WRITTEN QUESTION No. 869/98 by Hilde HAWLICEK to the Commission. European educational cooperation in southeastern Europe
Date: 1998-03-26
Institutions: European Parliament, HAWLICEK
Subjects: EU programme, EU relations, Western Balkans, democracy, higher education, peacekeeping, vocational training

C 310/142

EN

Official Journal of the European Communities

9. 10. 98

The Commission has taken note of the growing interest in (cid:145)fair trade(cid:146) products, and has been investigating what
further  support  could  be  offered  to  (cid:145)fair  trade(cid:146)  initiatives  in  a  World  trade  organisation  (WTO)  compatible
manner.  The  results  of  this  investigation  should  be  available  in  the  near  future.  As  part  of  this  analysis,  an
Eurobarometer survey assessed the level of demand for (cid:145)fair trade(cid:146) bananas. The results of this survey, which are
of assistance to those who wish to promote (cid:145)fair trade(cid:146) products, show that there is considerable demand from
Community consumers.

(98/C 310/192)

WRITTEN QUESTION E-0869/98

by Hilde Hawlicek (PSE) to the Commission

(26 March 1998)

Subject: European educational cooperation in southeastern Europe

Southeastern Europe, the (cid:145)Balkans(cid:146), is a sensitive region in security terms. While educational cooperation may
promote and improve peace, stability and democracy, it cannot solve the political problems.

As the EU is an immediate neighbour of this region, it has a particular responsibility towards the countries of
southeastern Europe. Aware of this responsibility, I wish to put the following questions:

1.  Does the Commission use educational cooperation as an important tool for confidence-building measures in
southeastern  Europe?  Have  there  already  been  or  is  the  Commission  planning  actions,  conferences  or
anything similar on this subject?

2. 

Is  there  any  coordination  among  the  various  directorates-general  with  respect  to  a  joint  approach  in
educational  cooperation  (e.g.  DG  XXII  with  Socrates  and  Leonardo;  PHARE  with  the  construction  of
schools and the like, and with ECHO, etc.)?

Answer given by Mr Van den Broek on behalf of the Commission

(30 April 1998)

1.
The  Commission  believes  in  the  importance  of  education  and  vocational  education  in  helping  to  bring
about  mutual  cooperation,  peace  and  stability  in  the  region.  To  this  end,  the  Commission,  through  its  Phare
programme,  provides  financial  support  to  the  Tempus  higher  education  reform  programme  as  well  as  to
vocational  education  via  a  vocational  education  and  training  programme.  The  implementation  of  the  second
programme  is  under  the  responsibility  of  the  European  training  foundation  in  Turin  in  coordination  with  the
Commission. Various school rehabilitation projects have been undertaken in Bosnia and Albania.

Since  1995,  the  funds  have  been  allocated  for  Tempus  higher  education  to  Albania  1995-1999  (5  MECU
allocated and already disbursed; further 700 000 MECU planned in 1998), to Bosnia 1996-1998 (4 MECU of
which  1.5  MECU  pre-Tempus),  and  to  the  former  Yugoslav  Republic  of  Macedonia  (FYROM)  1996-1997
(4 MECU).

The general objective of Tempus is to restructure the higher education system of these countries which means
reviewing  the  curricula  and  reforming  the  management  of  higher  education  institutions.  Tempus  is  presently
rethinking its approach in order to see how best to use higher education as a tool for facing up to the geo-political
and socio-economic difficulties which exist in the region.

As  for  vocational  education  and  training,  funds  have  been  allocated  from  the  Phare  programme  for  Albania
(ECU 700 000 project due to end in May 1998), Bosnia (3.5 MECU project which is in its inception phase) and
FYROM (2.8 MECU project also in its inception phase). This programme targets secondary vocational education
and training and develops a strategy upgrading the system in such a way that students are better prepared for
national and international job markets. It helps to introduce a regional approach to the system and strengthen
links between the scholastic institutions and the local communities and businesses.

Close  coordination  exists  inside  the  Commission  in  the  conception  and  implementation  of  education

2.
programmes in the region.