A TEMPUS STUDYfiles.interuv.eu/200001035-46cd147c61/Tempus study... · Tempus I Tempus II Tempus III** Tempus IV Total Albania 17 54 47 32 150 Bosnia and Herzegovina ‐ 25 76 53

TempusIssue 18 ― November 2013 http://eacea.ec.europa.eu/tempus

EN

A TEMPUSSTUDY

DOI 10.2797/39115

The main achievements ofthe Tempus Programmein the Western Balkans

1991 – 2013

THE MAIN ACHIEVEMENTS OF THE TEMPUS PROGRAMME

IN THE WESTERN BALKANS

1991‐2013

This document has been produced within the framework of the European Union's Tempus programme, which

is funded by the Directorate‐General for Development and Co‐operation – EuropeAid and the Directorate‐

General for Enlargement.

Education Audiovisual and Culture Executive Agency

Unit P10 – Tempus & Bilateral Cooperation with Industrialisted Countires

Office address: Rue Colonel Bourg, 135‐139, 1140 Bruxelles – Belgique

Postal addess: Avenue du Bourget, 1‐ 1049 Bruxelles – Belgique

Phone: (32‐2) 299.68.67 – Fax: (32 ‐2) 299.45.30

Preface

The main aim of the Tempus programme is to support the modernisation of higher education in Partner Countries outside the European Union. The regions targeted include the Western Balkans, Eastern Europe, Central Asia and the Southern Mediterranean.

The geographical proximity of the Western Balkans and its shared history and culture makes the region of particular importance to the EU. Since the inception of the Stabilisation and Association process in 1999, cooperation between the EU and its South Eastern European partners has been a major objective of the European Union's external relations and enlargement policy. It aims to help the countries of the Western Balkans tackle the challenges of social, economic and institutional development.

Since 1991, the countries of the region have been participating in the Tempus programme, which was part of an overall EU initiative to support economic, social and democratic transition in the Western Balkans, in the framework of the PHARE, CARDS and IPA funding. Since then, Tempus has been going from strength to strength.

The Tempus programme, as a whole, has been in existence for twenty‐two years and has been achieving consistent results. The 20th anniversary was celebrated in the region in Belgrade in 2011, with a high‐level Ministerial conference to mark the occasion. Given the impact, the European Commission's new education programme, Erasmus+ (2014‐2020) incorporates Tempus‐like activities in its capacity‐building strand.

However, before moving on, we have taken a moment to look back at the impact of the programme in the region, since its introduction. This publication aims to highlight those achievements and the role of the stakeholders who contributed to them. It is important to acknowledge their contributions and their hard work, which helped to make the programme a success.

The National Tempus Offices (NTOs) have played a pivotal role in this respect. They were established when the programme started in each of their countries and some of the colleagues responsible for the NTOs have been with us for several years. Their untiring dedication to the programme and the wealth of experience they have built up over the past years has been instrumental in the smooth running of the programme. They have proved to be very reliable, trustworthy and committed partners and respected members of the Tempus family. The success of the programme in the region is due, above all, to their hard work and dedication.

We thank all those NTOs who have contributed to this document. We hope that you will find it stimulating and inspiring and we look forward to continuing to work with the region through enhanced cooperation under Erasmus+ from 2014 to 2020.

Klaus Haupt

Head of Tempus Unit, EACEA

Content

INTRODUCTION

I ‐ MAIN ACHIEVEMENTS OF THE PROGRAMME

1.1 ‐ Main Achievements at Staff Level

1.2 ‐ Main Achievements at Institutional Level

1.2.1 ‐ Implementing Curriculum Reform

1.2.2 ‐ Providing Necessary Equipment for Communications and Laboratories

1.2.3 ‐ Encouraging Reform of University Governance and Management

1.2.4 ‐ Fostering Links between Higher Education Institutions and the Labour Market

1.3 ‐ Main Achievements at National Level

1.3.1 ‐ Supporting Reform of Higher Education Systems and Policies

1.3.2 ‐ Promoting Regional Cooperation

II ‐ MAIN RESULTS

1. Albania

2. Bosnia and Herzegovina

3. Croatia

4. The former Yugoslav Republic of Macedonia

5. Kosovo*

6. Montenegro

7. Serbia

ANNEXES

I. Brief Overview of the Tempus Programme

II. Statistics on the Number of Projects in Tempus I and II (1991‐1999)

III. Statistics on the Number of Projects in Tempus III (2000‐2006)

IV. Statistics on the Number of Projects in Tempus IV (2008‐2013)

V. List of Participating Institutions in Tempus IV

VI. Tempus Events Organised in the Western Balkan Region

VII. List of Tempus Publications from the Tempus Series

* This designation is without prejudice to positions on status and is in line with UNSCR 1244 and the ICJ Opinion on the Kosovo declaration of independence.

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INTRODUCTION

The countries of the Western Balkans have been involved in the programme from its earliest days. With the exception of Albania, all were part of Yugoslavia, which itself participated in the programme in 1991, if only for one year. In this year, the European Parliament passed a resolution which stipulated “that the constituent republics and autonomous provinces of Yugoslavia must have the right freely to determine their own future, in a peaceful and democratic manner and on the basis of recognized international and internal borders”. After the break‐up of Yugoslavia, Tempus adapted to the changing geographic configuration of the region, with its three successive funding instruments: PHARE, CARDS and IPA. Under the PHARE programme (1991‐1999) which aimed to promote economic and social cohesion in Eastern and South Eastern Europe, Albania joined Tempus in 1992 and Bosnia and Herzegovina and the former Yugoslav Republic of Macedonia in 1996. The EU developed its 'Regional Approach for the Western Balkans' as of 19971. This was followed by the European Commission's Stabilisation and Association Process (SaP) in 1999, which aimed to promote capacity‐building, economic and social development and stability in the region. There was a stronger focus on promoting closer relations between neighbours in the region and with the EU. Regional co‐operation has been at the heart of international efforts in the Western Balkans ever since. The Zagreb Summit in 2000 emphasised regional co‐operation as part of the EU's "contract" with the SaP countries, and each national Stabilisation and Association Agreement included a clear commitment to promoting closer links between neighbours. The CARDS2 programme was created in 2000, as the EU's main instrument for financial assistance to the Western Balkans. Tempus was one of the regional programmes funded under this instrument. Croatia was included in the Tempus programme in 2000 and the Federal Republic of Yugoslavia, from 2001 to 2002. Kosovo (under UNSCR 1244/99) joined the programme in 2001 and the State Union of Serbia and Montenegro participated from 2003 to 2006. As of 2006, the EU adopted the Instrument for Pre‐Accession Assistance (IPA), which went into effect in 2007 and replaced the previous funding instruments, PHARE and CARDS. The overarching goal of the IPA is to enable EU candidate and potential candidate countries to make political, economic and legal reforms, so that they are better equipped to join and face the challenges of being in the EU. Following the independence of Montenegro in 2006, both Serbia and Montenegro continued to participate in the Tempus programme as of 2007, as two separate independent countries. The Western Balkans Platform on Education and Training, launched by the European Commission in March 2012, is the latest EU initiative to promote greater cooperation in the region and assist the Western Balkans with their reforms in the area of education and training. The Platform convenes the Ministers responsible for education in the region on a regular basis and is chaired by the European Commission's Director‐General for Education and Culture.

1 The regional approach was based on an integrated policy, aimed at promoting peace, stability and sustainable development in the

Western Balkans. It encompassed Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Serbia and Montenegro and Kosovo. 2 Community Assistance for Reconstruction, Development and Stabilisation programme created by Council Regulation 2666/2000.

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The existing six countries from the Western Balkans (Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Montenegro, Serbia) and Kosovo have been involved in the Tempus programme in various forms and at different points in time throughout its 20‐year history. During Tempus IV, both Croatia and the former Yugoslav Republic of Macedonia gradually joined the Lifelong Learning Programme and were therefore not eligible for Tempus funding any longer. More than 700 cooperation projects have been funded during the entire period. A breakdown of projects is shown below.

Geographic Breakdown of the Number of Projects (1990‐2013)*

Tempus I Tempus II Tempus III** Tempus IV Total

Albania 17 54 47 32 150

Bosnia and Herzegovina

‐ 25 76 53 154

Croatia*** ‐ ‐ 87 15 102

former Yugoslav Republic of Macedonia

‐ 36 94 33 163

Kosovo ‐ ‐ 29 39 68

Montenegro ‐ ‐ 26 41 67

Serbia ‐ ‐ 103 84 187

Yugoslavia 90 ‐ ‐ ‐ 90

Total**** 107 115 349 149 720

* The 'number of projects' comprises of cooperation projects between HEIs (excluding Pre‐JEPs and Compact Measures).

** For the Federal Republic of Yugoslavia as well as the State Union of Serbia and Montenegro, the number of projects has

been split according to the location of the participating institutions.

*** In the last Call of Tempus IV, Croatia participated in the programme as an EU Member State and those projects are not

included (in total 7 accepted projects).

**** Country figures cannot be added, as several countries can be involved in the same project.

The total budget allocated to the region since 1991 has been 254 million Euro.

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Total Tempus Budget Allocated by Year in the Western Balkan Region (1991 – 2013)

(It is important to note that the number of countries has varied over time and this has impacted on the budget figures.)

*Under Tempus I, the budget covered mainly preparatory actions

Tempus III Tempus IV

Total amount

(Millions of Euro)

2000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

10,0

18,0 15,9 14,9 16,4 17,9 17,2 19,6 19,7 15,6 13,8 15,3 14,9 11,7

€ 0,0

€ 5,0

€ 10,0

€ 15,0

€ 20,0

€ 25,0

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

Millions

Years

Total amount

(Millions of Euro)

Tempus I* Tempus II

1991

1992 1993 1994 1995 1996 1997 1998 1999

0,9

1,2 5,0 2,4 3,5 5,5 6,0 4,2

4,6

4

Breakdown of the Total Budget Allocated (1991‐2013)

Albania16,0%

Bosnia‐Herzegovina

16,3%

Croatia12,1%Former Yugoslav

Republic of Macedonia

15%

Kosovo8,6%

Montenegro4,7%

Serbia27,3%

Yugoslavia0,4%

Tempus has been present in the region since the inception of the programme. It has facilitated the aid and reconstruction process and its multi‐country projects have proven very popular and promoted much needed regional co‐operation. Tempus has contributed to the modernisation of higher education systems and the alignment of systems with EU developments in the field of higher education. This capacity‐building is evident from the fact that many projects in the region are led and managed by partners from the region (rather than the EU). The fact that six countries in the region are signatories of the Bologna process is also evidence of this. The many curriculum development projects managed in the region have helped put Bologna principles into practice. Last but not least, the programme has helped these countries in their social development, human capacity‐building and their reform process, to prepare for accession to the EU. Croatia is now an EU Member State and the former Yugoslav Republic of Macedonia, Montenegro and Serbia have already been granted the status of EU Candidate Countries. The new Erasmus+ programme (2014 to 2020) will continue to provide opportunities for capacity‐building, providing new opportunities for cooperation at regional level.

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I ‐ MAIN ACHIEVEMENTS OF THE PROGRAMME

In this first section, the impact of the Tempus programme on the Western Balkan region as a whole will be analysed, at individual, institutional and national level.

1.1 ‐ Main Achievements at Staff Level

Tempus has played an important role in the professional development of staff in the Western Balkan region over the past twenty years. Professional development opportunities were often limited in higher education institutions (as was also the case in many EU institutions) and Tempus has given professors the opportunities to meet other peers in their field in different countries. By working together in international consortia, professors have been exposed to different perspectives and gained new insights into their academic field. This has allowed them to work together with leading experts in their area and sometimes travel to another Tempus Country to job‐shadow and update their skills and knowledge. They have also gained valuable work experience, through teaching students in a different country (sometimes in a foreign language). The contacts built have proven extremely useful for pursuing further research and enhancing their publications list. Indeed, contacts with European professors, made through Tempus, have sometimes led to further research activities after the end of the project, such as joint publications and peer‐reviews. This has helped enhance the sustainability and the long‐term impact of the projects' outcomes. Tempus promotes a ‘bottom‐up’ approach and helps break down hierarchies inherent in universities. This has given professors and in particular younger staff, great liberty to experiment with new ways of working in the incubator that is a Tempus project, through collaboration with professors outside their higher education institution. The Tempus programme has helped improve project management capacities in the region. Under Tempus IV, it is now possible for staff from Partner Countries to manage their own projects and a number of institutions in the region have risen to the challenge. In Serbia for example, more than half of the projects selected for funding under Tempus IV are managed by a Serbian co‐ordinator. Tempus focuses not only on academic staff, but puts equal emphasis on the training of non‐academic administrative staff as well. For example, Tempus projects have helped these professionals develop and update competencies, such as financial management, public procurement, computer networking and library cataloguing skills, by having access to the latest tools and techniques. Projects have also contributed to empowering administrative staff by increasing their awareness of the important role that they can play in the higher education institution’s success. This has further motivated them to be proactive and seek out continuous professional development opportunities throughout their careers. Tempus has given staff from the region the opportunity to develop their intercultural skills, by working together with staff from many different countries in a multi‐country consortium. While there has been a long tradition of cooperation with their neighbours, they have gained intercultural experience of working with EU countries where there have been limited prior links. The training that staff has received in applying for Tempus grants, has proved a good preparation for their entry into the EU‐funded lifelong learning programme. In certain Tempus projects, staff is working, not only with higher education institutions in their region and in the EU, but also with higher education institutions from other Tempus regions. The high number of Individual Mobility Grants awarded under Tempus I, II and III, have allowed staff to travel easily to another Tempus Country for specific periods. In certain cases, it was also the first opportunity for many younger staff, who had obtained their Ph.D. at home, to work in an

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international team. In fact, many projects report that the biggest challenge on a Tempus project is learning to work together to overcome cultural differences. All the same, this is considered as an incredibly enriching experience by participants who report to have learned as much about themselves, as the academic or administrative subject area. It is also worth noting that in recent years, mobility of students and academic staff has been very much supported by the Erasmus Mundus Programme, which is one of the main EU programmes for international mobility of higher education students and professors.

1.2 ‐ Main Achievements at Institutional Level

1.2.1 ‐ Implementing Curriculum Reform

One of the main components of the Tempus programme involves reforming curricula, which was particularly relevant in the context of the socio‐economic changes in the early 1990s. Even during Tempus IV, more than 40% of all projects in the region focused on curriculum reform. This has always been a popular topic for Tempus projects, because it allows professors to work together in international consortia, to revise old courses or develop new ones. Even though the action involves a 'bottom‐up approach', the vast majority of the developed or upgraded courses have succeeded in gaining recognition from their higher education institutions and relevant national authorities in‐country, which testifies to the high esteem in which the Tempus programme is held. The Tempus programme has also served as a useful tool for updating existing academic courses. Professors from EU universities have worked together with professors from the region, to pool their expertise in an academic discipline and modernise a chosen curriculum. Today, much academic material is available on‐line. People‐to‐people contacts have been necessary to obtain access to the latest up‐to‐date material and research in a particular field and Tempus has facilitated these exchanges. Indeed, increasing access to the internet in recent years hasn't always meant that the best material is now readily available on‐line. Professors are often reluctant to publish course material on the web, as it is a source of competitive advantage, helping them to attract the best students. People‐to‐people contacts through Tempus have helped build the trust necessary to allow the exchange of this academic material. Via Tempus, a number of new study programmes have been introduced or developed in the region, for example in the fields of engineering, natural science and agriculture. Labour market needs in the region have evolved much over the past twenty years and higher education institutions have not always had the necessary resources to adapt curricula at the same pace as these evolutions. Tempus has helped professors from the region to make contacts with European HEIs, who had ready‐made courses in a required area, and to work together with them to adapt these study programmes to labour market needs in the region (by translating the courses' content into local languages or developing country‐specific case studies for example). Tempus has also helped professors make a break from more traditional types of classroom‐based learning and has introduced new teaching methods such as e‐learning courses, blended learning and intensive on‐site courses for professionals. This development has allowed professionals to combine work with study, which wasn't always possible before. New methods of designing and structuring courses have also been introduced by Tempus. Based on the principles of the Bologna Process, many European professors are already accustomed to designing courses based on ‘learning outcomes’ and ECTS credits and have transferred this know‐how to colleagues in the Partner Countries in the region. Professors there have been convinced of the merits. Student exchange with European universities has been facilitated by allowing

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institutional recognition, upon return home, of periods spent in the EU or in a country in the region. These bottom‐up reforms have encouraged Ministries of Education in the region to redesign the degree structure along the Bologna model. The three‐cycle system of Bachelor, Master and Doctorate has been introduced. However, the third cycle is still less developed in a few countries. Joint Degrees and Double‐Degrees, at the Master level, with European higher education institutions are sometimes constrained by national regulations. In other cases, the mutual recognition of degrees, for students who wished to pursue their post‐graduate studies either in Europe or in other Western Balkan countries, and the implementation of the 'learning outcome' concept continue to be an issue.

1.2.2 ‐ Providing Necessary Equipment for Communications and Laboratories

The provision of equipment has always been an attractive component of the Tempus programme for higher education institutions in the region. Between 1991 and 2013, Tempus will have provided approximately 50 million Euro's worth of equipment to projects in the region. Tempus has stocked university libraries with recent text books and periodicals for new courses. The provision of laboratory equipment has also been very important in supporting practical coursework in the hard sciences. Without such equipment, the effectiveness of such courses would have been severely hindered. Universities took pride in the equipment donated and often allocated rooms to house it and staff to supervise and maintain it. As the benefits of such equipment became apparent, university governing bodies were persuaded to invest more themselves. New equipment was often coveted by researchers and people working in the industry, who didn't have access to such up‐to‐date materials. It was still used by them after the end of the project, sometimes on a fee‐paying basis, thus contributing to further enhancing the project's financial sustainability. As internet connection became more widespread across the region, computers, scanners and printers proved a good return on investment, as e‐mail and Skype became the main means of communication between project partners. Tempus has also allowed the purchase of video‐ conferencing equipment, which would have been beyond the budget of many higher education institutions otherwise. Most higher education institutions in the region participating in the Tempus programme have a computer room, funded by the programme. Computers have not only been essential for communication with European partners but also for introducing new forms of learning in universities, such as e‐learning and blended learning. Special computer programmes have facilitated language learning and other specialised courses, which require computer access. The internet is quickly replacing the traditional library and internet access provides a wealth of on‐line literature for students' research and course assignments. Computer programmes for identifying plagiarism have also been very useful for professors. Therefore, the value of these computers in terms of learning potential is not to be underestimated.

1.2.3 ‐ Encouraging Reform of University Governance and Management

Tempus projects have not only covered curriculum development but have also worked on the reform of higher education institutions' structures and processes – something that has often proven more challenging than curriculum development, given the strict hierarchies and politics that exist in many universities. About 25% of Tempus IV projects in the Western Balkans have been focused on this topic.

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For example, a number of projects have involved setting up international relations offices or improving systems and processes in existing ones, to facilitate international student exchange, help develop international strategies and introduce new students' services. Tempus has also helped set up career guidance offices in many universities, which didn’t exist before and put in place career databases, set up alumni associations, helped develop fundraising strategies with alumni and assisted students in finding placements during their studies. All this has contributed to helping students find jobs immediately after graduation and reducing youth unemployment – a widespread phenomenon in the region. Tempus projects have also tackled the challenging subject of university governance structures and processes. The opportunities for Presidents and Rectors of higher education institutions in the region to visit their peers in Europe, exposed them to other ways of working. Whether management processes have become more democratic, transparent and effective in their home universities since, is still open to debate, as highlighted by a recent Tempus study on university governance in the region. However, Tempus has helped raise awareness of alternative ways of working and of the importance of external representatives on higher education governing bodies. Challenges arising from participation in the Tempus programme also contributed to question the organisational model of the universities in the region and in particular, to draw attention to the lack of integration of these institutions. Faculties in universities tend to work quite autonomously and Tempus has put academics and professionals from different faculties and departments in contact with each other, who might not have had exchanges otherwise. They have had to collaborate well together, to make the project a success. This has helped break down institutional ‘silos’ in the university and promote knowledge sharing, as well as the transfer of information and know‐how between departments. Working as partners on Tempus projects has helped build the management capacity of Partner Country institutions in the region. This was evidenced by the decision to allow Partner Country institutions from the region to apply as coordinator for the first time in Tempus IV in 2008. Since then, approximately 50% of Tempus IV projects from the region have been managed by a local coordinator. Many of these projects have been excellently managed and have produced high quality results. This experience and the responsibility for managing a grant of up to 1.5 million Euro has helped to professionalise university staff and shows the increasing ownership of the Partner Countries' higher education institutions. A number of Tempus projects in the region have focused specifically on the topic of quality assurance. This has been promoted through detailed industry surveys and benchmarking before developing curricula, review boards and students' evaluations. Quality assurance of systems and processes is promoted through obtaining ISO certification and other internationally recognised accreditation. Tempus Projects have also contributed to the establishment of Quality Assurance Agencies in the region. As a result, over the years, Tempus has increasingly become a meaningful support instrument, enabling higher education institutions to develop appropriate governance and management structures, in order to effectively harness their potential and accomplish their educational purpose.

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1.2.4 ‐ Fostering Links between Higher Education Institutions and the Labour

Market

Many Tempus projects in the region included private sector partners, particularly local small and medium sized enterprises. Tempus encourages the involvement of enterprises in designing new curricula. Local employers often sat on the project steering committee and curriculum review panels and thus participated directly in the curriculum design process. Most curriculum development projects have carried out detailed industry analysis via surveys, to find out the precise needs of the labour market, and tailored courses accordingly, to ensure that they were as relevant as possible. It is important to note that the labour market includes not only the private sector, but also NGOs and local authorities who participated as partners in Tempus projects. The Tempus programme has developed concrete structures, such as career centres, technology transfer offices and lifelong learning centres, which have developed strategic and sustainable links with the labour market. Practical placements and graduate training programmes in companies for students have also been integrated into many of these new courses, contributing to help students secure jobs upon graduation ‐ particularly important in a region where youth unemployment is very high. By creating a more relevantly skilled labour force, Tempus has helped give local companies competitive advantage on international markets and thus contributed to economic development. By helping students find jobs at home, it has also helped prevent brain‐drain to regions where employment opportunities are more plentiful.

1.3 ‐ Main Achievements at National Level

1.3.1 ‐ Supporting Reform of Higher Education Systems and Policies

Even though not originally focused on it, Tempus has had an impact on national policy reform in the Western Balkans. Tempus came to the region at the right moment when most of the countries were beginning to introduce major reforms in higher education. According to external evaluations of the programme, Tempus was considered as a useful support mechanism to help implement these reforms, working hand‐in‐hand with the Ministries of Education. Tempus Structural Measures projects (in which the Ministries must participate as partners) tackled national policy issues such as quality assurance, accreditation, equal opportunities and financing of higher education. All the Tempus Offices have established effective working relationships and constructive dialogue with the Ministry of Education, education authorities and the EU Delegations and offices. National priorities are set by the Ministry of Education and Tempus national projects must comply with these. The Tempus Offices are consulted in the selection of projects to be funded in each Call for Proposals. Furthermore, they are regularly invited by their authorities to provide inputs into studies and publications. Given their knowledge of other countries in the region through Tempus, they serve as a useful point for comparative analysis. Since 2008, Tempus has been used to fund a network of more than fifty Higher Education Reform Experts from the region. These are local professors, Ministry officials or sometimes also students who are interested in and have knowledge and experience of higher education policy reforms. With the support of Tempus funding, they have had the opportunity to take part in a number of seminars on higher education reform in the EU and the Partner Countries. Upon return, they have shared their knowledge and expertise with higher education institutions, by holding seminars and workshops to

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disseminate information about, for example, the latest developments in EU higher education policy reform and the Bologna process. European experts have also been invited, using Tempus funding, to give training seminars in the Partner Countries of the Western Balkans. Participation in the Tempus Programme with EU institutions has helped promote Bologna principles and tools and highlight their usefulness. To date, six countries of the region are signatories of the Bologna Declaration and actively participate in the Bologna Process which is a major driver for change in the higher education sector in the region. Legislation governing the arrangements for implementing ECTS has been introduced. The Bologna Diploma Supplement is issued in the vast majority of study programmes. It is issued automatically and free of charge (but mainly in English). Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia and Serbia have already formally adopted a National Qualifications Framework for higher education and started implementing it. Therefore, Tempus has been a major driver for promoting Bologna reforms in the region and, compared to other Tempus regions, the Western Balkans are currently the most advanced in implementing Bologna principles.

1.3.2 ‐ Promoting Regional Cooperation

Since the dissolution of the former Yugoslavia, Tempus has contributed to promoting greater cooperation in the region. Indeed, it has played a very important role. It provided a means by which institutions could work together on themes of mutual interest across national and ethnic boundaries and promoted people‐to‐people contacts which helped change mentalities and diminish prejudices. Indeed, multi‐country projects represent approximately 50% of the total number of projects under Tempus IV in which Western Balkans countries are participating. A number of academic subject areas lend themselves to a regional dimension such as agriculture, engineering and environmental studies and proved very suitable forums for cooperation. By working together, exchanging best practice and benchmarking against each other, each country has learned from its neighbours. These lessons and experience have fed into national higher education policy reforms. The benchmarking reports produced by these projects often motivate countries to achieve better results in a particular area, as they take pride in their accomplishments.

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II ‐ MAIN RESULTS

1) Albania

Of all the Western Balkan countries currently participating in the Tempus programme, Albania has been involved the longest. The country joined in 1992, after the fall of the former Communist regime (a period when Albania had been somewhat isolated from the world). The Tempus programme opened the door to the European academic community and gave Albanian lecturers one of the first opportunities to connect with their counterparts in the region and in Europe. For more than 20 years since then, the Tempus programme has played a vital role in promoting cooperation between Albanian and EU higher education institutions. During the last years, Albanian institutions have also been particularly involved in regional cooperation projects with other Western Balkan countries. Since 1992, all Albanian public universities and some private ones have participated in 141 Tempus projects in total. Tempus has been particularly instrumental in retraining and upgrading academic staff. A high percentage of Albanian academic staff has been trained abroad by the programme. Tempus has provided opportunities to improve soft skills and to acquire knowledge on new teaching methodologies and different processes of higher education reform, in particular through a high number of individual mobility grants, given between 1992 and 2006 in Tempus I, II and III. It has also had an important impact in raising the capacities of universities, in terms of institutional management and governance. Two overall long‐term processes, the Stabilisation and Association Agreement and the building of the European Higher Education Area, have shaped Tempus cooperation in Albania since 2000 and the dynamics of both have led to the updating of higher education priorities on a yearly basis. Tempus has been crucial in supporting the reform of the Bologna process in particular, by introducing the three cycles of study in all Albanian higher education institutions and supporting the development of unified curricula that comply with Bologna criteria. Curriculum development projects have also supported the introduction of ECTS and the Diploma Supplement in all Albanian higher education institutions. Study programmes, mainly in fields such as natural science, environmental science, geology, agriculture, engineering, nursing, tourism and cultural heritage have been updated. Lifelong learning courses have been developed in the fields of civil society, environmental policy, transport policy, public administration reform, public health, justice and teacher training. The development of information management systems, institutional evaluations, and continuing education and university strategic plans has also been supported by Tempus. The majority of Tempus projects have led to partnership agreements and, as a follow‐up to cooperation within Tempus, joint degrees have been or are being prepared between Albanian universities and higher education institutions in the EU. Teaching methods are continuously changing within faculties, particularly due to projects that focus on the capacity‐building of academic staff. Tempus is considered an important instrument from a quality assurance perspective. The 'Albanian Agency for Quality Assurance and Accreditation in Higher Education' was created through the support of a Tempus project in 1999, entitled “Support for an Accreditation System in Albania". Last but not least, students' perceptions of the work being done by Tempus have been very positive and they have noted an improvement in teaching quality.

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Tempus has also been highly effective in developing human resources and building capacity in the public administration, civil society and NGOs. It has, moreover, led to greater cooperation, not just in Tempus projects, but also at the national level in general.

Two Examples of Projects from Albania

Title of Project Development / Up‐dating of Curricula / Courses in Biological Sciences in Tirana University

Project Number JEP 17099 2002

Year 2002

Coordinator Friedrich‐Schiller University Jena, Germany

Partners involved & countries of origin

‐ University of Bari, Italy

‐ University of Tirana, Albania

Grant Size 442,800 Euro

Aims of the project

The main aims of the project were to:

‐ Develop two Bachelor curricula on 'Applied Ecology of Ecosystems' and 'Cell and Molecular Biology';

‐ Up‐date the existing four‐year Biology‐Chemistry curriculum and five‐year Biology curriculum and restructure them into three‐year curricula;

‐ Develop three post‐graduate Master courses; a one‐year course in 'Teaching Biology‐Chemistry' (for teachers) and two two‐year MSc courses in 'Environmental Protection' and in 'Molecular Biology‐Biotechnology';

‐ Up‐date/restructure existing two‐year, post‐graduate MSc courses in 'Advanced Botany' and 'Advanced Zoology‐Ecology'.

Impact of the project

The main outcomes of the project were:

‐ A reform of the biology curricula in Tirana University at Bachelor, Master and Ph.D. level, which complied with the new Law for Higher Education;

‐ The creation of new Bachelor, Master and Ph.D. courses (two at each level);

‐ New teaching plans at all levels prepared, evaluated and approved;

‐ Syllabi prepared or updated;

‐ The quality of teaching was improved due to retrained staff, equipped laboratories and textbooks in Albanian and foreign languages;

‐ More than 50 members of teaching staff participated in mobility visits, including five laboratory technicians and seven new assistants;

‐ 15 people from Germany and Italy visited the University of Tirana to develop lectures, for special seminars and guided field trips;

‐ Seven laboratories in the areas of botany, plant physiology, microbiology, general biology, biochemistry, zoology and animal physiology were upgraded with modern teaching and research equipment;

‐ 24 manuscripts of textbooks in Albanian have been prepared and printed and 27 English textbooks in the area of biology purchased.

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Title of Project International Joint Master Degree in Plant Medicine

Project Number JPCR ‐158875 ‐2009

Year 2009

Coordinator University of Bari

Partners involved and their countries of origin

‐ University of Bari, Italy

‐ Agricultural University of Tirana, Albania

‐ University "Fan.S.Noli", Albania

‐ Agricultural University of Plovdiv, Bulgaria

‐ University of Zagreb ‐ Agriculture Faculty, Croatia

‐ J.J Strossmayer University, Croatia

‐ Agricultural University of Athens, Greece

‐ University "Hasan Prishtina", Kosovo

‐ South East European University, former Yugoslav Republic of Macedonia

‐ University "St. Cyril and Methodius", former Yugoslav Republic of Macedonia

‐ University of Belgrade, Serbia

‐ University of Novi Sad, Serbia

Grant Size 1,163,266 Euro

Aims of the project The aim of the project was to:

‐ develop an international Master Degree in plant medicine, to be implemented at the Faculties of Agriculture of the Partner Country universities;

‐ harmonise teaching content, organise teacher training and develop tools for teaching and learning, using modern communication technologies;

‐ contribute to institution building in higher education at a regional level;

‐ sustain university networks and partnerships;

‐ enhance mutual understanding between the academic world of the Western Balkans and EU Member States i.e. Bulgaria, Greece and Italy.

Impact of the project The main outcomes of the project were:

‐ the development and implementation of a harmonised international Master degree in plant medicine;

‐ a multilateral agreement signed by all partners, which allows the mutual recognition of the Master degree;

‐ the improvement and modernisation of traditional teaching methods by applying new web technologies (e.g. internet‐learning);

‐ the creation of an educational network between EU and Western Balkan universities;

‐ student competences developed for employment in the public and private sector in the phytosanitary area;

‐ The possibility for graduates to be admitted to further education programmes in other countries.

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2) Bosnia and Herzegovina

Bosnia and Herzegovina has been participating in the Tempus programme since 1997. Since then, 144 Tempus projects have been or are presently being implemented in the country. The topics covered include: curriculum development, quality assurance, accreditation, university governance, improvement of management practices and other issues relevant to higher education reform in Bosnia. The programme has supported the introduction of the Bologna process and helped spread European best practice in higher education modernisation. It has been especially important for the Western Balkan region because it has helped bridge cultural and regional differences and has encouraged all countries to work together on projects promoting an EU dimension and values. Tempus has promoted the reform process in Bosnia and Herzegovina, through Structural Measures projects, which supported the development of various laws and regulations in higher education, including the 'Framework Law on Higher Education in Bosnia and Herzegovina ', which was adopted in July 2007. The Tempus programme has also supported the capacity‐building activities of the national Agency for Development of Higher Education and Quality Assurance (HEA), through training and pilot study programmes on self‐assessment and evaluation. In the last few years, various Tempus projects have addressed issues related to accreditation and quality assurance, such as the development of guidelines for the accreditation of study programmes in higher education institutions in Bosnia and Herzegovina. Other successful Tempus projects have supported the establishment of quality assurance offices at all eight public universities in Bosnia and Herzegovina and enhanced their capacity to implement self‐assessment processes. The programme has also supported the modernization of existing courses and the development of new curricula at all levels, in line with the Bologna Process and European best practice. It has resulted in improved quality and a diversity of study programmes. Staff and students from Bosnia and Herzegovina have been trained at EU partner institutions, which enabled them to acquire new skills and knowledge and transfer this to their country. In cooperation with higher education institutions from the EU, several new programmes have been developed in Bosnia and Herzegovina, including, for example, a double degree in economics and management of public sector and environment and third cycle studies in mathematical sciences, economics and business. The benefits of participation in the Tempus programme are already evident from the tools in place to implement the main Bologna principles (e.g. ETCS, Diploma Supplement, the three‐cycle system etc.). The programme has encouraged active cooperation and networking among higher education institutions and other stakeholders, which has resulted in the development of new partnerships across the country and Europe. It is important to emphasise that various Tempus projects have promoted partnership with Small and Medium Enterprises, which has allowed higher education institutions to identify skills necessary for the labour market and introduce these in their new Tempus courses, to help make students more employable. Finally, thanks to the Tempus programme, awareness has been raised recently through Tempus projects of some important but insufficiently promoted issues in Bosnia and Herzegovina, such as human rights and equal opportunities, dyslexia and special needs education. These projects helped people with specific needs to have equal access to higher education and promoted human rights issues.

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Two Examples of Projects From Bosnia and Herzegovina

Title of Project Developing Human Rights Education at the Heart of Higher Education

Project Number 517319‐TEMPUS‐1‐2011‐1‐UK‐TEMPUS‐JPCR

Year 2011

Coordinator Roehampton University, United Kingdom


‐ University of Mannheim, Germany

‐ University of Gothenburg, Sweden

‐ University of Sarajevo, Bosnia and Herzegovina

‐ University of Zenica, Bosnia and Herzegovina

‐ Kragujevac University, Serbia

‐ University of Novi Sad, Serbia

‐ University of Tirana, Albania

‐ University of Donja Gorica, Montenegro

‐ University of Montenegro, Montenegro

‐ European University of Tirana, Albania


‐ National University of Ireland, Ireland

‐ Marin Barleti, Albania

‐ University "Hasan Pristina, Kosovo


Aims of the project This aim of the project is to:

‐ support the creation and development of effective, multi‐disciplinary human rights and citizenship education programmes and courses in universities in the Western Balkan region;

‐ the creation of inter‐disciplinary/trans‐disciplinary human rights undergraduate and postgraduate degrees and multidisciplinary courses, that respond to the needs expressed for curriculum reform and modernisation, in the area of law and good governance.

Impact of the project The project has achieved the following outcomes to date:

‐ It has provided a good opportunity for academic and administrative staff, as well

as students, to be trained and educated on human rights issues, which increased

their knowledge and capacity to modernize existing courses and develop new

courses on human rights;

‐ It has encouraged academics from different departments to work together in ad‐

hock panels, tasked with the modernization of existing and the development of

new courses;

‐ Academic and administrative staff has also been trained at various workshops on

human rights issue;

‐ The baseline mapping on the status of human rights education has been carried

out.

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Title of Project EU Standards for Accreditation of Study Programs in BiH Universities

Project Number 158853‐2009‐BE‐SMGR

Year 2009

Coordinator Katholieke Hogeschool Sint‐Lieven, Belgium


‐ University of East Sarajevo, Bosnia and Herzegovina ‐ World University Service ‐WUS, Austria ‐ University of Banja Luka, Bosnia and Herzegovina ‐ University of Sarajevo, Bosnia and Herzegovina ‐ “Dzemal Bijedic” University Mostar, Bosnia and Herzegovina ‐ University of Mostar, Bosnia and Herzegovina ‐ University of Tuzla, Bosnia and Herzegovina ‐ University of Zenica, Bosnia and Herzegovina ‐ University of Bihac, Bosnia and Herzegovina ‐ Svetski Univerzitetski servis BiH , SUS B&H, Bosnia and Herzegovina ‐ Agency for development of higher education and quality assurance in BH (HEA), Bosnia and Herzegovina ‐ Ministry of Civil Affairs, Bosnia and Herzegovina ‐ Council of Flemish University Colleges , Belgium ‐ Intituto Politecnico Porto, Portugal ‐ Transilvania University of Brasov, Romania ‐ Àrea d'Avaluació de la Qualitat (Evaluation of Quality Area‐AQA), Spain


Aims of the project The aim of the project was the development criteria and procedures for the evaluation and accreditation of study programmes in universities in Bosnia and Herzegovina in accordance with EU standards.

Impact of the project The main outcomes of the project have been:

‐ The development of “Guidelines for Accreditation of Study Programs at higher

education Institutions in BiH’’ and their adoption by the national Agency for

Development of Higher Education and Quality Assurance (HEA). The Guidelines

include important criteria and indicators that are compulsory for all higher

education institutions in BiH. The adoption of the Guidelines at national level

represents an additional added value because its adoption was not originally

foreseen in the project;

‐ The increased capacity of both the national agency (HEA) and the entity agency

(Higher Education Accreditation Agency of Republika Srpska ‐ RS HEAA) and their

preparation for the upcoming accreditation process, through training and pilot

study programs. Trainings were also held for staff and students on issues related

to the self‐assessment, evaluation and the accreditation process.

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3) Croatia

The Republic of Croatia joined the Tempus programme in 2000, at the beginning of Tempus III. This phase of the Tempus programme which lasted from 2000 to 2006 also coincided with Croatia joining the Bologna Process and preparations for Croatian higher education reform. In general, the Tempus programme provided valuable support for the implementation of the Bologna action lines in Croatia. During the Tempus III phase of the programme, a total of 87 projects were implemented; mostly joint projects in the area of curriculum reform. These projects covered various fields such as agriculture, food sciences, architecture, civil engineering, economics, education and teacher training. 65 individual mobility grants were also awarded to Croatian citizens, thus enabling professionals in higher education to develop links with partners in other European countries. In the fourth phase of the programme, Croatia participated in two project Calls as an eligible Partner Country. A total of 15 projects were approved for funding, the majority of which were multinational joint projects. Given its historical ties and similar education traditions, Croatian higher education institutions cooperated in Tempus mostly with Partner Countries from the Western Balkans, as well as surrounding EU countries, such as Austria, Slovenia and Italy. However, cooperation was also established with other countries, such as Germany, Sweden and Hungary. In addition to curricular reform support, the Tempus programme was often used to pilot various activities, such as the establishment of career guidance services at Croatian universities or preparing Croatia’s entry to the Lifelong Learning Programme. Tempus also supported the development of university strategic plans, international relations, university management, library management systems, quality assurance systems, credit systems, open and distance learning and other Bologna related initiatives. In general, participation in the Tempus programme had a significant impact on the internationalisation of higher education in Croatia. At national level, the National Tempus Office supported project implementation and programme promotion, as well as the coordination of the team of Higher Education Reform Experts (HEREs). Their task was to foster the implementation of Bologna reforms and provide expert knowledge to all stakeholders. As Croatia joined the European Union Lifelong Learning Programme in 2010, it also stopped being eligible for Tempus funding, except on self‐financing basis. This was also the opportunity for the HERE team to take stock of modernisation of the Croatian higher education system during a final conference entitled “Higher Education Reform ‐ Inventory 2010”, which also marked a decade of Tempus programme participation in Croatia. In 2012, the national LLP agency, the 'Agency for Mobility and EU Programmes' became the contact point for Tempus in Croatia. On the eve of Croatian accession to the EU, the European Commission enabled Croatian higher education institutions to participate in the sixth Call for Proposals (Tempus IV) as EU institutions and this opportunity was warmly welcomed. Croatian participation in Tempus entered a new phase, from that of being a beneficiary as a Tempus Partner Country, to that of being an EU Member State, sharing expertise and knowledge with Partner Countries in the region.

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Two Examples of Projects from Croatia

Title of Project Towards Equitable and Transparent Access to Higher Education in Croatia

Project Number 158745

Year 2009

Coordinator Dresden University of Technology, Germany


‐ Institute for development of Education, Croatia‐ University of Zagreb, Croatia ‐ University of Split, Croatia ‐ University of Rijeka, Croatia ‐ University of Zadar, Croatia ‐ University of Juraj Dobrila in Pula, Croatia ‐ Croatian Council of Universities and University Colleges of Applied sciences, Croatia ‐ University of Dubrovnik, Croatia ‐ Croatian Student Council, Croatia ‐ Agency for Science and Higher Education, Croatia ‐ Ministry of Science, Education and Sports, Croatia ‐ Institute for Social Research, Croatia ‐ Institute of Public Finance, Croatia ‐ Association for Higher Education Development “Universitas”, Croatia ‐ Centre for Higher Education Policy Studies, University of Twente, Netherlands ‐ Corvinus University of Budapest, Hungary ‐ Karl Franzens University of Graz, Austria ‐ Mälardalen University, Sweden ‐ International School for Social and Business Studies, Slovenia ‐ Swedish Board for Study Support , Sweden ‐ Slovenian Ministry of Higher Education, Science and Technology, Slovenia


Aims of the project The aims of the project were to contribute to ensuring equitable and transparent access to higher education in Croatia, by removing financial obstacles, improving data availability and building capacity for action.

Impact of the project The main outcomes of the project were the following:

‐ Via data collection and analysis, the project contributed significantly to the national level discussions on higher education funding in Croatia.

‐ The first Croatian Eurostudent survey was carried out in the framework of the project, providing invaluable data on students' socioeconomic status, costs of study, sources of funding, accomodation, paid work and mobility. More than 5000 students participated in the survey, making it one of the largest student surveys conducted in the country.

‐Two comparative studies were published by the project consortium, one on higher education funding and the other on student financial support.

‐ The final project publication provides policy guidelines for the reform of the higher education funding and student financial support system in Croatia. The results of the project and its policy recommendations were discussed at several public debates and presentations, with the involvement of decision‐makers and other relevant stakeholders.

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Title of Project Development of Quality Assurance System in Higher Education

Project Number UM_JEP‐16015‐2001

Year 2001

Coordinator Vienna University of Technology, Austria


‐ University of Zagreb, Croatia

‐ University of Split, Croatia

‐ University of Rijeka, Croatia

‐ Josip Juraj Strossmayer University of Osijek, Croatia

‐ Ministry of Science and Technology, Croatia

‐ National Council for Higher Education, Croatia

‐ Politecnico di Milano, Italy

‐ Katholieke Universiteit Leuven, Belgium

‐ Flemish Interuniversity Council, Belgium

‐ Autonomous University of Barcelona, Spain

‐ Quality Assurance Agency, Spain

‐ University of Erlangen, Germany

‐ Finnish Higher Education Evaluation Council, Finland


Aims of the project The aims of the project were to enhance the quality culture in higher education in Croatia and to develop and implement a quality assurance system in Croatian universities.

Impact of the project The main outcomes of the project have been the following:

‐ Quality assurance systems have been developed and implemented by the Croatian partner universities;

‐ Know‐how and experience gained during the project in the 'Handbook on Implementation of System of Quality Management' has been developed;

‐ The main framework for quality assurance systems has been developed and incorporated in amendments to the 'Law on Higher Education and Science', adopted by the Croatian Parliament in July 2004;

‐ The idea to create a 'Croatian Agency for Higher Education and Science' was proposed and this was founded by the Croatian government in 2004.

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4) The Former Yugoslav Republic of Macedonia

The former Yugoslav Republic of Macedonia has participated in the Tempus programme since 1996 and has been involved in a total of 163 Tempus projects. Since 2010, the country has been gradually integrated into the Lifelong Learning Programme and institutions have therefore not been able to submit new applications under Tempus anymore. Nevertheless, institutions in the country continue to see Tempus as a key cooperation instrument, which has supported higher education reform in the country and left tangible and long lasting results. For example, the National Qualifications Framework for higher education in the former Yugoslav Republic of Macedonia was developed by a Tempus project. For higher education institutions, the Tempus programme has been highly relevant in updating the content of existing courses or curricula and creating new programmes, leading to new degrees which didn't exist before. In some projects, cooperation has also led to the development of joint degrees with higher education institutions in the EU, either during the project's implementation or as a follow‐up to the project. The relevance of curricula for labour market needs has been a priority in curriculum development projects. Tempus, alongside labour market trends, has had an influence on the increase in the numbers of students applying to study in certain areas. It can also be noted that university – enterprise cooperation has been a common trend in projects implemented in the country in the recent years. Staff mobility has offered an important element of capacity‐building for institutions and has contributed to reinforcing links with partner institutions abroad. Mobility within projects, as well as with the Individual Mobility Grants, has had a clear impact on the work and teaching practices of academic staff. Through Tempus, staff at higher education institutions have also developed their management skills and improved their skills in international relations which, according to many, would not have been possible without Tempus. Practically all Tempus projects have led to continued cooperation after the project ended through staff exchanges, provided for under bilateral agreements signed during the Tempus projects and generally financed by the institutions themselves. Tempus has not only had an impact on study programmes or on individual capacity‐building, but has also contributed to forwarding the aims of the Stabilisation and Association Agreement and the Bologna Process. Significant progress has been made in particular in the implementation of the Bologna principles in the country and Tempus has been instrumental in supporting higher education institutions in the process. The gradual introduction of quality assurance into institutions and their faculties is one of the results of this process. Tempus has clearly contributed to the internationalisation of higher education in the country and has led to strong cooperation between institutions at national level, as well as with partners in the neighbouring countries and in the EU. It can be noted that in recent years, institutions in the country were mainly involved in regional projects with other countries of the Western Balkans. It is also important to mention that Tempus has always been highly appreciated by students. Thanks to the programme, they have had access to modern laboratories and up‐to‐date equipment, as well as to study programmes which are compatible with those in the EU. They have also benefitted from high quality teaching, thanks to new competences gained by the staff and have obtained qualifications which are attractive in the eyes of the labour market.

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Two Examples of Projects from the former Yugoslav Republic of Macedonia

Title of Project Designing and implementing the National Qualifications Framework

Project Number SMHES‐145165‐2008

Year 2008

Coordinator Linköping University, Sweden


‐ Ghent University, Belgium

‐ Ministry of Education and Science, former Yugoslav Republic of Macedonia

‐ Ministry of Labour and Social Policy, former Yugoslav Republic of Macedonia

‐ Goce Delcev University, former Yugoslav Republic of Macedonia


‐ State University of Tetovo, former Yugoslav Republic of Macedonia

‐ University Ss Cyril and Methodius, former Yugoslav Republic of Macedonia

‐ University St Kliment Ohridski, former Yugoslav Republic of Macedonia

‐ University of Applied Sciences Osnabrück, Germany


Aims of the project The aim of the project was to design and implement a National Qualifications Framework (NQF) for higher education in the former Yugoslav Republic of Macedonia.

Impact of the project The main outcomes of the project have been the following:

‐ The National Qualifications Framework for higher education in the former Yugoslav Republic of Macedonia was developed within the project and enforced by an official Decree adopted by the government.

‐ Different guidance documents were produced and National Coordination Points were established at higher education institutions, to provide information, especially to students and employers.

‐ The project helped to raise awareness among higher education institutions and employers of the NQF and its principles and launched the process of restructuring all higher education study programmes according to the new requirements.

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Title of Project Statistical methods for business and economics

Project Number JEP‐40015‐2005

Year 2005

Coordinator Roma Tre University, Italy


‐ The National Institute for Statistics, Italy

‐ Komercijalna Banka A.D., former Yugoslav Republic of Macedonia

‐ State Statistical Office, former Yugoslav Republic of Macedonia

‐ University Ss Cyril and Methodius, former Yugoslav Republic of Macedonia

‐ Charles III University of Madrid, Spain


Aims of the project The aim of the project was to develop a new Master programme in statistical methods for business and economics, to be offered at the Faculty of Economics of the Ss. Cyril and Methodius University.

Impact of the project The main outcomes of the project were the following:

‐ The Master programme was developed and accredited during the project lifetime and it has been part of the regular study programme of the Ss. Cyril and Methodius University ever since. The aim was to offer an attractive new study programme, compatible with the needs of the labour market. The programme was designed according to Bologna principles, with a focus on new teaching methods.

‐ The consortium developed the necessary teaching materials and purchased the books, IT equipment and statistical software needed for the courses.

‐ Staff and student mobilities were organised to visit the EU partners for retraining activities.

‐ The new study programme was widely promoted in other countries of the region and students were recruited, not only from the former Yugoslav Republic of Macedonia but also from Albania, Kosovo and Montenegro.

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5) Kosovo

The higher education system in Kosovo comprises of public universities and private higher education institutions (HEI‐colleges, institutes, higher professional schools). The transformation of the higher education system in Kosovo is occurring in the context of a transitional capacity‐building period. Since 2001, the Tempus programme in Kosovo has been implemented in the framework of two long‐term processes: the Stabilisation and Association process and the process of building the bridge towards the European Higher Education Area, as reinforced by national priorities. Between 2001 and 2012, higher education institutions in Kosovo have participated in more than 40 projects, the majority of which were Joint Projects in the area of curriculum reform. Implementing the principles of the Bologna Process is one of the main priorities of the Kosovo 'Strategy for Higher Education, 2015'. The Tempus programme has been recognised as a tool to do this, through the reform and modernization of the higher education sector in Kosovo. The Tempus programme in Kosovo supported the modernisation of higher education by establishing an area of cooperation with the EU and favoured voluntary convergence with EU developments in the field of higher education (in line with the EU's strategic framework for European cooperation – 'Education and Training 2020' and the 'Bologna Process'). Tempus projects in Kosovo have concretely supported the implementation of these strategic objectives in higher education by establishing three‐cycle study systems, in compliance with the Bologna Process, by introducing procedures for the implementation of ECTS and the provision of the Diploma Supplement. This has increased the mobility of academics and students both within the Western Balkan region and with EU countries, making distance learning methodologies functional and promoting interactive teaching and learning methods in Kosovo. Most of the Tempus projects have addressed curriculum development needs in a variety of fields, whereas some projects have initiated new interdisciplinary curricula. Various study programmes have been developed in the fields of agricultural science, natural and medical science, computer science, economics, European studies, law, mechatronics, civil society and local development, translation and interpretation, psychology, sports, biotechnology, food science, education, linguistics, music and arts, cultural heritage and tourism management, architecture and energy efficiency. The reorganization of study programme structures has been carried out by updating curricula and introducing new teaching and capacity‐building methods. International co‐operation among universities in Kosovo and universities in EU countries was significantly increased by involving professors, students and administrative staff in improving their qualification, learning methods and language skills. The Tempus programme has encouraged non‐academic partners to join consortia and it has improved the links between private and public higher education institutions and society. A number of Tempus projects have succeeded in creating greater links with industry and society at large. These include the 'Regional Interdisciplinary Mechatronic Studies' programme and the 'Kosovo InterdisciplinaryKnowledge Triangle Centre' and 'Using Local Resources for Micro Regional Development, Sustainable Agribusiness and Tourism'. The Tempus program in Kosovo had a strong impact on quality assurance systems by developing and modernising curricula, based on competences and learning outcomes. It also changed the general culture of quality assurance in most public and private higher education institutions in Kosovo.

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Recently, Tempus has accompanied the setting up of two newly established public universities: the University "Ukshin Hoti" in Prizren and the University "Haxhi Zeka" in Pejë/Peć. Moreover, during the Tempus IV phase, the University of Mitrovica in Northern Kosovo has started, for the first time, to be involved in some Tempus projects and to benefit from EU funds.

Two Examples of Projects from Kosovo

Title of the project

Kosovo Interdisciplinary Knowledge Triangle Centre (KIKT): PhD based Education, Research and Training for Medical and Natural Sciences

Project number

159034‐TEMPUS‐2009‐XK‐JPHES

Year 2010

Coordinator University of Pristina, Kosovo

Partners involved

‐ Medical University of Vienna, Austria

‐ Austin, Pock +Partners, Austria

‐ WUS, Austria

‐ Edinburgh Napier University, UK

‐ Ghent University, Belgium

‐ Ministry of Education, Science and Technology, Kosovo

‐ Kosovo Centre for International Higher Education, Research and Technology Cooperation, Kosovo


Aims of the project

The aim of the project was to improve the conditions for the development of professional research capacities and PhD study programs in the field of medical & natural sciences at the University of Pristina.

Impact of the project

The main outcomes of the project are:

‐ The establishment of the 'Interdisciplinary Knowledge Triangle Centre', which facilitates, supports and implements Ph.D. studies in the Faculty of Medicine and in the Faculty of Mathematics & Natural Sciences, in accordance with the Bologna Process.

‐ Facilitation of the knowledge triangle: education‐innovation‐research.

‐ An equipped laboratory which offers postgraduate training and professional education, with a focus on specific research projects, to enable candidates to do in‐depth scientific work and professional qualifications for future assignments in research‐ related work.

‐ Accreditation of the Ph.D. program by the senate of the University of Pristina and the Kosovo Accreditation Agency. 15 students have been selected and enrolled in the Ph.D. program.

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Title of Project Promotion of Bologna and Implementation of ECTS at the Universities of Pristina,Tetovo and South East European University

Project Number CO13B04 ‐ CARDS SCM 2004 Structural Measures

Year 2004

Coordinator German Rectors' Conference


‐ University of Pristina, Kosovo

‐ Finporto di Genova, Italy

‐ Ministry of Education, Science and Technology, Kosovo

‐ Provinca di Alessandria, Italy


‐ University of Science and Technology of Lille I, France

‐ University of Oulu, Finland

‐ University of Tetovo, former Yugoslav Republic of Macedonia


Aims of the Project The aim of the project was to support the Universities of Pristina in Kosovo, the University of Tetovo and the South European University in fYRoM and help them to gain the expertise and experience necessary to implement key features of the Bologna Declaration, in particular ECTS.


‐ The establishment of the ECTS network at central level, involving all Faculties at the University of Pristina. The ECTS Coordinators played a crucial role in reforming the Kosovar higher education system and shaping the old decentralised higher education institutions, impacting on all higher education documents and legislation which are now in force, such as the Law on HE, Law on Vocational Education, Law on the National Qualifications Framework, Law on Research and Innovation as well as different strategies for education and government programmes. These Coordinators are now in senior management positions, such as Head of the Accreditation Board of the Kosovar Accreditation Agency, the Vice Rector for Research and Vice Rector for Quality Assurance, Deans and Vice Deans of the Faculties, Members of Parliaments etc. The University of Pristina started the three cycle system of the Bologna Process in 2005, including third cycle PhD programmes in most faculties.

‐ The establishment of the Quality Assurance (QA) Offices and QA Coordinators in all Faculties of the University of Pristina, who were responsible for internal and external Quality Assurance, leading the process of accreditation, drafting the self‐evaluation reports, evaluating teaching and learning process at the University of Pristina and communication on a regular basis with the Kosovo Accreditation Agency.

‐ The development of the Quality Assurance and Enhancement Strategy of the University of Pristina was approved by the university senate.

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6) Montenegro

The Tempus programme contributed considerably to the advancement and modernization of the Montenegrin higher education system and its alignment with higher education policies in Europe. Tempus projects have dealt mainly with the first and second higher education cycles. The projects have addressed very concrete topics and concrete study programmes and developed new and multidisciplinary ones at a number of faculties. In addition, the equipment at higher education institutions has been upgraded, teaching staff has been trained and teaching materials and methodologies considerably improved. All of these have raised the quality of higher education in general. The academic community in Montenegro has gained experience and is gradually reaching maturity, embarking on Structural Measures projects that touch upon the most crucial and sensitive issues in higher education. Structural Measures projects were very much present in Tempus IV. Some of the topics relate to aspects of lifelong learning, introducing standards and criteria for distance learning at higher education institutions, equal access to higher education for the students with disabilities, establishing closer links with the labour market and with civil society organizations in general, developing legislation in the area of academic recognition and developing procedures for the introduction of modules. The success of Tempus lies primarily in establishing and renewing links and relations between higher education institutions in Montenegro and those from the EU and building relations on mutual interests and trust. Tempus created a platform for long term communication between higher education institutions in Europe and Montenegro, as well as a platform for communication within the Western Balkan region. This helped ensure the sustainability of project results for years to come. The partnerships (re)established between Montenegrin higher education institutions and European ones surpassed the concrete project results, both on a bilateral and regional basis. These partnerships presented one of the most important spin‐off effects of Tempus projects. They opened up opportunities for the continuation of further cooperation. The same can be applied to the situation at local level. Tempus projects gathered all local stakeholders to achieve the same objectives; a high quality education system and higher employability and competitiveness at regional and European level. Therefore, when speaking of sustainability, one can say that the results are sustained in long‐term partnerships at local, regional and European level. As for the newly introduced programmes, these are sustained through the accreditation of these programmes locally, while the sustainability of Structural Measures projects is reflected in the local implementation of the criteria and standards defined in the legislative and strategic documents. What still remains to be one of the most important benefits of Tempus projects is the improved knowledge and capacities of the local teaching staff. Although difficult to measure tangibly, this is a driving force for all the future initiatives and projects, be it through Tempus or some other programmes or initiatives. The capacity of both academic and administrative staff has been considerably improved through participation in Tempus projects. The statistics of projects coordinated by Montenegrin higher education institutions highlight the readiness and maturity of the academic community, as well as their improved capacity to cope with new challenges related to EU project management. The capacities of Montenegrin higher education institutions in the financial management of EU projects are not to be neglected either. Despite the fact that student mobility is not in itself an objective of Tempus projects, students are the most relevant target group and they have felt the benefits of Tempus project results, through

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upgraded teaching methodologies, upgraded facilities, teaching materials, a better approach to students, a more diverse offer of study programmes and in general, improved study conditions in Montenegro.

Two Examples of Projects from Montenegro

Title of Project Development of the Lifelong Learning Concept at the University of Montenegro

Project Number 511382‐TEMPUS‐1‐2010‐1‐XM‐TEMPUS‐SMHES

Year 2010

Coordinator University of Montenegro


‐ Ministry of Education and Sports of Montenegro

‐ Chamber of Economy of Montenegro

‐ Center for Vocational Education, Montenegro

‐ Employment Agency of Montenegro

‐ World University Service ‐ Austrian Committee, Austria

‐ University of Aarhus, Denmark

‐ University of Alicante, Spain

‐ Katholieke Universiteit Leuven, Belgium

Grant Size 437,533 €

Aims of the project The aim of the project was to create an environment that encourages flexible and adaptable courses and modules, so that courses offered are matched with the real needs of the labor market. Institutions were encouraged to define an institutional lifelong learning strategy, develop courses and modules, adapted to the needs of various learners and organise teacher training for delivery of these courses. The awareness of lifelong learning is being raised and promoted in society at large.

Impact of the project The main outcomes of the project to date were:

‐ The adoption of a strategy on Lifelong Learning at the University of Montenegro.

‐ The sustainability of the model secured by defining procedures for the

accreditation of the modules and ECTS.

‐ The signing of an agreement between the University of Montenegro and the

Employment Agency, which guaranteed that the project results would be

exploited in the long run.

‐ The development of a career development centre at the University of

Montenegro which is providing guidance and resources to students, helping them

identify, develop and successfully implement their career‐related goals.

‐ Strengthened links between the higher education sector and the labour market,

as these modules will contribute to the increased skills and knowledge of those

already employed and can also serve as retraining and graduate conversion

courses.

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Title of Project South East European Project for the Advancement of Language Studies

Project Number 511116‐TEMPUS‐1‐2010‐1‐XM‐TEMPUS‐JPCR

Year 2010

Coordinator University of Montenegro


‐ University Ss. Cyril and Methodius, Macedonia ‐ South East European University, Macedonia ‐ University of Tirana, Albania ‐ University of Vlora, Albania ‐ University of Banja Luka, Bosnia and Herzegovina ‐ University of Tuzla, Bosnia and Herzegovina ‐ University of Pristina, Kosovo ‐ Faculty of Legal and Business Studies, Serbia ‐ International University of Novi Pazar, Serbia ‐ University of Maribor, Slovenia ‐ University for Foreigners of Perugia, Italy ‐ University of Erlangen‐Nurnberg, Germany ‐ WUS, Austria


Aims of the project The aim of the project was to advance foreign language studies at the partner universities by:

‐ Upgrading Bachelor study programmes in English, French, German and Italian;

‐ Upgrading existing and create new MA study programmes in translation and interpretation in the Partner Countries;

‐ Promoting good cooperation in the region to encourage ease of mobility for students, teachers and ideas in general;

‐ Promoting the international academic credibility of the region in this field.

Impact of the project The main outcomes of the project have been:

‐ The development of curricula in foreign language studies (in literature, culture, translation, interpretation and foreign languages for special purposes);

‐ The development of learning and teaching styles through courses in the Sanako lab which provided the necessary technological infrastructure;

‐ Training of the lecturers giving courses in didactics, translation and interpretation, literature, culture and foreign languages for special purposes. In several departments that has made the incorporation of technology in teaching and learning easier to apply;

‐ A better sense of belonging to the European academic family and connection through digital and people‐to‐people exchanges;

‐ A review of curriculum needs in the field of literature and culture, translation and interpretation and the programme of foreign languages for special purposes, through comparison of existing ones with those in the region and Europe;

‐ Better intercultural education of students through greater connection and cooperation between colleagues in the EU and Partner Countries;

‐ Enriching students’ and lecturers’ theory and practice of teaching through their participation in two summer schools.

29

7) Serbia

Serbia has participated in Tempus since 2000 (Tempus III and IV). During the last decade, more than 140 projects were implemented by Serbian institutions. Tempus brought Serbian higher education institutions in line with trends in the European Higher Education Area. Programme activities had a huge impact on the redesign of curricula, retraining of staff, establishment of a three‐tier structure of studies and the development of quality assurance systems. Curriculum development projects were the most popular, covering almost all universities and a large number of subject areas. The creation of interdisciplinary programme, (especially Master programmes in recent years) involving staff from various faculties within one university, highlighted the importance of the functional integration of departments in universities. There were also projects that encouraged institutions to create joint programmes which issued a joint or double diploma (e.g. Master programmes in Community Youth Work, Interdisciplinary studies of Southeast Europe, Education Policies and European Studies). Tempus projects contributed to closer cooperation among academia, industry and society at large. In all types of projects, a number of different institutions (enterprises, public bodies, NGOs etc.) took part in activities. Thanks to this, non‐academic partners are starting to get involved in designing continuous education courses and study programmes and their opinion about the competences of the graduate students for the labour market is taken into consideration more often. Links with other levels of education (primary and secondary, vocational education and teacher education), have become an important focus under Tempus IV in Serbia. Through several projects, the programme highlighted the relevance of a more coordinated approach, taking into consideration the whole education system and the concept of lifelong learning. Tempus projects supported the establishment or improvement of several important university centres, with the potential to open higher education institutions to society (Centres for Lifelong Learning, Career Development and Transfer of Innovation). Besides, these centres are promoted as potentially good sources of additional income for institutions in the context of decreased public funding. Higher education institutions have showed interest and have built up their organisational capacity, acting as coordinators in almost half of the Tempus IV‐ funded projects in Serbia. New staff has been trained within the universities, in order to follow project management rules. Serbia has quite a large number of structural measures and governance reform projects, which have targeted challenging issues such as internal and external quality assurance, the role of students in university governance and management, career guidance services, student services supporting the social dimension of higher education, the creation of alumni associations, graduate survey systems, upgrading and digitalisation of university library services and the revision of standards for distance learning education provision etc. These projects created a positive climate and raised the interest of management, teaching and administrative staff, students and other stakeholders in the more efficient functioning of higher education institutions, so that they could better meet the needs of society in general. The Tempus‐funded activities of the Higher Education Reform Expert (HERE) team in Serbia complemented the impact of Tempus projects. HEREs were very active in promoting the links between higher education stakeholders and cooperation with enterprises. Through several seminars organized in cooperation with the Serbian Chamber of Commerce, the topics of entrepreneurship, student internship, career guidance, learning outcomes and competences of graduate students were discussed. HERE team members provided support to the Ministry of Education, in preparing the

30

National strategy for education, as well as the reports and studies addressing higher education development. Two Examples of Projects from Serbia

Title of Project Development of Higher Architectural Education in Serbia: Curriculum Reforms at the Faculty of Architecture, University of Belgrade

Project Number CD‐JEP‐17038

Year 2002

Coordinator Rheinish Westfalische Technische Hochschule Aachen, Germany



‐ Ministry of Culture and Communication, France

‐ Berlage Institute Rotterdam, Netherlands


Aims of the project The aim of the project was to modernise study programmes in line with practice of the EU partner institutions and the recognition of the revised study programmes by national professional associations.


‐ The rationalisation of study programmes taught and a logical, content‐based integration of all subjects into appropriate modules, including student practical work and individual projects. The main characteristics of the revised curricula are: the three‐cycle system, a modular structure of all courses expressed in ECTS, with a one‐semester duration, an obligatory project which counts as 12 ECTS in the BA and 16 ECTS in the MA per semester, one bachelor level for the faculty with few electives and a master level with three specialized profiles, in which 80% of courses are electives and Ph.D. studies (doctorate) by thesis or by project;

‐ Participation of a number of teachers and young faculty staff in project activities;

‐ International contacts were established that contributed greatly to a wider European perspective and the acceptance of EU colleagues’ experience in the reform of architectural studies.

31

Title of Project MAS: Master Programme in Applied Statistics

Project Number JPCR JP 511140

Year 2010

Coordinator University of Novi Sad, Serbia


‐ Statistical Office of the Republic of Serbia

‐ Università degli Studi del Sannio, Italy

‐ University of Oviedo, Spain

‐ Matej Bel University in Banska Bystrica, Slovakia

‐ Vienna University of Economics and Business, Austria

‐ University of Ljubljana, Slovenia

‐ Eotvos Lorand University, Hungary


‐ State University of Novi Pazar, Serbia

‐ University of Nis, Serbia

‐ University of Kragujevac, Serbia

‐ National Bank of Serbia, Serbia

Grant Size 632,807 EUR

Aims of the project The main objectives of the project were:

‐ The capacity‐building for the education of professionals in applied statistics in Serbia, by improving the skills of experts in the relevant fields;

‐ The development and implementation of a master curriculum in applied statistics, in line with existing European study programmes in the field, according to Bologna requirements;

‐ A lifelong learning programme for professionals.


‐ The development of an interdisciplinary programme with four modules: Biomedicine, Economy, Social and Technical sciences at the Universities of Novi Sad, Belgrade and Nis;

‐ The integration process of Serbian universities, due to the fact that several faculties participated in its development and implementation;

‐ A framework for upgrading human and infrastructural potential through teacher training, acquisition of software and books, cooperation between universities, as well as cooperation with non‐academic partners and the transfer of knowledge and experience. Well‐trained professionals in the area of the application of statistics are of great importance for economic and social development in Serbia;

‐ The participation of all state Serbian universities and the main official producers of statistical data, as non‐academic partners in this project have generated significant impact at national level while the EU partners provided the experience and know‐how necessary for the efficient successful achievements of the project’s goals;

‐ Additionally, the data collected within this project has become very useful for evidence‐based policy making, since students may analyse relevant data and topics while they prepare their master theses.

ANNEXES

35

ANNEX I

Brief overview of the Tempus programme

Tempus is the EU's external cooperation programme that has been supporting the modernisation of

higher education systems in the European Union’s neighbouring countries for over 20 years. The

number of Partner Countries involved has changed during this time. At present, the programme

covers the 27 countries in the Western Balkans, Central Asia, Eastern Europe, Northern Africa and

the Middle East3.

Since its creation, Tempus has contributed to promoting cooperation between higher education

institutions in the European Union and the Partner Countries, through various capacity‐building

activities. It also promotes the voluntary convergence of higher education systems in these countries

with EU policies and processes in higher education, including the Bologna Process. Indeed, the

Bologna Process has become a reference for most of Tempus Partner Countries, by setting in motion

a series of reforms, to modernise higher education systems and to make them more compatible and

comparable.

Background

Initially covering countries in Central and Eastern Europe, the first phase of the programme was

launched in 1990 and lasted until 1993. During this period, Tempus sought to contribute to socio‐

economic reforms, through cooperation in higher education. These countries were later to join the

EU itself.

The second phase of the programme, Tempus II, covered the next six years (1994‐1999). During this

period, the programme was extended to certain countries in Eastern Europe and Central Asia.

National priorities for the Programme, defined by national authorities were introduced for the first

time.

The third phase of Tempus was implemented from 2000 to 2006. The concept of cooperation

between different countries in the same region was introduced during this time. In the framework of

the Euro‐Mediterranean partnership, Tempus III was extended to North Africa and the Middle East,

with a view to contributing to promoting socio‐economic development of this region. The

programme also aimed at promoting inter‐cultural understanding as a means of sustainable growth,

peace and reinforced the 'intercultural' and 'civil society' dimension of the EU's policies in these

regions.

Since 2007, Tempus has entered its fourth phase, which runs until 2013. It puts emphasis on regional

and cross‐regional cooperation and reinforcing links between higher education and society. The

programme is integrated into the European Union’s 'Neighbourhood', 'Enlargement' and

'Development' policies, which aim to promote prosperity, stability and security.

3 Tempus partners (2013): Albania, Algeria, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Egypt, Georgia, Israel, Jordan,

Kazakhstan, Kyrgyzstan, Lebanon, Libya, Moldova, Montenegro, Morocco, Palestine, Russia, Serbia, Syria, Tajikistan, Tunisia, Turkmenistan,

Ukraine, Uzbekistan and Kosovo

36

Tempus is funded by three financial instruments: the Instrument for Pre‐accession Assistance (IPA),

the Development Cooperation Instrument (DCI) and the European Neighbourhood and Partnership

Instrument (ENPI).

Main characteristics of Tempus

Tempus was designed to contribute to reforming and upgrading the higher education institutions and

systems in the Tempus Partner Countries. Through cooperation at higher education level, the

programme also aims to strengthen civil society, promote democracy, as well as enhancing mutual

understanding and intercultural dialogue between the EU and its partners. It promotes a "bottom‐

up" approach, since the content and methodology of the projects are left to project beneficiaries to

define (within the priorities set by the Call). However, the Programme can also be described as

"demand‐driven", since the national and regional priorities are established by the national

authorities in each Partner Country, to maximise the impact of the Programme on the higher

education reform process.

Tempus IV supports three types of projects:

- Joint Projects target higher education institutions and fund multilateral partnerships between these EU and Partner Country institutions, to develop, modernise and disseminate new curricula, teaching methods and teaching materials. They also aim to enhance quality assurance mechanisms in institutions, modernise the governance and management of higher education institutions and strengthen their contribution to lifelong learning and the ‘knowledge triangle’ of ‘education‐research‐innovation’.

- Structural Measures aim to reform higher education systems in the Partner Countries and to enhance their quality and relevance to the world of work and society at large. They promote further convergence with EU developments in the field of higher education. They focus on issues linked to the reform of governance in higher education institutions (qualification systems, quality assurance mechanisms, autonomy of institutions…) and foster links between higher education, the world of work and other sectors of education. They can also include studies and research, the organisation of national, regional and thematic conferences and seminars, the provision of training, policy advice and the dissemination of information.

Both Joint Projects and Structural Measures are funded through Calls for proposal. The grant

awarded varies between 0.5 to 1.5 million EUR.

- Accompanying Measures are funded through Calls for Tender or Framework Contracts. They comprise of dissemination and information activities such as thematic conferences, studies and activities which aim to identify and highlight good practice or consultation of stakeholders. They are also used to fund the National Tempus Offices and the activities of the group of ‘Higher Education Reform Experts’ in the Tempus Partner Countries.

Management of Tempus

The Education, Audiovisual and Culture Executive Agency (EACEA) is responsible for both the

management and the implementation of Tempus, under powers delegated by the European

Commission. The Directorate‐General for Development and Co‐Operation‐EuropeAid and the

Directorate‐General for Enlargement allocate funds directly to the Executive Agency to manage the

Programme and thus have the formal responsibility for supervising its activities. The Directorate‐

37

General for Education and Culture brings its expertise and facilitates links with the European Union's

internal higher education reform policies. The European External Action Service contributes to the

strategic orientations of the Programme.

39

ANNEX II

Statistics on the Number of Projects in Tempus I and Tempus II (1991‐1999)

JOINT EUROPEAN PROJECTS

STRUCTURAL AND COMPLEMENTARY

MEASURES TOTAL

Albania 50 21 71

Bosnia and Herzegovina 18 7 25

The former Yugoslav


25 11 36

Yugoslavia 71 19 90

41

ANNEX III

Statistics on the Number of Projects in Tempus III (2000‐2006)

JOINT EUROPEAN PROJECTS

STRUCTURAL AND COMPLEMENTARY

MEASURES TOTAL

Albania 40 7 47

Bosnia and Herzegovina 54 22 76

Croatia 68 19 87

The former Yugoslav


68 26 94

Kosovo 19 10 29

Montenegro 16 10 26

Serbia 76 27 103

43

ANNEX IV

Statistics on the number of projects in Tempus IV (2008‐2013)

Applications submitted

(Number of applications in which the country was involved as partner or coordinator)

TOTAL

2008 2009 2010 2011 2012 2013 (2008‐13)

Albania 28 32 23 28 39 65 215


41 56 33 50 61 75 316

Croatia* 40 50 ‐ ‐ ‐ * 90

The former Yugoslav


68 56 41 ‐ ‐ ‐ 165

Kosovo 17 20 20 22 27 60 166

Montenegro 20 26 17 39 48 67 217

Serbia 66 81 49 74 59 103 432

Total** 127 168 95 104 123 202 819

* In 2013, Croatia was involved in 35 applications, but in the role of EU Member State, not as Partner Country

**Country figures cannot be added, as several countries can be involved in the same project

Selected projects

APP/PAR = Number of selected projects in which the country's institutions were partner or coordinator

APP = Number of selected projects in which the country's institutions were coordinator

TOTAL

2008 2009 2010 2011 2012 2013 (2008‐2013)

APP/ PAR

APP APP/ PAR

APP APP/ PAR

APP APP/ PAR

APP APP/ PAR

APP APP/ PAR

APP APP/ PAR

APP

Albania 7 0 3 0 5 0 5 0 3 0 9 1 32 1


9 2 7 0 6 0 8 2 13 1 10 0 53 5

Croatia* 9 2 6 1 ‐ ‐ ‐ ‐ ‐ ‐ * * 15 3

The former Yugoslav Republic of Macedonia

16 1 10 2 7 0 ‐ ‐ ‐ ‐ ‐ ‐ 33 3

Kosovo 6 1 6 1 5 1 5 0 6 1 11 2 39 6

Montenegro 7 0 4 0 4 2 7 0 8 2 11 3 41 7

Serbia 17 7 13 6 12 8 11 6 13 8 18 13 84 48

Total** 27 13 25 10 21 11 17 8 24 12 35 19 149 73

* In 2013, Croatia was involved in 7 accepted projects (2 as coordinator), but in the role of EU Member State, not as Partner

Country

** Country figures cannot be added, as several countries can be involved in the same project

44

Joint Projects and Structural Measures Projects

JP = Joint Projects (to develop higher education institutions, e.g. by modernising curricula or governance)

SM = Structural Measures (to carry out structural reforms to higher education systems at national level)

2008 2009 2010 2011 2012 2013 Total JP SM Total JP SM Total JP SM Total JP SM Total JP SM Total JP SM Total

Albania 7 0 7 3 0 3 4 1 5 5 0 5 2 1 3 8 1 9 32

Bosnia and Herzegovina 6 3 9 4 3 7 3 3 6 6 2 8 11 2 13 9 1 10 53

Croatia* 8 1 9 5 1 6 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ * * * 15

Former Yugoslav Republic of Macedonia

12 4 16 9 1 10 5 2 7 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 33

Kosovo 4 2 6 5 1 6 5 0 5 5 0 5 6 0 6 9 2 11 39

Montenegro 4 3 7 4 0 4 1 3 4 7 0 7 6 2 8 10 1 11 41

Serbia 15 2 17 11 2 13 9 3 12 8 3 11 12 1 13 14 4 18 84

Total** 21 6 27 19 6 25 15 6 21 12 5 17 20 4 24 26 9 35 149

* In 2013, Croatia was involved in 7 accepted projects (5 JP, 2 SM), but in the role of EU Member State, not as Partner Country


National Projects and Multi‐Country Projects

N = National project

MC = Multi‐country project

2008 2009 2010 2011 2012 2013 Total N MC Total N MC Total N MC Total N MC Total N MC Total N MC Total

Albania 0 7 7 0 3 3 0 5 5 0 5 5 2 1 3 1 8 9 32

Bosnia and Herzegovina 0 9 9 2 5 7 2 4 6 2 6 8 2 11 13 1 9 10 53

Croatia 0 9 9 2 4 6 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ * * * 15

Former Yugoslav Republic of Macedonia

2 14 16 1 9 10 1 6 7 ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ ‐ 33

Kosovo 1 5 6 2 4 6 3 2 5 1 4 5 3 3 6 6 5 11 39

Montenegro 0 7 7 1 3 4 1 3 4 1 6 7 1 7 8 2 9 11 41

Serbia 4 13 17 5 8 13 7 5 12 5 6 11 3 10 13 12 6 18 84

Total** 7 20 27 13 12 25 14 7 21 9 8 17 11 13 24 22 13 35 149

* In 2013, Croatia was involved in 7 accepted projects, but in the role of EU Member State, not as Partner Country


ANNEX V

List of Participating Institutions in Tempus IV

(First 5 Calls for Proposal – data retrieved in January 2013)

47

Participation of Higher Education Institutions in Tempus IV projects (2008-2012)

Albania

Number of projects

Partner Institution/Organisation City As

grantholder As

partner Total

University of Tirana Tirana 0 10 10

Agricultural University of Tirana Tirana 0 9 9

Polytechnic University of Tirana Tirana 0 6 6

University of Korça "Fan S. Noli" Korca 0 6 6

University of Shkodra "Luigj Gurakuqi" Shkodra 0 6 6

Aleksandër Moisiu University of Durrës Durres 0 4 4

University of Elbasan "Aleksander Xhuvani" Elbasan 0 2 2

University of Vlora "Ismail Qemali" Vlora 0 2 2

Epoka University Tirana 0 1 1

European University of Tirana Tirana 0 1 1

University "Marin Barleti" Tirana 0 1 1

University of Gjirokastra Gjirokastra 0 1 1

Academy of Physical Education and Sports "Vojo Kushi"

Tirana 0 1 1

Total number of participations* 0 50 50

Total number of projects in which institutions from the country are involved

23

Total number of Higher Education institutions involved in Tempus projects

13

* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.

48



Number of projects


grantholder As

partner Total

University of Banja Luka Banja Luka

0 27 27

University of Sarajevo Sarajevo 4 21 25

University of Tuzla Tuzla 0 19 19

University of Mostar Mostar 0 18 18

University of East Sarajevo

East Sarajevo - Zvornik - Foca

0 12 12

University of Zenica Zenica 1 10 11

Dzemal Bijedic University of Mostar Mostar 0 9 9

University of Bihac Bihac 0 8 8

Slobomir P University Slobomir 0 1 1



43


9


49


Croatia

Number of projects


grantholder As

partner Total

University of Zagreb Zagreb 3 9 12

University of Split Split 0 7 7

University of Osijek Osijek 0 6 6

University of Rijeka Rijeka 0 5 5

University of Zadar Zadar 0 5 5

University of Dubrovnik Dubrovnik 0 3 3

University of Pula Pula 0 2 2



15


7


50

Participation of Higher Education Institutions in Tempus IV projects

(2008-2012)

Former Yugoslav Republic of Macedonia (FYROM)

Number of projects


grantholder As partner Total

Sts Cyril and Methodius University Skopje 3 20 23

St. Kliment Ohridski University Skopje - Bitola - Prilep -

Veles 0 14 14

South Eastern Europe University Tetovo 0 13 13

Goce Delcev University Stip 0 11 11

State University of Tetovo Tetovo 0 10 10

FON First Private University Skopje 0 5 5

European University Skopje 0 2 2

New York University Skopje 0 1 1

University American College Skopje 0 1 1



33


9


51


Kosovo

Number of projects


grantholder As

partner Total

University of Pristina Prishtinë/Priština 2 13 15

University of Mitrovica Mitrovicë/Mitrovica

2 5 7

College Dardania Prishtinë/Priština 0 4 4

University of Prizren Prizren 0 3 3

College Aab-Riinvest Prishtinë/Priština 0 2 2

College Biznesi Prishtinë/Priština 0 2 2

College Fama Prishtinë/Priština 0 2 2

College Pjetër Budi Prishtinë/Priština 0 2 2

Higher Professional School Tempulli Prishtinë/Priština 0 2 2

Higher Professional School of Arts Evolucion Prishtinë/Priština 0 2 2

University for Business and Technology Prishtinë/Priština 0 2 2

College Iliria Prishtinë/Priština 0 2 2

College Dukagjini Pejë/Peć 0 1 1

College Universum Prishtinë/Priština 0 1 1

College Victory Prishtinë/Priština 0 1 1

Higher Professional School QEAP-Heimerer Prishtinë/Priština 0 1 1

College AAB Lipjan/Lipljan 0 1 1


Total number of projects in which institutions are involved

28


18

* This figure corresponds to the total number of times that the institutions have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.

52


Montenegro

Number of projects


grantholder As

partner Total

University of Montenegro Podgorica -

Niksic 4 25 29

University Mediterranean Podgorica 0 3 3

University of Donja Gorica Podgorica 0 2 2

Faculty for Management Herceg Novi Herceg Novi 0 1 1



30


4


53


Serbia

Number of projects


grantholder As

partner Total

University of Novi Sad Novi Sad 8 38 46

University of Belgrade Belgrade 11 31 42

University of Kragujevac Kragujevac 6 26 32

University of Nis Nis 4 23 27

State University of Novi Pazar Novi Pazar 1 11 12

Singidunum University Belgrade 0 8 8

University of Arts in Belgrade Belgrade 1 4 5

Business and Technical College of Applied Sciences in Uzice Uzice 0 5 5

Technical College of Applied Sciences in Nis Nis 0 4 4

Megatrend University Belgrade 0 3 3

Technical College of Applied Sciences in Subotica Subotica 0 3 3

College of Applied Sciences of Information and Communication Technologies in Belgrade

Belgrade 1 1 2

Agriculture and Food College of Applied Sciences in Prokuplje Prokuplje 1 1 2

Agriculture College of Applied Sciences in Sabac Sabac 0 2 2

Belgrade Metropolitan University Belgrade 0 2 2

College of Applied Sciences in Vranje Vranje 0 2 2

Railway College of Applied Sciences in Belgrade Belgrade 0 2 2

Technical College of Applied Sciences in Pozarevac Pozarevac 0 2 2

Textile College of Applied Sciences in Leskovac Leskovac 0 2 2

Business College of Applied Sciences in Novi Sad Novi Sad 1 0 1

Alfa University Belgrade 0 1 1

College of Legal and Business Studies dr Lazar Vrkatic Novi Sad 0 1 1

College of Applied Sciences for Educators in Krusevac Krusevac 0 1 1

College of Applied Sciences for Educators in Pirot Pirot 0 1 1

Educons University Sremska Kamenica

0 1 1

International University of Novi Pazar Novi Pazar 0 1 1

54

Medical College of Applied Sciences in Cuprija Cuprija 0 1 1

Technical College of Applied Studies in Mechanical Engineering in Trstenik

Trstenik 0 1 1

Technological College of Applied Sciences in Krusevac Krusevac 0 1 1

Union University Belgrade 0 1 1

University of Defence Belgrade 0 1 1



66


31


55

Annex VI

Tempus Events Organised in the Western Balkan Region

26‐27 April, 2010, Tempus Regional Seminar on University Governance in the Western Balkans,

EACEA, Montenegro

21‐22 February, 2011, Tempus Higher Education Reform Expert's Regional Seminar on 'Quality

Assurance and Accreditation', UNICA, Tirana, Albania

29‐30 March, 2011, 'Tempus@20': Ministerial Conference to Celebrate the 20th Anniversary of the

Tempus Programme, EACEA, Belgrade, Serbia

14‐15 June, 2012, Tempus Regional Seminar on the Management of Human Resources in Public

Higher Education in the Western Balkans, EACEA, Sarajevo, Bosnia and Herzegovina

In addition, it is worth noting that every year, Information Days to promote the Tempus Programme are organised.

57

ANNEX VII

List of Publications from the Tempus Series

"A Tempus Study" is a series of studies providing an in‐depth overview about the management, achievements and

impact of the Tempus programme:

Reilly, John and Ard Jongsma, 'Changing Rules: A Review of Tempus Support to University Governance', A Tempus Study No

1, February 2010, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency. 'State of Play of the Bologna Process in the Tempus Countries (2009‐

2010)', A Tempus Study, No 2, March 2010, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency. 'State of Play of the Bologna Process in the Tempus Countries of the

Southern Mediterranean, 2009‐2010', A Tempus Study, No 3, April 2010, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner

Countries: Eastern Europe, A Tempus Study', No 4, March 2011, EACEA, Brussels.


Countries: Central Asia', A Tempus Study, No 5, March 2011, EACEA, Brussels.


Countries: Western Balkans', A Tempus Study, No 6, March 2011, EACEA, Brussels.


Countries: Southern Mediterranean', A Tempus Study, No 7, March 2011, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency. 'Regional Seminars on University Governance in the Tempus Partner

Countries (2010‐2011) ‐ Conclusions', A Tempus Study, No 8, October 2011, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency. 'State of Play of the Bologna Process in the Tempus Partner Countries

(2012)', A Tempus Study, No 9, April 2012, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency. 'Human Resource Management in Public Higher Education in the

Tempus Partner Countries', A Tempus Study, No 10, June 2012, EACEA, Brussels.


Countries: Eastern Europe, A Tempus Study', No 11, November 2012, EACEA, Brussels.


Countries: Central Asia', A Tempus Study, No 12, November 2012, EACEA, Brussels.


Countries: Western Balkans', A Tempus Study, No 13, November 2012, EACEA, Brussels.


Countries: Southern Mediterranean', A Tempus Study, No 14, November 2012 March 2011, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency, 'The Main Achievements of the Tempus Programme in the Southern

Mediterranean', A Tempus Study, No 15, June 2013, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency, 'The Main Achievements of the Tempus Programme in Eastern

Europe, A Tempus Study, No 16, July 2013, EACEA, Brussels.

Kelo, Maria and Flora Dubosc, 'Regional Seminars on Human Resource Management in Public Higher Education in the

Tempus Partner Countries (2012‐2013): Conclusions', A Tempus Study, No 17, November 2013, EACEA, Brussels.

These documents are available on the Tempus website:

http://eacea.ec.europa.eu/tempus

AUTHORS

Róisín Mc Cabe

Piia Heinämäki

Antonella Giorgio

Philippe Ruffio

EDUCATION, AUDIOVISUAL AND CULTURE EXECUTIVE AGENCY

UNIT P10 – Tempus and Bilateral Cooperation with Industrialised Countries

Avenue du Bourget, 1

B‐1049 Brussels

(http://eacea.ec.europa.eu/tempus)

THE EXECUTIVE AGENCY WORKS UNDER THE SUPERVISION OF THE COMMISSION DIRECTORATES‐

GENERAL. FUNDS OF THE TEMPUS PROGRAMME ARE DELEGATED TO THE AGENCY BY THE

EUROPEAID DEVELOPMENT AND CO‐OPERATION DIRECTORATE‐GENERAL AND BY THE

DIRECTORATE‐GENERAL FOR ENLARGEMENT.

HOW TO OBTAIN EU PUBLICATIONS

Free publications: • one copy:

via EU Bookshop (http://bookshop.europa.eu);

• more than one copy or posters/maps: from the European Union’s representations (http://ec.europa.eu/represent_en.htm);from the delegations in non-EU countries (http://eeas.europa.eu/delegations/index_en.htm);by contacting the Europe Direct service (http://europa.eu/europedirect/index_en.htm) or calling 00 800 6 7 8 9 10 11 (freephone number from anywhere in the EU) (*).

(*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you).

Priced publications: • via EU Bookshop (http://bookshop.europa.eu).

Priced subscriptions: • via one of the sales agents of the Publications Office of the European Union

(http://publications.europa.eu/others/agents/index_en.htm).

ISSN 1831-9726

EC

-AA

-13-018-EN

-C

Education, Audiovisual & Culture Executive AgencyTempus & Bilateral Cooperation with Industrialised Countries

Write to us: Visit us:Tempus Programme Rue Colonel Bourg, 135-139Avenue du Bourget, 1 (BOUR 02/017) 1140 Brussels1049 Brussels BelgiumBelgium

Phone: +(32 2) 299 6867Fax: +(32 2) 299 4530

Website:http://eacea.ec.europa.eu/tempus

General questions about the programme:[email protected]

Questions about a specific Call for Proposals:[email protected]

Documents

A TEMPUS STUDYfiles.interuv.eu/200001035-46cd147c61/Tempus study... · Tempus I Tempus II Tempus III** Tempus IV Total Albania 17 54 47 32 150 Bosnia and Herzegovina ‐ 25 76 53