions.  They  have  developed  a  nation-wide 
information  distribution  network  through  technical  journals  and  newsletters  as  well  as  annual 
conferences  on  technical  skills.  They  have  also  assisted  in  the  development  of  courses  and  arranged 
student  placements.  They  have  moved  from  training  co-operation  to  RTD  projects  and  developed 
sectoral  activities. 

•  The  activities  of  the  UETP  have  varied  from  direct  TNA  and  subsequent  course  development  to 

support  to  industry  in  its  own  efforts:  as  one  UETP put  it;  "Help towards  self-help". 

•  Transnationalisation  of  activities  has  been  a  major  success  of  all  UETPs.  Sectoral  UETPs  have  from 

the  start  been  transnational.  Regional  UETPs  have, however,  also  been  successful. 

•  The  two  sectoral  UETPs  have  been  based  at  the  Norwegian  Institute  of  Technology  (NTH)  in 
Trondheim  with  very  close  connections  to  SINTEF.  The  UETPs  have  added  to  the  international 
character  and  activities  of  this  large  technology  complex  through  international  TNA,  short  courses, 
student  and  staff  exchanges  and  have  gone  on  to  develop  larger  RTD  projects  outside  COMETT. 
•  The  main  strengths  of  the  UETPs  have  been:  (1)  the  strong  European  network  developed,  (2)  the 
support  of  the  Norwegian  government  and  regional  authorities,  (3) the  active  commitment  and  support 
of the  NTH  for  three  of the  UETPs, (4) the  active  support  and  participation  of  the Norwegian  Society 
of  Chartered  engineers  (NIF)  and  the  Federation  of Norwegian  Engineering  Industries  (TBL). 

•  The  main  weakness  has  been  that  the  budget  allocation  requirements  were  underestimated. 

4.  Mobility 

•  Mobility  actions  have  been  used  by  partners  in  larger  COMETT  and  other  projects  as  a means  of both 

cementing  and  developing  co-operation. 

•  The  Norwegian  government  has made  granting  of work  and  residence  permits  to COMETT  students  de 
incoming  students. 
facto.  Agreements  with  Student  Accommodation  Offices  greatly  facilitated 
Agreements  with  the  Universities  gave  COMETT  students  full  student  rights  (travel  rebates,  student 
activities,  etc.). The  TBL  recommended  student  placements  to  its  members. 

•  Overall,  there  has  been  an  improvement  in  student  placement  practices. 

5.  Training 

•  Courses  have  been  developed  from  the  start  for  a  European  audience  and  with  a  EuropeaTTcfrrnension. 
Some  courses  have  developed  from  other  EU  investment  (e.g.  ESPRIT  II).  Extensive  use  of  new 
techniques,  software  programmes  and  simulation  tools  have  been  incorporated.  COMETT  activities 
have  been  both  a  practical  instrument  and  a  catalyst. 

•  The  emphasis  has  been  on  quality  improvement.  COMETT  has  introduced  a  number  of  "quality 
partners" 'into  the  development  of  courses  and  continuing  education  activities  who  would,  otherwise, 
not  have  been  available  in  Norway. 

•  The  close  similarity  between  the  objectives  of  COMETT  and  national  objectives  in  the  field  of 

technology  transfer  and  training  have  ensured  complementarity. 

114 

6.  Overall  Impact 

•  COMETT  has  not  been  strong  at  a  national  level,  but  has  been  quite  important  at  the  regional  policy 
and  planning  level.  At  a  regional  level,  the  role  of  COMETT  in  the  development  and  implementation 
of regional  and  county  strategic  plans  in Norway  should  be  stressed. 

•  Where  these  had  already  been  prepared,  for  example  in  Western  Norway,  COMETT  has  become  an 
important  tool  for  implementation;  in  other  cases  COMETTs  objectives  are  being  adopted  as  part  of 
the  premises  for  plans  currently  in  preparation. 

•  Membership  of  COMETT  has  provided  technology  transfer  and training  with  a  European  aspect  which 
would  otherwise  have  been  lacking  or  would  have  had  to  be  laboriously  constructed,  using  national 
resources  and  on  purely  national  terms;  hardly  the  optimal  point  of  departure  for  the  creation  of  an 
international  programme  of  cooperation. 

SWEDEN 

Population: 8.64  m.,  Population Density:  19.2, GDP/head: 16.2 ppp. 

SUMMARY  TABLE  SWEDEN  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

4 

23 

888,000 

807 

2,245,940 

13 

83 

111,000 

998,000 

Joint  Training  Projects 

13 

2,311,038 

Pilot  Projects 

Complementary  Measures 

TOTAL 

1 

15 

500,000 

240,952 

7,294,930 

1.  Background: Legislation.  Programmes  & Activities 

•  Higher  education-industry  cooperation  is  well  established  since  the  1960s  in  Sweden.  Industrialists 
serve  on  higher  education  commissions.  Since  legislation  in  1977,  industrialists  can  sit  on  all  study 
programme  committees.  Faculty  can  take  on  external  contracts  and  be  seconded  to  enterprises.  Since 
1975,  universities  give  vocational  training  programmes. 

•  The  Swedish  Board  for  Technical  Development  (STU)  was  set  up  in  the  late  1960s  to  improve  the 
technical  level  in  Swedish  enterprises:  a  special  target  was  university/enterprise  cooperation.  It  quickly 
launched  a  system  of  liaison  offices 
in  higher  education  institutions.  Research  managers  in  big 
companies  serve  as  part-time  professors.  Small  companies  can  "borrow"  scientists  for  periods  up  to  six 
months,  with  half  their  salary  paid  by  the  industrial  liaison  function.  In  North  Sweden,  small 
companies  can  employ  a  new  engineer  for  six  months  from  the  local  university  with  the  salary  paid 
for  by  the  liaison  office.  This  helps  prevent  migration  to  South  Sweden. 

•  1992  legislation  has  given  higher  education  institutions  far  more  autonomy  and  has  introduced  a 
system  of  evaluation  of  university  performance.  All  Masters  of  Engineering  programmes  have  com 
pulsory  industrial  placements. 

3  There  are  two  more  sectoral  UETPs  with  a  Swedish  coordinator,  but  a  non-Swedish  contractor. 

115 

•  1992  legislation  has  given  higher  education  institutions  far  more  autonomy  and  has  introduced  a 
system  of  evaluation  of  university  performance.  All  Masters  of  Engineering  programmes  have  com 
pulsory  industrial  placements. 
Industrialists  are  on  governing  boards  of  universities  and  technical  universities.  Several  Science  Parks 
have  been  established  with  industry. There  are many  exchange  chairs  and  guest teachers  from  industry. 
There  are  many  research  contracts  funded  by  industry,  and  cooperative  research  institutions  have  been 
built  up.  On  average,  10% of higher  education  institutions'  activities  are  funded  by  industry. 

• 

2.  National  Development  of  COMETT 

•  COMETT  is  the  first  EU  Programme  in  which  EFTA  countries  have  been  able  to  take  part.  Support 
from  unions, employers,  regional,  local  authorities  has been  very  strong. Interest  was heightened  by  the 
proximity  of  entry  into  the  EU. 

•  The  topics  in  COMETT  were  high  on  the  agenda  for  Sweden:  (1)  the  internationalisation  of  higher 
education,  (2)  the  need  for  continuing  education  in  SMEs,  and  the  need  to  use  universities  for  high 
scientific  level  training,  (3)  he  need  for  SMEs  to  get  closer  contact  with  foreign  markets. 

3.  Networking 

• 

In  1990,  Sweden  obtained  four  regional  UETPs, all  in the  South,  and two  sectoral  UETPs. These  were 
supplemented  in  1992  by  three  new  sectoral  UETPs.  One  of  the  strengths  of  Swedish  UETPs  is  their 
strong  involvement  in  DELTA. 

•  However,  their  contribution  outside  of the  companies  and  universities  directly  involved  in  the  projects 

• 

has  been  small.  They  have  had  an  identity  crises. 
Indirect  contributions  include:  (1)  diffusion  of  information,  (2)  increased  marketing  for  technology  and 
training,  (3)  European  arena  for  co-operation  and  political  pressure  developed  by  sectoral  UETPs 
which  have  functioned  fairly  well,  (4) the  demonstration  effect  of  international  activities. 

•  Most  UETPs  have  tried  to  undertake  TNA.  However,  many  organisations  are  active  in  this  field. 
•  The  main  strengths  have  been  the  devotion  of  UETP  people  and  the  ability  to  work  in  a  trans-
European  perspective  and  to  support  other  programmes.  The  main  weaknesses  have  been  the  lack  of 
involvement  of  industry,  especially  SMEs, and  the  inter-regional  transfer  of  experience. 

4.  Mobility 

•  There  has  been  nothing  fundamentally  new  in  student  placements.  The  personnel  placements  have 
hardly  been  used.  There  is,  however,  an  increased  dedication  to  finding  places  for  students  in  bigger 
companies.  Some  of  these  have  used  COMETT  to  try  out  potential  employees  in  subsidiaries  abroad. 
•  Some  SMEs  have  experienced  foreign  students  for  first  time.  This  has  brought  an  increased  sensitivity 

to  cultural  differences. 

5.  Training 

• 

In  the  area  of  training,  the  largest  COMETT  contributions  have  come  in  the  preparatory  work-
discussions  and  negotiations  around  the  application  and  the  formulation  of  the  "order"  to  university 
teachers. 

•  With  sectoral  UETPs,  the  influence  of  industrial  branches  has  been  stronger  in  training  development. 
•  An  IT  network  has  been  set  up  (initially  for  information  and  partner  search)  and  is  looking  towards 
use  for  in-situ  training  for  industry.  Quality  control  has  become  an  important  and  conscious  issue  as 
courses  have  to  be  given  by  different  teachers  in  different  countries.  COMETT  has  been  in  operation 
too  short  a  time  to  judge  it.  Its  scale  has  been  too  small  for  a  major  impact.  Reuse  of  courses 
developed  has  been  very  low. 

116 

6.  Overall  Impact 

•  The  overall  impact  has been  marginally  on the national  level  but there  has been  some  on  the  regional 
and  local  level.  The  Programme  is  small. Also the  economy  has been  depressed.  There  has  been  little 
fostering  of  university-industry  relations, apart from  those  directly  involved.  Universities  already  have 
strong  continuing  education  units.  However,  the  fostering  of  international  relationships  for  Swedish 
universities  and companies  has been new. 

•  There  has been  no  influence  on policy  on the national  level  but some  on the regional  level.  There  has 

been  some  synergy  between  university  continuing  education  programmes  and UETPs. 

•  The  overall  impact  has  been  small.  Strand  B  has  been  the  true  success,  particularly  for  the  larger 
SMEs. Networks developed  will  be used for other projects. COMETT has also improved  understanding 
of the EU. 

FINLAND 

Population:  5.03  m.,  Population  Density:  14.9, GDP/head: 16.1 ppp. 

SUMMARY  TABLE  FINLAND  (1990-94) 

Number 

Budget 

UETPs:  Regional 

Sectoral 

Students 

Fellows 

Courses 

3 

2 

685,000 

634 

1,560,365 

71 

78 

690,350 

740,000 

Joint  Training  Projects 

9 

1,845,000 

Pilot  Projects 

Complementary  Measures 

17 

247,568 

TOTAL 

5,768,283 

1.  Background:  Legislation,  Programmes  &  Activities 

•  There  is no  specific  law  for  university-industry  cooperation,  but  existing  legislation  is quite  permissive 

of  such  activities. 

•  The  Academy  of  Finland  has  a  programme  to  support  postgraduates  in  industry.  The  Ministry  of 
Education  has  a  similar  programme  in  IT.  The  Technology  Development  Centre  (TEKES)  finances 
programmes  based  on  university-industry  cooperation  and  on  research  training.  Finnish  education  has 
undergone  a  rapid  expansion  since  1986.  The  institutions  of  higher  education  are  increasingly  being 
considered  Regional  Development  Centres. 

•  Traditionally,  practical  training  in  industry  has  been  a  compulsory  part  of  technical  degree  pro 
grammes.  Continuing  education  is  one  of  the  fastest  growing  areas  of  higher  education.  Several 
Science  Parks  have  been  launched  in  the  last  decade.  Institutes  of  Technology  have  launched  "enter 
prise  service  departments".  Uniscience  Ltd  has  brought  the  universities  and  industrial  federations 
together  to  provide  services  based  on the joint  know-how  of the  universities.  85  vocational  institutions 
have  been  grouped  into  22  fachhochschule  type  institutions  with  close  cooperation  with  industry. 
Industry  has  traditionally  been  close  to  higher  education.  Large  companies  have  launched  their  own 
postgraduate  training  programmes  and  are  increasing  their  demand  to  higher  education.  They  are 
forming  lorjg  term  relationships  and  contracts. The  number  of  PhDs  in  industry  is  rising  quickly. 

• 

17 

2.  National  Development  of  COMETT 

•  Finland,  being  an  EFTA  country,  only  became  involved  at  the  beginning  of  COMETT  II but  has  made 
a  good  start.  This  was  due  to  the  strong  base  to  existing  university-enterprise  cooperation  and  the 
centres  of  continuing  education  already  in  place  in  universities.  Equally,  there  was  much  existing 
experience  in  international  student  exchanges  and  Government,  itself,  was  launching  an  initiative  to 
internationalise  higher  education  institutes.  The  COMETT  Information  Office  also  played  a  major 
catalytic  role. 

3.  Networking 

•  Finland  gained  five  UETPs  in  1990:  3  regional,  one  mixed  and  one  sectoral.  All  except  the  sectoral 
UETP  were  hosted  by  universities.  In  1992,  shared  responsibility  for  an  additional  UETP  was  ob 
tained.  In  1994,  a  sectoral  UETP  was  moved  from  the  Netherlands  to  Finland. 

•  The UETPs  have bridged the gap between  Brussels  and participating  Finnish  organisations,  particularly 
enterprises.  All  UETPs  have  undertaken  SNA  leading  to  the  formulation  of  new  projects.  They  have 
also  stimulated  and  assisted  international  cooperation,  very  often  turning  a  national  project  into  a 
European  one.  The  two  sectoral  UETPs  have  had  a  visible  impact  on  training  in  their  respective 
sectors. 

•  The  main  strength  has  been  the  close  co-operation  between  UETPs  and  with  Information  Centre. 
•  The  main  weaknesses  have  been  the  lack  of  full  UETP  coverage  of  the  country,  while  at  the  same 
time,  economic  recession  has  limited  extension  of  industrial  partners. Because  COMETT  was  the  only 
programme  in  which  Finland  was  able  to  participate,  UETPs  have  been  restrained  to  working  mainly 
with  COMETT. 

4.  Mobility 

•  There  has  been  a  long  traditions of  student  placement  abroad.  Thus  COMETT  has  provided  a  new 
channel  rather  than  a full  innovation.  However, particularly  for the  Institutes  of Technology,  COMETT 
has  provided  an  efficient  means  to  increase  high  quality  placement.  Expert  exchanges  (Be),  while  not 
new,  have  been  appreciated  as one  of the most  useful  activities  in COMETT.  In  1994, Finland  was  the 
second  biggest  sending  country  in  COMETT! 

•  The  decentralised  nature  of  COMETT  has encouraged  individual  officers  in  universities  taking  care  of 
international  affairs  to take  initiatives  and more responsibility  in arranging placements. Previously  most 
work  was  centralised.  Enterprises  have  moved  from  an  approach  of  charity  towards  accepting  students 
towards  recognising  their  real  added  value. 

5.  Training 

•  COMETT  has  not  had  any  major  impact  at  a  national  level  due  to  the  small  number  of  projects. 
However,  courses  which  would  have  been  only  national  have  been  made  European.  Courses  have  been 
held  in  English  for  foreign  participation.  Material  produced  has  been  recognised  as useful  by  industry. 
•  COMETT  has  effectively  contributed  to  increasing  European  co-operation  and  has  helped  create  new 

contacts  and  new  forms  of  collaboration. 

6. Overall  Impact 

— 

•  Because  there  has  been  a  strong  higher  education-industry  tradition  of  cooperation,  exchange  and 
placements  in  Finland,  COMETT  is  not  seen  to  have  had  any  significant  impact  at  a  regional  or 
national  level  on  higher  education-industry  relations  or  formulating  policies.  The  innovative  effects 
liave  been  at  the  transnational  level.  Established  tradition  in  university-enterprise  cooperation  gave  a 
good  starting  point  for  the  implementation  of the  programme. 

•  There  has  been  strong  synergy  with  the  National  Programme  to  increase  the  transnational  activities  of 
the  Institutes  of  Technology.  Two  thirds  of  outgoing  Ba  students  have  been  from  such  Institutes.  The 
Ministry  of  Education  has  provided  special  bonus  moneys  to  academic  universities  which  increase 
their  transnational  activities.  Participation  in  COMETT  is  now  one  of  the  criteria, for  such  awards. 
•  Experience  in  cooperating  in  an  EU  context,  both  for  authorities.as  well  as  for  organisations  par 
ticipating^  the  Programme  has  been  gained.  A  solid  base  of  successful  participation  in  an  EC  Pro 
gramme  has  been  achieved. 

118 

Annex  3. List of COMETT  publications 

Below  is given  a  list of the main documents and publications relating to COMETT  issued  between  1990  and 
1994; some  publications to  appear  in  1995  have also been  included. 

Official  documents  relating  to  the  Calls  for  Applications 

•  COMETT  background  document 
•  Vademecum  COMETT  II 

9  languages 
9  languages 
This document  contains  essential  information about the COMETT programme  and sets out the  objectives 
and  operational  structure  of the  programme. 

•  Application Package  1990,  1991,  1992 

9  languages 
Available  in paper  and  diskette form,  the  Application  Package  is  aimed  at  those  who  wish  to  submit 
projects  to  COMETT.  The  package  contains  general  information  on  the  COMETT  programme  and 
indicates  how proposals  should  be formulated.  Application forms  are  also  included. 

•  Application Package  1993,  1994 

Since  1993 this  document  has  been printed  in 3  languages. 

EN/FR/DE 

General  information  on  the  programme  and  its  outputs 

•  The  COMETT  Bulletin 

EN/FR 
From  February  1988  to  December  1993, the  COMETT  Bulletin  was produced  three  times  a year  and 
contained  a range  of articles  concerning  the programme  and  its links with  other  Community  initiatives 
within  the  fields  of education,  training,  technology  and R&D. It also provided  information  on COMETT 
projects  and  the development  of the programme.  Publication  ceased  in December  1993 to make  way for 
the  new  Task Force  publication  Le  Magazine. 

•  COMETT  brochure 

9  langues 
First published  in  1990, this A5  brochure  explains  the structure  of the programme  in a simple  and  user-
friendly  format.  Starting  with a general  explanation of the COMETT objectives,  the brochure explains  all 
Strands  of  the programme  and  contains  basic  budgetary  information. 

•  COMETT  Pilot  projects  (information  folder) 

EN 
Aimed  at a variety  of different  audiences,  the folder  consists of individual information sheets on COMETT 
pilot projects.  The information sheets are presented  in a simple format  and cover each project's  objectives, 
training  materials  and  transnational  partners. 

•  Catalogue of  COMETT  I outputs 

EN 
The  Catalogue  provides  key  information  on  the  outputs  of  all  COMETT  I projects  including  courses, 
training  materials,  studies,  databases  and newsletters. A  statistical  overview  of  COMETT  I  is also  pro 
vided. 

•  COMETT  Project  Compendium  1990,  1991, 1992,  1993/94 

EN/FR 
The Compendium provides  basic information on all COMETT projects  accepted  after each Call for  Applic 
ations.  Projects  are  listed  with project  title, a short summary and the full  address  of the contact  person. 
A statistical  overview  is included, and several indexes and lists are provided  so that projects  may be easily 
identified. 

•  Transnational  student placements: the COMETT  experience. 

EN/FR 
This step-by-step  guide  draws  heavily  on the experience  of COMETT  in managing  transnational  place 
ments  in Member  States  and EFTA countries. Intended  as a practical  working  tool for  student  placement 
organisers,  the  guide  contains  tips for  organisers  and  students  alike,  country  files  and  information  on 
student  placements  within  the  ERASMUS  and  TEMPUS programmes. 

119 

Reports  and  studies 

•  The  development of  COMETT  I 

FR/EN 
This internal  monitoring  report  on COMETT I covers the period  1987 -  1989. One chapter  is devoted  to 
each  of the  five  COMETT 1 Strands  and country reports are included for  all  12 Member  States.  As  well 
as providing  general  statistics for  the duration of the COMETT I programme,  the document  also  presents 
statistics  by Member  States. 

" 

•  The  development  of  COMETT  I (Executive Summary) 
•  COMETT  I.  Final  Report  of the  Commission 

FR/EN 
9  languages 
This official report  concerns  the first phase  of the COMETT Programme. It documents  the background  to 
the Programme,  its rationale,  structure  and  implementation,  with particular  regard  to  its  impact  in the 
different  operational  Strands. It  is a synthesis of a great deal of documents,  répons,  surveys,  studies  and 
analyses  undertaken  during  the  first  operational phase. 

•  COMETT  Programme. Report  of  activities 1990,  1991, 1992,  1993  and  1994 

9  languages 
The Annual  Report  is a formal  record of all COMETT activities within a given year.  Subjects  covered  in 
clude results  of Calls for  Application, programme  management, monitoring and evaluation,  conferences, 
etc. Also  included  are a statistical  overview  of COMETT projects,  an update on pilot  projects  and a list 
of  publications. 

•  National profiles  1992,  1994 

Mixed  EN/FR 
Covering the twelve  Member  States  and seven EFTA countries, the national profiles  contain  an  account 
of the  COMETT  development  in each  country, with a  breakdown  of activities  within  each  Strand  of the 
programme. 

•  Regional  profiles  1993,  1994 

Mixed  EN/FR 
Focusing on the contribution  of COMETT to regional development  throughout the  12 Member  States  and 
7 EFTA countries,  the profiles  contain statistical tables of COMETT funding  and a breakdown  of  activities 
within  each  Strand  of the  programme. 

•  Sectoral surveys  (series) 

COMETT  activities  within  ten  key  technology  sectors  are presented  in a series  of sectoral  surveys: 
*•  Medical technology  and  biomedical engineering in  COMETT  (EN) 
•  Advanced  manufacturing  technology  in COMETT  (EN) 
•  Technology  and  innovation management  in COMETT  (EN) 
•  Microelectronics in COMETT  (EN/FR) 
•  Software  technology  in  COMETT  (EN) 
•  Materials in  COMETT  (EN/FR) 
•  Environment  in  COMETT  (EN) 
•  Biotechnology  in  COMETT  (EN) 
•  Mechanical engineering  in  COMETT  (EN) 
-  Agrofood  in  COMETT  (EN) 

COMETT  II  Evaluation  reports 

•  COMETT  Evaluation (ECOTEC,  1991) 
•  Transnational training for  technology  in  Europe  - the  COMETT  experience 

EN/FR/DE 

•  COMETT  II:  Evaluations (1993) 

(COMETT II  Interim  evaluation  report  1990 -  1992) 

EN/FR/DE 
—EN/FR/DE 
•  First part - Report by the Panel of Experts: COMETT. Transnational training for technology. The  future 

of  industry-university  cooperation. 
•  Second  part  - National  Evaluations 
•  Third  part  -  GMV  Report:  Evaluation of the COMETT  Programme 

•  The  Final National  Evaluations of  COMETT  (1995) 
•  COMETT  II.  The  Final  Evaluation  Report  (this report,  1995) 

EN/FR/DE 
11  languages 

120 

Reports  for  the  final  evaluation  of  COMETT  (series:  'COMETT:  the  results')1 

COMETT  II  in  figures  -  a statistical overview 
Networks  and  European partnerships -  COMETT  UETPs: reality and  perspectives 
COMETT  II: the  results. The mobility actions, 1990-1994 
COMETT  II: the results. Joint training report. Lessons  and  experience 
La mobilité d'étudiants COMETT  en  entreprise, 1990  -  94 
Placements de  formation  avancée, 1990 - 94 
Echanges de personnel,  1990  - 94 
Cours  de  formation  de  courte durée,  1990 - 94 
COMETT  II: the  results. Strand  Cb/Cc report 
Complementary  measures -  strategic plans and  actions of  COMETT  UETPs,  1990-1994 
EFTA  countries  in  COMETT  II -  an  overview 
COMETT  II: the  results. 

' 

-  EN/FR/DE 
EN/FR/DE 
EN/FR/DE 
EN/FR/DE 
FR 
FR 
FR 
FR 
EN 
EN 
EN 

• 

-  Linking  R&D  and  education 
-  SMEs  in  COMETT  projects 
-  A  sectoral view  on  COMETT 

EN 
EN 
EN 

The  creation and  development of  successful  university-industry  partnerships 
The  contribution of the COMETT  programme to the  innovation  in continuing education and  training 
COMETT:  the  results. Manual  of good  practice for  skill needs analysis 
COMETT:  the  results. Student mobility  in the COMETT  programme 
COMETT:  the  results. The  impact of  COMETT  on  SMEs 
The  regional  impact of  the COMETT  Programme 

EN/FR 
EN/FR 
EN/FR 

Other  outputs 

COMETT  Video:  "Forging  the  Europe  of the  future' 
COMETT  leaflets 
-  COMETT  - User  Guide 
•  COMETT  -  facts  and  figures 
•  University-enterprise training  partnerships 
• 
Industrial  student  placements 
•  Training  for  European  industry 
•  COMETT  and  higher  education 
•  Technology  management 
-  COMETT  and  SMEs 
•  Women  and  technology 
•  Linking  R&D  with  training 
•  COMETT  and  Micro-electronics 
•  COMETT  and  Biotechnology 
•  COMETT  and  Agriculture 
•  COMETT  and  the  automobile  industry 
Slide show  COMETT  1992,  1993  and  1994 
COMETT  Posters 
Database of  COMETT  projects 

9  languages 
EN/FR/DE 

EN/FR/DE 
9  languages 
EN 
— 

1  These  are  partly  working  titles,  since  the  documents  are  to  appear  in  1995 

'121  m  AolSl 

Annex 4. Organisation  of the COMETT programme 

A.4.1  Management  and  main  actors  involved 

A number of organisations have worked together to implement  and manage the  COMETT 
programme. As specified  in the Council Decision, the European  Commission, in particular 
the Task Force Human Resources, Education, Training and Youth (now DG XXII) had the 
primary  responsibility  for  the  implementation  of  COMETT.  In  addition  to  setting  out  the 
policy  guidelines  this  comprised  notably  the  dissemination  of  information  relating  to  the 
programme, its application possibilities and the project outcomes, the assessment and select 
ion  of  projects,  the  issue of  contracts  and  the  financial  management. 

The  Commission  was assisted  in these processes by the  COMETT  Committee,  composed 
of  representatives  of  the  12  Member  States,  and  the  EFTA  Joint  Committees,  the 
COMETT Information  Centres  established in each of the EU and EFTA Member  States, 
and  the  COMETT  Experts  group.  The  COMETT  Technical Assistance  Office  provided 
technical  and  professional  support. 

The  COMETT  Committee  consisted  of  two  representatives  from  each  Member  State, 
selected  on  the  basis  of  nominations  made  by  the  Member  States,  as  well  as  two 
representatives  of  the  social  partners  at  Community  level  as  observers.  The  Commission 
had  to consult the  Committee  on matters  concerning  the  implementation  of  the  COMETT 
Programme.  The  Committee  met  three  to  four  times each  year.  The  Committee  delivered 
opinions  mainly  on  general  policy  issues, such  as the  general 
guidelines  for  the  financial  assistance  to  be  provided,  the  pool  scheme  (which  the 
Committee fully  supported) and the complementary measures. As regards project  selection, 
the  Committee  was  involved  in  the  general  procedures  for  selecting  the  various  types  of 
projects,  and  had  to  provide  an  opinion  on  any  project  requiring  a  contribution  of  more 
than  100.000  ECU.  Towards  the  end  of  the  programme,  the  Committee  also  became 
increasingly  involved  in  the  evaluation  of  the  programme,  in particular  the  national  eval 
uations. 

Since  the  launch  of  COMETT  II  the  EFTA  countries  have  participated  in  the  COMETT 
programme, and Joint  Committees were established between the European Community and 
each EFTA country, in order to discuss COMETT matters involving EFTA countries. These 
Committees  met  about  twice  each year,  in  general  after  a COMETT  Committee  meetings 
(which  EFTA  country  representatives  were  not  allowed  to  attend). 

At  the  national  level  the  COMETT Information  Centres  played  an  important  role  in  the 
dissemination  of  information  and  raising  awareness. The  Information  Centres' main  tasks 
have been  to  respond  to  information  queries concerning  COMETT,  especially  on  projects 
led by organisations within their country, and to produce informational  material  (brochures, 
bulletins, etc).  During  the  life  of the programme,  they  have  also organized  a  considerable 
number of information  days, workshops, press meetings and conferences,  and have  assisted 
potential promoters with the preparation of new applications and to disseminate  information 
about COMETT project  outputs. Some Centres went even further  and acted to some  extent 
as  a broker  for  project  partners,  often  in cooperation  with  UETPs  from  their  country. 

123 

As to the content  and quality of selected projects, the Commission has been assisted by  the 
COMETT  Expert  Group.  They  were  appointed  by  the  Commission,  in  consultation  with 
Member  States,  on  the  basis  of  their  knowledge  and  experience  of  a  particular  area  or 
sector  relevant  to  COMETT.  The  Group  was  invited  to  express  its  opinion  on  projects 
submitted  and  selection  procedures  applied  for  each  call  for  applications,  with  particular 
attention  to  projects  under  Strands  A  and  C.  In  particular  they  were  asked  to  review  the 
quality  and  relevance  of  the  proposed  projects  for  industrial  needs.  In  addition  to  the 
Experts  group,  other  Commission  Departments,  especially  those  responsible  for  R&D 
programmes,  have  been  involved  in the  selection  process,  so as  to  ensure  synergy  across 
Community  actions. 

Finally, the COMETT Technical  Assistance Office  (TAO) is non-profit  organisation  based 
in Brussels, with  whom  appropriate  contractual  arrangements  have been  made,  which  had 
primarily a direct support task to sustain the Commission in its work. Its activities  included 
notably  the  practical  organisation  of  the  Calls  (preparation,  translation  and  printing  of 
Vademecum  and  Application  Package,  mailing  of  application  documentation,  providing 
information  and  assistance to potential  applicants, organisation  of the  selection  procedure, 
including scrutiny and pre-assessmentof all submissions, preparation of contracts, payments 
to  contractors,  and  monitoring  progress  on  the  basis  of  annual  project  reports.  It  also 
produced  the  drafts  of  many  of the  COMETT  publications  and  documents. 

A.4.2  Overview  of  support  activities 

There have, essentially, been three types of support activities in the COMETT  Programme: 
•  oral  and  written  responses to  queries  for  information 
•  production  and  dissemination  of  reports  and  other  publications 
•  organisations  of  meetings, workshops  and  conferences. 

Direct  support  to  interested  organisations,  by  responding  to  oral  or  written  requests  for 
information,  has been a major,  continuous activity during the COMETT programme.  It has 
been an important task of the Commission staff, the COMETT Technical  Assistance  Office 
and the COMETT Information  Centres. Queries were not only made by potential  applicants, 
but  also  frequently  by  national  and  international  organisations,  policy-makers,  sectoral 
associations, governmental  bodies, etc. 

A  wealth  of  information  products  have  been  produced  in  relation  to  the  COMETT 
programme.  This  includes: 
•  official  application documentation for promoters, particularly the COMETT Vademecum 

and  Application  Packages 

•  promotional  brochures,  providing  information  about  various  aspects  of  COMETT 
•  official  reports, providing  facts  and  findings  illustrating  the progress  made,  such  as the 

annual  reports  and  the  interim  report  on  COMETT  II 

•  newsletters,  published  both  at  Commission  level  (COMETT  Bulletin),  and  at  national 
and local  level by the COMETT Information  Centres, many UETPs  and coordinators  of 
major  projects 

•  surveys and  analyses of particular  areas, conducted  with the  support  of COMETT,  such 

as the  sectoral  surveys 

•  documents  setting  out which  COMETT  projects  have  been  accepted  and  what  types  of 

outputs  have  become available,  such  as the  COMETT  Compendium 

•  guidelines  and tools, developed  by experts and working  groups, aiming to  assist  project 

,124 

coordinators  and  other people involved  in Comett projects  (examples: use of  housestyle 
in training  materials,  copyright,  quality  assurance, marketing, ...). 

A  list  is  provided  in  Annex  3. 

An  important  mechanism  for  the  provision  of  information,  exchange  of  experience  and 
receipt  of  feedback  has  been  the  organisation  of  a  varied  range  of  meetings  and 
conferences.  There  have  been  five  major  COMETT  conferences  during  COMETT  II 
(Amsterdam,  Glasgow, Aalborg, Antwerp and Bonn) with attendance varying between  200 
and  500  participants.  Each  of  these  conferences  covered  a  specific  overall  theme  of 
relevance to COMETT, allowed the Commission to report on progress and receive  feedback 
from  project  coordinators,  and  offered  a platform  for  people  to  learn  from  each  other,  to 
discuss  areas  of  common  interest,  prepare  new  projects  and  promote  the  products 
developed. 

In addition to these major  conferences, a larger number of meetings, workshops and smaller 
conferences  has been held and  sponsored in the course of  COMETT II. Part  of these were 
funded  in the  framework  of the  Positive Actions  initiative  (cf.  Section  1.3.5  above),  such 
as  conferences  on  student  placements  and  sectoral  workshops.  COMETT  has  also  been 
present  at  events  organised  by  related  European  education  or  R&D  programmes.  Two 
informal  discussion meetings with  Commission staff,  COMETT  Committee  members  and 
the  Expert  group  were  held  in  the  first  years  of  the  programme,  for  the  discussion  of 
themes  of  general  policy  and  strategy. 

A.4.3  Monitoring  of  the  programme 

The monitoring  of the COMETT Programme  and the projects  supported by the staff  of the 
European  Commission  and  the  COMETT  Office  is  complementary  to ' the  external 
evaluations carried out. The main purpose of this activity is to ensure that only high quality 
projects  are being funded,  that contractual  agreements are respected in view of reaching the 
objectives  of  the  programme,  and  that  data  and  information  is gathered  which  can  be  fed 
back  to  the  programme  management. 

To this end, a number  of procedures and activities have been developed.  In order to  ensure 
transparency,  at  the  beginning  of  COMETT  II  a  Vademecum  was  drafted  and  widely 
disseminated.  This  Vademecum  not  only  described  the  objectives  and  organisation  of  the 
programme,  but also gave much detail on the selection criteria for  projects. For every Call, 
a  special  complementary  Application  Package  clearly  indicated  to  promoters  what  was 
expected  - and what they could expect. Through this information  effort,  the way was paved 
for  objective,  monitoring  at  later  stages. 

A  second  crucial  aspect  were  the  selection  procedures.  Simplified,  the  following  pattern 
was  adopted: 
1.  Initial  screening  and  assessment  of  the  applications  received  by  the  Commission,  with 
the support of the Technical Assistance Office.  This preselection took place on the basis 
of  criteria  given  in the  Vademecum  and  the  Application  Packages. 

2.  Assessment  of  projects  by  the  COMETT  Experts  Group,  as  to  content,  approach  and 
added  value;  soliciting  of  views  with  other  Units  in  the  Commission  for  whom  the 
projects  could  be  of  relevance. 

3. 

Submission of a draft  list of projects to be accepted for discussion with the  COMETT 
Committee  and  the  COMETT-EFTA  Joint  Committees. 

125 

4.  Final  decision  on  projects  selected  by  the  Commission,  taking  into  account  the  views 

expressed  by  the  Committees. 

When projects  were approved,  a contract  was made,  indicating  the conditions  for  support. 
In many cases, 'technical recommendations' for project improvement were issued. Reporting 
obligations  were  also  included  in  the  contract.  Reports  had  to  be  produced  at  the  end  of 
each  contract-year,  and  for  major  projects  sometimes  also  at  interim  stages.  All  reports 
were analyzes as to content  and use of support; the information  gathered  has been used  for 
the Annual  Reports, as an input to the external reports and for the large number  of  studies 
and  reports  produced  about  COMETT  (cf.  Annex  3). 

For  the  Pilot  Projects  supported  under  Strand  Cc  very  specific  procedures  have  been 
developed.  For  each  Pilot  Project  an  external  Project  Advisor  was  assigned,  high  quality 
European  experts familiar  with  COMETT.  The Project  Advisor  had the  obligation  to  visit 
the project  regularly  and report to the COMETT Project  Officer  after  each visit to the Pilot 
Project.  A  tripartite  relationship  has  been  developed  between  the  project  coordinator,  the 
COMETT  Project  Officer  and  the  Project  Advisor.  When  renewing  contracts  -  after  the 
annual  report  - the  Commission  gave the  Project  Advisors the  opportunity  to  formulate  a 
number  of  recommendations.  Overall,  this  process  was  resource-intensive  but  proved  to 
be  beneficial  in  assuring  the  good  development  of the  Pilot  Projects. 

In  a  number  of  cases  -  if  there  was  a  suspicion  of  difficulties  with  the  progress  of  the 
project  - there  have  been  formal  project  reviews.  This has  been  the  case  for  a number  of 
UETPs  and  several  Pilot  Projects.  For  such reviews  use was  made  by  the  Commission of 
the  experience  of  Comett  Experts  and  Project  Advisers. 
It  must  finally  be  recognised,  however,  that  the  very  large  number  of  projects  supported 
by  COMETT  did  not  allow  a  comprehensive  animation  and  monitoring  programme 
involving  all  projects  to be  undertaken  on a regular basis. This has  only  been possible  for 
the  Pilot  Projects  and,  to  some  extent,  the  UETPs. 

126 

Annex 2 

COMETT II 

The Final National 
Evaluations  of COMETT 

Synthesis  of Member  States'  Reports 

127  ASU 

CONTENT 

INTRODUCTION 
EXECUTIVE  SUMMARY 
THE  COMETT  II  PROGRAMME 

SECTION  A  : FULFILMENT  OF  THE COUNCIL DECISION 

1. Improving  Economic  &  Social  Development  and  Cohesion 

1.1  Improving  The  Contribution  of  Training 
1.2  Regional  Structuring  & Development 
1.3  Improving  Economic  & Social  Cohesion 

2.  Optimum  Use  of  Training 

2.1  Linking  research,  training  &  technology  transfer 
2.2  The Improvement  of  Quality 

3.  SMEs  and  Innovation 

4.  Equal  Opportunities 

5.  The  European  Dimension  & Value  Added 

5.1  European  Value Added 
5.2  European  Networking 
5.3  European  Integrating  Effects 

SECTION  B  :  THE HORIZONTAL  SYNTHESIS 

1. The  General  Overview 

1.1. Stimulating  the  Debate 
1.2.  Fostering  HEI  /  Enterprise  Relationships 
1.3.  Influence  in Formulating  Policies 
1.4.  Relationships  /  Synergy  with  National /  Regional  Programmes 
1.5.  Overall  Impact  of  COMETT 

2.  The  UETP  Networks 

2.1.  Contribution  of Regional  UETP Networks 
2.2. Articulation  of Industrial  Needs 
2.3.  Stimulating  Transnational  Outlook  in Partners 
2.4.  Contribution  of Sectoral  UETP Networks 
2.5.  Major  Strengths  and  Weaknesses of  UETPs in Participating  States 

3.  Mobility  &  Exchange  Actions 

131 
132 
135 

136 

136 
136 
136 
137 

138 
138 
138 

139 

140 

140 
140 
140 
141 

141 

141 
141 
142 
142 
143 
144 

145 
145 
-r-: .  .  146 
146 
147 
147 

149 

3.1.  Contribution  of  Mobility  Actions  to  Innovations  in  HEI  /  Enterprise  Co 

operation 

3.2.  Modification  of  Policies  and  Practices  to Facilitate  Exchanges 

149 
149 

129 

150 
Training  Course  Development 
4.1.  Generating  Innovative  Modes  of  Collaboration  in  Training  Course  Development! 50 
4.2.  Contribution  to Improvement  in Supply  of  Technology - Related  Training  . . ..  151 
152 
4.3.  Complementing  /  Strengthening  Training Initiatives  at National  Level 
152 
4.4.  Other Points  Raised 

130 

INTRODUCTION 

In  the  context  of  establishing  the  Final  Evaluation  Report  for  the  COMETT  II  Programme 
(1990-1994)  required  by  Article  6  of  the  Council  Decision  89/27/EEC1  of  16th  December 
1988, the  European  Commission  is examining the ways in which the participating  States  are 
supporting  higher  education  -  industry  co-operation  and  contributing  to  the  implementation 
of the  Programme.  Towards  this  end,  the participating  States were  requested  to  undertake  a 
final National Evaluation of COMETT  II. They were provided with a framework  of questions 
to  which  these National  Evaluation  reports  should  respond. 

This present report  is an analysis of the National  Evaluation  Reports2. Section  A presents an 
examination  of  the  extent  to  which  COMETT  II  has  fulfilled  the  objectives  of  the  Council 
Decision.  Section  B  provides  a  horizontal  analysis,  across  the  responses  of  participating 
States,  for  each  topic  in  the  framework  of  questions.  Appendix  1 provides  a  synoptic  table 
for  each participating  State indicating,  in summary, its response to each question posed  in the 
Commission's framework3.  The  Synoptic Tables were  circulated  to National  Delegations  and 
comments  and  additional  material  received.  The  Final  Report  was  submitted  to  the 
Commission  in  February  1995. 

There  is, however,  one major  methodological  difficulty  in National  Evaluations. In only one, 
perhaps two cases  , is it clear whose views -firm,  student, higher education institution (HEI)5, 
UETP,  government  - are being  presented.  These two  Evaluations  expose  a wide  variation  in 
actors' perceptions  of the success of COMETT  II. These two  cases apart,  the Evaluations  are 
largely  presented  as  a  set  of  already  synthesised  views  on  the  Programme.  This  serious 
difficulty  also  underlies  the present  report.  Equally,  the  analysis  and  information  within  this 
report is based on and explicitly  confined  to that provided by the Final National  Evaluations. 

1  Council  Decision  89/27/EEC  of  16th  December  1988, OJ  n°  L  13/28  of  17.1.1989. 

2  Four  of the  Final  National  Evaluations  were  not  available  on  the  31st. Dec.  1994. In  these-xases,  their 
1993 National  Evaluation  was used  as a substitute  for  initial analysis  in Section  A and  B. National  Evaluations 
which  arrived  subsequently  were  entered  into the synoptic tables and  important  points  integrated  into  Sections 
A  and  B. 

3  These  synoptic tables were  circulated  to national  authorities  for  verification  and  correction.  During this 
activity, in some cases, sections of the synoptic tables which lacked infonnation were completed by the authority. 
Again,  as  appropriate,  this  information  was  integrated  into  Sections  A  and  B. 

4  This  is the UK. The different  actors* viewpoints can  also be seen  in the Belgian  (Fr) Evaluation  but with 

less  consistency.  These  are  also  the  only  two  quantitative  Evaluations. 

5  For  consistency,  universities,  polytechnics,  grandes  écoles,  and  other  forms  of  third  level  education 

providers  are  referred  to  as  higher  education  institutions  (HEIs). 

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EXECUTIVE  SUMMARY 

This  report  is  an  integrated  summary  of  the  18 Final  National  Evaluation  Reports  provided 
by  participating  States  in  the  European  Commission's  Task  Force  on  Human  Resources* 
COMETT  II  Programme  for  co-operation  between Higher  Education  Institutions (HEIs) and 
industry regarding training  in the field of technology. This report is in three sections. Section 
1 examines the  fulfilment  of the Council  Decision establishing  COMETT  II  as  seen  through 
the  Final  National  Evaluations.  Section  2  provides  an  overall  synthesis  of  the  Evaluations. 
Section  3, the  appendix,  provides  a summary  of the main points  of  each  individual  National 
Evaluation. 

Fulfilling  the  Council  Decision 

COMETT  II  has  improved  the  contribution  of  advanced  technological  training  through  its 
incorporation  and  employment  in  1)  the  promotion,  development  and  acceptance  of 
experiential  learning  and  praxis  associated  with  industrial  placement  by  higher  education  in 
industry,  2) the  improvement  of the quality  of courses and widening their availability,  3) the 
development  of local  and regional  higher education / industry co-operation  interfaces  and the 
creation  of  a European  level  interface,  4) the  advancement  of  economic  and  social  cohesion 
within  Europe. 

COMETT  II  has  fostered joint  development  and the  optimum  use of training  through  1) the 
integration  of  industry  into  the joint  development  of  courses, 2)  the  improved  utilisation  of 
technical  training  as an integral  part  of the technology  transfer  process and  3)  improving  the 
calibre  and  accessibility  of  training. 

For  SMEs,  through  student  placement  activities,  COMETT  II  has  made  an  important  and 
direct contribution  to their technical  and economic development  and their  integration  into the 
wider  European  market.  Short  courses  are  also  mentioned,  but  much  less  consistently. 

No  comment  was  made  on  the  role  of  COMETT  II  in  developing  equality  of  opportunity. 

COMETT  II  has  provided  major  European  value  added  through  its  development  and 
internationalisation  of placement activities. In addition, it has improved, and in most instances 
created,  international  networks  dedicated  to  improving  higher  education  /  industry  co 
operation.  It  has  also  had  a  strong  integrative  and  cohesive  effect  across  European  higher 
education  and  advanced  technical  training. 

At  a  General  Level 

The major  contribution  of  COMETT  II to the higher  education  / industry  debate  has been to 
draw attention  to the benefits  to be derived  from  transnational  co-operation  in the area.  It has 
also  contributed  to  improving  the  debate  on  high level  technology  training  and  qualification 
in  industry  generally.  However,  in  the  latter  two  areas,  in  States  in  which  the  debate  was 
already  well  developed,  COMETT  was  marginal. 

COMETT  IPs major  operational  success has been  in the  European value  added  which  it  has 
brought  through  the  formalisation  and  acceleration  of  transnational  student  placement 
activities  and,  to  a  lesser  extent,  of  HEIs' technical  training  development  and  delivery. 

132 

COMETT  IPs  has  contributed  to  European  cohesion  through  its  direct  and  catalytic  effects 
in higher education / industry co-operation, student placement and industrial technical training 
development  in  the  less  favoured  regions  of the  Union  and  other  participating  States. 

COMETT  II  has  had  little  or  no  influence  on  national  policy  outside  perhaps  Greece  and 
Portugal.  Although,  a  number  of  States  indicated  that  the  policy  debate  had  been 
"Europeanised".  At  a  regional  level,  its  influence  has  depended  on  the  relationships 
established  with  other  regional  bodies  by  and  on  behalf  of the  particular  UETP. 

There  has  been  a  good  synergy  with  national  and  regional  activities.  COMETT  II  is 
sufficiently  flexible  and sensitive to subsidiarity issues to adapt to local needs. However, there 
is  some  concern  that  its effects  may  be  constrained  only  to  those  actors  directly  involved. 

The main overall  impacts of COMETT  II have been a contribution to  1) The  Europeanisation 
of HEI  institutions, curricula and activities, student  culture and enterprise  culture,  commerce 
and technology,  2) Régularisation and systématisation of international  student placements,  3) 
The improvement of the quality of high level technical training provision 4) The improvement 
of  higher  education  /  industry  institutional  culture  and  interface  structures  at  a  regional, 
sectoral,  national  and  European  level. 

A number of points have limited COMETT  IPs impact  1) It has had a relatively  small  budget, 
2)  In  regions  where  the  higher  education  /  industry  relations  are  well  developed,  its  impact 
is  sometimes  limited  to  Europeanisation  of  activities,  3)  In  some  States,  Authorities 
themselves  have  made  little  attempt  to  exploit  the  Programme. 

Turning to  the  UETPs 

The  main  contributions  of  the  regional  UETPs  have  been  1)  The  development  of  a  local  / 
regional  network  of HEIs, technology  and training related  institutions  and enterprises  and  2) 
the integration of this local / regional network, along with those of other regions, into the first 
operationally effective  trans-European network for information,  student and staff mobility, and 
training  development  and  delivery  in  high  level  technologies.. 

However, the regional impact of UETPs has been variable. There are indications that its added 
value  has  been  greater  in  Less  Favoured  Regions.  There  are  also  indications  that  its 
effectiveness  has  depended  on  its  institutional  location:  greater  within  a technology  transfer 
setting, weaker  within  a solely training  or student  mobility  setting. Their  flexibility  has  been 
important  in  their  acceptability  and  subsequent  development. 

Many  regional  UETPs  have  had  major  difficulties  in  undertaking  effective  training  needs 
analysis  (TNA).  Some  question  their  direct,  enterprise  level  role  in  this  area. 

All recognise the effects  of UETPs in stimulating a transnational outlook  in HEIs (on training 
methodologies, teaching  systems, etc.) and firms (European  dimension  of technology  /  R&D 
/  training  /  markets,  etc.) 

Sectoral  UETPs  have  contributed  more  directly  than  regional  UETPs  to  technology  transfer 
and  training  development  to  a  better  defined,  more  homogeneous  network.  There  is  no 
judgement,  however,  on  whether  regional  or  sectoral  UETPs  are  "better"  for  overall 
COMETT  II  activities. 

133 

The  major  strengths  of  the  UETPs  have  been  their  structured  European  and  local  /  regional 
networks of partners. The major  weaknesses have been their poor  financial  structures and the 
difficulty  in  gaining  industrial  involvement  in their  activities. 

Turning  to  Mobility  Activities 

The  student mobility  activities have been the major  success of  COMETT  II. For  firms,  they 
have  brought  a  European  dimension  and  potential  technical  and  commercial  contacts,  often 
providing  SMEs with their  first  contact with  European programmes. For  students, they  have 
brought  languages,  cultural  and  technical  broadening  and  better  professional  prospects.  For 
HEIs, they  have  brought  new teaching  approaches  and  potential  technical  contacts.  Overall, 
they have contributed  to a more flexible  and better integrated  and trained  European  technical 
labour  market. 

in  firms,  with  greater 
Placement  policies  and  practices  have  changed,  particularly 
régularisation in the acceptance of students and systématisation within their placement  period 
reported.  HEIs  seem  to  have  moved  at  a  somewhat  slower  pace. 

Turning  to  Training  Course  Development 

Collaborative approaches between  HEIs and enterprises have seen  1) Greater participation  of 
firms in planning  and developing  courses, 2) Internationalisation  of the development  process, 
opening  up new  sources of expertise,  3) The development  of flexible  networks  to create  and 
deliver  such  courses. 

The  improvement  in  the  quality  has  been  the  main  benefit  indicated.  This  improvement 
derived mainly  from  access to a wider pool of technical expertise, comparison of  state-of-the-
art  in  different  regions,  and  a  move  from  supply  driven  to  demand-  sensitive  course 
development. 

While the variety  of courses offered  and their  accessibility  to  peripheral  areas  has  increased, 
the quantitative impact of COMETT  II courses has been small. There is also concern over the 
length  of  time  taken  to  develop  the  courses. 

COMETT  II  training  initiatives  are  seen  to  complement  national  efforts 
in  1)  The 
internationalisation  of  HEIs,  firms  and  other  institutions,  2)  The  development  of  higher 
education / industry  interfaces,  3) The general improvement  of technical training,  particularly 
for  SMEs. 

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THE COMETT II PROGRAMME 

The action programme COMETT is the European Union programme on co-operation  between 
higher education institutions (HEIs) and industry regarding training in the field of technology. 
COMETT  II  was  launched  by the  Council Decision  89/27/EEC  of  16th December  1988 and 
was  in  operation  for  five  years,  from  1990  to  1994.  The  first  COMETT  Programme, 
COMETT  I ran for four years, from  1986 to  1989. COMETT  II has been open to participation 
by  EFTA  States  since  1990. 

The  objectives  of  COMETT  II  as  laid  out  in  its vademecum  are : 
"7b improve the contribution  of  in particular,  advanced technological training at the  various 
levels concerned and thus the contribution of training to the economic and social  development 
of  the  Community. 
To foster  the joint  development  of training programmes  and the exchange  of experience,  and 
also the optimum  use of training  resources  at Community level, notably through the  creation 
of  transnational  sectoral  and  regional  networks  of,  in  particular,  advanced  technology 
training  projects, 
To respond  to  the  specific  skill  requirements  of small  and  medium sized  businesses, 
To promote  equal  opportunities for  men and women  in initial and continuing  training  in, in 
particular,  advanced  technology, 
To give a European  dimension  to co-operation between universities and industry in initial and 
continuing  training  relating  to  technologies  and  their  applications  and  transfer. " 

Operationally  and  in brief,  COMETT  II  consists of  four  strands : 
•  Strand  A  :  University  -  Enterprise  Training  Partnerships  (UETP)  which  are  network 
organisations set up through COMETT to further transnational co-operation between HEIs and 
enterprises.  They  can  be  either  sectoral  or  regional  in  nature. 
•  Strand  B  :  Transnational  Exchanges  which  provide  grants  for  : 
1 ) Students undergoing  periods of from three to twelve months' training in industry  in another 
participating  State. 
2)  Persons  who  have  completed  their  initial  training,  either  enrolled  at  a  HEI  or  after 
graduation  and  as  a transition  between  study  and  a  first  employment,  taking  up  placements 
of  six  months  to  two  years  in  a  business  undertaking  in  another  participating  State  for  the 
purpose  of  taking  part  in  an  industrial  project 
3)  Personnel  seconded  from  HEIs  and  industry  to  industry  and  universities  in  another 
participating  State  for  the  improvement  of training  activities 
•  Strand  C: Joint projects  for  continuing training in, in particular,  advanced technology  and 
for  multimedia  distance  training  : 
1 )  Support  for  crash  training  courses with  a European  dimension  in,  in particular,  advanced 
technology  designed  for  the rapid  dissemination - by and in HEIs and by and in industry  -of 
the  results  of  research  and  development  in  the  field  of  new  technologies  and  their 
applications, as well as for the promotion, particularly  for small and medium sized businesses, 
of the  transfer  of technological  innovation  to sectors in which  it was not previously  applied. 
2)  Support  for  work  on  devising,  developing  and  testing,  at  a European  level, joint  training 
projects 
3)  Support  for  distance  learning  utilising  new  training  technologies  and  /  or  resulting  in 
transferable  training  products 
•  Strand  D  :  Complementary  promotion  and  back-up  measures. 

135 

SECTION  A  : FULFILMENT  OF  THE COUNCIL  DECISION 

This  section  examines,  within  the  limitations  of  the  information  available  from  the  Final 
National  Evaluations,  the  extent  to  which  COMETT  II  has  fulfilled  the  objectives  of  the 
Council  Decision  (89/27/EEC)  setting  up the  Programme.  In brief,  the  objectives  as  set  out 
in  Article  3 of  the  Decision  and  elaborated  in  its Annex  are : 
1.  Improving  the  contribution  of  advanced  technology  training  to  the  economic  and  social 
development  of  the  Community,  including  cohesion. 
2.  To  foster  joint  development  and  the  optimum  use  of  training  and  in  particular  training 
based  on  Community  research. 
3.  To  respond  to  the  specific  skill  requirements  of  small  and  medium  sized  businesses, 
including  technology  and  skills  transfer. 
4.  To promote  equal  opportunities  for  men  and  women. 
5.  To  provide  a European  dimension  to  higher  education  /  industry  co-operation  in  training 
and  European  value  added. 

1. Improving  Economic  & Social  Development  and  Cohesion 

1.1 Improving  The  Contribution  of  Training 

The Final National Evaluations of the COMETT  II Programme see COMETT as having been 
an  undoubted  success  in  terms  of  the  improvement  of  technological  training's  economic 
contribution.  This  has  been  achieved  most  strongly  through  the  development  of  the 
experiential  learning practices associated with  student placement.  These practices have  made 
a  major  contribution  directly  to  enterprises,  as  well  as  through  improved  understanding 
between higher education institutions and industry. Traditional technical training's contribution 
has  also  seen  an  improvement  in  the  quality  of  courses  - mostly  due  to  transnationalisation 
and  industrial  involvement  - and  their  wider  availability. 

However,  the  limited  size  of  the  COMETT  II  budget,  in  comparison  to  States'  private  and 
public  sector  spending  in  the  area  of  continuing  education  and  training,  has  meant  that  the 
direct  and catalytic  effects  of  COMETT have not been as large as States might  have  wished. 
Also,  in  some  States  where  higher  education  7  industry  policy  and  continuing  training 
practices were more developed, COMETT tended to have less impact. Conversely,  COMETT 
has  had  a  very  positive  impact  on  cohesion  within  Europe,  advancing  the  development  of 
higher  education  /  industry  relations  in the  Less  Favoured  Regions. 

1.2 Regional  Structuring  & Development 

The  National  Evaluations  point  to  the  COMETT  II  Programme  as  having  provided  a 
structuring  effect  leading  to  an improved  potential  for  economic  development  at two  levels; 
the  local  -  regional  level  and  the  European  level.  At  these  two  levels,  the  Programme  has 
improved  higher  education  /  industry  interfaces  and  relationships,  brought  new  partners 
together and linked with and provided synergy with other national and European programmes. 

At the local  - regional  level, COMETT has provided what one State called  "a framework  and 
a  legitimate  forum  for  public  debate". Mostly  through  the  activities  of  the  regional  UETPs, 
the  local,  and  sometimes  national,  social  and  economic  partners have  been  brought  together 
to  discuss  and  develop  higher  education  /  industry  activities,  particularly  high  level, 
continuing  technical  training.  This  has  resulted  in  increased  co-operation  and  co-ordination 

136 

of the activities of these mostly regional  partners. The activities include working  and  liaising 
with and between regional firms and higher education institutions, undertaking  training  needs 
analysis,  developing  training  materials,  organising  and  /  or  delivering  training,  placing 
students, etc. 

In some regions, COMETT UETP  activity  has also provided  a useful  and occasionally  quite 
important  contribution  to  policy  development  for  continuing  technical  education  and  for 
higher  education  /  industry  relations.  They  have  also  occasionally  undertaken  wider  based 
regional  development  activities  which  were  not  that  closely  linked  to  COMETT.  The  most 
important  and  the  most  common  of  these  activities  is  that  of  a  fuller-spectrum  technology 
transfer  facility,  linked to EC Programme research, contract research and patent and  licensing 
activity. Indeed, as we shall see below, there are some indications that UETPs which  achieve 
(either by initial location or self development) such integrated activities are "most  successful" 
and  are the  paradigm  intuitively  sought by  most National  Evaluations. 

The  extent  of  these  structuring* effects  were,  however,  uneven.  The  main  parameter  of  this 
variability  seems  to  have  been  the  already  existing  level  of  debate  and  higher  education  / 
industry  infrastructure.  Where  it  was  well  developed,  there  was  less  structuring  action  at  a 
local  /  regional  level.  The  second  important  parameter  in  the  effectiveness  was  the 
institutional  positioning  of  UETPs.  The  positioning  was  linked  by  various  Evaluations  to 
issues such as ability to obtain additional  finances,  credibility  and effectiveness  with  industry 
and  access to  regional  policy  making.  Indeed,  some  of  the  financial  and  other  frailty  of  the 
UETP  system  may  be  associated  with  the  positioning  weakness. 

1.3  Improving  Economic  & Social  Cohesion 

COMETT  II  contributed  to  economic  and  social  cohesion  through  three  main  effects. 

1.  The  regional  structuring  effects  discussed  above  were  most  evident  in  the  less  favoured 
regions  of the  Union.  Again  the  activities  of the  UETPs  have been  central  to  the  success of 
these  processes.  Where  university  /  industry  relations  were  least  advanced,  COMETT  II 
contributed  most  to  development,  raising  the  institutional  infrastructure  towards  current 
European  views  of  best  practice  in  the  area. 

2.  COMETT  II  also  has  had  a  strong  integrative  effect,  drawing  all  regions  into  closer 
working  relationships  with  each other  and  providing  the less favoured  regions  with  concrete 
projects and modes of co-operation with the core EU economic regions. A concomitant of this 
integration  has been the improved  diffusion  of technical knowledge  and skills as well  as best 
practice  in the  pedagogics  of  training  development  and  delivery. 

3.  Social  cohesion  is  terms  of  a  wider  understanding  and  respect  of  different  participating 
States'  culture  was  commonly  indicated  in the  Evaluations. 

137 

2.  Optimum  Use  of  Training 

2.1  Linking  research,  training  & technology  transfer 

The  core  motivation  of  EFTA  and  EU Member  States' interest  in the development  of  higher 
education  /  industry  co-operation  is  technology  transfer  :  the 'transfer  of  science  and 
technology  developed  in  its  higher  education  institutions  into  a  domain  in  which  it  can  be 
effectively  commercialised  so  as  to  contribute  to  economic  development.  A  second,  but 
perhaps  less  unanimously  proclaimed,  motivation  is  to  redirect  activity  in  higher  education 
institutions  so  as to  be  more  responsive to  wider  industrial  and  commercial  needs. 

In  terms  of  straightforward  technology  transfer,  mechanisms  for  commercialisation  can  be 
seen  as a continuum  ranging  from  setting up campus  or joint  venture  companies, to  contract 
research,  to  consultancy,  to  simple  information  activities.  The  ability  of  higher  education 
institutions  to  offer  companies  a  full  continuum  of  technology  transfer  mechanisms,  along 
with  the  possibility  of  an  incremental  path  along  the  continuum,  is  seen  by  many  as 
important,  if  not  essential,  in  effective  technology  transfer. 

Until  COMETT, high  level technical training was a particularly  weak link  in this technology 
transfer  continuum.  As  many  of  the  National  Evaluations  report,  COMETT  has  focused 
attention on the training element of higher education / industry co-operation and has improved 
its  visibility,  and  indeed  acceptability,  in  higher  education  institutions'  interaction  with 
industry.  Here,  COMETT  has  certainly  contributed  to  the  "optimal  use  of  training"  and  to 
more  effective  technology  transfer.  In  this context,  the  institutional  location  of  UETPs  may 
be  of importance.  There  are  some indications that UETPs  which were  based  in a technology 
transfer  organisation  were  more  effective  than those  in  a solely  education  / training  location 
or  those  concerned  essentially  with  student  placement  activities. 

COMETT  II  has  also  contributed  to  "the optimal  use of training"  tlirough  the  broadening  of 
institutional, particularly  higher  education  institutions', horizons through  student placements. 
COMETT activities  have given  industrial placement  an increased  respectability  in  traditional 
universities,  often  tlirough  the bottom  up pressure  of  lecturers  and  students  wishing  to  avail 
of  such  placements.  Allied  to  this,  is  an  increasing  recognition  (in  traditional  universities' 
eyes)  of  the  workplace  as  a  legitimate  place  of  technical  learning  as  well  as  experiential 
learning as a valuable, even necessary, adjunct  to academic studies. Such placement  activities 
and  changing  attitudes  in higher  education  institutions  and  industry provide  for  a firmer  base 
for  future  technology  transfer;  in  both  directions  ! 

2.2  The Improvement  of  Quality 

in  quality  of  projects,  due  to  transnational  co-operation  and 

Within  the  training  course  strand  of  COMETT  II,  the  Evaluations  point  continually  to  the 
improvement 
industrial 
involvement  during  their  development.  (Quantitative  increases in courses available  are  rarely 
mentioned  and  seen  as  marginal  in  comparison  to  the  volume  of  continuing  technical 
education  and  training  on  offer.  Increases  in the  variety  of  specialist  courses,  however,  and 
their  availability  in  peripheral  regions  are  remarked  upon.) 

The  Evaluations  show  clearly  the  value  added  to  be  gained  in  quality  from  working  at  a 
European  level.  The  ability  to  access  high  level  expertise  across  participating  States,  to 
compare  methodological  approaches,  to  see  different  delivery  technologies  in  operation,  to 

138 

examine  different  institutional  settings,  etc.  all  issue  forth  in  a  quantum  leap  forward  in 
participants'  quality  horizons.  Naturally,  there  is  some  increase  in  the  organisational 
complexity,  but  it  seems to be  far  outweighed  by  the quality  improvement.  Indeed,  working 
at a European  level  is also reported  as lowering the barriers-to-entry  for  course  development 
and participation  by providing  a larger, consolidated  European market accessible through  the 
UETP  network. 

On the  industrial  side, the  Evaluations  indicate  additional  course  improvements  through  the 
integration  of  industrial  user  requirements  and  concerns  early  in  the  course  development 
process. Movement  from  supply-dominated  to  demand-responsive  training  has  been  one  of 
the  features  of  COMETT  II  developed  courses. However,  the quantitative  Evaluations  point 
to the  improvement  still  necessary  in  higher  education  institutions  working  with  industry  in 
this area. Indeed, the need for  development  of a market information  / development  /  delivery 
interface  by  higher  education  institutions,  perhaps  through  work  and  co-operation  with 
professional  training  organisations  /  consultants  /  technology  transfer  organisations  is 
remarked  upon  under  a number  of  guises. 

One  major  criticism  of  this  activity  is  the  time  required  for  course  development.  Firms  are 
reported  as  only  using  COMETT  II  for  non-critical,  longer  time  horizon  training.  Equally, 
their  was  some  question  about  UETP  ability  to  undertake  training  needs  analysis.  The 
quantitative survey which addressed this issue indicated that firms saw UETPs as an  interface 
for  communicating  needs to  suppliers, rather  than  the  actual  undertakers  of  needs  analysis. 

3.  SMEs  and  Innovation 

The  student  placement  activities  of  COMETT  has  been  the  major,  direct  contributor  of  the 
Programme to the needs of SMEs and industry more generally. For SMEs, the small scale and 
short time horizon  of placements  (compared  to Pilot and Joint Training  Projects)  have  suited 
their  type  of  activity.  Indeed,  for  some  it  has  been  their  first  contact  with  European 
Programmes  and  sometimes  with  Europe  in  a wider  context. 

Staff  placements  have been particularly  useful  to  SMEs when  they  have  occurred.  However, 
numbers have been  limited.  Many  participating  States point to the need  to rethink  the  nature 
of these  placements  if  they  are  to  develop  into  a  significant  activity  for  the  development  of 
SMEs. 

From  the  Evaluations,  it  is  difficult  to  judge  the  effects  of  training  courses  on  SMEs. 
Certainly,  the  consistent  mention  of  improvements  in  the  quality  of  training  developed  will 
have  had  a positive  impact  on  recipient  SMEs. 

There  has  been  some  concern  expressed,  however,  at  the  closeness  and  integration  of 
COMETT  IPs  UETP  and  more  traditional  training  activities  with  industry,  and  SMEs  in 
particular. The two States which carried out a quantitative survey found  a much lower  interest 
and  appreciation  of  UETP  and  training  aspects  of  COMETT  from  industrialists  than  from 
higher  education  institutions  or  placements.  There  were  complaints  from  companies  of  the 
long time horizons accepted in working with the large projects and indications that  companies 
used  such training  only  in a peripheral  way. One evaluation  questioned  the extent  of  the  use 
and reuse of  such training  material  outside the very  narrow development  group. Equally,  the 
remoteness  of  UETPs  from  direct  contact  with  firms  was  seen  as an  issue. 

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4. Equal  Opportunities 

Within  the  written  National  Final  Evaluations  of  COMETT  II,  there  has  been  little  or  no 
allusion to or evaluation of the effects  of the Programme in promoting equality of  opportunity 
between men and  women.  This is not to say that there were no effects,  either  great  or  small, 
simply  that  they  were  not  mentioned. 

5. The European  Dimension  & Value  Added 

5.1  European  Value Added 

The  major  benefits  of  COMETT  II  are  to  be  seen  in  the  value  added,  over  and  above  the 
initial  financial  investment,  which  it  has achieved  from  its  Europeanisation  of  activities. 

Areas  of  value  added  include  : 
•  Increased  economic  and  social  cohesion  within  Europe. 
•  The  effective  launch  of  a  European-wide  higher  education  /  industry  co-operation  in 
technical  training  activities 
•  Broadening of the European technical and commercial horizons of firms through  receiving 
students  from  abroad.  And  with  this, a longer  term  integration  of  markets. 
•  A  contribution  to  the  development  of  a  more  integrated  and  effective  European  labour 
market  for  highly  qualified,  technical  graduates. 
•  Innovative  changes  in higher  education  institutions  based  on  contact  with  HEIs  abroad. 
•  Improved  course  development  from  exposure  to the  state-of-art  of  technical  and  training 
expertise  across  a number  of  countries. 
•  Increased  variety  and  availability  of  specialist technical  courses due  to  consolidation  of  a 
European  market. 

5.2 European  Networking 

An essential  developer  of this value  added,  despite difficulties  in  industrial  interaction,  have 
been  the  UETPs.  They  have  provided  some  of  the  support  for  both  student  placement 
activities  and training  activities. They  are the visible  legacy,  structurally  relatively  stable, of 
COMETT  I and  II.  They  are the  framework  across which  directed  and  enduring  networking 
can  take  place.  Regional  UETPs'  have  provided  a  local  /  regional  interface  within  the 
European  network  of  UETPs. The  Evaluations  recognise this to  have been  carried  out,  more 
or  less,  well  by  all  UETPs.  UETPs  develop,  to  some  extent  formalise  and  then  maintain 
across  Europe  these  networks  of  information  and  contacts  on  higher  education  institutions, 
continuing  technical  training  and  industry.  Sectoral  UETP  have  developed  narrower, 
technology-defined,  networks  across Europe  along which  many  of the  value  added  activities 
discussed  above  have  been  put  in  place. 

This  dedicated  UETP  network  across  Europe  was  the  "backbone"  of  most  operational 
activities.  For  the  first  time,  across  Europe  (and  indeed  within  some  participating  States), a 
system  of  information  and  liaison  dedicated  to  higher  education  /  industry  relations 
development  was  set  up  on  an  operational  regional  basis.  Essentially,  it  provided  the  main 
lines  along  which  information,  training  material  and  people  were  migrated  across  Europe. 

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5.3  European  Integrating  Effects 

While  UETPs  may  be  the  most  visible  European-wide  structure  deriving  from  COMETT, 
placement  activities  have  had  an  important  integrating  impact  on  individual  participating 
students,  higher  education  institutions  and  enterprises.  They  have  brought  an  increased 
European awareness to higher education institutions, motivating them to further  broaden their 
co-operative activities outside their own State, obtaining benefits through comparison of ways 
of  teaching,  curriculum  structure,  and  modes  of  working  with  industry. 

Students  have  worked  in  another  European  culture,  improved'their  language  abilities  and 
taken  the  first  step  in  becoming  part  of  a  future,  highly  qualified  European  labour Torce. 
Firms, many  of them  SMEs participating  in their first European venture, have become  aware 
of other  cultures, markets and sources of expertise. There  is little doubt but that  participating 
States  see this  area  as the  major  success of  COMETT  II. 

The development and delivery of COMETT  II European-wide courses has had, perhaps, a less 
pronounced  - at least less remarked  upon - integrative effect,  and perhaps one more  restricted 
to the  developers  and  delivers  themselves. 

SECTION  B  :  THE HORIZONTAL  SYNTHESIS 

1. The  General  Overview 

1.1. Stimulating  the  Debate 

The main  contributions  of COMETT  II  to stimulating the higher  education  /  industry  debate 
have  been  : 

1.  To  draw  participants  attention  to  issues  involved  in  and  the  benefits  to  be  derived  from 
transnational  co-operation  in  this  area.  All  participating  States  recognise  this  and  its 
operational  implementation  as the  chief  benefits  derived  from  COMETT  II. 
2.  To  stimulate  the  debate  on  the  technology  training  aspects  of  the  higher  education  / 
industry  debate. 
3.  To  stimulate  the  debate  on  the  academic  nature  of  higher  education  and,  what  Germany 
terms,  "its  stronger  reorientation  towards  the  requirements  of  praxis  in  the  professions  and 
industry". 
4.  To  contribute  to  a  wider  debate  on  training  and  qualification  in  industry. 

However,  for  most  States  and  many  regions,  the  debate  on  higher  education  /  industry 
relations was well  developed  before  the advent  of COMETT. This meant that COMETT  was 
not saying anything particularly new within the context of purely national or regional debates. 
Thus,  given  COMETT's  restrained  financial  resources,  compared  to  national  and  regional 
training  budgets, it  could  add  little to the  ongoing  debate  at these  levels. Naturally,  in  States 
and  regions  in  which  this  debate  was  less  developed,  COMETT  II  has  contributed  more  to 
stimulating  a discussion. In this context,  it has had  a positive  impact  on cohesion  throughout 
the  Union  and  other  participating  States. 

This  said,  COMETT  II  has  generally  provided  what  Austria  called  "a  framework  and  a 
legitimate  forum  for  public  debate".  Even  in  the  More  Favoured  Regions  where  the  debate 

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was well advanced,  it provided another channel for co-ordination and communication. In Less 
Favoured  Regions, this  framework  was more visible  and  useful. 

1.2.  Fostering  HEI  /  Enterprise  Relationships 

In  most  States,  the  major  contribution  of  COMETT  II,  the  strongest  and  most  consistent 
positive  relationship  fostered,  has  been  the  development  and  formalisation  of  transnational 
higher education / industry  student placements. Firms, as did HEIs, explicitly  recognised  this 
most positive aspect of the Programme. To a lesser extent, the transnationalisation of training 
course  development  and  delivery  was  also  a  recognised  beneficial  development  from 
COMETT. 

This  said,  COMETT  IPs contribution  has varied  depending  on the preceding  level  of  higher 
education / industry interaction. In States and regions with well developed interaction,  Sweden 
for  example, the effects  of COMETT  II have been largely  confined  to the actual  participants, 
with relatively  little wider catalytic effect.  However, even in such developed regions / States, 
COMETT  II has been linked to developing particular aspects of their structures. For example, 
the non-technical  HEIs  in  Finland,  or the hogescholen placement  system in the  Netherlands. 
Although,  in  such  cases,  it  has  had  a  supporting  rather  than  a  leading  role. 

These limitations are in contrast to other States / regions with less developed higher  education 
/ industry interactions. In this situation, COMETT has had  a much wider  and more  profound 
effect.  Here,  COMETT  has  helped  crystallise  out  and  formalise  a  much  broader  range  of 
higher  education •/ industry  relationships,  ranging  from  assisting  firms  in  their  first  contact 
with  Higher  Education  Institutions  (HEIs),  to  instigating  formal  training  needs  analysis 
(TNA),  to  providing  the  first  regional  or  national  interface  for  higher  education  /  industry 
interaction  in  the  area  of  training,  etc. 

From  the  States  which  carried  out  quantitative  surveys,  Belgium  (Fr)  and  the  UK,  there 
appears  to  be  some  difference  among  the  various  actors  in  the  importance  attributed  to 
COMETT  II  in  improving  higher  education  / industry  relations.  Firms  were  least  impressed. 
Only  17 % of  Belgian  and  36 % of UK firms felt  relations were  improved  with HEIs. In the 
UK most HEIs surveyed were positive while, again in the UK, 70  % of UETPs were positive. 
This  gradient  of  enthusiasm  should  be  kept  in  mind  when  some  of  the  more  fervent 
statements  on  COMETT  are  read.  It  may  be  that  some  of  the  more  qualitative  National 
Evaluations  are  disproportionately  informed  by  UETP  inputs. 

1.3.  Influence  in  Formulating  Policies 

to  have 

some  policy 

In Portugal  and%Greece COMETT  IPs channels to national  policy  making  seemed to be more 
direct  and 
the  Portuguese 
COMETT  Information  Office  in  the  CESE  -  the  government  office  dedicated  to  higher 
education  /  industry  development  -  seems to  have  been  particularly  effective.  However,  for 
the  most  part,  at  the  national  level,  COMETT  has  had  little  or  no  direct  influence  on 
formulating  policy,  particularly  where  higher  education  /  industry  co-operation  is  taken  for 
granted.  A  number  of  States  do,  however,  indicate  that  the  debate  on  policy  has  been 
"Europeanised"  through  COMETT. 

influence.  The  placement  of 

Nonetheless,  a  number  of  specific  if  rather  administrative  national  level  outcomes  could  be 
seen,  such  as  The  Austrian  Ministry  of  Science  and  Research  making  better  legal  provision 

142 

for  the recognition  of COMETT  II placements abroad and the Ministry  of  Social  Affairs  and 
Employment  waiving  work  permit  requirements  for  COMETT  placements.  In  Luxembourg, 
COMETT  activities  have  highlighted  the  lack  of  national  co-ordination  in  the  collaboration 
of  domestic  firms  and  foreign  HEIs. 

At the regional  level,  COMETT  II has been somewhat more influential,  particularly  through 
the  activities  of  the  UETPs.  In  Norway,  COMETT  II  has  helped  provide  a  framework  for 
regional  policy  in  this  area,  as  well  as  being  an  instrument  of  its  implementation.  This 
influence  could  also  be  quite  variable  within  a  State.  In  the  UK,  for  example,  the  specific 
relationship between  the UETP  and the local Training  & Enterprise  Council  (TEC) could  be 
of  importance.  In  other  States, the  regional  influence  was  small. 

1.4. Relationships  /  Synergy  with National /  Regional  Programmes 

There  seems  to  have  been  a  good  level  of  operational  synergy  between  COMETT  II  and 
national  /  regional  programmes.  National  programmes  seeking  to  promote  international 
activities  (Switzerland,  Finland,  Germany)  find  a  natural  partner  in  COMETT  II.  National 
programmes  for  internal  training  or  technology  transfer  development  such  as  the  Austrian 
"Scientists  for  the  Economy",  the  Danish  "Act  on  Continuing  Education",  the  Italian  Law 
67/1988  indicating  10 %  of  R&D  to  be  spent  on  training  or  the  Swiss  national  plan  for 
developing  continuing  education  in  the  universities  and  federal  polytechnics  or  again  the 
Norwegian  technology  transfer  and  training  programmes,  all  find  support  in  COMETT. 
Naturally,  where  there  is  no  national  programme  or  orientation,  synergy  cannot  be  said  to 
exist,  even  though  the  Programme  may  be  all the  more  useful.  The  very  close  development 
of  COMETT  and  Portuguese  policy  in this  area and  allied  areas through  the  national  CESE 
is again  worthy  of  note. 

Even  at  a  more  general  level  than  technology  and  training,  Luxembourg's  interest  in 
developing  their  national  firms'  international  activities  finds  a  response  in  COMETT.  In 
Ireland,  the  two  sectoral  UETPs  have  been  established  in  areas  of  designated  national  S&T 
priority.  In  Portugal,  the  spread  of  UETP  activities  to  other  EU  programmes  was  seen  as  a 
positive  development,  as  well  as  the  more  direct  synergy  from  working  with  national 
programmes.  The  provision  of  Government  funds  for  either  the  development  of  UETPs  (as 
for  example  in  the  Netherlands,  Germany,  Portugal  and  Spain)  or  courses  (from  Iceland's 
Training  Assistance  Scheme)  also  indicated  a certain  level  of  synergy  was  being  achieved. 

The Programme's  synergy with regional activities has been strongly dependent on the activity 
of  the  local  UETP.  This  is the  position  in the  Spanish  regions, particularly  the  autonomous 
regions with control over education and training. In Germany, Lander policies to Européanise 
their  HEIs has found  a strong synergy with COMETT activities. In addition, the nature of the 
local regional development  structure has been an important factor  in the potential for  synergy. 
In  France,  the  close  linkage  between  UETPs  and  the  Regional  Chambers  of  Commerce  has 
been important. In the UK, the relationship to the work of the Training & Enterprise  Councils 
has  varied  from  region  to  region  with  more  or  less  synergy.  However,  synergy  with 
developing  regional  continuing  education  structures  has  been  more  uniformly  strong  in 
Norway. 

Quantitatively,  in Belgium (Fr) over one-third of COMETT participating firrris had also taken 
part  in  similar  regional  or  national  programmes.  In  the  UK,  half  the  universities  and  about 
70  %  of  UETPs  were  similarly  involved.  The  variety  and  flexibility  of  activities  within 

143 

COMETT  has probably  been  an  important  element  in this  synergy,  permitting  each  region  / 
participating  State  to  adapt  the  Programme  to  local  requirements. 

There can be, of course, some conflicts between COMETT and national or regional  activities. 
This  is  the  case  in  the  clash  of  COMETT  student  placement  with  national,  regional  or 
individual  HEI  student  placement  where  the  ability  of  local  industry  to  absorb  students  is 
limited. Equally, there can be some drift  apart  and loss of synergy  over time.  This was noted 
in the  French  Evaluation,  where  national  and  regional  economic  and  political  change  could 
leave  COMETT  needing  readaptation. 

1.5.  Overall Impact  of  COMETT 

Participating  States  see  the  COMETT  Programme  itself  as  quite  successful.  However,  in 
national terms, the overall impact of COMETT has been restrained due to the relatively  small 
amounts of funding  involved. The impact has been even more restrained in some participating 
States where  higher  education  /  industry  relations  were  already  well  developed. -

This said, the participating  States point to the following  positive contributions of COMETT  : 

1. The Europeanisation  of  Activities 
This has  taken  place  at  a number  of  levels.  HEIs  have  become  more  international  not  only 
in an institutional  sense but  also in terms of student culture (via the placements)  and in  some 
cases through curricular  change. Some States indicate that it has been the smaller HEIs which 
have  benefited  most  through  using  the  smaller  scale,  easily  accessible,  COMETT  activities 
as  one  of  their  first  steps  into  Europe.  Firms  have  benefited  particularly  from  student 
placement  which  has  opened  up  a  wider  European  view  of  business  and,  in  some  cases, 
participation  in  new  markets.  At  a  national  and  regional  level,  COMETT's  Europeanising 
effect  has  been  more  variable.  It has, however,  been particularly  helpful  to  the  EFTA  States 
in  gaining  experience  and  understanding  of  the  operation  of  EU  Programmes,  as  well  as 
building  a base  for  future  activities. 

2.  The Impact  of  Student  Placements 
This activity  has had, perhaps, the most direct and strongly felt positive impact. For a number 
of  States,  it  was  explicitly  the  major  benefit  of  COMETT.  On  the  firms'  side,  it  opened  up 
new  skills  and  a  much  greater  awareness  of  the  EU  market.  It  provided  direct  information 
about  other  systems  of  education  and  training  and  of  technical  resources.  It  also  increased 
industrial  awareness  of  the  benefits  of  graduate  recruitment.  For  the  student,  it  provided 
language  improvement  and  a most  valuable  experience  for  their  transition  to  working  life. 

3. Improvement  in  Technical  Training Provision 
COMETT  has  had  a  strong  impact  in  orienting  HEIs  towards  a  greater  role  in  continuing 
education  and the need  to market  their  services to  industry.  One  State  noted  an  improvement 
in TNAs  undertaken. 

4. Improvement  in Institutional  Culture and  Structures 
COMETT  has  had  a  positive  influence  on  the  development  of  not  only  the  specific  Higher 
Education  /  Industry  interface  but  also  the  interface  between  all  parties  involved  in  sectoral 
training at a regional  and sectoral level both through projects and UETP activities. In addition, 
the  UETPs  have  improved  the  transparency  of  EU  Programmes.  In  some  cases,  the 
infrastructure  created  has  linked  into the  Structural  Funds  as well  as providing  the  structure 

144 

to  participate  in  future  Programmes. 

5.  Other Impacts 
The impact  and use of COMETT in Norway  seem particularly  interesting  in that  it  explicitly 
formed  part  of  a  larger  "Technology  transfer  and  training"  activity,  rather  than,  more 
commonly,  part  of  a  continuing  education  and  training  effort.  This  seemed  to  increase  the 
catalytic  power  of  the  Programme.  However,  other  States  did  stress  the  links  to  R&D 
activities  and  the  general  innovation  element  that  developed  from  COMETT. 

There were certain reservations about the Programme. States warned of the bureaucratic  load, 
the  need  for  further  decentralisation  and  the  need  for  better  links  to  other  programmes; 
particularly  R&D  Programmes. 

2.  The  UETP  Networks 

2.1.  Contribution  of Regional  UETP  Networks 

Participating  States  see  regional  UETP's  main  contributions  along  two  axes  of  regional 
development  : 

1. They have developed  information  / organisational  / management  interfaces  between  HEIs, 
State  and  other  institutions  involved  in  regional  and  national  development  (particularly,  but 
not  exclusively  in  education  and training)  and  domestic  enterprises  at  a local  level.  This  has 
taken  place  through  information  events,  workshops,  training  courses,  projects,  etc.  In 
particular,  they  have  acted  as  information  and  management  structures  for  EU  Programmes. 
In the Netherlands,  COMETT  has  assisted  in  a wider  role  in  industrial  cluster  development 
strategies.  In  some  States,  such  as  Norway,  UETPs,  as  a  group,  have  managed  to  develop 
some  activities  at  the  national  level 

2.  Their  most  acclaimed  contribution  has  been  then  to  integrate  the  above  activities  with 
similar and parallel activities in the regions of other participating  States, forming  international 
co-operative partnerships. UETPs have provided not only international training and placement 
activities  but  also  as  Spain  states  "an  international  vision  on  technology  training".  Ireland 
points  to  their  effect  in  internationalising  purely  regional  projects. 

The primacy  of  the  UETP's  contribution  as the  development  of the trans-European  interface 
seems  to  hold  for  both  regions  in  which  there  is  already  a  strongly  developed  higher 
education  /  industry  interface,  as well  as the  less experienced  regions.  The  latter  regions,  of 
course,  have  benefited  to  a  relatively  greater  extent  from  the  UETP's  effect  on  domestic 
infrastructure.  However,  within  a participating  State, the  effectiveness  of  UETPs  could  vary 
greatly  from  one  region  to  another.  Italy,  for  example,  emphasises their  effectiveness  in  the 
South. 

The Danish Evaluation differentiates  between the objectives of two types of institution  which 
housed  the  UETP  : 

1. Institutions  where  the  objective  was  to  transfer  R&D  to  industry.  Here,  there  has  been  a 
direct  working, contact  with  local  industry.  This  has  improved  the  perception  of  HEIs1 
graduates, created  interest  in HEI  research and researchers and opened  effective  channels  for 
firms to  HEIs. 

145 

2.  Institutions  whose  prime  objectives  were  research  and  education.  These  have  had  more 
focus  on  student  placement  but  also more difficulties  due to the  lack  of  a stable  structure  of 
industrial involvement.  (Other parameters of such UETP variety are discussed in Section  2.5.) 

The  contribution  of  UETPs  can  go  well  outside  their  traditional  "Technology  training  and 
Placement"  activities,  as  in  Portugal,  where  they  have  been  used  as  a  base  for  Business 
Innovation  Centres  and  in  one  case  transformed  into  a  technology  transfer  consortium  for 
SMEs. 

The  generally  positive  attitude  to  UETPs  must  however  be  tempered  in  noting,  as  does 
Sweden,  that  their  contribution  outside  the  HEIs  and  companies  directly  involved  may  be 
small. This message is further  reinforced  by the quantitative data from  the Belgian (Fr) survey 
which  indicates  that  only  30  % of  firms  saw UETPs  as  giving  value  added  as against  42  % 
which saw no added value. The UK firms were somewhat more positive in judging the impact 
as worthwhile  within  their  own  company,  but  still  felt  the  overall  impact  of  COMETT  was 
small. 

2.2. Articulation  of Industrial  Needs 

Participating  States'  Evaluations  point  to  this  as  being  a  very  problematic  area  for  regional 
UETPs. In the Belgian survey only 9 % of firms were positive towards UETPs' training needs 
analysis  (TNA).  35  %  were  expressly  negative.  (24  %  of  firms  saw  the  UETPs'  role  as  a 
conveyor  of  information,  linking  firms  to  HEIs  and  advising  on  EU  projects  as  opposed  to 
undertaking  direct  intervention)  Similarly,  the  Danish  Evaluation  does  not  see  the  regional 
UETP as an appropriate body for TNA; it was more an in-company  activity. One of Norway's 
UETPs  indicated  that they  assisted firms in TNA but did not undertake  it themselves  : "help 
towards  self-help"  as they  put  it. 

Most UETPs, however,  seem to have carried  out  TNA  as their  main  approach  to assisting in 
the  articulation  of  industrial  needs.  How  effective  this  work  has  been  is  questioned  by  the' 
finding  that  54  %  of  UK  UETPs  themselves  thought  little  had  been  achieved  in  this  area. 
Over half the HEIs thought little or nothing had been achieved in this area. However,  Austria, 
whose  UETPs  carried  out  a  number  of  very  specific  TNAs,  indicates  that  the  work  had  a 
positive effect  but  was highly constrained by lack of available time and funding.  Spain points 
to  UETPs  having  acted  as  a  sort  of  "clearing  house",  drawing  existing  studies  together, 
defining  methodological  approaches, choosing  training  options, etc. as well  as  consolidating 
and articulating  the demand  from  SMEs. Germany notes that the implementation  of TNA has 
been  the  foundation  for  concepts  of  a regional  continuing  education  strategy. 

As  opposed  to  traditional  TNAs,  the  Netherlands  indicates  the  use  of  a  system  of  "round 
tables"  as  an  effective  method  of  making  known  industrial  demand  requirements. 

2.3.  Stimulating  Transnational  Outlook in  Partners 

All participating  States recognise the effects  of UETPs  in stimulating  a transnational  outlook 
among  the  partners.  This  has  taken  place  along  two  main  axes : 

1.  For  HEIs  as  an  exchange  on  training  methodologies  and  teaching  systems  as  well  as 
contacts  with  firms  abroad  hosting  their  students. 

146 

2. For firms as wider  access to the European training potential  and a greater  awareness of the 
European dimension of R&D and technology. A number of States, such as Spain and  Ireland, 
indicate  the  specific  benefit  of  the  integration  of  SMEs  into  European  programmes  for  the 
first time via student placements and the location of partners abroad. Such firms became much 
more aware of the potential benefits  of collaboration  in Europe, not only in terms of training, 
but  also  in R&D programmes  and  business generally.  Both the  UK and  Belgian  quantitative 
Evaluations bear out the other States' Evaluations. The Belgian Evaluation  indicate that  57  % 
of  industrialists  and  78  %  of  students  felt  that  the  European  dimension  in  the  enterprise's 
culture  had  been  improved. 

In  addition,  UETPs  have  helped  purely  national  projects  to  become  European.  This  has  led 
to the development of strong international networks of HEIs, institutes and enterprises  around 
short  courses  and  training  projects. 

The  Italian  Evaluation  points  out  that  UETPs have  achieved  this  change  in  outlook  through 
different  modes  of  transnationality;  some  emphasising  specific  technological  sectors,  others 
involving  a  very  broad  spread  of  organisations  from  their  region,  while  still  others  have 
concentrated  on  developing  their  HEIs  as  catalysts.  In  all,  COMETT  has  contributed  to 
"developing  a  collective  transnational  approach  to  education  and  training". 

2.4.  Contribution  of Sectoral  UETP  Networks 

The National  Evaluations  indicate  that  sectoral UETPs  have had  less  identity  problems  than 
regional  UETPs  and  have  contributed,  on  average,  more  directly  and  in  greater  measure  to 
technology  transfer  and  industrial  training  development.  Their  clientele  were  seen  as  much 
better  defined  and,  by  and  large,  a  more  homogeneous  group  with  more  similar  technical 
requirements.  This  and  the  more  focused  expertise  of  the  UETP  personnel  have  made 
technical  development  activities  both  more  relevant  to  UETP  activities  and  easier  to 
undertake. 

For  similar reasons, the development  of the industrial base of the sectoral UETP network  has 
also  been  easier to  construct.  Some  have managed  to develop  not  only  a strong  network  but 
to  have  become,  to  some  extent,  a  voice  for  the  sector  in  European  level  education  and 
training 
issues.  A  number  have  also  developed  recognised  European-wide 
training 
programmes  and  had,  as  Finland  notes, a more  visible  impact  on  training.  The  Netherlands 
notes  that  such  specialised,  high  level  courses  fit  in  better  with  the  advanced  education 
system. The  UETPs  have  also become  effective  organisers  of  mobility  programmes  and  co 
ordinators  of  other  non-training  EC  Programmes.  However,  the  overall  magnitude  of  their 
contribution  should  not  be  over  exaggerated  :  COMETT  is  a  small  programme^Equally, 
Evaluations  do  not  make  any  overall  judgement  that  sectoral  UETPs  are  better  or  more 
valuable  to  COMETT  objectives  that  regional  UETPs. 

2.5.  Major  Strengths  and  Weaknesses of  UETPs in Participating  States 

The strengths and  weaknesses of UETPs as seen by the participating  States' Evaluations  are  : 

Strengths  : 
1.  The  European  dimension  of  UETPs  is  their  greatest  strength.  This  European  dimension 
ranges  from  UETPs  direct  contact  with  the  Commission  and  knowledge  of  Commission 
Programmes,  to  expertise  in  applying  for  and  managing  European  projects,  to  their  core 

147 

strength as part of a well structured, dedicated European operational network. The UETP may 
also  benefit  from  links to  other  EU  networks  and  information  sources. 

2.  The  second  axis  of  UETP  strength  lies in  their  network  of  domestic,  regional  or  sectoral 
members.  UETPs  now  have  an  accepted  role  (some  much  stronger,  some  much  weaker)  in 
the  domestic  higher  education  /  industry  interface  and  indeed  in  the  wider  skills  supply  / 
demand  interface.  The  initial  positioning  of  the  UETP  is  quite  important  in  this  context. 
Strong  positioning  includes  links  to  HEI  Extension  Centres  (Austria),  contract  research 
institutes  (Norway),  Regional  Chambers  of  Commerce  (France),  etc.  The  benefit  of 
supplementary  funding  can  be  a  function  of  the  strong  positioning  and  /  or  regional  or 
national  network  created.  The  full  geographic  coverage  of  a  State  by  UETPs  was  also  seen 
as  important  in  some  Evaluations  (Germany,  Greece).  Some  UETPs  have  moved  towards 
becoming  regional  development  agencies  (Italy,  Portugal). 

3. At  a lower  level,  UETP  strength  resides in factors  such as the dedication  of  its  managers, 
its  well  motivated  personnel,  its  reputation,  its  independent  status  as  a  base  for. democratic 
partnership  (Austria), its technical  credibility,  its links to R&D programmes,  etc. The  recent 
introduction  of  recruitment  activities  (e.g.  Belgium  (Fr))  has  improved  the position  of  some 
UETPs. 

Weaknesses  : 
1.  The  weakness  and  insecurity  of  the  financial  base  of  most  UETPs  is  seen  as  the  main 
weakness. This  entails  a sub-critical  size for  the UETP  and  limited  numbers  of  staff  as  well 
as difficulties  in realistic, long term planning. The near total  dependence  of  some UETPs  on 
EC  funding  and  their  inability  to  generate  other  funds  further  compounded  this  insecurity. 
This said, part  of the problem  may be  self-inflicted;  as Germany  notes, "Of the 27  UETPs in 
Germany,  only  one  has  a legally  independent status  : a prerequisite  for  self-sufficiency. " 

2.  The  lack  of  involvement  by  industry  and  difficulty  in  retaining  industry's  interest  in 
projects  is  cited  as  the  other  core  difficulty.  These  issues  can  be  compounded  in  the  Less 
Favoured  Regions  by  the  weak  industrial  base  and  the  non-innovative,  traditional  nature  of 
many companies.  SME involvement is a particular difficulty.  The UETP  itself may have little 
actual  technical  or  industrial  knowledge. 

3.  The  HEI  base  may  also  cause problems  in  some regions.  This could  arise when  the  HEIs 
are  weak  or  have  a  weak  technical  base.  Some  HEIs  are  mainly  interested  in  student 
placement,  with  little  participation  in training  development. 

4.  Other  weakness  include  the  poor  development  of  networks  and  poor  co-ordination  with 
other national  and  local training bodies (Italy); the turnover of UETP staff, over large  regions 
to  be  covered  (Netherlands),  a  disinterested  attitude  by  central  government  (Denmark, 
Ireland), etc. Poor planning, a lack of marketing strategy, and the lack of time for  self-training 
in a complex  area were  also stated  as weaknesses seen in some UETPs. The time required  to 
become  known  and  accepted  is  also  a  difficulty.  The  fact  that  there  are  few  quantitative 
indicators  of  UETP  performance  available  was  seen  as a problem  in  upgrading  their  work. 

5. An  additional  weakness  in EFTA countries  is that  their  UETPs  currently  cannot  access as 
easily  the  synergy  between  COMETT  and  other  EC  Programmes  in  comparison  with  EU 
Member  States.  This  difficulty  will  pass. 

148 

3.  Mobility  &  Exchange  Actions 

3.1.  Contribution  of Mobility  Actions  to Innovations  in HEI /  Enterprise  Co-operation 

Nearly  all  Evaluations  are  positive  on  the  contribution  and  effectiveness  of  the  mobility 
actions.  A  number  of  participating  States  point  to  the  mobility  programmes,  essentially  the 
student  placement  element,  as  the  major  success of  the  COMETT  programme. 

The  placement  activity  is  seen  as having  a direct  and  beneficial  effect  : 
1. On enterprises, often  involving  SMEs for the first time in a European  programme.  Austria 
reports  a)  the  adoption  of  a  "placement  culture"  by  enterprises,  providing  better  facilities, 
supervision and professional  guidance  for  students and b) The systématisation of  placements 
on a project  basis with a clear work plan and an improvement  in the possibilities of  academic 
recognition  for  the  work.  France  and  Germany  indicated  that they  have  been  a base  for  new 
commercial  relations  and  a base  for  future  partnerships, particularly  in  RDT  Programmes. 

2.  On  the  students.  The  Spanish  Evaluation  sees  students  who  have  undertaken  such 
placements  as being  themselves potentially  better  innovators  in industry.  Increased  language 
abilities and cultural understanding in students as well as improved professional  prospects are 
widely  reported  in  the  students. 

3.  On  HEIs.  The  COMETT  placement  activity  is  reported  as  having  assisted  in  updating 
teaching  methods  in  HEIs  and  catalysed  the  development  of  placement  requirements  and 
mechanisms.  Spain  indicates  that  COMETT has provided  a comparative  aspect to  European 
higher  education  /  industry  co-operation  as well  as bringing  the  debate  into  a labour  market 
context  through  a  concern  for  professional  placement.  One  Dutch  UETP  had  set  up  "Local 
Strategy  Committees" to  oversee  exchanges  and  influence  course  content. 

4.  More  generally,  placements  have  helped  in developing  new modes  of technology  transfer 
in knowledge, techniques  and models. They are also seen as providing  a new form  of human 
resource  updating  and  recycling. 

Only  two  participant  States  indicated  strong  positive  experiences  with  staff  placements  : 
Austria  and  Finland.  Denmark  noted  that  when  they  did  occur,  they  were  very  successful. 
However,  France  indicated  that  they  were  not  successful  and  should  be  rethought.  Germany 
pointed  to  legal difficulties,  problems with the content of practical training, financial  barriers 
and  the  long  release  period  for  employees. 

In the quantitative  Belgian (Fr)  survey, placement  drew a nearly  100 % positive response  for 
enterprises,  students  and  HEIs.  Smaller  HEIs  used  placements  as  a  first  step  in 
internationalisation.  In  the  UK,  two  thirds  of  enterprises  felt  that  they  had  benefited  from 
having  the  placement;  breaking  down  national  barriers  and  opening  up  possible  marketing 
opportunities  as well  as the  specific  technical  element  contributed. 

3.2.  Modification  of Policies  and  Practices  to Facilitate  Exchanges 

In participating  States where industrial placement is a well established activity, COMETT has 
had  a  positive,  operational  effect  rather  than  playing  a  strategic  /  innovatory  role  in  the 
modification  of policies  and practices.  In the Netherlands,  for  example,  attention  has  moved 
on  to  operational  issues  such  as  housing,  the  structuring  of  the  contacts  (a  policy  of 

149 

networking  instead  of informal  contacts) and the planned provision  of student  intern  projects 
as  part  of  the  operation  of  businesses.  Similarly,  France  points  to  the  normalisation  and 
systématisation of placements abroad and the specification of quality parameters. Luxembourg 
and Norway  point to  similar trends. In the same vein, many  Evaluations report the change in 
enterprises'  attitude  to  placements.  Belgium  (Fr)  indicates  that  industry  has  moved  from 
looking  on  placements  as  "a  favour"  to  being  an  equal  contract  with  both  sides  gaining  : 
enterprises  now  propose  regular  placements.  Similar  trends  are  noted  in  Finland. 

Some participating  States have instituted legal changes. Austria has introduced legal provision 
for  the  academic  recognition  of  COMETT  placements  abroad  and  waived  domestic  work 
permit  regulations  for  placements.  Sweden  and  Norway  have  simplified  work  permit  and 
residence  procedures. 

Despite  this  generally  positive  position,  some  Evaluations  point  to  little  real  change, 
particularly  within  the  HEIs  (Spain)  and  difficulties  based  on  a  youth  culture  with  poor 
foreign language abilities and social pressures on women (Italy - the South), continued rigidity 
of  HEI  curricula  and  lack  of  recognition  for  placements.  Ireland  and  Iceland  report  that  the 
moves  of  the  HEIs  to  formalise  and  recognise  placements  have  been  much  slower,  with 
informal  arrangements  persisting  .  However,  three  quarters  of  the  UK  UETPs  report 
modifications  such as increased  flexibility  in course design, assistance to lecturers  in  visiting 
students  abroad,  insurance  policies, better  language  preparation,  etc. 

4.  Training  Course  Development 

4.1.  Generating  Innovative  Modes  of  Collaboration  in  Training  Course  Development 

The  major  areas  of  collaborative  innovation  have  been  : 

1. The preparatory  work  where there  is now a greater participation  of enterprises  in  planning 
and  developing  courses  (e.g.  Sweden).  This  has  occurred  both  through  direct  enterprise 
involvement  and  through  the  development  of  platforms  and  study  groups  with  industrial 
involvement.  Such developments are helping to move training development from being  supply 
driven  to  demand  driven  (e.g.  Netherlands). 

2.  The  internationalisation  of the  development  process which has  opened  up  new  sources  of 
training  provision,  expertise  and  paths  for  collaboration.  This  internationalisation  has  also 
brought  a  comparative  aspect  to  national  systems  of  training  development,  highlighting 
differences  in approaches, including different  modes of collaboration.  Courses have also been 
developed  from  the  beginning  for  a  European  market  and  with  a  European  dimension  (e.g. 
Norway). 

3. The developmept of flexible networks to undertake such work. Here the UETP network has 
played an important role. Denmark notes "the broker" role of UETPs in presenting  interesting 
European  courses  to  industry  and  recommending  specific  EU  HEIs  for  particular  tasks. 
However,  Denmark  also notes the need  for  improved and innovative distribution  channels  for 
non-professional  training  organisations,  such  as HEIs. 

4.  Some Evaluations report  particular  innovations with collaborative  implications  such as the 
consistent use of TNA for planning (Spain) and the development of interactive TNA (Austria), 
the development of an IT network now looking towards in-situ training for  industry (Sweden), 

150 

new  links  between  training  and  R&D  (France,  Norway),  etc. 

Denmark  notes  differences  in  effectiveness  based  on  project  management  : 

•  Projects  for  particular  organisation  /  network  needs  have  worked  well,  but  have  been 
difficult  to  market  afterwards. 
•  Educational  institution  run  projects  have  faced  weaker  demand  than  foreseen. 
•  Consultancy  company-based  projects,  founded  on  their  own  expertise,  have  been  most 
successful. 

Despite the  above  developments  and  their  demonstration  effect  to  others, the  sample  of  UK 
enterprises surveyed  showed that 70  % thought COMETT provided  little  or no  innovation  in 
this area. UK regional UETPs were more pessimistic  : only  16 % thought that some or a great 
deal had been achieved. However,  to the same question  57  % of sectoral UK UETPs  thought 
some  or  a  great  deal  had  been  achieved.  Equally,  in  the  Belgium  (Fr)  survey,  45  %  of 
responses  saw  innovative  effects  in  COMETT  course  development. 

4.2.  Contribution  to Improvement  in Supply  of  Technology - Related  Training 

Most participating  States think that the COMETT contribution to improving quality  of  supply 
has been more marked  and perhaps more important than the contribution  to quantity.  Quality 
improvement  has  come  about  largely  through  the  transnational  opening  up  of  course 
development to a wider pool  of expertise across Europe. Course developers can now compare 
much  more  easily  their  own  methods  with  state-of-the-art  in  a  number  of  States.  Regional 
poles  of  competence  in  Europe  have  become  better  known.  This  opening  up  has  also  been 
important  in  focusing  attention  on  quality  assurance  in  delivery,  to  the  extent  that  the 
Netherlands reports the appointment of quality inspectors to a particular  course. Denmark  also 
points  out  that  training  was  changing  towards  in-company  and  tailor-made  training;  some 
UETPs were managing to follow this trend. COMETT has also been bringing high level  R&D 
results to  a technical  audience. However,  the French  Evaluation  points  out  how  long  it  takes 
for  the  courses  to  be  developed.  Also  the  Belgian  (Nl)  Evaluation  points  out  that  there  has 
been  no  systematic  evaluation  of  quality, just  the  assumption  that  better  correspondence  to 
industrial  needs  implied  quality. 

Improvement  in  the  quantity  of  training  seems  to  have  had  a  much  more  limited  impact. 
However  some  States  report  a  greater  variety  of  courses  now  available.  Austria  notes  that 
internationalisation  has  also  lowered  the  threshold  to  organise  or  to  participate  in  courses. 
Ireland finds that  COMETT  courses help avoid trainees travelling  abroad  for  training.  In the 
context of this increase in quantity, another  State points out the leverage  effects  of  COMETT 
in obtaining moneys for training course development. Finally, within the context of improving 
the supply, Italy  and Ireland note the acceleration  in the use of open, multimedia  and  distance 
learning  activities  but  Iceland  still  finds  it  insufficient. 

The  quantitative  Belgian  (Fr)  Evaluation  indicates  that  68  %  of  respondents  felt  that  the 
quality  and level  of training  had  improved,  57 % that  a European  dimension  had  been  added 
and  49  % that  there  was  access to  a much  greater  richness  of  information.  However,  it  was 
pointed  out  that  COMETT  was  minuscule  in  terms  of  national  continuing  education  and 
training  spending. 

151 

4.3.  Complementing  /  Strengthening  Training Initiatives  at National  Level 

Participating  States  Evaluations  are quite  varied  in their  interpretation  of  this  question.  The 
most frequently  mentioned  complementarity  with  COMETT  is to be  seen in  efforts  of HEIs, 
firms and other institutions to internationalise  activities (Both parts of Belgium, Netherlands, 
France). Germany points to its contribution to the realisation of an EU-home market,  as well 
as to  specific  plans  in  areas  such  as environmental  protection. 

The next most frequently  mentioned complementarity  involves the improvement of the higher 
education  /  industry  interface.  Austria  notes  complementarity  with  its  Extension  Centres  as 
well  as the possible  founding  of Fachhochschulen  with  obligatory  training  placements.  Italy 
notes  its catalytic  effect  in the  area  generally. 

Other  States  point  to  complementarity  in  the  area  of  improving  training;  SME  training  in 
particular,  but  also,  more  generally,  the regional  authorities' own training  efforts.  COMETT 
also  has  a  complementary  "gap-filling"  function  in  servicing  a high  level  specialist  training 
needs.  In  the  UK  59  %  of  firms  felt  that  COMETT  complemented  their  own  training 
activities,  while  sectoral  UETPs  were  more  positive  on  their  contribution  than  regional 
UETPs. However,  Sweden and Denmark note that at a national level, the effects  of  COMETT 
had  not  been  that  large. 

4.4.  Other Points  Raised 

"Other  Points  Raised",  by  and  large,  capture  the  specific  conditions  affecting  the  operation 
of COMETT in the particular participating State and specific information  from the Evaluation, 
especially  that  of  Belgium  (Fr).  However,  a  number  of  themes  do  arise  mostly  related  to 
participating  States' wishes towards  future  EC programmes  in the  COMETT  area. 
Retention  of  the  COMETT  Identity 
A number  of participating  States would  like to  see the COMETT  identity  retained.  Over  the 
last decade, it has built up a brand name for  quality and a certain type of activity among  HEIs 
and  firms.  This  should  not  be  lightly  thrown  away.  Germany  calls  for  a  specific  programme 
component  under  LEONARDO. 

The  Retention  and  Development  of  UETPs 
Again,  the  infrastructural  development  achieved  by  the  UETPs  should  not  be  thrown  away. 
Funding  should be guaranteed  either directly  or through task oriented  co-financing  where the 
UETP  would  take  an overhead  on tasks and programme  elements  administered.  The  UETPs 
are too  valuable  as a meeting  ground  for  HEIs, research  institutes, industry  and  government 
to  be  let  disappear.  Generally,  some  stability  in their  funding  was  sought. 

A structured extension of their remit to R&D functions  as well  as their  extension into  Central 
and  Eastern  Europe  in  co-operation  with  TEMPUS  was  suggested.  A  clearer  separation 
between  sectoral  UETPs  (course  production  and  supply)  and  regional  UETPs  (organising 
demand  at a local  level)  was  suggested by  one participating  State as a way  of developing  an 
integrated  production  and  delivery  of  COMETT  type  technical  training. 

Co-operation  with  other  Programmes 
Participating  States see the possibility of enhancing both future  COMETT activities and other 
EU  Programmes  through  increased  co-operation  between  such  Programmes.  Perhaps  most 
obviously,  a better  vertical  integration  /  synergy  is  sought between  COMETT  type  activities 

152 

and 1) upper vocational training activities as seen for example in parts of FORCE and PETRA 
and 2) Doctoral / Postdoctoral training activities as seen in the Human Capital and Mobility 
Programme. Horizontal co-operation / synergy might also be found in supporting and working 
with  other  S&T  Programmes  of  the  4FP.  In  addition,  it  is  suggested,  particularly  in  the 
context  of  working  with  SMEs,  that  much  might  be  learned  from  the  experience  of  the 
CRAFT Programme. 

Programme  Development 
A number of suggestions are made for the improvement of COMETT type activities. These 
include  1) Greater flexibility and speed in dealing with applications, 2) Greater flexibility in 
the mobility  programmes. The staff  mobility  programme  is singled out  : it requires shorter 
placement periods. 3) A system of sanctions and after-the-fact  reporting would improve the 
effectiveness  of the placement activity, 4) A COMETT Certification  System for students was 
also suggested. A first, easy, non - controversial  step might be a participation  certificate. 

153->\5S 

SYNOPTIC  TABLES 

SUMMARIES  OF THE FINAL  NATIONAL 

EVALUATIONS 

OF 

THE  COMETT II  PROGRAMME 

1990-1994 

155 

. ^4 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

AUSTRIA 

Subject 

Summary  Response 

1.1 

Stimulating the Debate 

Yes, particularly the UETP system. 

1.2 

Fostering University  / 
Enterprise  Relationships 

1.3 

Influence  in Formulating 
Policies 

1.4  Relationships /  Synergy 
with National / Regional 
Programmes 

1.5  Overall  Impact of 
COMETT 

2.1  Contribution  of  Regional 
UETP Networks 

2.2  Articulation  of  Industrial 

Needs 

Specific working  relations stimulated  by  COMETT  include: 
Major  increase  in  transnational  student  placements  along  with 
improved  project  oriented  design  of  placements  and  fetter  aca 
demic recognition. 
Transnational  higher  education  /  industry  personnel  exchanges 
which did not exist at all before  COMETT 
Enrichment  of  the  national  market  for  advanced training  technol 
ogy  tlirough  the  international  scope  and  European  dimension  of 
courses developed. 

The  Ministry  for  Social  Affairs  and  Employment  waived  work 
permit  requirements  for  COMETT  students.  The  Ministry  for 
Science and  Research provided  financial  support  and  made  better 
legal provision  for  academic recognition  of  COMETT  placements 
abroad. 

COMETT  complements  the  regional  and  national  programme 
"Scientists  for  the  Economy"  which  promotes  higher  education  / 
industry  staff  exchanges.  Flexible  secondment  provisions  for 
university  staff  have  been  extended  to  COMETT  Be  exchanges. 
Co-funding  of  national  and  regional  COMETT  projects  has  been 
forthcoming  due  to  their  contribution  to  improved  Austrian 
training activities 

COMETT has enhanced the  international  dimension  of training. It 
has  linked  HEIs  and  industry,  supported  the  development  of 
continuing education at HEIs, catalysed the development  of  TNA, 
provided  experience  in  the  international  management  of  pro 
grammes  and  projects,  improved  the  institutional  management  of 
higher  education /  industry  interfaces, extended  networks  to  other 
forms  of  co-operation,  increased  industry 
interest  in  highly 
qualified  personnel, etc. 

The  provision  of  a  regional  platform  for  training  &  technology 
issues  while  raising  regional  and  national  consciousness  of  these 
issues. The provision  of  partners and  of  a European  dimension  to 
technology  training:  they  act  as  a  regional  focus-Of  European 
initiatives.  The  integration  of  regional  SMEs  and  other  partners 
into  European  projects  and  issues. The  provision  of  short  courses 
and personnel  exchanges as well  as  spin-off  companies from  such 
activity.  Synergy  of  research  and  training.  Motivation  and 
sensibilisation to  international technological  development. 

Yes,  but  restrained  by  lack  of  experts  with  time  and  money. A 
number of specific TNAs have been carried out as well as constant 
evaluation  of  industry  needs. Discussions  on  course  concepts and 
marketing are organised. 

157 

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AUSTRIA 

Subject 

Summary  Response 

2.3 

Stimulating Transnational  Yes,  but  at  varying  levels  in  the  UETPs,  through  the  active 
participation  of  European  partners,  placements  and the  influx  of 
Outlook in Partners 
foreign  students  into Austrian  firms. 

2.4  Contribution  of Sectoral 
UETP Networks 

2.5  Major  Strengths and 

Weaknesses of UETPs in 
Member  State 

3.1  Contribution  of Mobility 
Actions to Innovations  in 
University / Enterprise 
Co-operation 

EuroLaser  aims  at the rapid  dissemination  of  R&D results (cur-
rently  restricted  by  lack  of  qualified  personnel)  by  mobility 
activities, training  and education. It has integrated  and built  upon 
regional,  national  and  international  networks  and  its  members 
(researchers,  developers,  producers,  consultants  and  users)  have 
been  active  and  contributed  to  all  COMETT  activities.  It  has 
carried out a " State of Art" Survey which will act as the basis for 
a  TNA. It  organises  Summer  schools.  Its strengths  are similar to 
sectoral  UETPs.  Its  weaknesses  include  not  yet  having  a  legal 
status,  members'  heterogeneous  interests,  different 
levels  of 
involvement of sectors and countries, lack of money  and full  time 
personnel,  as  well  as  difficulties  caused  by  uncertainty  of CEC 
financial  support, etc. 

Strengths:  1) Secure, legal  and independent  status as a base  for a 
democratic  partnership,  2)  High  acceptance  and  good  regional 
support  and  financial  commitment  of  public  and  semi-public 
institutions,  3)  Skills  in  managing  European  training  projects,  4) 
Closeness to firms  and technical credibility,  5) Links to other EC 
networks,  6)  Links  to  universities  and  the  strength  of  existing 
university  "Extension  Centres"  in  Austria,  7)  Well  motivated 
personnel and lean and efficient  structure 
Weaknesses:  1)  Weakness  in  linking  COMETT  to  other  EC 
projects  with  Austria  as an EFTA  member,  2) Lack  of  marketing 
and sales strategies, 3) Limited  numbers of staff,  4) Some regions 
with  weaker  universities  and technical  studies  base,  5)  The time 
taken to  develop  a  specific  profile,  6)  The  lack  of time  for  self-
training for a complex area, 7) COMETT projects  are too short to 
create an "international training  philosophy",  8) Annual  reduction 
of  financial  support, 9) Uncertainty  in transfer  to LEONARDO. 

COMETT  has  brought  1)  Systematised  placements  on  a  project 
oriented  basis  with  a clear  work  plan  and defined  provisions  for 
academic  recognition,  2)  Enterprises  are  adopting_a_"placement 
culture"  and  providing  better  facilities  and  professional  guidance 
for  students,  3)  Be exchanges  provide  considerable  feedback and 
linkages  between  universities  and enterprises. They  are, however, 
very  difficult  and  time  consuming  to  organise,  particularly  for 
longer periods. 

3.2  Modification  of Policies 

and  Practices to Facilitate 
Exchanges 

See  Section  1.3  for  formal  changes.  Academic  recognition  of 
periods  abroad  has  progressed  well.  Enterprises  acceptance  of 
students has become easier and more  formalised. 

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Subject 

S u m m a ry  Response 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

4.2 

Contribution  to  Improve- 
ment  in  Supply  of  Tech- 
nology  -  Related  Training 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at  National 
Level 

4.4  Other  Points  Raised 

Yes,  in  developing  projects  together  with  potential  users  and 
international  partners and  with  higher  quality.  Interactive  TNA  has 
also  been  developed.  Multi-location  delivery  of  courses. 

Improvement  in  the  quality  (more  than  the  quantity)  due  to  a 
wider  exchange  of  expertise  and  views  including,  as  a  further 
quality  factor,  the  opportunity  to  compare  the  state  of  art  in 
different  countries. Improved  international  marketing  and  access to 
courses. 

UETPs  have  complemented  university  Extension  Centres.  The 
threshold  to  organise  or  participate  in  courses  has  decreased. 
Providing  training  for  SMEs  has  become  more  attractive.  In  the 
future,  it  is  envisaged  founding  Fachhochschulen  with  obligatory 
placements. 

Austrian  continuing  and  vocational  training  is  quite  developed  and 
differentiated.  Thus,  "COMETT  can  only  be  an  added  value 
bringing  in  the  European  dimension...  as  a  niche  providing  very 
specialised  and/or  transnational  course  offers." 
The  Austrian  Evaluations  requested  that; 
The  decentralised 
structure  of  UETPs  be  developed  and 
strengthened  and  greater  flexibility  and  speed  be  imparted  to 
applications, 
The  scope  of  COMETT  be  reconsidered,  either  adhering  more 
strictly  to  technology  issues  or  broadening  to  all  areas, 
intended. 
COMETT  should  concentrate  on  SMEs  as  initially 
Import  some  experience  from  the  CRAFT  Programme  for  SMEs, 
Obtain  greater  synergy  from  other  TFHR  and  4FP  programmes. 
There  should  be  an  early  call  for  LEONARDO  to  avoid  insecurity. 

The  Austrian  evaluation  indicated  that  "The  statements  and  conclusions  (of  the  1993  evaluation)  are  still 
valid  and  can  be  fully  adopted".  Thus, this  table  draws  on  both  evaluations. 

The  4  regional  UETPs  replies  were  provided  in  a  disaggregated  form  in  the  Austrian  National  Evaluation. 
They  are  synthesised  in this  synopsis. 

— 

There  is  only  one  sectoral  UETP  in  Austria.  All  its  responses  to  the  evaluation  are  synopsised  in  this 
section. 

159 

1.3 

1.4 

1.5 

2.1 

2.2 

BF 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

BELGIUM (French) 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

Only  15 %  of  enterprises  felt  they  had  changed  their  comportment 
towards universities. However, 40 % had  used  the  work  as part  of a 
strategy  of  internationalisation.  Firms  thought  COMETT  should  be 
much  more  widely  promoted;  it was too  little  known. 

Influence  in  Formulating 
Policies 

The  Programme  forms  part  of the  ongoing  debate. 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

35 %  of  enterprises  had  participated  in  national  or  regional  pro-
grammes  similar  to  COMETT.  However,  only  6  %  indicated  that 
they  had  linked  the  programmes. 

Overall  Impact  of 
COMETT 

96 % of those  on placement  and  80 % of those  undertaking  training 
were satisfied. The internationalising impact on universities  (particu 
larly  small  and  specialised  ones) was  important. 
54 % of enterprises thought COMETT had a positive  impact on their 
internationalisation,  35  % on their technology,  and  28  % on  quality 
of  work.  Of  enterprises,  32 %  thought  COMETT  had  a  regional 
benefit  and  18 %  a national  benefit. 
In  total,  COMETT  made  participants  aware  of  the  possibilities  in 
Europe  and  the  potential  of  international  collaboration. 

Contribution  of  Regional 
UETP  Networks 

Difficult  to  define.  Stagieres  were  rather  negative.  At  a  regional 
level, 30 % of enterprises thought they  added  value, while  42  %  felt 
that  there  was  no  added  value. 

Articulation  of  Industrial 
Needs 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

Only 9 % of enterprises were positive; 35  % negative. 24  % thought 
of  the  UETP  as  a  help  in  conveying  training  needs  to  trainers. 
Industry  sees  the  role  of  the  UETP  as  an  adviser  in  European 
projects  and  link  to  universities. 

This  is  one  of  the  strong  points.  30  %  of  respondents  felt  more 
aware of the benefit  of international partnerships, 37  % stimulated to 
participate  in  European  projects.  57  % of  industrialists  and  78  % of 
students  felt  COMETT  improved  the  European  dimension  in  the 
enterprises'  culture. 

2.4 

2.5 

Contribution  of  Sectoral 
UETP, Networks 

Compared  to  regional  UETPs,  they  are  seen  as  better  equipped  to 
undertake TNA and work on mobility  and recruitment-(a new  UETP 
service). 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

Strengths:  Provision  of  regular  information,  mobility  activities  and 
advice  on  European  projects,  responsiveness  to  requests  and  their 
role  as  a university  /  enterprise  interface. 
Weaknesses:  Not  well  enough  known  /  poor  marketing  resources, 
poor  abilities  in  TNA,  little  actual  knowledge  of  the  technologies. 

160 

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FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

BELGIUM (French) 

3.1 

3.2 

4.1 

4.2 

Subject 

Summary Response 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

There was nearly  100 % positive response from industry,  universities 
and  students. Smaller universities, in particular, used placement  as a 
first  step  in  internationalisation  and  making  themselves  known  in 
Europe.  They  were  helped  to  bring  their  teaching  up  to  date  and 
offer  more attractive possibilities to potential students. Staff  mobility 
was under  exploited. 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

Industry  moved  from  looking  on  placements  as  "a  favour"  to  being 
an  equal  contract  with  both  sides  gaining.  Enterprises  now  propose 
regular placements. Conditions of placements, work programmes and 
duration  have  improved. 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

45  %  of  responses  were  positive.  The  added  value  of  the  interna 
tional  dimension  was  very  important.  The  innovative  COMETT 
criteria  catalysed  innovative  reshaping  of  projects  including  use  of 
multi  media  and training  of trainers. 

Contribution  to  Improve 
ment  in  Supply  of  Technol 
ogy  -  Related  Training 

68  %  of  respondents  indicated  that  quality  and  level  of  training 
improved  and  57 %  that  a  European  dimension  had  been  added  to 
the  enterprises  culture.  49  %  pointed  to  access  to  a  much  greater 
richness  of  information  for  course  development,  46  %  to  better 
access  to  technologies  and  40  %  to  improvements  in  work  quality. 
COMETT  improved  not  only  quality  but  also  variety  of  training 
offered. 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level 

The  UETPs  have  worked  with  and  created  synergy  with  most 
institutions of economic  and university  life  assisting in  collaboration 
while  also  working  on  regional  and  national  projects. 

4.4 

Other  Points  Raised 

42  %  of  students  found  placements  within  a  month;  87  %  within  3 
months.  But  this  was  the  most  difficult 
issue  for  the  student. 
COMETT  / UETPs  should  be  more  helpful.  A listing  of  companies 
to  contact  in  each  country  might  be  provided.  Linking  ERASMUS 
placements  to  a  search  for  a  future  COMETT  placement  was 
suggested. Having students find their own enterprise might, however, 
be  more  effective  and  be  a  better  match  than  that  by  COMETT  / 
UETPs. 
Administrative  formalities  were  a problem  for  students. 6-12  month 
placements  were  most  effective.  Clearer  initial  understandings  of 
what  was expected  on both  sides would  be helpful.  Universities  are 
an  important  intermediary,  but  too  often  passive. 
Of  the  students,  78 %  received  funding  from  their  enterprise;  of 
these, 45  % received  it as a complement  to the COMETT award, but 
only 27 % as a salary. From  10-20,000 BEF/month was  received  by 
42  % of the  fund  receivers. But  such  benefits  were  very  variable  as 
was the local cost of living and difficult  to allow for  in the  planning. 
A  COMETT  certificate  was  called  for. 

Based  on  a mail  survey  with  85 replies  out  of 270  contacts  for  students  and  94  out  of  2270  for  firms  and 
universities.  75  %  of  institutions  were  Belgian. 

161 

BFL  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

BELGIUM (Flemish) 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

1.3 

Influence  in  Formulating 
Policies 

1.4 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

There were already some organisations active in the  improvement 
of university-industry  contacts, but COMETT resulted  in a better 
overall co-ordination and communication on the following  levels: 
Organisations  who were  active  as partners  in COMETT  projects 
Organisations who came into contact with COMETT  information 
in  an  indirect  way 
At  the  Flemish  Ministries,  the  consciousness  for  the  need  of 
higher  education-industry  co-operation  increased. 

The  COMETT  application  rounds  proved  to  be  a  good  tool  to 
create  co-operation  (it  is  easier  for  partners  to  find  each  other 
around  a  concrete  project). 
The number and internationalisation  of higher  education-industry 
contacts have  largely  increased. At the education  side, especially 
the  non-university  higher  education  institutions  improved  their 
number  of  contacts. 

On  the  government  level,  the  impact  of  the  COMETT  Pro-
gramme  was  restricted  to  the  Ministry  of  Education  and  influ 
enced  some  basic  policy  options  taken: 
Growing  consciousness  of  continuing  education  and  quality  of 
education 
Attention  paid  to  higher  education-industry  co-operation 
Interest  in  European  educational  development. 

The  reports  suggest  that  from  a  COMETT  point  of  view  it  is 
easier  to  foster  complementarity  among  different  European 
programmes  than  among  national/regional  initiatives.  The  way 
the  COMETT  model  operates  makes  it  difficult  to  adapt  to 
specific  national  situations. 
On  the  one  hand,  there  is the  example  of  a private  organisation 
which  organises  continuing  education  in co-operation  with  HEIs 
and  industry.  Synergy  with  the  COMETT  programme  allowed 
them  to  work  on  a more  international  level. 
On the  other  hand,  it  is  felt  that  a  lot  of problems  were  encoun 
tered  in  the  field  of  student  exchanges,  because  of  the  fact  that 
COMETT didn't take  into account the  specific  Flemish  problems 
in  this  field,  nor  the  existing  international  student  exchange 
initiatives. 

162 

BFL  I FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

BELGIUM (Flemish) 

Subject 

Summary Response 

1.5 

Overall  Impact  of 
COMETT 

taking 

into  account 

The  impact  is  greatest  in  the  HEIs.- The  consciousness  to  co 
operate  was  somewhat  more  difficult  to  stimulate  in  industry. 
Especially  in the  SMEs, the  COMETT  impact  was  rather  small. 
Overall,  and 
the  economic  situation, 
COMETT  can  be considered  to  be  a moderate  success.  A  lot  of 
new links and relations were forged. However, COMETT did not 
succeed  in creating institutional  links with research  programmes. 
The networks  created  by COMETT  lead to a number  of  services 
in the  framework  of  other  European  programmes. 
A recommendation  for  the  future  is to  increase  the  co-operation 
and communication  among different  European  programmes.  It is 
noted  that  often  the  same  players  are  in  those  different  pro 
grammes. 
Given  the  actual  level  of  financial  support,  a  better  link  with 
regional  programmes  is  necessary  for  the  COMETT  projects  to 
survive. 
Parallel to tackling the  industrial  aspects of technology,  it would 
be  useful  to  pay  more  attention  to  the  effects  of  cultural  differ 
ences  in technology  development. 

2.1 

Contribution  of  Regional 
UETP  Networks 

2.2 

2.3 

2.4 

2.5 

Articulation  of  Industrial 
Needs 

Stimulating  Transnational 
Outlook  in  Partners 

Contribution  of  Sectoral 
UETP  Networks 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

The networking has two dimensions:  1) the regional  basis  and 2) 
the  European  COMETT  network.  Through  the  UETP,  regional 
networks  are  in  contact  with  the  European  network  and  with 
regional  networks  in  other  regions. 
The main tasks can be summarised  as  information  dissemination 
and  setting  up  of training  projects.  Partners  could  gain  from  the 
network  on  three  levels  1)  Content  and  technology  2)  General 
level,  TNA, etc. and  3) Administrative  level  making  it  easier  to 
set  up  project  proposals. 

One  of  the  most  visible  results  obtained  by  the  UETPs  is  the 
internationalisation  of  training  activities.  The  UETP  stimulated 
and  assisted  the  projects. 

The  impact  of  sectoral  networks  on  the  Flemish  region  is  rather 
limited, whereas the  impact of some Flemish partners on sectoral 
networks  is  big.  In  other  words,  the  export  of  knowledge  was 
bigger  than  the  import.  Sectoral  networks  are  considered  to  be 
important,  because  they  are  more  flexible  in  setting  up  training 
initiatives  compared  to  the  educational  institutions. 

Strengths: Growing consciousness  for  the  need  of  HEIC;  impact 
on  internationalisation  of training  initiatives: Role  in  stimulation 
of initiatives in difficult  domains: Export  of know-how:  Bringing 
international  expertise  into  regional  training  activities. 
Weaknesses:  Long  incubation  time  before  the  UETP  could 
position  itself  on  the  regional  level;  limited  impact  on  SMEs; 
impact  on  regional  policy  rather  limited. 

163 

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FINAL  NATIONAL  EVALUATIONS  OF  THE  COMETT  PROGRAMME 

BELGIUM  (Flemish) 

3.1 

3.2 

4.1 

4.2 

Subject 

Summary  Response 

Contribution  of Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co- 
operation 

In  general,  the  uptake  of  exchanges  has  been  better  in  non-
university higher education because of stronger exchange culture. 
In  universities  the  exchange  is  mostly  the  initiative  of  the 
exchange  student  and  not  integrated  in  the  curriculum. 
The  COMETT  scenarios  for  exchanges  did  not  always  suit  the 
companies  who  are  not  familiar  with  exchanges  and  do  not  see 
the  advantages. 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

It  is  regretted  that  COMETT  exchanges  have  not  taken  into 
account  the  activities  of  the  already  existing  organisation  for 
international  exchanges. 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

In  Flanders,  there  was  already  a  rich  experience  of  HEIC  and 
government  for  setting  up  training  and  education.  The  interna-
tional  aspect  is added  by  COMETT. 

The  COMETT  programme  has  clearly  increased  the  number  of 
programmes  available.  The  quality  of  the  projects  has  not  yet 
been evaluated in a systematic way. It is assumed that the quality 
has  improved  the  sense  that  courses  respond  more  to  industrial 
needs. 
It  is  suggested  that  COMETT  is  a  good  tool  to  bring  scientific 
results  obtained  from  European  research  projects  to  a  broad 
technical  audience. 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level  or more  COMETT  projects. 

There  is  an  increasing  internationalisation  of  activities  for  most 
institutions  active  in continuing  education  and  connected  to  one 

Training activities  in fields  that  are  less obvious  from  marketing 
and  sales  point  of view  could  be  set  up. 

4.4 

Other  Points  Raised 

CH 

FINAL  NATIONAL  EVALUATIONS  OF  THE  COMETT  PROGRAMME 

SWITZERLAND 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

The  near  simultaneous  launch  of  special  federal  measures  on 
continuing  education  and  COMETT  has  meant  that  the  latter  has 
contributed  to  the  national  debate. 

1.2 

1.3 

Fostering  University  / 
Enterprise  Relationships 

Influence  in  Formulating 
Policies 

164 

CH  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

SWITZERLAND 

Subject 

Summary  Response 

A six year  federal  plan  has  provided  the  cantonal  universities  and 
the federal  polytechnics with continuing training mechanisms. The 
UETPs have worked very closely with and reinforced  and  enlarged 
these  structures.  It  has  also  reinforced  federal  policies  for  a 
stronger  internationalisation  of  HEIs. 
Regional  policy  is  not  as  yet  fully  formulated,  however,  it  seems 
quite possible that bodies  such as the UETPs may  form  an  import 
ant  part of this policy.  They  have  worked  well  with  other  EC  Pro 
grammes. 

COMETT  has  been  a  good  success. 

They  have  opened  up  a  dialogue  between  the  diverse  actors  in 
technology  transfer  and  training.  They  also  respond  to  regional 
priority  issues.  They  bring  SMEs  together  with  both  public 
research institutions and international organisations for co-operative 
work. 

1.4 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

1.5 

2.1 

2.2 

2.3 

2.4 

2.5 

3.1 

3.2 

4.1 

4.2 

4.3 

Overall  Impact  of 
COMETT 

Contribution  of  Regional 
UETP  Networks 

Articulation  of  Industrial 
Needs 

Stimulating  Transnational 
Outlook  in  Partners 

Contribution  of  Sectoral 
UETP  Networks 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

Contribution  to  Improve 
ment  in  Supply  of  Technol 
ogy  -  Related  Training 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level 

165 

CH  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

SWITZERLAND 

Subject 

Summary  Response 

4.4 

Other  Points  Raised 

Despite  the negative  vote on EU entry  in Dec  1992, it  is a  priority 
objective  of science and education  policy to participate  fully  in all 
education,  training  and  youth  programmes  as  well  as  the  4FP. 
Bilateral  negotiations  will  be  opened.  However,  the  uncertainties 
surrounding programmes  in the  coming year  are  demotivating  and 
disillusioning  for participants  and our partners  abroad: two  UETPs 
are  even  considering  moving  to  an  EU  Member  State. 

D 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

GERMANY 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

A marked  revival  of the debate between  university  and  industry  has 
taken  place.  COMETT  played  some  part.  The  central  themes  were: 
Future  requirements  on  HEIs  in  view  of  European  integration; 
Concepts  of  co-operation  between  HEIs  and  enterprise  for  mutual 
advantage; 
New  teaching  concepts  in  the  light  of  rising  numbers  of  students; 
Restructuring of the academic system with regard to the reduction  of 
study  periods; 
Stronger  orientation  of  third  level  education  towards  the  require 
ments  of  praxis  in the  professions  and  industry; 
Improvement  in  the  recognition  of  study  periods  abroad  and  the 
qualifications  received  abroad; 
Significance  of  HEIs  in  continuing  education. 

Technology  transfer  centres  and  facilities  of  further  training  are 
already  at  the  interface  between  HEIs  and  industry.  In  technology 
transfer  centres  COMETT  stimulated  transnational  co-operation  in 
Europe. 
Through  co-operation  of UETPs  and  centres  of technology  transfer, 
it  is  possible  to  link  research  and  development  with_£ontinuing 
education  especially  benefiting  SMEs. 

1.3 

Influence  in  Formulating 
Policies 

- 

To  facilitate  COMETT,  the  relevant  ministerial  departments  at 
Lander  level  took  various  measures  to  secure  financial  support 
through  continuous  or  once-off  subsidies. 

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Subject 

Summary  Response 

1.4 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

1.5  Overall  Impact  of 
COMETT 

2.1 

Contribution  of  Regional 
UETP  Networks 

2.2  Articulation  of  Industrial 

Needs 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

Synergistic relationships  exist with regard to the trainee  programme 
of the  Carl-Duisberg-Gesellschaft  and  the  IAESTE-programme. 
The  Federal  Ministry  for  Education  and  Science  and  the  ministries 
of  the  Lander  promote  the  European  co-operation  of  HEIs.  This  is 
also the  source  of  support  subsidies  for  the  UETPs. 
The  Federal  Ministry  for  Education  and  Science  secures  the  basic 
financing  of  the  activities  of  the  COMETT-  Information  Centre 
regarding  AiF  and  DAAD. 
The  Federal  Ministry  for  Research  and  Technology  supports  the 
programme  "Research  Co-operation"  (part-programme  research  / 
personnel  exchange) 
SMEs  send their  personnel  to  research  institutes  or take  in  research 
personnel  from  such  institutes  on  a  temporary  basis  and  also 
promotes  the  transnational  exchange. 

Regional  UETPs  ensure  a continuous  co-operation"between  univer-
sities, associations  and enterprise which  is further  complemented  by 
a  specific  European  alignment. 
COMETT  enables  industries  of  the  region  to  have  access  to  other 
European education and training programmes and S&T programmes. 
The  regional  UETPs  create  important  pressure  towards  a  more 
committed  engagement  of HEIs  in  continuing  training. 
Further development of third level and continuing education  courses 
and  availability  of  short  courses. 

Yes,  especially  SMEs  have  benefited  because  they  lacked  finance 
and  experts. The  UETP has  helped  with  project  initiation,  financial 
development  advice,  project  management,  administration  of  EC 
subsidies, transfer  of results  and  presentation  of  success  results. 
The implementation  of TNA has been the foundation  for concepts of 
a  regional  continuing  education  strategy. 

Regional  UETPs  play  an  important  role  with  regard  to  questions  of 
education  and  further  training  in the  field  of technological  develop 
ment  and  technology  transfer  for  the  strengthening  of  the  regions. 
Trans-national  co-operation  of  COMETT  projects  promotes  the 
information  exchange  amongst  the  partners  of the  various  regions. 
UETPs  mediate  between  suitable  European  partners  in  regard  to 
transnational  projects. 

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Subject 

Summary  Response 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

2.5  Major  Strengths  and 

Weaknesses  of UETPs  in 
Member  State 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co- 
operation 

telecommunications  and  surface 

There  are  eight  sectoral  UETPs:  microelectronics,  aluminium 
technology,  sewage  control  systems,  animal  medicine,  software 
technology.  The 
technology, 
conditions  of  a  closer  connection  between  S&T  in  the  European 
context  are  more  favourable  in  these  UETPs.  In  comparison  to  the 
sectoral  UETP,  the  regional  UETPs  are  more  active  in  regard  to 
continuing  education. They  co-ordinate  European  pilot  projects  and 
carry  out  larger development  projects  for  third  level  and  continuing 
education  courses. 
Through  the  establishment  of  telecommunications  UETP,  greater 
know-how  transfer  has been  achieved. 

Strengths: Coverage  involves participation  by partners  from  all parts 
of  Germany.  Sponsorship,  mediation  and  care  of  students  who 
undertake  the practical  training  in their  specialised  field  in  a  Euro 
pean  enterprise.  UETPs  enable  medium-sized  enterprises  access  to 
European  co-operation  on  a regional  basis  with justifiable  expense 
and assessable  time  frames.  They promote  growing  co-operation  by 
information  bulletins  and 
European  partners.  Through  regular 
participation  at relevant trade fairs  (Hannover trade  fair,  CEBIT  and 
Media-Net)  interested  parties  and  potential  applicants  were  made 
aware  of  COMETT.  All  UETPs  carry  out  Ca-courses  (short 
courses).  Co-ordination  for  larger  transnational  projects.  In  some 
projects  there  is  a  definite  synergy  with  research  and  development 
projects. 
Weaknesses  1) Of the 27 UETPs  in Germany  only  one has  a  legally 
independent  status:  a  prerequisite  for  "self-sufficiency"  Little 
progress  has  been  made  in  this  respect.  2)  Although  most  SMEs 
were getting involved through special measures, more  is required. 3) 
Development  of special  education  and  further-training  programmes 
linked  with  R&D  for  SMEs  is a necessity.  UETPs  should  make  this 
easier. 

COMETT  offers  students,  as  well  as  industry,  a  number  of  advan-
tages.  Young  people  at  the  beginning  of  their  professional  careers 
have  positive  impressions  from  their  European  practical  training 
experience  which  acts  as  multiplier  for  co-operation  between 
university  and  enterprise.  Those  students  will  later  facilitate  the 
introduction  of  innovative  ideas,  especially  in  SMEsr—While  the 
realisation  of  practical  training  in  industry  between  HEIs  and 
industry is favourable, the personnel transfer  (Be) is still  underdevel 
oped. 

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GERMANY 

Subject 

Summary  Response 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchanges 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

4.2 

4.3 

their  practical 

The  practical  training  for  HEI  students  is  mostly  home-based, 
although some  is taking place  abroad. Sponsorships  and  counselling 
of  trainees  is  facilitated  at  many  universities  and  is  sometimes  an 
obligation  for the course. The willingness on the part of the  students 
to  complete 
training  abroad  has  considerably 
increased. 
Enterprises  have  had  positive  experiences  with  trainees  from 
European universities. This will ensure the willingness of industry to 
offer  practical  training  places  in  future. 
On  account  of  the  difficult  economic  situation  in  the  new  Lander 
only  a  few  enterprises  are  in  a  position  to  offer  practical  training 
places. 
The  personnel  transfer  between  universities  and  industry  is  made 
difficult,  not  only  because  of  a  number  of  legal  framework  condi 
tions, but  also  the  design  of  the  content  of  the  practical  training. 
The  personnel  transfer  is  financially  unattractive  to  practitioners  in 
industry,  and  on  account  of  the  need  for 
longer  releases  of 
employees,  it  is  almost  negligible. 

Co-operation of university with  industry  in the area of education  and 
further-training  is  still  underdeveloped. 
For  the  development  of  education  and  further-training  courses 
COMETT  benefits  from  the  importance  of European  model  experi 
ments. 
The  increased  share  of  German  facilities  in  the  co-ordination  of 
European  courses  and pilot projects  shows an  increasing  acceptance 
of the  COMETT  approach. 

In  respect  of  quantitative  evaluation  no  direct  effects  can  be 
expected  from  the  additional  COMETT  bid. 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level  COMETT  initiatives  in the  Germany  broaden  the  available  offer  of 
training especially  in regard to themes that concern  the realisation  of 
the  EU-home  market. 

COMETT  projects  complement  meaningfully  existing  plans  in 
specific  areas  like  environmental  protection  etc. 

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Subject 

Summary  Response 

4.4  Other  Points  Raised 

The  COMETT  programme  should  be  retained  as  a  specific  pro 
gramme  component  under  LEONARDO. 
Universities,  research  institutes  and  industrial  enterprises  must  be 
allowed  to  apply  for  COMETT  on  an  equal  basis. 
It  is  also  important  that  sponsorship,  mediation,  and  care  of  the 
transnational  exchange  of  trainees  in  European  enterprise  be 
acknowledged  by  the  UETPs,  as  it  is  a  large  central  contact  area 
between  universities,  research  institutes  and  industry  to  be  used 
effectively. 
The  UETP Network  has  existed  for  seven  years  and  it  has  proved 
itself.  The  "brand  name"  COMETT  should  be  retained. 
The  financing  of  UETPs  must  be  guaranteed.  If  not,  then  task-
oriented  co-financing  of  individual  programme  components  has  to 
take  its  place.  This  could  be  achieved  most  easily  by  a  higher 
overhead-share.  The  marker  would  be  the  currently  estimated  level 
of  20 %  for  EC  research  and  development  programmes. 

DK  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

DENMARK 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

Yes,  particularly  in  the  universities;  the  technical  colleges  were 
more  aware  of  the  issues.  The  main  focus  has  been  the  need  for 
upgrading  of qualifications  in industry  and the  importance  of  high 
level  technological  training. 

Fostering  University  / 
Enterprise  Relationships 

Beyond  doubt,  certain  relationships have  formed  due to  COMETT 
but results are not sufficient  to rely on development without  further 
support. 

1.2 

1.3 

1.4 

Influence  in  Formulating 
Policies 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

1.5 

Overall  Impact  of 
COMETT 

COMETT  is only  one  among  several  government  tools. 

The Danish  "Act on Continuing  Education"  for  levelsrfrom  skilled 
worker  to  university  graduate  both  supports  and  is  supported  by 
COMETT projects. The Danish  "Industry  Researcher  Programme", 
which supports  PhDs undertaken  with  industry, may  work  with  Bb 
activities. 

Specific  national commitment  and support has been  "very  modest". 
This has  impacted  on  COMETT  activities. A Ministry  should  take 
ownership,  and  clear  lines  of  responsibility  be  developed,  as  well 
as  an  information  centre  established. 

70 

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DENMARK 

Subject 

Summary Response 

2.1 

Contribution  of  Regional 
UETP  Networks 

2.2 

Articulation  of  Industrial 
Needs 

This  is  dependent  of  the  objectives  of  the  host  organisation;  i.e. 
transfer  of R&D to industry vrs research and education  of students. 
Those working with local industry has improved the  acceptance  of 
UETP  members'  graduates,  created 
for  university 
researchers working in industry, implemented training  programmes 
and  opened  channels  for  firms  to  access  university  knowledge  as 
well  as  developing  wider  HEI  co-operation.  UETPs  focused  only 
on  student  placement  and  without  a  stable  structure  of  industrial 
involvement have proved much weaker but have been beneficial  to 
the  student  and  firm. 

interest 

TNA has not been  undertaken  by regional  UETPs. Firms either  do 
not feel UETP staff  appropriate  or feel  it should be an  in-company 
activity. One of the sectoral UETPs has carried out extensive  TNA 
as a base  for  activities. 

2.3 

2.4 

2.5 

3.1 

3.2 

Stimulating  Transnational 
Outlook  in  Partners 

To  a  limited  degree. 

Contribution  of  Sectoral 
UETP  Networks 

They seem to give better value added because of specialisation  and 
a  more  focused  approach.  They  have  a better  mix  of  partners. 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

Strengths:  Membership  of  the  European  inter-UETP  network  for 
co-operation  is  important  but  strong  to  the  North  and  weak  to  the 
South  of Europe. 
Weaknesses:  There  is  still  the  lack  of  a meaningful  and  economi 
cally  viable  concept:  they  still  need  COMETT  support.  Most 
UETPs have  only reached  industry  indirectly  with  only  occasional 
contacts and do not  directly  serve as a tool  in improving  meaning 
ful  collaboration.  Insecurity  has  meant  staff  turnover  increasing, 
weakening  the  networks.  Industrial  commitment  is  low  and  often 
on  an  ad  hoc basis. 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

Student  exchanges  have  largely  resulted  in  companies  becoming 
more  open,  although  better  quality  control  on  students  may  be 
needed.  Employee  exchange, when  it  has  occurred,  has been  very 
successful 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

International  companies  maintain  the  same  policy  for  incoming 
students  and  employees. No  changes  of  policy  are  reported. 

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DENMARK 

Subject 

Summary  Response 

4.1 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

4.2 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

innovative  distribution  channels  are  required, 

The  broker  role has  been  noted where  the  UETP  presents  interest-
ing European  courses to  industry  and recommends  specific  univer-
sities  for  well  defined  tasks. 
The  project  manager  role  where  the  partner  works  on  a  project 
requiring  new  technology  and  knowledge.  From  this  can  work  to 
develop  training  material. 
Innovative  methods  to  develop  training  more  quickly  in  fast 
moving  fields  are  required. 
Improved  and 
particularly  for  the  non-professional  training  organisation. 
Training  projects  developed  by  organisations  with  a  specific 
training need have worked well and have strengthened  relationships 
with  partners.  It  has  not  been  possible  to  market  the  courses 
outside  the  group  of  partners.  For  educational  institutions,  once 
launched,  the  demand  for  training  was  smaller  than  expected. 
Consultancy  companies' projects  within  their  own  areas  of  interest 
have  been  most  successful  due  to  a)  the  projects  are  bigger  with 
greater European collaboration  b) the managers have a competence 
and reputation  in training  c) they work  more  closely  with  the  end-
user. 

Training  demand  is changing;  companies  are  dismantling  training 
departments and moving from  general training to more job  specific 
and  company  oriented  training  with  a  much  more  result  oriented 
approach.  Training  is  becoming  tailor  made,  in-company.  One 
UETP has moved  to developing  training  after  R&D contact  giving 
closer  co-operation  with  the  company. 
The volume  increase  is small compared  to the  overall  market.  One 
respondent claimed  short, stand alone courses to be of more  benefit 
to the developer  than  industry.  One  company  used  COMETT  only 
for  non-acute  training  needs.  COMETT  quality  is  high. 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at  National  Level 

The  volume  of  COMETT  activities  is  small.  However,  at  a 
regional  level,  authorities  are  increasingly  supporting  continuing 
education  and  training  for  economic  development.  COMETT  has 
played  some  role  in this  shift. 

4.4 

Other  Points  Raised 

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Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

1.3 

Influence  in  Formulating 
Policies 

1.4  Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

increased  debate  on 

COMETT  has 
Transnationality, 2) Skill Needs Analysis, 3) New Training  Technol 
ogies 
In certain regions, COMETT has initiated  the first formal  university 
/  industry  debate  and  co-operation.  In  others,  it  has  brought  an 

issues 

as  1) 

such 

•  international  aspect  to  the  debate. 

COMETT  has  increased  industry  /  university  relations  in  the 
following  specific  areas: 
Linking  Training  Needs  Analysis  to  developing  training  for  enter 
prises 
Improving  enterprises'  decisions  through  better  information  on 
advanced  training 
Assisting  companies,  particularly  SMEs,  in  their  first  contact  with 
universities. 
Understanding  the  impact  of  training  actions  on  companies 
COMETT  has  a  fundamental 
influence  on  higher  education  / 
industry  relations,  particularly  with  certain  universities  seeing  the 
academic value of training periods in industry and the use of courses 
in technology  transfer  to  firms. 

Yes.  At  a National  level  it  has  "Europeanised"  the  debate  and  has 
provided  institutions  with  a  model  for  certain  forms  of  training.  It 
has also  been  the  instigator  of higher  education  /  industry  planning 
of  short  courses, while  the  UETPs  have  become  involved  in  devel 
oping regional policy. However, the influence  is very variable  across 
Spain. 

to  develop  activities  complementary 

The  Ministry  of  Education  and  Science  provides  an  annual  subsidy 
to  UETPs 
those  of 
COMETT.  Otherwise  there  are  not  many  overlaps  with  other 
programmes. 
In  each  region  the  pattern  varies,  particularly  in  the  autonomous 
regions  with  control  over  education  and  training. 

to 

1.5  Overall  Impact  of 
COMETT 

Strong. 

2.1 

Contribution  of  Regional 
UETP  Networks 

The  regional  UETPs  acted  as: 
Information  and  management  structures  for  EC  -programmes, 
especially  in  human  resources,  education  and  training. 
Organisers  of  international  training  periods  for  university  students 
Providers  of  an  international  vision  on  technological  training, 
training  periods  in  companies,  new  and  dynamic  training  material, 
etc. 

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Subject 

Summary  Response 

2.2  Articulation  of  Industrial 

Needs 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

2.5  Major  Strengths  and 

Weaknesses  of  UETPs  in 
Member  State 

Yes,  UETPs  have  helped  industry  define  their  training  needs, 
particularly  in; 
Launching  and  defining  the  methodological  approach. 
Defining their training plans and choosing between training options. 
Drawing together the various  company  studies  and  later  developing 
closely  aligned  training  provision. 
These  activities  have  been  particularly  important  in  the  context  of 
the  SME  structure  of  Spanish  industry. 

Very  important,  particularly  in  establishing  contact  with  firms  and 
technological  parks.  Often,  this  has  been  the  firs*  transnational 
experience  for  the  associates  of  the  UETP,  especially  the  SMEs. 
Firms  have  also  been  given  access  to  European  level  training 
products and to a wider  international  vision  through  hosting  foreign 
students. 
In  universities,  COMETT  has  stimulated,  at  a  European  level,  an 
exchange  on  training  methodologies,  teaching  systems,  as  well  as 
training tools  and materials. It has  also  catalysed  university  partici 
pation  in new  R&D  programmes. 

Sectoral  UETPs  have  provided: 
A transnational  vision  to  participants. 
European  Working  Groups. 
Official  and  European  -  level  training  programmes  and  third  level 
courses. 
An analysis  of  sectoral  technology  and training  supply  and  demand 
as  well  as  an  international  comparative  study  of  the  situation  in 
Spain. 
A  communication  network  and  a data  base  of training  and  technol 
ogy. 
A means of advancing the technological  level  of firms in the UETP. 

Strengths: Quality of services, experience in knowledge and manage-
ment  of  European  training  projects,  promotion  of  national  and 
international  contacts, European  image  of the UETPs, knowledge  of 
regional  and  sectoral  firms'  needs,  relations  with  regional  govern 
ments, and  diversification  of  services 
Weaknesses: Insufficient  personnel, reduced financial  resources, lack 
of uniformity  in  legal  structure, differences  in  academicregulations 
concerning  training  periods  in  firms  (only  some  recognise  these 
periods),  non-innovative  industry  leading  to  weak  demand  for 
services. 

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3.1 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

SPAIN 

Subject 

Summary  Response 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co-  ment  other  European  projects. 
operation 

The  mobility  programmes  have  been  very  important.  They  have 
Made  COMETT  widely  known  and  have  assisted  in  the  develop-

Developed  a  new  higher  education  /  industry  formula  for  students 
and  have  improved  their  professional  future.  Such  students "will  be 
an  important  source  of  innovation  in  Spanish  firms. 
Developed  new  modes  of  technology  transfer  in  knowledge,  tech 
niques  and  models. 
Reinforced  the  UETP  network. 
Brought  higher  education  /  industry  relations  into  a  labour  market 
context  through  a concern  for  professional  placement. 
Helped in giving a comparative aspect to European  higher  education 
/  industry  relations. 
Provided  new  forms  of human  resource  updating  and  recycling. 
Improved  language  competences,  thus  facilitating  other  forms  of 
transnational  higher  education  /  industry  co-operation. 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchanges 

4.1 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

There  has  been  little  real  change  even  if  some  universities  have 
adopted co-validation  and acceptance  of training periods. Generally, 
universities  have not  established  mechanisms  for  academic  recogni 
tion  of  training  periods.  Equally,  firms  need  a  clear  legal  base  for 
co-operating  in  such  academically  recognised  training  periods. 

The  COMETT  framework  for  training  actions  (transnationality, 
evaluation,  quality,  etc.)  have  spread  to  other  UETP  actions  and 
sometimes  to  regional  actions. Equally,  innovation  has  taken  place 
in planning training  actions based  on needs  analysis, in the  teaching 
staff  coming  from  the  university,  industry  and  international  scene, 
and  in  the  use  of  new  training  systems.  Also  innovation  has  been 
seen  in  training  evaluation  and  impact  analysis  as  well  as  its 
internationalisation. 

4.2 

4.3 

limited.  However,  in 
Contribution  to  Improve- 
ment  in  Supply  of  Technol-  COMETT  II  the  course  quality  was  significantly  better.  This  was 
ogy  -  Related  Training 

based  on  better  definition  of  demand  through  needs  analysis. 

in  the  quantity  has  been 

The  increase 

Complementing  / 
Strengthening  Training 
Initiatives  at  National  Level 

COMETT has helped  cover a high  level  specialised  need  in technol-
ogy  training.  And  in  some  cases  it  has  helped  promote  training 
actions  at  a regional  level  as well  as  levering  matching  finance  for 
further  training  actions. 

4.4  Other  Points  Raised 

-175 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

FRANCE 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

1.3 

Fostering  University  / 
Enterprise  Relationships 

Influence  in  Formulating 
Policies 

1.4  Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

There  has been  strong  regional  synergy  with  local  bodies  subscrib-
ing  financially  to  projects  and  creating  their  own  programmes.  At 
the  start,  national  policy  and  programmes  were  closely  allied  to 
COMETT.  However,  with  economic  and  political  cliange  the  two 
have  now  become  more  distant:  COMETT  is  a  bit  "dated". 

1.5  Overall  Impact  of 
COMETT 

The  importance  of  COMETT  to  the  regions  has  been  far  greater 
than  the  simple  amount  in ecus. 

2.1 

Contribution  of  Regional 
UETP  Networks 

2.2  Articulation  of  Industrial 
. 

Needs 

2.3 

2.4 

Stimulating  Transnational 
Outlook  in  Partners 

Contribution  of  Sectoral 
UETP  Networks 

2.5  Major  Strengths  and 

Weaknesses  of UETPs  in 
Member  State 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co- 
operation 

Strengths:  They  have  acted  as  a  co-ordination  and  reference  point 
for  programme  users.  They  have  turned  new  ideas  into  actual 
European  projects:  the network  of European  partners  has been  most 
important  here. 
Weaknesses:  Their  frail  financial  structures  which  are  due  to  their 
small size and the absence of pluri-annual budgeting. They have had 
limited human resources. Their visibility  has  been  low.  Quantitative 
indicators  of performance  have  been  weak  /  absent. 

The  usefulness  and  simplicity  of  student  placements  have  been  of 
major  benefit  to enterprises, particularly  SMEs. They have created a 
European  perspective, added new competences  to the  enterprise  and 
raised  awareness  of  human  resource  issues,  as  well  as  providing 
expertise  for  specific  projects  such  as  technology  transfer.  The 
.  placement assists the student in obtaining employment  and  improves 

language  ability. 
The  placements  become  sources  of  new  commercial  relations  and 
-the bases  of  future  partnerships, particularly  for  R&D  programmes. 
However,  the  delays  in  selection  procedures  are  too  long. 
The  staff  placements  have  not  been  successful  and  should  be 
rethought. 

176 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchanges 

The  COMETT  policies  and  practices  have  contributed  to  the 
normalisation and systématisation of placements abroad,  particularly 
by  the  specification  of  quality  parameters:  length  of  stay,  rights  of 
both  parties, etc. 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

COMETT  has provided  a transnational  dimension  and  value  added 
to  the  work.  It  has  often  strongly  integrated  the  human  factor  into 
technological  training.  New  links  have  been  developed  between 
training  and  R&D. 

4.2 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

COMETT has opened a European market for technical training as an 
integral  part  of  improving  technology  transfer.  It  has  also  helped 
create  awareness  of  regional  poles  of  competence.  However,  the 
time  to  launch  training  initiatives  has  been  too  long  and  financial 
support  too  small. 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level  SMEs,  integrating  them  into  international  networks. 

COMETT  has  permitted  HEIs  to  obtain  foreign  partners  and  to 
diversify  their  markets.  It  has  also  been  particularly  helpful  to 

4.4  Other  Points  Raised 

Placements  in the  South of Europe have  been  difficult;  the  teaching 
of the  languages  of the  South  should  be  become  more  developed. 

GR  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

GREECE 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

Participation 
in  training  activities,  within  the  framework  of 
COMETT,  has  been  remarkable;  this  participation  while  limited 
during the first years and concentrated  around public services, bank 
and  local  administration,  has  now  become  impressive. 
The  bureaucratic  load  on  projects  should  be  kept  to  a  minimum. 
The  UETP  network  must  continue  to  operate  and  should  be 
strengthened. 

The  COMETT  programme  is  considered  as  one  of  the  most 
successful  programmes. 
Collaboration between higher education  institutions and  enterprises 
has  been  strengthened  considerably  within  a  national  and  interna 
tional  context. 

1.3 

1.4 

Influence  in  Formulating 
Policies 

COMETT has given rise to legislative regulations and communica-
tion  mechanisms  among  universities  and  industry. 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

There  is  no  national  programme  or  orientation  for  training  activ-
ities. 
Collaboration  of higher  education  and  industry  is  mainly  focusing 
upon  research. 

1.5 

Overall  Impact  of 
COMETT 

COMETT has contributed to the change of mentality towards Euro-
pean  programmes  and  created  an  infrastructure  for  the  transitional 
collaboration  and  the  development  of  training  initiatives. 

177 

GR  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

GREECE 

Subject 

Summary  Response 

2.1 

2.2 

2.3 

2.4 

2.5 

3.1 

3.2 

4.1 

4.2 

4.3 

Contribution  of  Regional 
UETP  Networks 

Articulation  of  Industrial 
Needs 

Stimulating  Transnational 
Outlook  in  Partners 

The  development  of  transnational  collaboration,  through  UETPs 
and  other  COMETT  projects  is considered  to  be the  most  positive 
experience  for  Greek  organisations. 

Contribution  of  Sectoral 
UETP Networks 

Sectoral  UETPs  are  based  on  the  active  participation  of  industry, 
especially  in  the  sectors  of  food,  chemicals,  textile  and  metal 
products. 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

Strengths: extensive geographic coverage (with the exception  of the 
Aegean  Islands);  encouraging  participation  of  industry;  develop-
ment of a new collaboration mode between university  and  industry; 
contribution  to  transnational  collaboration  and  exchanges. 
Weaknesses:  difficulties  in  achieving  financial  self-sufficiency; 
UETP co-ordinators have acted as training users and  very rarely  as 
training  suppliers;  participating  universities  are  mainly  concerned 
by student placements  and rarely  participate  in the development  of 
training  packages. 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

Contribution  to  Improve 
ment  in  Supply  of  Technol 
ogy  -  Related  Training 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level 

— 

4.4 

Other  Points  Raised 

The  report  includes  information  about  the  main  areas  in  which 
training  is  provided  (such  as  industrial  automation,  production 
management,  new  production  metnods,  product  design)  and  the 
sectors  that  consist  the  primary  users  of  training  (such  as  food, 
textile, furniture,  metal  and chemical  products, services providers). 

178 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

ITALY 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

1.3 

Influence  in  Formulating 
Policies 

1.4  Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

Due  to historical  and  cultural  reasons,  as  well  as  a  lack  of  specific 
legislation, debate between  University  and  Enterprise  is  a relatively 
recent  phenomenon  in  Italy.  The  COMETT  Programme  has  been 
largely responsible for creating a quality-based  framework  for  public 
debate  between  university  and  industry  in  the  country. 

In  Italy,  COMETT  has  created,  through  the  UETPs,  clear  channels 
for  systematic  rather  than  episodic  co-operation  between  local 
Universities  and  SMEs,  Trades  Associations,  Chambers  of  Com 
merce  and  Local  Government. 
Due to COMETT the working relationship between  Universities and 
Industry has concentrated on supplying the established training needs 
of  industry  through  courses  and  placements. 
COMETT  has  given  the  relationship  a transnational  dimension. 

Not  in  any  formal  ways. 

The  growth  in  influence  of  the  COMETT  Programme  in  Italy  has 
in 
coincided  with  important  and  complementary  modifications 
national  legislation.  For  example: 
Law  67 of  1988 established  a  framework  according  to  which  10 % 
of R&D budgets to be spent on training. Recent developments  of the 
same law encourage transnational  placement  in industry  and  centres 
of  excellence  as  a  vehicle  for  training. 
Law  391  of  1990  established  the  means  by  which  Italian  Univer 
sities could participate  in joint initiatives with third parties as well as 
hold  short  vocational-based  courses. 

179 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

ITALY 

Subject 

Summary  Response 

1.5  Overall  Impact  of 
COMETT 

2.1 

Contribution  of  Regional 
UETP  Networks 

2.2  Articulation  of  Industrial 

Needs 

COMETT  has  encouraged  and  diffused  forms  of  collaboration  and 
exchange  between  the  national  system  of post-secondary  education 
and  industry. 
The  COMETT  Programme  has  made  an  important  contribution  to 
developing a European dimension to university curricula and  student 
culture (especially through the exchange opportunities offered  by the 
Programme). 
The COMETT Programme  offers  a vali,d role model to mould  future 
training  policy  for  initial  and  continuing  education.  COMETT  will 
encourage  national  policies  to  develop  a  decentralised  and  flexible 
education  and  training  system  through  direct  dialogue  between 
university  and  industry  partners  as  well  as  active  co-operation  in 
joint  projects. 
COMETT, through stimulating debate between universities, industry 
R&D organisations and local and national government, has  launched 
a  forum  for  the  discussion  of  education  and  training  policy  with 
both  a  national  and  European  dimension. 
The model  and experience supplied by the  COMETT Programme  in 
UETPs  across  the  country  will  influence  local  policy  -  this  is 
especially  important  in  S.  Italy. 
The  work  of the National  COMETT  Information  Centre,  located  in 
the MURST, has been  crucial  in involving  all the  principal  actors in 
the  Programme  and  ensuring  the  quality  standards  of  the  Pro 
gramme.  The  Information  Centre  has  been  especially  influential  in 
encouraging  the  acceptance  and  recognition  of  student  exchange 
systems  in  Italy. 

The  13 regional UETPs  in Italy have made particular progress  in the 
dissemination  of a quality  approach to training and education  across 
the  country  - especially  S.  Italy. 
The  regional  UETPs  have  made  concrete  contributions  to  the 
understanding of training needs of enterprise  - and particularly  local 
SMEs  -  in the  country. 
Within  the  regional  UETPs  an  entrepreneurial  approach  to  training 
has  developed  which  should  ensure  the  long  term  effects  of  the 
Programme  on  the  quality  of  training  in  Italy. 

The  COMETT  UETPs  have  systematically  analysed  the  training 
needs  expressed  by  both  industry  and  universities.  The-TNA  has 
Permitted  specific  methodologies  to  be  tested  on  the  spot. 
Helped  companies  to  reflect  more  systematically  on  problems 
Developed  debate  on  the  need  for  regualr  use  of  TNA. 
Helped  develop  short  courses. 

180 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

ITALY 

Subject 

Summary  Response 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

2.5  Major  Strengths  and 

Weaknesses  of  UETPs  in 
Member  State 

COMETT  has  been  responsible  for  developing  a  collective  and 
structured  transnational  approach  to  education  and  training  which 
was  largely  absent  in  Italy  before  the  launch  of the  Programme. 
The 
regional  UETPs  have  developed  different  models  of 
transnationality.  Some have emphasised  specific  technology  sectors, 
others have sought to involve  a broad number  of organisations  from 
their  region  in  transnational  projects,  others  have  concentrated  on 
developing  the  role  of  Universities  as  catalysts  of  advanced  level 
transnational  training. 

The  6  sectoral  UETPs  have  made  an  important  contribution  to  the 
development  of  high  quality  training  initiatives  in  their  specific 
sectors. 
The sectoral UETPs represent  leading technology  areas in Italy  such 
as automation and  involve many of the principal  organisations  in the 
country. 

Strengths: high quality of personnel, team work, project  creation  and 
management;  the  transnational  dimension;  participation  by  SMEs; 
entrepreneurial  ability  of the UETPs; general  strategy  of the  UETPs 
to  become  regional  development  agencies. 
Weaknesses:  difficulties 
in  carrying  on  discussions  with  local 
authorities,  limited  financial  resources,  lack  of  recognition  for 
industrial  placements  in  university  curricula;  weak  role  of  univer 
sities in the decisions  concerning UETP strategy;  lack of  integration 
of the work  carried  out by  COMETT  UETPs with  that  national  and 
local  agencies  responsible  for  vocational  training. 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

The principal  contribution  of the  COMETT  Programme  to  Italy  has 
been the creation  of the model  and  procedures  for  student  exchange 
- previously  non-existent  in Italy  - which  have  been  largely  respon 
sible  for  setting  up  a  practical  framework  for  contact  between 
Universities  and  enterprise.  Personnel  exchange  improved. 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchanges 

The  value  of  mobility  has  slowly  been  accepted  by  universities, 
enterprise  and  students.  In  particular,  since  COMETT  I,  Italian 
industry  has come  to appreciate  the  value  of stagiaires  to the  extent 
that  demand  for  incoming  students  surpasses  that  of  outgoing 
students  by  25  %. 
Youth  culture  has  been  slow  to  accept  transnational  placement  due 
to poor  foreign  language  knowledge,  social  pressures  (especially  in 
S.  Italy  and  for  women),  poor  appreciation  of  the  employment 
benefits  of  industrial  experience,  military  service,  rigidity  of  the 
university  curriculum  and  lack  of  recognition  of the  placement. 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

The  COMETT  Programme  in  Italy  has  been  influential  in  develop 
ing  innovative  models  of training  course  development  in  the 
national  context  through  the  encouragement  of  universities  to  work 
on joint  projects  and  the  development  of  a transnational  dimension 
in  project  design. 

181 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

ITALY 

Subject 

Summary  Response 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

COMETT has had particular  impact  in Italy  in that  it has  stimulated 
production of highly qualified  training resources (including multime-
dia and distance  learning  materials), co-operation  with  DELTA  and 
contributed  to  a broader  awareness  flexible  education  systems. 

4.2 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level 

4.4  Other  Points  Raised 

The  role  played  by  COMETT  UETPs  in  Italy  has  been  especially 
influential  in  complementing  and  strengthening  national  training 
activities  and  policy. 
COMETT  has  acted  as  a  catalyst  in  Italy  to  create  an  institutional 
system  for  collaboration  between  universities  and  enterprises. 

COMETT  has  been  successful  in  developing  a  trade  mark  with  a 
clear  quality  standard  within  the  Italian  context. 
Co-operation  with  the  Programme  frequently 
leads  partners  to 
involvement  in other EC initiatives. Italian UETPs have  strong  links 
with  FORCE  and  TEMPUS. 
The success of the Programme  has encouraged  many  universities  to 
review their constitutions in order to recognise industrial  placements 
formally. 
The  COMETT  Programme  has  also  an  important  multiplier  as 
regards  acting  as  a  vehicle  for  the  transfer  of  technology  which 
consolidates  the role of the UETPs  as effective  developing  agencies 
participating  in training, R&D and development  programmes  for  the 
EC  and  national  authorities. 

IRL  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

IRELAND 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

The  debate  on  higher  education  /  industry  co-operation  has  been 
ongoing  since the  early  1970s. COMETT  has  fostered  the  debate 
by  adding  issues  involved  in  the  training  dimension  and  the 
transnational  focus. 

UETPs  have  added  an  extra  dimension  as  an 
infrastructural 
network.  The  National  COMETT  Liaison  Committee  has  been 
effective  in bringing together,  for the first time, all those  (govern 
ment,  universities, enterprises,  trade  unions,  etc.)  with  an  interest 
in higher  education,  and  scientific  and  technological  training. 

1.3 

Influence  in  Formulating 
Policies 

Assisted  in  bringing  a  EU  dimension  to  national  policies  in  the 
area. 

182 

IRL  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

IRELAND 

Subject 

Summary  Response 

1.4 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

Links have been established  with activities under The  Operational 
Programme  for  Industrial  Development  (1989-93)  in  areas  con-
cerning  higher  education  /  industry  co-operation. 
Training  needs  analysis  has  been  carried  out  in  conjunction  with 
regional  and  national  institutions  involved  in  S&T. 
Strong supporting  relationships  have been  formed  with  the  Indus 
trial  Liaison  function  in  HEIs  as well  as  in  national  S&T  priority 
development  areas, 
(e.g.  Timber  &  Forestry,  Marine  & 
Aquaculture,  Biotechnology.  ) 

Overall  Impact  of 
COMETT 

Contribution  of  Regional 
UETP  Networks 

Their  contribution  has  included  developing; 
Expertise  in  European  collaborative  projects 
A  EU  dimension  in regional  activities 
A National  Association  of  UETPs. 

Articulation  of  Industrial 
Needs 

All  UETPs  have  undertaken  TNAs,  organising  short  courses  and 
involving  Irish  firms  in  international  training  projects. 

1.5 

2.1 

2.2 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

2.5 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co- 
operation 

Yes. UETP activities have led to strong networks being  developed 
around  short  courses  and  training  projects  often  integrating  and 
being  supported  by  mobility  activities.  For  small  firms,  it  has 
often  been  the  first  link  into  transnational  activities.  They  are 
supported  by  UETPs  as they  take  part  in  larger  projects. 

Only  two  sectoral  UETPs  have  been  co-ordinated  from  Ireland. 
Both  are  active  in providing  European  wide  short  courses  and  in 
developing  mobility  programmes.  They  have  entered  and  co 
ordinated  other  EC  programmes  (LINGUA,  TEMPUS,  FORCE, 
etc.)  for  their  members. 

Strengths: 
Good  reputation,  expertise  and  skills  developed 
Links  to  other  EC  Programmes  and  networking  established 
Weaknesses: 
Lack  of industrial  participation  due to working  in a region  with  a 
low geographical  density of firms, at a low technological  level and 
dominated  by  SMEs 
No  government  department  has  taken  "ownership"  of  UETPs 
Uncertainty  and  lack  of  finance. 

Student  placements  have  1) Introduced  a transnational  element  to 
HEIs  already  undertaking  industry  placements  2)  Catalysed  the 
development  of placement  requirements  and  mechanisms  in  HEIs 
not  already  involved  in  such  activities,  3)  Increased  student 
language  competences,  4)  Acted  as  the  base  for  stronger  co 
operation  and  joint  projects,  5)  Provided  some  firms  with  a 
cultural  learning  experience. 

183 

IRL 

FINAL  NATIONAL  EVALUATIONS OF THE  COMETT  PROGRAMME 

IRELAND 

3.2 

4.1 

4.2 

4.3 

Subject 

Summary  Response 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

Mostly, colleges not already undertaking placement activities have 
modified  policies  at  an  informal  level  to  facilitate  exchanges. 
Some  Departments  have  formally  modified  structures. 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

Innovative  collaboration  has  taken  place  through: 
The  direct  involvement  of companies  in planning  and  developing 
courses 
The  internationalisation  of the  development  process 
The  development  of  flexible  networks  to  undertake  such  work. 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

COMETT  has  improved  supply  by  encouraging  HEIs  to  develop 
and  supply  technical  training,  particularly  in  areas  where  travel 
abroad would have been necessary. Access to international  expert 
ise  has  improved  quality.  Also  open,  multimedia  and  distance 
learning  activities  have  been  accelerated  by  COMETT. 

Complementing  / 
Strengthening  Training 
Initiatives  at  National  Level 

COMETT  has  complemented  ongoing  activities. 

4.4 

Other  Points  Raised 

Staff  mobility  programme  is too rigid  and  the three  month  period 
is too  long. 

IS 

FINAL  NATIONAL  EVALUATIONS OF THE COMETT  PROGRAMME 

ICELAND 

Subject 

Summary  Response 

1.1  Stimulating  the  Debate 

1.2  Fostering  University  / 

Enterprise  Relationships 

COMETT  has  strongly  stimulated  the  debate.  It  has  provided  an 
acceptable  European  forum  for  a debate  which  had  previously  been 
fraught  with  mutual  suspicion  and  has  helped 
in 
industry's  eyes  much  of the  HEI  expertise  existent  in  Iceland.  It  has 
provided  part  of  the  basis  for  a  dialogue  on  higher  education  / 
industry  relations. 

legitimised 

Due  to  the  SME  nature  of  Icelandic  industry,  COMETT  has  had  to 
work with  industry  and professional  associations at an  administrative 
level.  Specific  firm  contact  takes  place  during  projects  and  place 
ments. 
The  direct  contact  nature  of  Icelandic  society  has  meant  that 
COMETT  may  initiate  contacts  but  then  ceases  to  be  an  intermedi 
ary.  The  programme  has  catalysed  various  training,  research  and 
placement  activities. 

1.3 

Influence  in  Formulating 
Policies 

There  has been  no  direct  influence,  but  national  policy  makers  have 
been  aware  of  COMETT  activities  and  philosophy. 

184 

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FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

ICELAND 

Subject 

Summary  Response 

1.4  Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

The  Ministry  of  Social  Affairs'  Training  Assistance  Scheme  has 
• supported  individuals  taking  COMETT  courses.  COMETT  has  also 
conducted  several  surveys  for  the  training  of  craftspersons  in  close 
co-operation  with  the  Ministry  of  Education. 

1.5  Overall  Impact  of 
COMETT 

It has; 
Accelerated  contacts  with  universities  and  firms  across  the  EEA. 
Had  a  strong  effect  in  focusing  HEIs  on  the  need  to  market  their 
education,  training  and  research  to  industry. 
Developed better industrial  awareness of university  graduate  recruit 
ment 
Improved  quality  and  accelerated  development  particularly  in  the 
aquaculture  and  fisheries  industry. 

2.1  Contribution  of  Regional 

UETP  Networks 

There  is only  one UETP  in Iceland.  It has  undertaken  TNA  and  has 
developed  and  run  courses  to  alleviate  these  needs.  It  has  promoted 
conferences  on higher  education  /  industry  relations. 

2.2  Articulation  of  Industrial 

This  has  been  particularly  strong  in the  fish  processing  industry. 

Needs 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

Iceland has always been  very  internationally  minded with  a tradition 
of seeking technical  education  and training  abroad.  COMETT  acted 
as  a  conduit  for  this  ready  made  market. 

2.4  Contribution  of  Sectoral 
UETP Networks 

Iceland  has  only  one  regional  UETP,  although  it  has  specialised  in 
the  fish  producing  and  processing  industry. 

2.5  Major  Strengths  and 

Weaknesses  of  UETPs  in 
Member  State 

Strengths: Participation of the industrial and professional  associations 
with direct  access to firms and the strong moral and financial  support 
of the  University  of  Iceland. 
Weaknesses: A lack  of direct  contact  with  firms  and  a very  insecure 
financial  base. 

3.1  Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

Difficult  to  ascertain. 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchanges 

Icelandic  universities  and  enterprises  only  formalise  policies  and 
practices  after  an  extended  trial  period.  They  have  been  open  to 
COMETT  but  have  not  formalised  mechanisms. 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

COMETT  has  pioneered  the  practice  of  undertaking  TNA  and  then 
discussing  the  best  means  to  alleviate  the  needs  with  industry 
It  has  also  pioneered  the  extensive  preparation  of  quality  training 
programmes  with  international  university  experts  and  enterprise 
leaders. 

4.2  Contribution  to  Improve- 

ment  in  Supply  of  Technol- 
ogy  - Reiated  Training 

Quality  training courses have been  developed.  However,  not  enough 
courses have been available nor have new  modes of training  delivery 
been  sufficiently  exploited. 
The  training  of trainers  has  also  been  emphasised. 

185 

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FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

ICELAND 

Subject 

Summary  Response 

4.3  Complementing  / 

Strengthening  Training 
Initiatives  at National  Level 

COMETT has added  a new dimension to training (rather than  simply 
complementing  it) through TNA, high quality course preparation  and 
training  of trainers. 

4.4  Other  Points  Raised 

Institutional  separation  of  research  centres  from  the  university  and 
then the  lack of graduate  courses until  1991  limited  the potential  for 
co-operation. 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

LUXEMBOURG 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

Higher  education  /  industry  relations  had  been  developed  before 
COMETT. However,  COMETT has had  an  indirect,  catalytic  effect 
on higher education / industry relations. It has drawn  attention to the 
importance  of transnational  co-operation. 

, 

1.2 

1.3 

Fostering  University  / 
Enterprise  Relationships 

COMETT  is  becoming  better  known.  Its  good  administration  has 
encouraged  firms  to  participate  in  further  EC  programmes. 

Influence  in  Formulating 
Policies 

COMETT activities drew attention to the  lack of national  co-ordina-
tion  in the area  of collaboration  between  national  firms  and  foreign 
universities  and  have  encouraged  the  development  of  common 
actions  in the  Sarr-Lor-Lux  region. 

1.4  Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

The  UETP  has  supported  the  QUALIF  programme  on  quality 
management  of  informatics  projects  between  firms  and  national 
bodies. 

1.5  Overall  Impact  of 
COMETT 

COMETT has had  a concrete, initiating  role  in developing  SITec  as 
a central  role  within  the  CRP-Henri  Tudor.  SITec  is  a  platform  for 
new  techniques  in  intensive  courses. 
The UETP has brought together technical  innovation  bodies with  an 
interest  in  training. 

2.1 

Contribution  of  Regional 
UETP  Networks 

Luxembourg  has  only  one  regional  UETP  covering-the  whole 
country. 

2.2  Articulation  of  Industrial 

Yes, sectoral  TNA  studies  have  been  undertaken. 

Needs 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

Yes, through  giving  courses  an  international  element.  Also  through 
alerting  firms  to  the  European  dimension  of  R&D  as  well  as 
training. 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

No  sectoral  UETP  exists. 

^ ^_ 

' 

186 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

LUXEMBOURG 

Subject 

Summary Response 

2.5  Major  Strengths  and 

Weaknesses  of  UETPs  in 
Member  State 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

3.2  Modification  of  Policies  ' 
and  Practices  to  Facilitate 
Exchanges 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

Strengths:  Its  partners  have  included  the  professional  associations 
which has make  for  credibility  and ease  of approach  to  firms.  Other 
partners have  included the  ITS, CU and the  CRPs. All partners  have 
been  active  in  national  and  EU  R&D  and  thus  permit  the  UETP  to 
link  training  and  research. 
Weaknesses: 

COMETT  has  created  higher  education  /  industry  links.  Often  for 
SMEs,  it  has  been  their  first  contact  with  a  European  programme 
and  has  encouraged  them  to  move  onto  R&D  programmes. 

Placements  in  firms  have  become  more  systematic. 

Yes,  most  notably  in  the  development  of  SITec  as  a  platform  for 
short  courses. 

4.2 

4.3 

Contribution  to  Improve 
ment  in  Supply  of  Technol 
ogy  -  Related  Training 

Under  COMETT,  the  CRC-CU  has  developed  short  courses  for 
industry,  as has the  Chambre  des  Metiers: the  latter particularly  for 
SMEs 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level 

Currently, higher  education  is undergoing  reform  and  enlargement. 
Following such reform  it is expected that LEONARDO will comple 
ment  in  even  larger  degree  the  national  training  effort. 

4.4  Other  Points  Raised 

The  full  cycle  of  third  level  education  is  absent  from  Luxembourg 
with  only  1' Institut  Supérieur  de  Technologie  (1ST)  and  le  Centre 
Universitaire  du  Luxembourg  (CUL).  Thus,  firms  tend  to  look 
abroad  for  higher  education  /  industry  co-operation. 
Since the economic difficulties  of  1992, students have become  more 
interested  in training  placements  and firms more  careful  about  their 
relevance. 
50 % of work  force  is from abroad. Only  since the  establishment  of 
Centres  de  Recherche  Publics  (CRP)  in  1987  has  new  and  high 
technology  training  become  available 

187 

NL 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

NETHERLANDS 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

COMETT has never played  a major  part  in any  national  debate  on 
higher education / industry co-operation. This is due to  COMETT's 
modest  budget  and  the  rich  tradition  of  post-tertiary  continuing 
education  for industry. Equally, before  COMETT there Was a great 
deal  of  contact  between  universities,  hogescholen  and  companies. 
On  top  of  this,  there  is  a  comprehensive  set  of  measures  for  the 
development and dissemination of new technologies particularly  to 
SMEs. 

1.2 

1.3 

1.4 

1.5 

2.1 

2.2 

2.3 

2.4 

2.5 

Fostering  University  / 
Enterprise  Relationships 

COMETT  plays  a  supporting  rather  than  a  leading  role. 

Influence  in  Formulating 
Policies 

Not  as yet. 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

It  has  not  yet  resulted  in  the  formulation  of  new  national  or 
regional policies or  links with  complementary  national  or  regional 
programmes. However the Ministry  has  provided  financial  support 
for  the  UETPs 

Overall  Impact  of 
COMETT 

Weak  due  to  already  developed  higher  education  / 
industry 
structures  and  modest  financial  resources,  but  has  contributed  to 
European  dimension  of training. 

Contribution  of  Regional 
UETP  Networks 

Experience  is  still  limited  and  variable  from  UETP  to  UETP. 
COMETT  /  UETPs  help  with  industrial  "cluster"  strategies. 

Articulation  of  Industrial 
Needs 

The  "round  tables" have  been  particularly  helpful.  TNAs  have  not 
always  been  carried  out. 

Stimulating  Transnational 
Outlook  in  Partners 

Particularly  for  the  hogescholen,  with  the  universities  it was  more 
a case  of  co-ordination  of  existing  activities. 

Contribution  of  Sectoral 
UETP  Networks 

Appear  to  be  successful  when  they  grow  from  a  basis  of  existing 
co-operation.  They  fit  in  well  to  advanced  education  system. 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

Strengths: Regional  UETPs - a close  relationship  with  other  inter-
mediary  organisations,  provincial  authorities  and  companies  -
concrete  and  visible  results  from 
international  co-operation  -
knowledge  of  European  expertise  and  ability  to  tap  as  required. 
Sectoral  UETPs - Adding  the  international  dimension.^. 
Other  strengths  include  the  supranational  character  of  COMETT 
and  links  to  the  Commission  as  well  as  spin-off  benefits  to  other 
programmes  and  activities. 
Weaknesses:  Lack  of  funding  for  activities,  Regions  too  large, 
Industrial  partners  not  committed  enough,  Industry  has  low 
awareness of COMETT, Rapid turnover of UETP staff,  Difficulties 
in  industrial  contact  greater  in the  regional  UETPs. 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co- 
operation 

One  UETP  has  set  up  "Local  Strategy  Committees"  with  partner 
industries to oversee exchanges and  influence  course  content. Here 
course  and  placements  have  been  integrated.  Others  point  to  a 
much  more  modest  scale  of  innovation. 

NL 

FINAL  NATIONAL  EVALUATIONS  OF  THE  COMETT  PROGRAMME 

NETHERLANDS 

3.2 

4.1 

4.2 

4.3 

Subject 

Summary  Response 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

More attention  is now devoted to such practical matters as housing, 
the  structuring  of  the  contacts  (a  policy  of  networking  instead  of 
informal  contacts)  and  the  planned  provision  of  student  intern 
projects  as part  of the  operation  of  businesses,  etc. 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

COMETT  has  internationalised  a  number  of  training  course 
activities  and  has  helped  orient  trainers  to  training  at  an  interna-
tional level. More demand-driven courses have been developed  due 
to  company  involvement. 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  - Related  Training 

Quality  has  improved  in  course  development  through  interchange 
of ideas. European level quality guarantees have been developed by 
preventing  major  discrepancies  in  the  different  universities  and 
establishing  a  common  core  curriculum  (on  which  exchanges  are 
based).  Inspectors  have  been  appointed  to  monitor  quality. 
The range  of courses available  has grown, both  in the  Netherlands 
and  Europe  as  a  whole  along  with  courses  delivered  in  a  greater 
variety  of ways. 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level  SMEs 

This  has  been  achieved  through  making  training  activities  more 
international  in nature  and  increasing  interest  and  participation  of 

4.4 

Other  Points  Raised 

Call  for  simplification  of  regulations  and  procedures  surrounding 
mobility  schemes. Sanctions and reporting  after-the-fact  could  also 
greatly  improve  the  efficiency  of the  programme. 
Call  for  better  co-ordination  of  EC  technical  education  /  training 
programmes  offered  by  many  EC  Programmes. 
The  strict  separation  between  higher  level  education  /  COMETT 
and  upper  vocational  level  is  seen  as  unproductive. 

The  Netherlands  delegation  indicated  that  their  evaluation  would  be  identical  to  that  undertaken  in  1993. 
This,  the  1993  evaluation  is used,  along  with  their  submission  "Comments  for  1994 to  be  added  to  those 
given  for  1993" . 

N 

FINAL  NATIONAL  EVALUATIONS  OF THE COMETT  PROGRAMME 

Subject 

Summary  Response 

NORWAY 

1.1 

Stimulating  the  Debate 

The  debate  on  university-enterprise  collaboration  has  gradually 
intensified,  but  it would  be  out  of  proportion  to  say  that  COMETT 
has  been  instrumental  in the  discussion;  the  debate  was  well  under 
way  ... At the  same time, numerous  new  higher  education  /  industry 
working  relationships  have  been  some  of  the  tangible  results. 

189 

N 

1.2 

1.3 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

NORWAY 

Subject 

Summary  Response 

Fostering  University  / 
Enterprise  Relationships 

Yes, many  new  working  relationships. 

Influence  in  Formulating 
Policies 

Not  strong  at  a national  level,  but  important  at  the  regional  policy 
and  planning  level. 

1.4  Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

1.5  Overall  Impact  of 
COMETT 

2.1 

Contribution  of  Regional 
UETP  Networks 

At  a national  level: 
The  1991  White  Paper  on  Higher  Education  argued  for  closer 
internal  collaboration  between  the  educational  institutions  in  an 
integrated  "Norwegian  Network"  as  well  as  collaboration  with 
external  institutions,  but  there  has  been  no  national  programme. 
industry 
The  Norwegian  Research  Councils  have  university  / 
technology  transfer  programmes.  The  Ministry  of  Industry  wishes 
better  collaboration  between  research  institutes  and  universities. 
The Norwegian  Long Term Plan  1994-97  seeks  "to spread  available 
technology  and  competence  to  companies.,  (and  a)  More  rapid 
updating  and renewal  of technical  and  professional  skills.." 
The  1993  National  Budget  noted  "International  collaboration  in 
higher  education  must  be  strengthened  including  participation  in 
international  education  programmes.." 
Thus there has been  a close  similarity  between  the  objectives  of the 
COMETT  Programme  and  national  objectives. 
At  a regional  level: 
The  role  of  COMETT  in  the  development  and  implementation  of 
regional  and  county  strategic  plans  in Norway  should  be  stressed. 
Where  these  had  already  been  prepared,  for  example  in  Western 
Norway,  COMETT  has  become  an  important  tool  for  implementa 
tion;  in other cases COMETT's  objectives  are being  adopted  as part 
of  the  premises  for  plans  currently  in  preparation. 

Membership  of  COMETT  has  provided  technology  transfer  and 
training  with  a  European  aspect  which  would  otherwise  have  been 
lacking  or  would  have  had  to  be  laboriously  constructed,  using 
national  resources  and on purely  national  terms; hardly  the  optimal 
point of departure  for the creation  of an  international  programme  of 
co-operation. 

They  have  encouraged  regional  co-operation  between  regional 
business  interests and the established  education  and training  system. 
They have brought a European dimension to a university's traditional 
industrial  liaison  and  continuing  education  functionsrThey  have 
developed  a  nation-wide  information  distribution  network  through 
technical journals  and  newsletters  as well  as  annual  conferences  on 
technical  skills.  They  have  also  development  of  courses  and 
arranged  student  placements.  They  have  moved  from  training  co 
operation  to  RTD  projects  and  developed  sectoral  activities. 

2.2  Articulation  of  Industrial 

Needs 

The  activities  of  the  UETP  have  varied  from  direct  TNA  and 
subsequent  course  development  to  support  to  industry  in  its  own 
efforts:  as  one  UETP  put  it;  "Help  towards  self-help". 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

This  has  been  a  major  success  of  all  UETPs.  Sectoral  UETPs  have 
from  the  start  been  transnational.  Regional  UETPs  have,  however, 
also  been  successful. 

190 

N 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

Subject 

Summary Response 

NORWAY 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

2.5  Major  Strengths  and 

Weaknesses  of  UETPs  in 
Member  State 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchanges 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

The two sectoral UETPs have been based  at the Norwegian  Institute 
of Technology  (NTH) in Trondheim  with  very  close  connections to 
SINTEF, the  large  contract  research  institute  on the  same  site.  The 
UETPs  have  added  to  the  international  character  and  activities  of 
this  large  technology  complex'through  international  TNA,  short 
courses,  student  and  staff  exchanges  and  have  gone  on  to ^develop 
larger  RTD projects  outside  COMETT. 

Strengths:  The  strong  European  network  developed.  The  support  of 
the  Norwegian  government  and  regional  authorities.  The  active 
commitment  and  support  of  the  NTH  for  three  of  the  UETPs.  The 
active  support  and  participation  of  the  Norwegian  Society  of 
Chartered  engineers  (NIF) and the  Federation  of Norwegian  Engin 
eering  Industries  (TBL). 
Weaknesses:  Budget  allocation  requirements  were  underestimated. 

Mobility  actions have been used by partners  in larger COMETT  and 
other  projects  as  a  means  of  both  cementing  and  developing  co 
operation. 

The  Norwegian  government  have  made  granting  of  work  and 
residence  permits  to  COMETT  students  de  facto.  Agreements  with 
Student  Accommodation  Offices  greatly 
incoming 
students. Agreements  with the Universities  gave  COMETT  students 
full  student  rights  (travel  rebates,  student  activities,  etc.). The  TBL 
recommended  student  placements  to  its  members.  Improvement  in 
student  placement  practices. 

facilitated 

Courses have been developed from the start for a European  audience 
and with a European  dimension.  Some courses have developed  from 
other  EU  investment  (e.g.  ESPRIT  II).  Extensive  use  of  new 
techniques,  software  programmes  and  simulation  tools  have  been 
incorporated.  COMETT  activities  have  been  both  a  practical 
instrument  and  a  catalyst. 

4.2 

4.3 

Contribution  to  Improve 
ment  in  Supply  of  Technol 
ogy  -  Related  Training 

The  emphasis  has  been  on  quality  improvement.  COMETT  has 
introduced  a number  of  "quality  partners"  into  the  development  of 
courses  and  continuing  education  activities  who  would,  otherwise, 
not  have  been  available  in  Norway. 

Complementing  / 
Strengthening  Training 
Initiatives  at  National  Level 

The  close  similarity  between  the  objectives  of  COMETT  and 
national  objectives  in  the  field  of  technology  transfer  and  training 
have  ensured  complementarity. 

4.4  Other  Points  Raised 

The  1991  White  Paper  on  Higher  Education  argued  for  closer 
internal  collaboration  between  the  educational  institutions  in  an 
integrated  "Norwegian  Network"  as  well  as  collaboration  with 
external  institutions,  but  there  has  been  no  national  programme. 
The  Norwegian  Research  Councils  have  university 
industry 
technology  transfer  programmes.  The  Ministry  of  Industry  wishes 
better  collaboration  between  research  institutes  and  universities. 

/ 

.191 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

PORTUGAL 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

To a certain  extent,  COMETT has contributed  to the  stimulation  of 
the debate, developing new ideas and suggestions and increasing  the 
awareness  of the  importance  of  technology  transfer. 

1.2 

Fostering  University  / 
Enterprise  Relationships 

COMETT  has  contributed  to  the  improvement  of  national  and 
international contacts between universities and enterprises in training 
and  technology  transfer. 

1.3 

Influence  in  Formulating 
Policies 

1.4 

Relationships  /Synergy 
with  National  /  Regional 

.  Programmes 

1.5  Overall  Impact  of 
COMETT 

2.1 

Contribution  of  Regional 
UETP  Networks 

The  establishment  of  the  COMETT  Information  Office 
in  the 
Conselho para  a Cooperaçào Ensino  Superior  Empresa  (CESE  - the 
office  in  charge  of  the  proposal  of  procedures  and  policies  to 
improve  higher  education  /  industry  co-operation)  has  been  critical 
to  COMETT's  success  in  Portugal.  There  is  a  proposal  to  integrate 
similar  higher  education  /  industry  co-operation  into  other  national 
programmes  based  on the  COMETT  experience. 

The  CESE  recommended  the  public  support  of  UETPs  to  establish 
better synergy with national programmes. In parallel with  COMETT, 
it  has  also  organised  two  major  higher  education  /  co-operation 
conferences  each year. COMETT activities have also inspired  CESE 
to launch  a national training  placement  programme  for  degree  level 
people  into  enterprises  and  organisations  in  other  EU  &  EFTA 
States. It will  use much  of the  information  and  skills  acquired  from 
the  COMETT  Programme. 

Certain pre-established  R&D and technology transfer  consortia  have 
spread  out  into  training. 
Setting  up  higher  education  /  enterprise  interfaces  devoted  to 
technical  training 
The  integration  of  transnational  industrial  placements  into  course 
structures. 
An  innovative  dialogue  between  HEIs  and  enterprises  leading  to 
more  "tailor  made"  courses. 

The contribution  has been  1) The development  of dedicated  regional 
HEI  /  industry  interfaces,  but  dominated  by  universities.  2)  The 
addition of an international dimension to these interfaces,  previously 
very  weak.  3)  Expanded  activities  to  other  EU  and  National  pro 
grammes (PEDIP, PRODEP, etc.). Two UETPs have moved  to work 
with regional authorities in regional development. One-UE-TP has set 
up  as series  of  technology  transfer  centres  across  its  region. 

2.2  Articulation  of  Industrial 
' 

Needs 

COMETT  support  for  studies  on  training  skills  requirements, 
particularly  SMEs,  contributes  usefully  to  this  issue. 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

The  UETPs  /  COMETT  have  strengthened  links  to  HEIs  and 
industry abroad giving new R&D and training partners. Similarly  for 
firms, it has  brought  international  contacts  and  potential  markets  as 
well  as  being  a  door  to  other  European  Programmes.  However, 
firms, particularly  SMEs, have  a poor  input  to  programme  develop 
ment. 

192 

FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

PORTUGAL 

Subject 

Summary  Response 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

2.5  Major  Strengths  and 

Weaknesses  of  UETPs  in 
Member  State 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co- 
operation 

The  six  sectoral  UETPs  (textiles,  agribusiness,  mining,  telecomms, 
biotech) have produced courses, training material, books, directories, 
etc.  and  have  exchanged  students  and  strengthened  links  across 
Europe. 

Strengths:  The  transnational  dimension  of  UETP  activities.  The 
development  of a professional  management  structure.  Specialisation 
in  international  technology  training 
Weaknesses:  UETPs  still  largely  depend  on  vulnerable  financial 
support. Most  sectoral  UETPs  have  a confused  legal  status. Lack  of 
public  awareness  and  recognition  of their  potential  within  the  new 
EC  education  and  training  programmes. 

Increased  student  interest  in  placement  abroad.  Added  European 
dimension  to  student  training.  Mobility  has  also  contributed  to 
development  of  a  European  university  /  enterprise  technology 
transfer  network.  However,  there  is  still  a  lack  of  recognition  of 
student  placements  within  academic  curricula.  Also,  a  lack  of  real 
supervision  of training  work  by  universities  and  enterprises. 
Personnel exchanges, especially enterprise to university, still  difficult 
due to problems for enterprises in matching personnel training needs 
to  university  training  methods  and  release  for  long  periods. 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchanges 

Weak.  More  university  participation  and  responsibility  for  student 
exchanges needed. Also consistent  structural  and curricular recogni-
tion  of transnational  industrial  placement  required. 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

A strengthening of transnational  development  of and participation  in 
training  activities. 

4.2 

4.3 

An improvement  of quality and quantity  of training materials on the 
Contribution  to  Improve- 
ment  in  Supply  of  Technol-  market.  However,  impact  limited  due  to  low  level  of  demand  (and 
ogy  -  Related  Training 

supply)  of technology  related  training  in  Portugal. 

Complementing  / 
Strengthening  Training 
Initiatives  at  National  Level 

Although  impact  limited,  final  results  will  depend  on  the  synergy 
and  complementarities  between  specific  COMETT  training  issues 
and  national,  regional  and  local  programmes. 

4.4  Other  Points  Raised 

193 

sw  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

SWEDEN 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

1.3 

1.4 

1.5 

Influence  in  Formulating 
Policies 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

Overall  Impact  of 
COMETT 

2.1 

Contribution  of  Regional 
UETP  Networks 

Marginally  on  the  national  level,  some  on  the  regional  and  local 
level.  The  Programme  is  small.  Also  the  economy  has  been 
depressed. 

Little, apart from those directly involved. Universities already  have 
strong  continuing  education  units.  However,  the  fostering  of 
international  relationships  for  Swedish  universities  and  companies 
has  been  new. 

None  on the  national  level.  Some  on  the  regional  level. 

Not  very  much.  Some  synergy  between  university  continuing 
education  programmes  and  UETPs. 

The  overall  impact  has  been  small.  Strand  B  has  been  the  true 
success, particularly for the  larger SMEs. Networks  developed  will 
be  used  for  other  projects.  COMETT  has  also  improved  under 
standing  of EU. 

Contribution  outside  of  the  companies  and  universities  directly 
involved  has  small.  These  UETPs  have  had  an  identity  crises. 
However,  indirect  contributions  include 
Diffusion  of  information 
Increased  marketing  for  technology  &  training 
European  arena  for  co-operation  and  political  pressure  (sectoral) 

2.2 

2.3 

2.4 

2.5 

3.1 

Articulation  of  Industrial 
Needs 

Most UETPs have tried. However, many organisations  are active in 
this  field. 

Stimulating  Transnational 
Outlook  in  Partners 

Yes, to  a certain  extent,  mainly  through  demonstration. 

Contribution  of  Sectoral 
UETP  Networks 

Fairly  little,  apart  from  the  effects  of  courses  given  and  students 
placed.  But  they  have  functioned  well. 

Major  Strengths  and 
Weaknesses  of  UETPs  in 
Member  State 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co 
operation 

Strengths  have  been  the  devotion  of  UETP  people  and  the  ability 
to  work  in  a trans-European  perspective  and  to  support  other  pro-
grammes 
Weaknesses  have  been  the  lack  of  involvement  of  industry, 
especially  SMEs, and  the  inter-regional  transfer  of  experience. 

No,  there  has  been  nothing  fundamentally  new  in  student  place-
ments.  The  other  placements  have  hardly  been  used. 

194 

sw  FINAL  NATIONAL  EVALUATIONS  OF  THE  COMETT  PROGRAMME 

SWEDEN 

Subject 

Summary  Response 

3.2 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

4.1 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

Increased  dedication  to  finding  places  for  students  in  bigger 
companies. Some of these have used COMETT to try  out  potential 
employees  in  subsidiaries  abroad. 
Some  SMEs have  experienced  foreign  students  for  first  time. 
Increased  sensitivity  to  cultural  differences. 
Swedish  Foreign  Office  has  licensed  a  fast  /  simplified  way  for 
student  work  permits  and  residence. 

Marginally. 
The  innovation  has  been  contained  in  the  preparatory  work  -
discussions  and  negotiations  around  the  application  and  the 
formulation  of the  "order" to university  teachers. The rest has been 
normal. 
With sectoral UETPs, the influence  of industrial branches has been 
stronger  in training  development. 
An  IT  network  has  been  set  up  (initially  for  information  and 
partner  search)  and  is  looking  towards  use  for  in-situ  training  for 
industry. 

4.2 

4.3 

Contribution  to  Improve 
ment  in  Supply  of  Technol 
ogy  -  Related  Training 

Marginally. However, quality control has become  an important  and 
conscious  issue as courses have to be given  by different  teachers in 
different  countries. 

Complementing  / 
Strengthening  Training 
Initiatives  at National  Level 

Marginally. 

4.4 

Other  Points  Raised 

COMETT  has  been  in  operation  too  short  a  time  to  judge  it.  Its 
scale  has  been  too  small  for  a major  impact. 
Perhaps  a clearer  differentiation  between  UETPs  is necessary.  For 
example,  sectoral  UETPs  specialise  in  course  production  and 
supply  to  regional  UETPs  organising  demand  at  a  local  level. 
Reuse  of  courses  developed  has  been  very  low. 
UETP  network  should  be  saved  and  networks  secured. 

SF 

FINAL  NATIONAL  EVALUATIONS  OF  THE  COMETT  PROGRAMME 

FINLAND 

— 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

#. 

Because there has been a strong higher education /  industry  tradition 
of  co-operation,  exchange  and  placements  in  Finland,  COMETT  is 
not seen to have had  any significant  impact  at  a regional  or  national 
level  on the  debate, higher  education  /  industry  relations,  or  formu 
lating  policies. 
The  innovative  effects  have  been  at  the  transnational  level. 

195 

1.2 

Fostering  University  / 
Enterprise  Relationships 

Established  tradition  in  university  /  enterprise  co-operation  gave  a 
good  starting- point  for  the  implementation  of the  programme. 
Experience  in  the  European  context  has  been  gained. 

1.3 

Influence  in  Formulating 
Policies 

Regional  and  national  policies  already  take  for  granted  the  import-
ance  of  higher  education  /  industry  relations. 

1.4  Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

1.5  Overall  Impact  of 
COMETT 

There  has  been  strong  synergy  with  the  National  Programme  to 
increase the  transnational  activities  of  the  Institutes  of  Technology. 
Two thirds  of  outgoing  Ba students  have  been  from  such  Institutes. 
The  Ministry  of  Education  has  provided  special  bonus  moneys  to 
academic  universities  which  increase  their  transnational  activities. 
Participation  in  COMETT  is  now  one  of  the  criteria  for  such 
awards. 

Experience  in co-operating  in an EU context,  both  for  authorities  as 
well  as  for  organisations  participating  in  the  Programme. 
A  solid  base  of  successful  participation  in  an  EC  Programme  as  a 
base  for  future  work. 

2.1 

Contribution  of  Regional 
UETP  Networks 

They  have  bridged  the  gap  between  Brussels  and  participating 
Finnish  organisations,  particularly  for  enterprises. 

2.2  Articulation  of  Industrial 

Needs 

All UETPs have undertaken  SNA  leading to the  formulation  of new 
projects. 

2.3 

2.4 

Stimulating  Transnational 
Outlook  in  Partners 

They  have  stimulated  and  assisted  international  co-operation,  very 
often  turning  a national  project  into  a  European  one. 

Contribution  of  Sectoral 
UETP  Networks 

The  two  sectoral  UETPs  have  had  a  visible  impact  on  training  in 
their  respective  sectors. 

2.5  Major  Strengths  and 

Weaknesses  of  UETPs  in 
Member  State 

funding 

to  UETPs 

supplementary 

Strengths: Close co-operation  between  UETPs and with  Information 
Centre, 
for 
LEONARDO 
Weaknesses:  Not  full  UETP  coverage  of  the  country,  economic 
recession  has  limited  extension  of  industrial  partners.  Because 
COMETT  was  the  only  programme  in  which  Finland  was  able  to 
participate,  UETPs  have  been  restrained  to  working  mainly  with 
COMETT. 

to  prepare 

3.1 

There  has  been  a  long  tradition  of  student  placement  abroad.  Thus 
Contribution  of  Mobility 
Actions  to  Innovations  in 
COMETT has provided  a new  channel  rather than a full  innovation. 
University  /  Enterprise  Co-  However,  particularly  for  the  Institutes  of  Technology,  COMETT 
has  provided  an  efficient  means to  increase  high  quality  placement. 
operation 
Expert exchanges  (Be), while not new, have been appreciated  as one 
of the  most  useful  activities  in COMETT.  In  1994, Finland  was  the 
second  biggest  sending  country  in  COMETT! 

3.2  Modification  of  Policies 

and  Practices  to  Facilitate 
Exchange's 

The  decentralised  nature  of  COMETT  has  encouraged  individual 
officers  in  universities  taking  care  of  international  affairs  to  take 
initiatives and more responsibility in arranging placements. Previous 
ly  most  work  was  centralised. 
Enterprises  have  moved  from  an  approach  of  charity  towards 
accepting  students  towards  recognising  their  real  added  value. 

4.1  Generating  Innovative 

Modes  of  Collaboration  in 
Training  Course  Develop 
ment 

196 

4.2 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

COMETT  has  not  had  any  major  impact  at  a  national  level  due  to 
the  small  number  of projects.  However,  courses  which  would  have 
been  only  national  have  been  made  European.  Courses  have  been 
held in English for foreign  participation. Material produced has been 
recognised  as useful  by  industry. 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at  National  Level 

COMETT  has  effectively  contributed  to  increasing  European  co-
operation  and  has  helped  create  new  contacts  and  new  forms  of 
collaboration. 

4.4  Other  Points  Raised 

UK  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

UNITED KINGDOM 

Subject 

Summary  Response 

1.1 

Stimulating  the  Debate 

1.2 

Fostering  University  / 
Enterprise  Relationships 

1.3 

Influence  in  Formulating 
Policies 

1.4 

Relationships  /  Synergy 
with  National  /  Regional 
Programmes 

Universities generally believed COMETT had added some  impetus 
to  the  debate  on  higher  education  /  industry  collaboration.  How 
ever,  many  noted  that  the  debate  had  gone  on  long  before 
COMETT. 
43  %  of  enterprises  thought  COMETT  successful  in  this  area. 
36  %  disagreed. 
58 %  of  regional  and  71  %  of  sectoral  UETPs  though  that 
COMETT  had  made  a worthwhile  contribution. 

Most  universities  believed  that  COMETT  had  made  a  worthwhile 
contribution. It had increased  links both  locally  and across Europe. 
Some  enterprises  thought  that  COMETT  had  produced  only 
minimal new collaborative  ventures. Some thought that  COMETT-
developed university / industry  links had  introduced  new ideas  into 
the  workplace. 
70 % of all UETPs felt  that they  had made  a worthwhile  contribu 
tion  in this  area. Areas ranged  from  student  placement  to  creating 
new  transnational  links, to  SNA  and  TNA  at regional  and  sectoral 
level, to  issues  of  graduate  employment. 

49  %  of  universities  thought  COMETT  did  not  influence  policy; 
most  policy  was  already  well  developed. 
36 %  of  firms  thought  COMETT  has  had  some  or  considerable 
influence  on  their  policy  towards  universities. 
Only  25  %  regional  and  14 %  sectoral  UETPs  -thought  that 
COMETT had some or considerable  influence.  However, many  felt 
that  the  indirect  influence  had been  important.  COMETT  comple 
mented  and  enhanced  existing  models  of  higher  education  / 
industry  collaboration 

Half  the  universities  were  involved  in  national  /  regional  policy 
similar  to  COMETT.  Some  were  members  of  TECs. 
For firms, the main examples of COMETT  benefits  were  access to 
providers  of  European  expertise  and  a  greater  awareness  of 
European  training  issues. 44  % were  involved  in similar  activities. 
77  % regional and 60 % sectoral UETPs reported establishing links 
between  COMETT  and  other  national  /  regional  policies  sharing 
complementary  aims. 

197 

UK  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

UNITED KINGDOM 

Subject 

Summary  Response 

1.5 

Overall  Impact  of 
COMETT 

2.1 

Contribution  of  Regional 
UETP Networks 

2.2 

Articulation  of  Industrial 
Needs 

2.3 

Stimulating  Transnational 
Outlook  in  Partners 

Universities  generally  believed  COMETT  to  have  little  impact, 
even  locally. However,  the  international  aspects  were  seen  to  give 
credibility  to  EU training  policies. Some  thought  it  had  improved 
technology  skill  in  local  companies. 
Half  the  firms  felt  that  COMETT  had  made  a worthwhile  impact 
on their own  company  particularly  through  the  student  placement, 
opening up new skills and awareness of the EU market.  Companies 
felt  that  the  overall  regional  impact  of  COMETT  was  small. 
UETPs  felt  that  impact  was  limited  by  insufficient  funding  being 
available  to  generate  large  scale  interest  and  participation. 

Universities thought UETPs most relevant  at a regional rather  than 
national  level.  UETPs  were  effective  at  marketing  COMETT. 
Newsletters,  meetings, placements,  short  courses  were  all  useful. 
Generally,  companies  recognised  the  need  for  university  -  enter 
prise networks  and saw UETPs as one of the  catalysts  in this  area. 
All  UETPs  saw  a  need  for  higher  education  /  industry  networks 
which  would  develop  transnational  links  and  provide  information 
on  EU training  opportunities. 

Over  half  the  Universities  believed  that  UETPs  had  little  or  no 
effect  in helping  enterprises  communicate  their needs:  many  other 
routes  existed. 
For  firms,  UETPs  helped  in  TNA  and  in  raising  the  profile  of 
training  in the  company. 
UETPs provided little clear evidence that they themselves had been 
helpful  in this area: 54  % of regional UETPs though  little had been 
achieved. 

Universities  believed  UETPs helped  them  to  look  beyond  national 
boundaries establishing links with other universities and  enterprises 
across  Europe. 
For  enterprises,  UETPs  found  partners  abroad  and  provided  EU 
students  for  placement. 
61  % of regional  and all  sectoral UETPs thought they  had  contrib 
uted  some  or  a  great  deal  to  encouraging  transnational  co-oper 
ation. 

2.4 

Contribution  of  Sectoral 
UETP  Networks 

Sectoral  UETPs'  contribution  was  not  strongly  differentiated  from 
regional UETPs. They did, however, seem  to have closer and  more 
frequent  contacts  with  companies. 

198 

UK  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

UNITED KINGDOM 

Subject 

Summary  Response 

2.5 

Major  Strengths  and 
Weaknesses  of UETPs  in 
Member  State 

in 

lay 

Universities  believed  UETPs  strengths  lay  in  their  extensive 
contacts with other UK & EU UETPs, universities  and  enterprises. 
Also,  their  commitment  to  industrial  development  and  catalytic 
stimulation  of  university  /  industry  interaction.  Weakness  lay  in 
insufficient  funding  and  sometimes  in  not  being  firmly  enough 
linked  into their  own  regional  structures. 
For  enterprises,  UETPs'  strengths  lay  in  their  ability  to  bring 
European  organisations  together  and  provide  the  latest  on  EU 
technology  training  activities.  Also,  the  provision  of  European 
placement  opportunities.  The  weakness 
lack  of 
communality between sectoral and regional UETPs and the  funding 
process which  made  long  term  planning  difficult.  Communication 
through  promotion  and  publicity  was  poor.  Low  awareness  of 
UETP  existence. 
Regional  UETPs  saw  their  strengths  as:  networking,  expertise  in 
mobility programmes, links with the Commission, project  manage 
ment,  an  access  point  for  all  to  HEIs,  enterprises  and  EC  Pro 
grammes. Weakness were  insufficient  funding  , dependence  on EC 
in 
funding  and  inability  to  generate  other  funding,  difficulty 
retaining  industry's  interest,  being  all  things  to  all,  etc. 
Sectoral  UETPs  strengths  included;  a  clear  mission,  good  support 
from HEIs,  industry  and  EC. expertise  in  EC  funding  and  project 
management.  Weaknesses  included;  relatively  poor  industry  links 
and a poor commercial  orientation  as well as poor links  with  some 
countries. 

the 

3.1 

Contribution  of  Mobility 
Actions  to  Innovations  in 
University  /  Enterprise  Co- 
operation 

3.2 

Modification  of  Policies 
and  Practices  to  Facilitate 
Exchanges 

Just  over  half  the  Universities  believed  student  placements  had 
contributed  to  such  innovation. 
Two thirds  of enterprises  felt  that  they  had  benefited  from  having 
the  placement;  breaking  down  national  barriers  and  opening  up 
marketing  opportunities  as  well  as  the  specific  technical  element 
contributed. 
85 % of regional  UETPs  felt  that  student  placements  had  contrib 
uted  to  innovation:  establishing  new  links,  increasing  interest  and 
demand for students, linking companies to new markets,  benefiting 
universities  and  linking  enterprises  to  a  large  pool  of  well  moti 
vated  students, etc. 

Half  the  universities  modified  policies  or  practices  ranging  from 
greater  academic  recognition  for  placements  to  modification  of 
placement  procedures. 
Half  the  firms  surveyed  had  made  modifications. 
About three-quarters of UETPs thought universities and  enterprises 
had  made  such  modifications:  flexibility  in  course  design,  assist 
ance  to  lecturers  in  visiting  students  abroad,  insurance  policies, 
better  language  preparation,  etc.  Enterprises  had  become  more 
flexible  in  planning  and  defining  work  programmes,  etc. 

199 

UK  FINAL NATIONAL EVALUATIONS OF THE COMETT PROGRAMME 

UNITED KINGDOM 

Subject 

Summary  Response 

4.1 

Generating  Innovative 
Modes  of  Collaboration  in 
Training  Course  Develop- 
ment 

4.2 

Contribution  to  Improve- 
ment  in  Supply  of  Technol- 
ogy  -  Related  Training 

4.3 

Complementing  / 
Strengthening  Training 
Initiatives  at  National  Level 

4.4 

Other  Points  Raised 

Universities  were  evenly  divided  as  to  whether  COMETT  had 
made  innovative  contributions. 
70 % of  firms  thought  COMETT  had  made  little  or  no  impact  in 
innovation. 
Of  UETPs,  only  16 %  of  regional  and  57  %  of  sectoral  UETPs 
thought  that  some  or  a great  deal  had  been  achieved.  This  failure 
was due to insufficient  Strand C funding  and lack of availability  of 
SME  staff  time. 

Universities  were  evenly  divided  as  to  whether  COMETT  had 
contributed. 
In  terms  of  quantity  or  quality  of  training,  enter  prises  felt  that 
COMETT  had  made  little  or  no  contribution. 
About half the UETPs  felt  that COMETT had made  a contribution 
to quantity  and quality through  access to a wider  group  of experts, 
adding  European  value,  levering  other  funding,  etc. 

Universities  were  evenly  divided  as  to  whether  COMETT  had 
contributed. 
59 % of firms felt that COMETT complemented  their own  training 
activities. 
Sectoral  UETPs  were  more  positive  than  regional  UETPs:  57  % 
thought  some  or  a great  deal  had  been  contributed. 

Conclusion:  ...  the  COMETT  programme  (has)  generally  been 
successful  in helping to increase awareness  of Europe  in  education 
and training... (but) has been very modest  in scope when  compared 
with complementary regional and national actions.. The main  value 
added by COMETT has been to open up the practice  of placements 
to  a  wider  range  of  companies....  It  has  also  helped  to  establish 
new contacts between universities in this country  and companies in 
other  Member  States  or  in  EFTA  countries. 

The  UK  Government's  Final  Evaluation  Report  was  undertaken  by  surveying  and  reporting  separately  the 
views  of  universities,  enterprises,  UETPs  and  pilot  project  co-ordinators.  The  Survey  response  is  given  as 
three  separate  responses  1. =  Universities,  2. = Enterprises,  3. =  UETPs. 

200 

ISSN 0254-1475 

COM(96) 410 final 

DOCUMENTS 

EN 

16  15 

Catalogue number  : CB-CO-96-408-EN-C 

ISBN 92-78-07788-7 

Office  for  Official  Publications of the European  Communities 

L-2985  Luxembourg 

5.1