TEMPUS

Conference - Conférence - Konferenz

The Dynamics of Tempus in Higher Education La Dynamique Tempus dans l’Enseignement

Supérieur Die Dynamik von Tempus im Hochschulwesen

14 - 15/11/1997 Slovenia - Slovénie - Slowenien

Conference Report - Rapport de conférence - Konferenzbericht

A great deal of additional information on the European Union is available on the Internet. It can be accessed

through the Europa server (http://europa.eu.int). De nombreuses autres informations sur l’Union européenne sont

disponibles sur Internet via le serveur Europa (http://europa.eu.int). Zahlreiche weitere Informationen zur

Europäischen Union sind verfügbar über Internet, Server Europa (http://europa.eu.int). Cataloguing data can be found at the end of this publication. Une fiche bibliographique figure à la fin de l’ouvrage. Bibliographische Daten befinden sich am Ende der Veröffentlichung. Luxembourg: Office for Official Publications of the European Communities, 1998 Luxembourg: Office des publications officielles des Communautés européennes, 1998 Luxemburg: Amt für amtliche Veröffentlichungen der Europäischen Gemeinschaften, 1998 ISBN 92-9157-172-5 © European Communities - Communautés européennes - Europäische Gemeinschaften, 1998 Reproduction is authorised provided the source is acknowledged. Reproduction autorisée, moyennant mention de la source. Nachdruck mit Quellenangabe gestattet.

Printed in Italy

Prepared for the European Commission Préparé pour la Commission européenne Erstellt für die Europäische Kommission

Directorate-General XXII - Education, Training and Youth Direction générale XXII - Éducation, formation et jeunesse

Generaldirektion XXII - Allgemeine und berufliche Bildung, Jugend

by the - par la - durch die European Training Foundation

Fondation européenne pour la formation Europäische Stiftung für Berufsbildung

Villa Gualino, Viale Settimio Severo, 65, I-10133 Torino

Tel: (39)11 630 22 22 / Fax: (39)11 630 22 00 / e-mail: info@etf.eu.int Web: http://www.etf.eu.int

The European Training Foundation is an agency of the European Union which works in the field of vocational education and training in Central and Eastern Europe, the New Independent States and Mongolia. The Foundation also provides technical assistance to the European Commission for the Tempus Programme.

La Fondation européenne pour la formation est une agence de l’Union européenne établie pour oeuvrer dans le domaine de l’enseignement et de la formation professionnels en Europe centrale et orientale, dans les Nouveaux États Indépendants et en Mongolie. La Fondation fournit également une assistance technique à la Commission européenne pour le Programme Tempus.

Die Europäische Stiftung für Berufsbildung ist eine Einrichtung der Europäischen Union. Sie arbeitet im Bereich der Berufsbildung in den Ländern Mittel- und Osteuropas, den Neuen Unabhängigen Staaten und der Mongolei. Außerdem unterstützt die Stiftung die Europäische Kommission bei der Durchführung des Tempus-Programms.

THE DYNAMICS OF TEMPUS IN HIGHER EDUCATION

Contents

SUMMARY REPORT.....................................................................................................

Introduction............................................................................................................

Eight years of trans-European academic cooperation............................................

Fundamental change ....................................................................................

Consolidation...............................................................................................

The challenges for Tempus II bis...........................................................................

The associated countries ..............................................................................

South-eastern Europe...................................................................................

Tempus Tacis...............................................................................................

Higher education for building a well-balanced society .........................................

Universities as depositories for values and ideas.........................................

Life-long learning ........................................................................................

Towards a common agenda .........................................................................

Institution Building......................................................................................

From Islands of Innovation…................................................................................

…to a continent of change. ....................................................................................

WORKSHOP REPORTS.................................................................................................

SESSION - KEY ACHIEVEMENTS OF TEMPUS..........................................................

From Higher Education Restructuring to Institutional Reform. How to build on past success? The use of dissemination of project outcomes.............................................

Quality assurance and staff development - models and rationale to introduce them. .........................................................................

Reform teaching in economics in the Tacis countries .................................

SESSION - KEY THEMES OF TEMPUS II BIS.............................................................

University strategic management - model and method to adapt university development to a changing local environment ...........................

Model for Lifelong Learning .......................................................................

PROGRAMME ................................................................................................................

SUMMARY REPORT

THE DYNAMICS OF TEMPUS

Introduction

When, in 1989, the Berlin wall fell and the snowball of change raged through Central and Eastern Europe, the EU member states suddenly found themselves confronted with wholly unexpected challenges to the established views on their split continent. Out of the dramatic scenes in their eastern backyard loomed the beginning of a new era for European co-operation. The European Commission was quick to free funds in support of reform in the region. The Phare programme was launched. Save for its meaning in French (‘lighthouse’), the acronym - Pologne, Hongrie: Assistance à la Restructuration Economique - didn’t hold long. As more countries followed, the programme expanded accordingly and when also the Soviet Union collapsed, assistance was extended to the New Independent States through the Tacis programme. Dynamic it was, dynamic it remained.

One way or another, all of the higher education systems which emerged from behind the ‘Iron Curtain’ bore the stamp of decades of communist rule. Education was centrally managed and contact with other partners in society had been rigidly channelled through national authorities. Most horizontal links had eroded beyond acceptable levels. In many countries, particularly those emerging from the former Soviet Union, a strong focus on theoretical and applied sciences had left the humanities badly neglected. University graduates were highly specialised. ‘Flexibility’ was not part of the academic vocabulary.

Smooth as the revolutions in 1989 and 1990 may have been, the following transition period proved more painful, not least for the education sector. Public funding nose-dived in most countries. In the New Independent States the life-line with Moscow was abruptly cut. The main client for research, the army, was bankrupt. Regional co-operation suddenly became international co-operation. In many cases, the available funds were barely enough to survive. Extra investments for reform were lacking almost everywhere.

Within Phare and Tacis, Tempus was the programme promoting reform through academic co-operation. Through Tempus, grants were made available to co-operating consortia of universities. Consortia were made up of universities from different EU countries and at least one university in those partner countries. Together, they launched targeted reform activities in the ‘partner countries’. Their projects were - and are still - referred to as Joint European Projects or JEPs. A whole range of other measures were introduced as the needs arose.

‘Stretching from Portugal to Mongolia and with more than 2,200 higher education establishments involved, Tempus has constituted the largest university network in academic history.’

Dr Pavel Zgaga, State Secretary of Education and Sport, Slovenia.

In late 1997, six months before the start of Tempus II bis, the European Commission considered the time right to take stock of the achievements 2,200 higher education establishments on the Eurasian continent had made through 1,500 Joint European Projects and many other supportive measures, and explore options for the future of the programme. On 14 and 15 November 1997, 150 delegates from education authorities, universities, the European Commission, the European Training Foundation, and programme offices of all 41 countries involved in the Tempus programme gathered in Portoroz, Slovenia. This publication aims to summarise and interpret the progress made at that meeting.

Eight years of trans-European academic cooperation

Fundamental change

From its early years, Tempus has aimed at setting the reform process in motion at the bottom end of the university pyramid. Departments in the partner countries were linked to departments in the EU. Together, academics tackled academic issues in neglected fields or areas requiring immediate support so as to avoid fatal regression. Lasting relationships were built. For many universities, Tempus became the main gateway to new international contacts and thus to awareness on alternative teaching methods and new academic and pedagogic developments.

The choice for a bottom-up approach in the first years of Tempus was a deliberate one. The will to change was considered strongest on the workshop floor. In the previous years, university management appointments had often been politically driven. In the short term, higher management was feared to be less receptive to the call for reform. Causing a landslide at the very foundation of academia was more likely to produce lasting results.

At the hundreds of departments where Tempus projects were carried out, the impact of the programme was massive. Rigid curricula were binned and replaced with modular structures or forged into internationally compatible formats. Staff were retrained to the most up-to-date standards. Partner institutions were wired up to access the Internet with its wealth of new international opportunities. Between 1990 and 1997, tens of thousands of computer terminals were installed and almost 100,000 international staff and student exchanges were carried out with Tempus funding.

Consolidation

In the first years, the choice of academic subjects was subordinate to the establishment of strong academic links. However, as soon as the initial hand-shake had taken place, the programme was reviewed. To respond better to the individual needs of each country, under Tempus II (1994-1998) academic contents became a crucial selection criterion. Together with the national authorities of the partner countries, ‘national priorities’ were drawn up. They were reviewed annually and formed the backbone of the project selection process.

At the same time, in many countries the focus of higher education reform had moved from the academic to the institutional arena. Public funding was dwindling and decentralised ad-hoc reform activities mushroomed. The need for new administrative structures - efficiently accommodating the changes - became increasingly pressing. A true managerial clear-out had refreshed most of the higher education administrations, justifying a shift of attention up the university pyramid. Within Tempus Phare, actions aiming specifically at institutional reform were devised. Local progress had to be harnessed by institutional long-term strategies. In the Tacis countries, a combination of restricted funding and a vast geographic target area had never really allowed Tempus to confine its activities to the grass-roots level. The limited funds could simply not be expected to cause a definitive landslide in post-soviet academia.

It was also during the implementation of Tempus II that the prospect of eastward extension of the EU first dawned on the horizon. This put a whole range of new issues on the agendas of the countries involved. Preparations were made for the inclusion of the candidate countries in the regular EU education programmes, such as Socrates and Leonardo. Tempus could play a crucial role in a transitory phase. More importantly, the prospect of accession suddenly generated a whole new range of training needs on topics such as European law, European financing and European trade. Tempus is now offering to deal with the training in such subjects through the know-how of universities.

In 1997 the Commission decided to extend the second phase of Tempus with a 2-year period (Tempus II bis) starting in 1998 and ending in 2000.

The challenges for Tempus II bis

Although Tempus has always been sensitive to each individual country’s requirements, the beneficiary countries can now be roughly divided into three groups: the associated countries, the Phare non-associated countries and the Tacis countries. In each group the programme strategy and the modes of co-operation are quite different.

The associated countries

As we will see later, many of the associated countries have arrived at a stage where the issues at stake in higher education debates are similar - though of a different scale - to those in the EU: the need for a reorientation on the role of the university in society, the drive towards modularization of curricula, the necessity to increase the efficiency of education due to budgetary constraints, and the concern about quality as access to education increases. ‘The issues are the same, the scale is very different.’

Prof. Boris Tomov, Rector of the University of Rousse, Bulgaria.

All of these issues are addressed more at the managerial and political level than on the workshop floor. The same goes for the issue of the sudden burst of training needs brought about by the prospect of accession into the European Union and the preparation for entering the EU’s education programmes. Moreover, as Tempus has in many places achieved its initial goal: introducing reform at the grassroots of academia, the need for co-ordinating these isolated initiatives has become pressing. This co-ordination of the follow-up on project results is also an issue which needs to be addressed at institutional and even national level rather than in the laboratories and auditoria.

Finally, as it has done in the past, Tempus will stick closely to the overall Phare orientation. The latter is geared towards preparation for accession through Institution Building (see below). Under Tempus II bis the main target in the associated countries will therefore be the university as an organisation and as an institution in society.

As regards its relationship with the Socrates programme, those features which complement rather than overlap Socrates activity will be stressed.

South-eastern Europe

The three non-associated countries in Tempus are all in the Balkan area. They are Albania, Bosnia and Hercegovina and the Former Yugoslav Republic of Macedonia. Chaotic as the situation in south-eastern Europe may seem, Tempus can play an important role in the reconstruction of university life in the region. As elsewhere in the world, higher education is booming and new institutions are mushrooming. The countries concerned are in the process of reorganising their education systems. ‘The impact of Tempus is not limited to the universities. A good part of our academics have, due to the experience acquired through Tempus projects, moved on to key positions in society.’

Dr. Ass. Prof. Tamara Luarasi, Director of the Albanian National Tempus Office.

One of the very few common characteristics for the three countries is the degree of autonomy individual faculties enjoy. This thwarts the development and implementation of institutional strategies, and generally hampers horizontal collaboration. Tempus can play an important role in addressing these problems. The will to change is strong. The need to change is becoming urgent as more mouths make the food scarce. By building on its past experience, Tempus can make an important contribution to the development of a competent higher education sector in the region. By exploiting its co-operative nature, Tempus can support the development of horizontal links between the different communities of the Balkan area.

Tempus Tacis

The Tacis countries each have their individual needs, often very different from country to country. Public funding is now down to almost negligible levels and the social and economic changes are nowhere as extreme as in the countries which have emerged from the former Soviet Union. However, the Tempus Tacis budget is relatively limited.1 A programme strategy different to the one pursued under Tempus Phare is therefore required. ‘The quality of higher education in Russia is declining at an alarming rate. Bad input makes that we can no longer guarantee good output.’

Prof. Dr. Alfred Dulson, Rector of Tomsk University, Russia.

Under Tempus Tacis, focus has been on establishing links with EU universities and setting examples of good practice with wide dissemination of the results of these ‘model operations’. In these countries, the transfer of expertise through Tempus has concentrated on helping universities to support reform in other sectors of society.

At the risk of failing to penetrate to the bottom of the university pyramid, more activities have been targeted at the university management level than under Phare. At those universities where reform processes were successfully set in motion, whole pyramids were moved. Funding problems in all Tacis countries are acute, to say the least. Prioritised support areas have therefore included increasing the efficiency of university management, improving higher education’s responsiveness to the changing needs of a society in transition, attracting external funding by establishing links with local industry and establishing international relations offices. In terms of academic subjects, economics and European languages were favourites.

Through co-ordinated dissemination activities, results of successful Tempus Tacis operations are now being cascaded throughout the different academic communities. This approach will be continued under Tempus II bis.

Higher education for building a well-balanced society

There are signs that the pace of economic, social and political change in many of Tempus’ partner countries is slowing down. Growing challenges to further development are posed by booming crime rates, continuing corruption and alarming unemployment figures. These in turn seem to lead to increasing ethnic and religious intolerance and a spreading apathy towards politics and towards governments which have not provided the instant solutions perhaps hoped for.

While democratic institutions have been successfully established in the region, questions concerning their effectiveness and sustainability may unfortunately still be raised. Many factors can contribute to the success or failure of democratic institutions. However, some general conditions for the sustainable development of a well-balanced society can be identified quite easily. One such condition is the presence of mechanisms ensuring the transfer of knowledge, skills and values related to the sustenance of a pluralistic democracy.

Universities as depositories for values and ideas

‘The training of highly qualified, but also well-rounded young people with a broad set of personal and transferable skills and especially competencies, and thus also equipped to promote the values of a democratic society, plays a crucial role in the process of crystallising civil society and becomes almost a precondition for successful economic and political development.’

Lesley Wilson, Director of the UNESCO Centre for Higher Education (CEPES) in Bucharest, Romania.

Throughout the ages, universities have been called upon to perform activities directly related to the economic and social development of the societies in which they function. With student numbers soaring in the second half of this century, the impact on society of any such activity from the higher education sector has increased dramatically. Thus, a very strong case can be made for involving higher education more directly and in a more systematic way in the process of embedding democratic values in the core of a developing society.

Until now, higher education support programmes (not only Tempus but also the majority of programmes as well as bilateral initiatives) have focused mainly on the development of human capital - in other words: on the ‘production’ of young, highly qualified graduates. Much of the reform activities have been aimed at increasing the density of East-West networks, increasing the transfer of know-how, and increasing the development of courses and qualifications directly responding to the new economic needs. How Tempus could better contribute to the consolidation of democratic institutions and processes (institution building) - and through this to the development of civil society has until recently been an issue of little direct concern. It was a major topic at the conference in Portoroz in which many current higher education development issues were closely intertwined.

Life-long learning

In the EU, the debate on life-long learning is heating up. This development is rooted both in a generally growing desire of individuals to keep learning throughout their adult lives and in the need for professionals to keep pace with the rapid changes of our time. The world has become the academic’s oyster. Yesterday’s technological novelties are tomorrow’s relics. Knowledge and skills become outdated more quickly than ever before and do therefore require constant updating.

It is obvious that particular and immediate attention needs to be given to that part of the labour force which has been made unemployed as a consequence of the shift in skill requirements of the working population. But life-long learning should not stop with the satisfaction of immediate industrial needs. Real development of life-long learning has to be based on a comprehensive change of the education philosophy from a time-bound ‘learning to do’ towards a continuous ‘learning to be’. ‘The main aim of life-long learning should be the development of competencies, not skills.’

Julia Race, Director of the Academic Co-operation Association (ACA).

The further development of life-long learning is not without implications for the structure of higher education. It requires continued modularization of curriculum structures and a change of attitude from teaching staff towards the education process. It also requires a review of the position of further education on the national (and international) education budgets.

Towards a common agenda

The fact that an issue such as life-long learning has secured itself a high position on the agenda not only in the EU but also in the countries of central and eastern Europe and the new independent states shows that a common agenda in higher education development is emerging throughout the geographic area involved. More common issues are emerging. With rocketing enrolment figures and stagnating funding, the quality of higher education has come in peril. The relation between higher education and its direct environment also is a favourite topic in public debates, both in East and in West. ‘Let’s offer them a solution to their problems with their own support.’

Prof. Jaak Aaviksoo, former Education Minister of Estonia.

Finally, the prospect of accession is an issue which carries along specific requirements for the higher education sector. But European Studies are more than just another academic topic. Higher education also has a role to perform in preparing people for European citizenship, again both in East and West. That role reaches beyond the training of a select crowd with in-depth knowledge on European law and European financing and closes the circle by bringing us back, not only to the discussion on the role of higher education in safeguarding values and traditions, but also to the Tempus II bis priority for the accession countries: Institution Building.

Institution Building

As explained above, Phare programme activities will be focused on preparation for accession through Institution Building. Under Phare, this term is used to describe the process of preparing national administrative, economic and legislative bodies for operating within the Union and for adoption of the accumulation of standards and criteria known as the ‘Acquis Communautaire’. The aim of institution building is to lay the ground for European integration within the administrative and regulatory environments of the candidate countries.

In the years ahead, the Phare programme will focus on preparing civil servants, legal officers, social partners and NGO’s for accession by providing large scale training programmes in those fields which are considered essential for future participation in a united Europe. This will help the current administrations cope with the changes accession brings along but does not yet safeguard the adequate training of a future work-force. This is where Tempus II bis comes in. As argued above, Tempus has arrived at a stage where it is ready to shift its focus towards a reconsideration of the position of higher education in society. The accumulated Tempus experience provides an excellent base from which the development of flexible and responsive training structures can be consolidated.

Joint European Projects under Tempus II bis will typically involve a wider array of partners both from EU member states and partner countries. The transfer of knowledge from national actors of different EU countries to their political, economic and social counterparts in the acceding countries will be channelled through a Tempus university network and supplemented with the technical knowledge available at the academic institutions. Moreover, the involvement of partner universities - where ad hoc training schemes can be adapted for use in the regular curricula - will benefit continuity in the process of (re)training.

More than before, in its II bis phase Tempus will address society in general rather than just the higher education sector. Activities will not be limited to providing professional training for actors involved in the accession process. It will also include ‘training for new citizenship’. Previously less involved partners (such as NGOs, media, trade unions, social services and professional associations) will be invited to actively join Tempus networks.

More than anything else, the topical priorities of Tempus II bis illustrate the Commission’s commitment to embed the main principles of European integration into the training structures of the acceding countries. Focus will be on training in public administration, issues related to the internal market, finance and tax policy, social security, human rights, standards in quality control, European law and communication and media. A prominent role is also foreseen for (supplementary) language training.

From Islands of Innovation…

Tempus has always been evaluated quite positively, even by its most confirmed critics, and Tempus has always been criticised, even by its most loyal supporters. Moreover, the point on which Tempus has always been evaluated most positively is also the point on which Tempus has always been criticised most sharply.

Tempus has managed to bridge the gap between the academic worlds of East and West in many ways and within a very short time span. Despite its scale, Tempus has remained a diversified and targeted programme, trying to find common denominators, but not losing sight of each partner country’s changing individual needs. Through Tempus, an impressive amount of academics and other university staff have been equipped with skills, competencies and knowledge previously not at their disposal. Finally, Tempus has left a large and lasting impact at most of the university departments and faculties which have been involved in JEPs.

However, the programme’s impact has until now often been limited to those units which were lucky enough to ‘land’ in a Tempus project. Key skills transferred to staff in these units almost without exception included the skills required for international co-operation and fund-raising. In the words of Jaak Aaviksoo, former Education Minister of Estonia: ‘Tempus often made the strong even stronger.’ Aaviksoo is a ‘supporter’, as were many others who voiced similar criticism in Portoroz, so there is a lesson to learn here. ‘Tempus stirred things up by creating conflicts, in many cases this set processes in motion reaching far beyond the scope of the original projects.’

Danius Jakimavicius, Director of the Lithuanian National Tempus Office.

It can be argued that the Tempus programme has in some cases allowed individual departments to develop disproportionately in relation to their immediate neighbours. This was an intrinsic consequence of the bottom-up approach opted for. Tempus was never intended to fully fund the reform of higher education in its partner countries. The programme was meant to initiate a process by introducing far-reaching reform at selected nuclei. Tempus was meant to stir things up and did so by supporting islands of innovation.

…to a continent of change.

The traces Tempus has left in the partner countries densely cover the higher education sector in its target region. In central and eastern Europe, there is hardly an academic whose work has not in one way or another been affected by the programme. They may not all have seen their departments materially refurbished with state-of-the-art equipment, but most of them have been exposed to the benefits of innovation.

There is now a need to move the programme’s focus to the national and international context of higher education and consolidate its pivotal role in the consolidation of democracy. This can only be done with institutional or even national support. Therefore institutional and national actors will be the main targets of Tempus activity in the years ahead. The further development of the higher education sector as a whole will be the final step towards working together in equal partnership. And it is together that we will soon have to crack the hard nuts facing higher education in Europe. It is together that we will soon work on a European common house of education.

WORKSHOP REPORTS

SESSION:

KEY ACHIEVEMENTS OF TEMPUS

SESSION - KEY ACHIEVEMENTS OF TEMPUS

Workshop 1

From Higher Education Restructuring to Institutional Reform. How to build on past success?

The use of dissemination of project outcomes.

Chair: Mr Ettore Deodato, European Commission Speakers: Prof. Baiba Rivza, President of Latvian Higher Education Council,

Dr. Claudio Dondi, SCIENTER, Italy Rapporteur: Ms Claudia Oehl, European Training Foundation

Background

The session was based on the realisation that academic reform through Tempus projects has resulted in valuable outputs and has made great advances since the start of the programme. The risk that confronts academic reform now, is the danger of what could be called “implementation gap”. This means that further progress becomes difficult because the organisational basis in administrative and managerial terms has not progressed at the same pace and represents an obstacle to further academic progress. The session therefore attempted to analyse how former Tempus investments could be exploited in order to support the administrative and managerial reform. In other words, how can outputs of former Tempus projects be disseminated in a way that contributes to institutional reform.

Analysis

Prof. Rivza mainly concentrated on the particular Latvian experience and perspective while Dr. Dondi, main author of the Tempus Handbook on “Sustainability through Dissemination”, gave a general framework of reflection.

The problem of passage from academic projects to institutional reform can be summarised by the problem of passing from “innovation to continuity”. Prof. Rivza from Latvia illustrated this: in the early days of reform it was a priority to revise study structures and contents, retrain teaching staff and to acquire new teaching aids and equipment. Even though this process is not completed, the priority is now much stronger on the system level. Questions such as quality assurance, financial administration, strategic management are coming to the forefront of reform needs.

The obstacles for dissemination of relevant outputs of former Tempus JEPs can be described in various ways. They are always linked to the passage from “innovation to continuity” and from the individual to the more general.

From Isolation to Integration

Tempus JEPs are based on the bottom-up approach and therefore are relying on the individual academic or small groups. As Prof. Rivza pointed out, academic staff tend to remain distant from the university as an organisation and identify more with their academic field. In addition, lacking incentives in CEEC for academics (salaries, staff development etc.) as well as the internal brain-drain, result in weak links between the academic staff and their university as an organisation. If former JEPs are to contribute to university management reform, this isolation of academic results must be overcome in favour of the transfer of non-academic project results towards the institutional level and the Higher Education system level.

From material to non material outputs

Classical academic Tempus Joint European Projects (JEPs) tend to emphasise the product of a project rather than the process of the project development. The products must be measurable and therefore tend to be defined in terms of hard products (for example “two new textbooks” rather than “the staff has acquired new communication skills”). However, these material outputs, while relevant to the project’s specific subject area, are less relevant for the university as an organisation. It is rather the non material - or process-related - outputs that bear relevance to the university as a whole. Rather than the specific additional qualifications for engineers in a new continuing education centre, the conditions and results of setting up such a centre, regardless of the subject area, would be of interest for the university.

From context dependence to context awareness

Projects that work with exclusive reference to their academic field will analyse the outputs of their project with respect to this specific field only. These outputs are obviously irrelevant to institutional reform because they are context dependent. It is therefore necessary to adopt new views that take into account parameters that are relevant to the university management reform. Instead of recognising co-operation with EU project partners merely as a means to achieve a new curriculum, this can be identified as an output in its own right - intercultural communication skills - if seen against the background of the university’s objectives in internationalisation. This changing angle of analysis makes the project’s experience transferable where previously it did not seem applicable to other situations.

Proposals for action

From the speeches and discussion the following proposals emerged:

• The isolation of JEP promoters should actively be overcome through networking them.

• Particular stress should be put on non material outputs of projects since they arethe ones which are relevant to institutional reform in Higher Education.

• To achieve an impact in university management reform it is necessary to involve all hierarchical levels at the university. Only such an integrative approach can guarantee that the “Tempus pilot projects” develop into more generalised practice.

• Involvement of national buffer organisations such as Higher Education councils, rectors’ conferences, NTOs or other governmental organisations was suggested. This would provide a forum of discussion to allow projects the necessary opportunity to analyse themselves in a larger context. In addition the involvement of such organisations would add credibility to project outcomes and increase receptivity on various levels of Higher Education and in other Higher Education institutions. The involvement of Phare Co-ordination Units was also recommended.

• The involvement of national authorities was seen in a similar light, with the difference that the national authorities would be not only promoters, but also executors of reform initiatives.

• The creation of Tempus alumni organisations, on a national or programme wide level.

• The creation of “National Higher Education Innovation Networks”. These would consist of (former) Tempus Project promoters. As a group they would be linked to national buffer organisations and the national authorities. The aim would be to overcome the present isolation and to allow for a forum of context oriented discussion in the general interest of Higher Education reform. These networks, or groups of innovators, would be more or less loosely organised via Information Technology but also through working groups, workshops etc. and could fulfil specific advice functions for the ministries or other national organisations such as the rectors’ conference.

SESSION - KEY ACHIEVEMENTS OF TEMPUS Workshop 2

Quality assurance and staff development - models and rationale to introduce them.

Chair: Mr Michel Lefranc, European Commission Speakers: Prof. Jørgen Møltoft, Technical University of Denmark,

Prof. Marek Frankowicz, Jagiellonian University, Poland Rapporteur: Mr Peter Bedewell, European Training Foundation

Analysis

Quality, Quality Management and Quality Assurance of University Education

Prof Møltoft outlined a project carried out at the Technical University of Denmark, which had looked at the possibilities and constraints in transforming industrial Total Quality Management (TQM) principles, in particular ISO 9000, for use in the university education system. Two main industrial models were described, the “factory” model and the “service” model. Neither of these models had proved satisfactory for modelling the education system. The main reason why industrial models were unsuitable was that the main actors in the education system are human beings - the students - rather than industrial products.

The definition of quality of university education has to reflect the active role of the students. It was proposed that the following definition be used:

A university education has quality: * if the students’ experience is meaningful, developing and interesting * if the graduates have acquired knowledge and characteristics, which enable them to make

a living as professional academics within their subject area in their working lives.

The terms “quality management”, “quality control” and “quality assurance” were defined and contrasted. It was stressed that in this context it is mainly “quality management” that is being considered.

The accreditation system in Denmark was outlined. This regulates which institutions are universities, the areas in which they may offer courses, the duration of courses and entry requirements, but gives autonomy in the area of curriculum development. The importance of autonomy in the curriculum development process was stressed.

It was suggested that certification in industry can lead to stagnation with the quality system rather than the quality being certified. The equivalent of certification in universities is grading, which was therefore not recommended.

The experience of Central and Eastern European countries

Prof Frankowicz offered an insight into the experience of Central and Eastern European countries. Almost all these countries are developing a national quality system for higher education and there are many models from which to choose - there is no standard model across EU countries.

He presented an analysis of the current situation including the legal framework, the accrediting institution and the latest developments in the Central and Eastern European countries.

In September 1997 a seminar was held in Konstancin, Poland, organised by the Polish Tempus Office, during which the practical problems concerning the creation of an Internal Quality Assurance system at university or faculty level were discussed. The main results of this seminar were outlined. A “manual of good practice in Internal Quality Insurance” is being prepared.

Three “basic commandments” were stated: * You shall not copy exactly QA systems of your EU partners. * You shall not change existing structures unless it is necessary to do so. * You shall plan realistic outcomes depending on your starting point and on your human

and material resources.

Two examples of possible projects in the quality area were outlined. The first for the faculties of chemistry in Poland and the second to implement the “student satisfaction approach” as an example of adapting an already implemented tool for Central and Eastern European countries.

Prof Frankowicz gave details of a database being created and listing by country data on projects, institutions and experts in the area of quality management. The database was about to be made available on the Internet. Much information had already been collected, but a request for further contributions was made.

Discussion

Amongst the suggestions put forward during the discussion were the following:

Competition versus co-operation

Competition between institutions can lead to quality. The question was asked whether co-operation is therefore an obstacle to survival? The view was that both are needed.

Mind control

It is the human factor which prevents the introduction of the industrial approach to quality management. Would it be useful to control students’ minds so as to allow the implementation of the industrial approach? It was stressed that education is about diversity not conformity.

Staff development

A quality approach in higher education

requires evaluation of teaching materials and teachers. Resistance to such evaluation can be strong. The question of

how to convince teachers to participate in such

evaluation was discussed. In particular

the need to persuade teachers to see this not as

a threat but as helpful. The importance of

discussing the results and deciding on a

development plan was stressed.

Grading of institutions

A discussion on the advantages and disadvantages of introducing a grading system for institutions took place.

Supporting activities

A plea was made not to forget the importance of ensuring also the quality of administrative and organisational services.

SESSION - KEY ACHIEVEMENTS OF TEMPUS

Workshop 3

Reform teaching in economics in the Tacis countries

Chair: Ms. Josephine Kalinauckas, European Commission Speakers: Prof. Sergey Yakovlev, Moscow State University, Russian Federation

Prof. Elena Belyanova, Netherlands Economic Institute Moscow Office, Russian Federation Prof. Vladimir Avtonomov, Institute of World Economy and International Relations, Russian Federation

Rapporteur: Ms Sandra Stefani, European Training Foundation

Background

This session should be seen as an integral part of the project “Tempus Tacis Output Evaluation Scheme Workshop”. This project was launched by the European Commission with the assistance of the European Training Foundation to provide an analysis of the outputs, such as textbooks and other teaching materials produced by Tempus Tacis projects, with the aim of verifying the potential for dissemination to an enlarged number of higher education institutes. The initiative has been designed to increase the overall impact of the Tempus Tacis Programme and to provide a contribution to the discussion concerning the possible follow-up of projects which are in their final year of activities.

The Netherlands Economic Institute was assigned to assess, from an academic and dissemination point of view, the material (handbooks, textbooks, teaching materials) that have been produced by selected Tempus JEPs in the field of economics.

To present the results and discuss possible modalities of outputs dissemination, a two-day workshop took place on 12 and 13 November in Ljubljana, with the participation of more than forty different stakeholders in the ongoing process of reform of higher education in the NIS and especially in reforming economics teaching: JEP partners from NIS and EU Universities, Ministries of Education, authors of textbooks, publishers, education experts, the European Commission, Tempus programme staff, and representatives from Soros Foundation and the World Bank.

In this light, the session “Reform Teaching in Economics in the Tacis Countries” of the Portoros conference gave the opportunity to present the main conclusions of the Ljubliana workshop to a wider audience, and to discuss issues related to the reform of economics teaching from a broader perspective.

In addition, teaching in economics was selected as main field of discussion since this discipline is one of the most popular ones in Tempus Tacis, and its reform is recognised by the Tacis programme as one of the main priorities for assistance.

Three main questions can be identified as key elements for the session:

1. What are the main challenges to be faced in the reform process

2. What kind of contribution can technical assistance, in particular Tempus, offer to the reform

3. What are the concrete outputs produced so far in Tempus Tacis and what strategies can be adopted for their dissemination

Discussion

The session was articulated around three main areas of discussion:

How Tempus contributed to the process of reform in teaching economics.

This was presented through a real case: JEP 8561 “Strengthening Economics Education in Moscow and Related Universities” with Lomonosov Moscow State University as the main beneficiary, and the London School of Economics, the Université Panthéon-Sorbonne and the Katholieke Universiteit Brabant acting as project co-ordinator and partners.

Prof. Sergey Yakovlev, local co-ordinator of the project, presented the main challenges that the JEP has faced during its implementation and the strategy adopted for reform.

What remains to be done in the reform of economics teaching

Prof. Elena Belyanova gave an overview of the initial situation in 1990, the current status of play, the ultimate objective and the future needs for reform and what role technical assistance can play in this respect.

Dissemination strategies for outputs in economics Despite the comprehensive developments that took place in the last years, gaps still exist.

Dissemination of Tempus outputs to other universities in the Tacis area can be seen as a possible tool to speed up the process of reform and to maximise the impact of Tempus. Prof. Vladimir Avtonomov presented the main objectives of the Tempus Tacis Output Evaluation Scheme project, the different types of outputs identified, and the related ways of dissemination.

Analysis and conclusions

Substantial achievements in the reform of economics teaching can be recognised since 1990. Regarding Tempus, an impressive number of high quality outputs (teaching material and others) have been produced. However, a number of challenges are still to be faced.

Although the core of the reform lies in its content upgrading, under the form of new curricula, courses and teaching material, it is critically important that this reform is comprehensive and touches upon all elements of educational activities. In concrete terms, reform actions should focus as well on management structures and systems such as technical facilities, information tools and quality control systems, in order to create a more favourable environment for innovation.

The programme of reform in a given higher education institution should be extended step by step to the higher levels of learning; from the bachelor to master degree level and not vice versa. In addition, an effective control over the quality of the newly developed teaching courses and teaching materials should be ensured. For the latter, quality peer reviews in co-operation with western partners proved to be a suitable model in the frame of Tempus projects.

One main challenge is how to achieve a model that reflects international standards while respecting local academic traditions and fitting with NIS realities. The Tempus case discussed during the session tackled the problem through various ways among which we can mention the reduction of obligatory courses hours in favour of core curriculum subjects, a relative increase in hours of students’ active individual work, reform of teaching methods and assessment systems etc.

In any case, no unique model for reform exists. It would be misleading to assume that a mere copying of foreign education models would facilitate the development of creative potentials.

There is a strong need for flexibility in current national standards in order to allow the introduction of new professional courses in economics. The reform should be actively supported by the Ministry of Education and the professional economic community.

It is highly recommended to focus on professional education without neglecting at the same time the theoretical aspects of economics and the research field.

In order to advance in the reform in concrete terms, there is an urgent need for supplementary material at intermediate and advanced level, “sustainable” textbooks and new institutional structures.

The lack of adequate financial rewards to teachers is a problem that must be recognised as crucial and cannot be further neglected.

Regarding dissemination, different ways should be applied according to the different types of outputs. Only a coherent and integrated approach can guarantee good results in dissemination. Some examples of types of outputs and related dissemination potentials:

1. Translated textbooks, mostly suitable for commercial exploitation, with a limited percentage to be distributed free of charge to higher education institutions’ libraries

2. Highly theoretical textbooks, mostly at intermediate and advanced level. The main vehicle of dissemination could be professional seminars for teachers

3. Teaching material with considerable pedagogical value, which is user-friendly. The crucial factor for this kind of products seems to be information. Free distribution to universities could be envisaged, with a limited percentage for commercial use

4. New teaching methods, such as interactive computer-based methodologies etc. They can only be disseminated through seminars and re-training courses organised by the same University which created the new product.

SESSION:

KEY THEMES OF TEMPUS II BIS

SESSION - KEY THEMES OF TEMPUS II BIS

Workshop 1

University strategic management Model and method to adapt university development

to a changing local environment

Chair: Mr. E. Deodato, European Commission Speakers: Prof. A. A. Dulson, Polytechical University of Tomsk, Russian Federation

Prof. A. Marga, University “ Babes-Bolyai” Cluj-Napoca, Romania Rapporteur: Ms. Paola Gosparini, European Training Foundation

Background

The key issues discussed in the session were how to mobilise universities in order to respond to the changes occurring in the local/regional environment; how far should the contribution of universities to the local development go and which role should universities have in the local environment?

In other terms, should universities be observers or rather promoters of change? What implication would an integration with the environment have for the university autonomy?

The session focused on the presentation of two cases, one from Tomsk in the Russian Federation showing the experience of the Newly Independent States, and the other one from Romania- Babes-Bolyai University.

Analysis

The case of the Polytechnic University of Tomsk The transition period through which the country is going, has raised new challenges and

problems: * severe financial constraints, both in terms of federal budget support and financing from

traditional industrial sector; * qualifications provided by the universities do not correspond anymore to the request of the

market; * traditional links with enterprises in the research field have collapsed; * university teachers with good qualifications tend to leave the academic environment for

better remunerated jobs in the private sector; * the universities’ own financial resources need to be efficiently managed in order to cover

operational costs as well as academic activities; * the prestige and position of university staff in society has decreased.

Such a situation calls for the definition of new strategies based on a more entrepreneurial university management approach. On the one hand the university looks at the external environment as its client and source of additional funding. Therefore the university needs to become able to understand and satisfy the needs of its environment, namely the demand coming from students and the qualifications requested by the market, and to develop a new relationship with industry. On the other hand, the new university management strategy implies an internal change aiming at increasing the overall efficiency. Fund raising capacity, efficient management of the available resources, and the ability to define strategies, become important qualifications for the university management staff.

The Tomsk Polytechnic University’s answer to these new requirements has several angles:

– Strengthening the co-operation with pre-university schools and vocational schools.

In this way the university secures part of the future demand for higher education and can also better plan courses and curricula to be offered. In addition, the university can operate a function of career adviser to students, both orienting them to those professional profiles that are really requested and guaranteeing the quality of their specialised education.

– Introduction of structural changes within the university Measures which have been introduced go from the development of new departments and

courses (like marketing, business) that are highly demanded to the introduction of modular courses, increasing curricula flexibility to the effective demand from the market and introduction of new working contractual schemes for professors taking into account the need of ensuring a salary sufficient to avoid them leaving academic activity.

– Development of new forms of co-operation with enterprises and administration This co-operation aims not only at increasing external funding, but also to help the

university to better understand the present requirements of enterprises and keep abreast of their developments. Therefore enterprises are involved in the university board of trustees to have an active role in the definition of the university strategy in terms of research policy, courses and curricula development. In this case, the university has elaborated new standards with enterprises, which has introduced a regional aspect to the federal one, thus recognising that professional and specialised education, such as the one offered by the Polytechnic, needs to reflect the regional specificity and the local industrial branches.

– Creation of ex-alumni networks This gives to the university the possibility of receiving regular feed-back from the ex-

students who work in enterprises and administration and use the ex-alumni as possible clients of services offered by the university.

The adoption of the above measures has allowed the Tomsk Polytechnic to increase the funds coming from the local environment to 30% of the total university funds.

The case of the “Babes-Bolyai” University

Adaptation to the local environment is one of the aspects of a much broader university reform process which is proceeding in the universities of Central and Eastern Europe. At the same time, it is an answer to factors that affect the academic life in Central and Eastern Europe, such as growing unemployment, conversion of labour and qualifications, globalisation and technological renewal, increased competition, universities’ financial constraints.

The relationship with the environment is to be considered as an inter-action where each side is interested in using the opportunities offered by the other part and to co-operate in finding solutions to each other’s problems. This implies that a university considering itself as a mere education facility, deprives itself of the resources that the environment brings and of its dynamism and, in the end, risks to loose its relevance. On the other side, the increasing role of the economic and administrative environment will not represent a limitation to the universities’ role as reservoir of knowledge and research, but, on the contrary this role will be enhanced by making this knowledge available to the environment.

Such inter-action must be “institutionalised” through lasting forms of co-operation. Enterprises and administration should be involved in the definition of courses content and curricula and in the definition of the university strategy. The university, on the other side, can be used as consultancy resources available for solving problems of the economic and administrative environment.

In the light of the above, the Babes-Bolyai University has created a special board, the Greater Senate, with representatives from industry, administration and cultural associations, and an Alumni Association. At the same time networks with regional technical institutes have been set up to solve problems of the local economy and administration. Centres for distance learning, continuing education and technology transfer are in the process of being created or strengthened.

Within the Babes-Bolyai University Tempus projects are used to enhance the described process by introducing institutional changes.

Conclusion

The changes introduced or to be introduced in the relation between the environment and the universities are often provoked and initiated by challenging economic scenarios that affect the academic environment and university life negatively. However, such changes tend to become an essential part of a general reform process of university structures and management.

These new forms of participation of universities to the environment need to be transformed into an inter-active co-operation system leading to structural changes.

Tempus could be a way to induce these structural changes by supporting university management projects which help to develop and implement new university strategies .

On the other hand, the sustainability of measures introduced at university level depends also on the support of the government and authorities. Tempus could also co-operate in this area with a top down approach in order to define regional strategies and create government commitment.

SESSION - KEY THEMES OF TEMPUS II BIS

Workshop 2

Model for Lifelong Learning

Chair: Mr Michel Lefranc, European Commission Speakers: Ms Julia Race, Academic Co-operation Association and

Ass. Prof. Milan Dado, University of Zilina, Slovak Republic Rapporteur: M Mr Olivier Ramsayer, European Training Foundation

Analysis

Relevance of Lifelong Learning

In the era of globalisation the rapid pace of changes in the social and economic environment and the overall technological development emphasise the need for new knowledge and skills. These changes influence the professional and private life and make necessary a change of “philosophy” of the learning process: Existing knowledge and skills are quickly becoming obsolete and make constant updating essential. Moreover access to education broadens continuously with respect to different age groups and social background of students.

Lifelong Learning must base itself on a change of attitude of the learner towards the education process which should not be perceived as having as main objective a predefined level of knowledge or diploma. The learner should be aware of the necessity to revise previously acquired knowledge, to adapt quickly to new tasks, but also to consider learning as being a means of self-realisation.

Lifelong Learning provides a comprehensive approach focusing on the learner’s professional, social and cultural competence. The learner finds himself in a continuous process of ‘learning to do’, ‘learning to know’ and ‘learning to be’. Education then appears to pass through all levels of initial education curricula and places initial education as the first step in the continuum of Lifelong Learning experience. The concept of Lifelong Learning might also influence the way work is conceptualised, adding components such as personal responsibility and freedom of creativity.

Necessity for Lifelong Learning in the EU countries and partner states

The necessity for Lifelong Learning is true for both, EU and partner states in Central and Eastern Europe. Although for the latter the challenge might be more substantial, given the problems people face during the complex transition process.

In all countries, the most demanding problem represents the unemployed people, currently the principal client group of Lifelong Learning initiatives. Particular immediate attention in the partner states therefore should be given to these groups of population made unemployed by the inevitable rationalisation of the economic system. At the same time Lifelong Learning may address related needs for emerging new skills in Central and Eastern Europe which were not included in previous Higher Education curricula but are of growing relevance during transition. Major attention is to be paid to the ‘learning to do’ element relating to the acquisition of professional skills, preparing people in the partner states to cope with a constantly changing environment.

Higher Education institutions contribution to Lifelong Learning

Higher Education institutions are facing the challenge of defining their role in promoting Lifelong Learning and to possibly adopt this concept as a new strategic orientation. Universities are not meant to simply educate people professionally, but to convey a specific way of thinking and to invite for the production of ideas according to the concept of ‘learning to be’. Universities can provide the necessary infrastructure, access to new media technologies and experienced staff. Nevertheless, they often follow conservative lines and are reluctant to change.

As a precondition for introducing the Lifelong Learning concept, Higher Education institutions would have to adapt their available resources starting with initiating staff training actions and creating innovative course types. New technological tools should be used to satisfy the increasing demand for education. Universities might offer the possibility to systematically combine the strain of general education (including higher education) with vocational training as a contribution to solving the most urgent problem of unemployment.

Introducing a modular system adaptable to individual needs at Higher Education institutions is another important step towards Lifelong Learning. By its structure, a modular system allows targeted updating throughout the adult life and more freedom of choice than common study courses.

While some Higher Education institutions already provide training in the fields of Lifelong Learning and continuing learning, others seem to still reject adopting an active role. Universities in EU countries for example focus Lifelong Learning to sectors such as public and private banking as well as small and medium enterprises. They also offer postgraduate courses for updating knowledge and retraining programmes.

Obviously the existing demand for Lifelong Learning is rather limited at the moment to ‘on the job’ training. This sort of training is meant to match punctual skills shortage for enterprises through ‘in house’ training centres. Higher Education institutions will have to compete with these centres and respectively need to demonstrate their specific value added. At least up to now private or specialised public schools seem to follow a more flexible and creative approach towards the demand of the learner if compared to universities.

Quality Assurance and funding Lifelong Learning

According to the interactive dimension of Lifelong Learning, its introduction in Higher Education needs to be ‘learner driven’. This means, that before a course is offered, students must have discussed the contents and the choice of their teachers. The quality of education should therefore be ensured by good collaboration between university and customer.

Financing Lifelong Learning is an issue that needs to be addressed as an integral part of the education funding issue. There are several possible funding models such as combined financing by employer and employee or the establishment of an individual learning account at the company for later use.

For instance public resources could be invested in Lifelong Learning which is offering the opportunity of further qualification and in the long run might prove to be a productive alternative to the social benefit payments to the unemployed.

It is obvious that Higher Education institutions face serious budget restraints which may inhibit the introduction of new initiatives. Universities might have to co-operate with private sector institutions to finance Lifelong Learning activities which can be organised at universities, at least if companies agree not to interfere in university autonomy.

Tempus contribution to Lifelong Learning

Tempus could positively contribute to the introduction of the concept of Lifelong Learning by selecting those Joint European Projects (JEPs) which promote Lifelong Learning. Currently there are already some JEPs in place which concentrate on continuing education, but these should also be complemented by initiatives for Lifelong Learning. In the Slovak Republic for instance, there are 10 Tempus funded projects in place which either concentrate on continuing education or Lifelong Learning. Moreover, Tempus could add an international dimension to Lifelong Learning. The international contacts established between universities and enterprises in the frame of Tempus activities could be used for international co-operation in Lifelong Learning.

Conclusion

Lifelong Learning in a long-term development perspective should not be considered only in its ‘Learning to do’ dimension as it is the case in its initial stage, but as a part of the ‘Learning to be’ process. Lifelong Learning is an instrument for Human Resources Development and is essential for the rebuilding of a well balanced civil society in the partner states.

PROGRAMME

Introduction

The Tempus conference takes place seven years after the first countries joined in 1990. At the beginning only five countries participated in the programme and all of them were from Phare countries. Today, twenty six countries take part in Tempus which was extended to the Tacis countries in 1993.

Since its beginning Tempus is the only trans-European programme for higher education in this part of Europe. Through its pioneering work it constructed links between countries by means of 1,500 joint projects, mobility of more than 51,000 professors and 27,000 students coming from 2,200 higher education establishments. Tempus started off as an assistance programme and has become a co-operation programme that has generated constructive dialogue and lasting relations.

Thanks to its flexible nature the programme has changed over the years. While carrying on with its strategic objectives aimed at the restructuring of higher education it has at the same time opened up to new concerns such as the relations of Higher Education institutions with their environment.

Today, Tempus is faced with new challenges.

Firstly in the associated countries. The synergy between the continuation of Tempus and the opening up of Socrates and Leonardo da Vinci will be of great importance. The programme, moreover, has an important role to play in the pre-accession strategy and in the preparation of countries at the level of their administrative, social and economic structures.

In the non-associated Phare countries of South East Europe, the arrival of Tempus has brought fresh hope, new dialogue and the setting up of appropriate structures in often difficult circumstances.

Finally in the Tacis countries, the presence of Tempus has allowed limited but lasting links to be set up between the EU and countries as near as the Russian Federation and as far away as Mongolia.

Today, therefore, three distinct types of programme can be seen to function within Tempus demonstrating its capability to adapt to changing circumstances.

Objectives

This second Tempus conference aims to bring together all the actors in the programme in order to take stock of the achieved results and disseminate related information and deepen their understanding of the programme in all its diversity.

The Tempus programme will be examined in relation to two major aspects:

• dissemination and demonstration of the dynamic impact of Tempus • orientations of Tempus II bis (1998-2000) and analysis of possible future developments

This 2-day conference gives all the actors in Tempus a forum for open exchange and provides a deeper understanding of the new policies that are currently being developed within the Tempus programme.

Programme

Thursday, 13th November All day Arrival

Friday, 14th November

08.00 - 9.00 Registration of participants

09.30 - 10.30 Plenary session

• Opening speeches:

Dr. Slavko Gaber, Minister of Education and Sport, Slovenia

Mr Giuseppe Massangioli, European Commission

• Key-note speech: “Manna from Heavens” Shall Foster the Reforms in Higher Education

Prof. Aaviksoo, University of Tartu, Estonia

10.30 - 11.00 Coffee

11.00 - 13.00 Key achievements of Tempus - Three parallel workshops:

1. From higher education restructuring to institutional reform. How to build on past success? The use of dissemination of project outcomes.

Tempus I and Tempus II focused on academic reform. The main accent for Tempus II bis is on institutional and systemic reform, which was addressed only to a minor extent previously. How can the successes of former Tempus projects be capitalised and built upon for Tempus II bis A key issue in this discussion is the dissemination of project outcomes: how can the results and dynamics of former Tempus projects be integrated into the process of Higher Education institution and Higher Education system reform

Chair: Mr Ettore Deodato, European Commission Speakers: Prof. Baiba Rivza, Higher Education Council, Latvia Dr. Claudio Dondi, SCIENTER, Italy Rapporteur: Ms Claudia Oehl, European Training Foundation

2. Quality assurance and staff development - models and rationale to introduce them.

Quality Assurance is another central issue in the adaptation of management and administration practises in partner country Higher Education institutions. It can be seen as a tool for “confidence building” in the process of accession to the Socrates and Leonardo programmes. The Polish National Tempus Office has organised an expert consultation seminar, which will result in the production of a practical handbook on this issue. This workshop will make use of the Polish expertise gained through this exercise. One of the questions to be asked in Tempus is whether a consensus exists in Higher Education institutions of the partner countries on the introduction of quality assurance and if not why not What consequences should be drawn for approaching quality assurance in Tempus projects in the Phare and Tacis partner countries

Chair: Mr Michel Lefranc, European Commission Speakers: Prof. Jørgen Møltoft, Technical University of Denmark Mr Marek Frankowicz, Uniwersytet Jagiellonski Wydzial

Chemii, Poland Rapporteur: Mr Peter Bedewell, European Training Foundation

3. Reforming teaching in Economics in the Tacis countries.

Economics is a subject area to which intense support has been granted within Tempus Tacis. It reflects the importance of these studies in the transition process underway in the Tacis countries. A study is being carried out to identify the paths taken for reforming Economics teaching in Tacis countries and this session will present the outcome of it.

Chair: Ms Josephine Kalinauckas, European Commission Speakers: Prof. Vladimir Avtonomov, Institute of World Economy and

International Relations, Russian Federation Ms Elena Belyanova, Netherlands Economic Institute

Moscow Office, Russian Federation Prof. Sergei Yakovlev, Moscow State University, Russian

Federation Rapporteur: Ms Sandra Stefani, European Training Foundation

13.00 - 14.30 Lunch

14.30 - 16.00 Key themes of Tempus II bis. Two parallel workshops which will be repeated after the coffee break to enable the participants to take part in both workshops during the afternoon:

1. University strategic management - model and method to adapt university development to a changing local environment.

The key question in this context is how to mobilise the university - both its decision-makers at all levels and its individual members in general - in order to engage in the reforms necessary to allow a university to respond to the changes in its local/regional environment.

In this new approach representatives from outside the university may be involved at some stage in the decision process of the university: at what level and through which mechanisms and bodies will this involvement will be most efficient

Areas for interaction with local environment must be strategically determined (research and development, and provision of services being the most common ones), taking into account coherence with university culture and local community. The key issues to be discussed are how far should the university link up with local/regional economic and social actors and what its contribution to local/regional development can be.

In this context what could be the role of Tempus projects in helping to develop adequate strategic management mechanisms?

Chair: Mr Ettore Deodato, European Commission Speakers: Prof. Alfred Dulson, Polytechnical University Tomsk,

Russian Federation Prof. Dr. Andrei Marga, University “Babes-Bolyai” Cluj-

Napoca, Romania Rapporteur: Mr André Wilkens, European Training Foundation

2. Model for lifelong learning.

The pace and quality of economic change is putting new demands on the university as a place for life-long learning. The discussion is lively in the EU - do Phare and Tacis countries face the same problems, where do the differences lie What are the future challenges and are co-operation programmes such as Tempus a possible answer This session has particular relevance in the current re-orientation of Phare, which would place a major stress on non material investments in the economy, e.g. training and continuing education.

Chair: Mr Michel Lefranc, European Commission Speakers: Ms Julia Race, Academic Co-operation Association Ass. Prof. Milan Dado, University of Zilina, Slovak Republic Rapporteur: Mr Olivier Ramsayer, European Training Foundation

16.00 - 16.30 Coffee

16.30 - 18.00 Key themes of Tempus II bis. The two parallel workshops will be repeated with a different public:

1. University Strategic management - model and method to adapt university development to a changing local environment.

See above for details

2. Model for lifelong learning.

See above for details

18.00 - 18.45 Plenary session

Challenges for higher education in the South-east of Europe.

Key issues to be addressed are:

• the share of responsibilities between Faculties and Universities;

• setting up of new Higher Education institutions;

• accreditation/quality and the funding of universities.

Chair: Mr Michel Lefranc, European Commission Speakers: Mr Arjen Deij, European Training Foundation Mr Michel Lefranc, European Commission

Saturday, 15th November

9.00 - 10.00 Plenary session

Higher education role in building a well-balanced civil society.

Tempus role in building a new European citizenship in a changing economic environment.

Higher Education has undoubtedly a major role in forming a society’s values and traditions. How can this role be defined in structural and educational terms What features of Tempus could allow an effective support to strengthen this role for Higher Education institutions

Chair: Mr Giuseppe Massangioli, European Commission Speakers: Dr. Pavel Zgaga, State Secretary, Ministry of Education and

Sport, Slovenia Ms Lesley Wilson, Expert

10.00 - 11.30 Plenary session

Institution building

Future accession of partner countries to the EU forms the background of institution building. Indeed administrations in the acceding countries, must prepare themselves for this process which implies integrating the EU body of legislation into national law and gradually adapting procedures for the implementation of EU policies and programmes and the management of community funds.

For this purpose administrations need to adapt their human resources and universities must train students who will be able to work in the public sector under these new conditions. Retraining of civil servants, of administrators in the private sector, of staff from professional organisations and training of students are hence essential activities to be carried out by universities in co-operation with their western partners. Key issues are the identification of target groups for training, the setting up and efficiency of partnerships to be launched with Higher Education institutions. How can Tempus best contribute to attain these goals

Chair: Mr Giuseppe Massangioli, European Commission Speakers: Prof. Rhys Gwyn, College of Europe, Belgium Prof. Boris Tomov, University of Rousse, Bulgaria

11.30 - 12.45 Plenary session (coffee will be available)

Presentation of reports from the workshops.

12.45- 14.00 Lunch

14.00 - 15.00 Two parallel workshops on:

Open discussion with the European Commission on Tempus developments.

1st workshop:

Chair: Mr Giuseppe Massangioli, European Commission Speakers: Mr Giuseppe Massangioli, European Commission Mr Michel Lefranc, European Commission Rapporteur: Ms Claudia Oehl, European Training Foundation

2nd worshop:

Chair: Mr Ettore Deodato, European Commission Speakers: Mr Ettore Deodato, European Commission Ms Josephine Kalinauckas, European Commission Rapporteur: Ms Paola Gosparini, European Training Foundation

15.30 - 16.30 Plenary session:

Closing speeches:

Dr. Pavel Zgaga, State Secretary, Ministry of Education and Sport, Slovenia

Mr Giuseppe Massangioli, European Commission

LIST OF PARTICIPANTS

LISTE DES PARTICIPANTS

TEILNEHMERLISTE

AARMA Hannes

Ministry of Finance (Assistance Coordination Unit) Suur-Ameerika 1 EE 0100 TALLINN, ESTONIA Phone: +372 6 317 804 Fax: +372 6 317 811

AARNA Olav Tallinn Technical University Ehitajate tee 5 EE 0026 TALLINN, ESTONIA Phone: +372 620 20 03 Fax: +372 620 20 04

AAVIKSOO Jaak Tartu University, Institute of Experimental Physics and Technology Ulikooli 18 2400 TARTU, ESTONIA Phone: +372 7 465 531 Fax: +372 7 465 858

ABADI-NAGY Zoltan Kossuth Lajos University, Debrecen Institute of English and American Studies Egyetem ter 1 4010 Debrecen DEBRECEN, HUNGARY Phone: +36 52 316 666 Fax: +36 52 431 147

ABDYLDAEVA Ajnura Tempus Information Point Tacis Coordinating Unit ul. Abdymomunov 205 - rooms 20-22 720000 BISHKEK, KYRGYZSTAN Phone: +996 3312 225 789 Fax: +996 3312 620 660

AGRANOVITCH Mark World Bank, Moscow office Sadovaya-Kudrinskya 3 123242 Moscow, RUSSIAN FEDERATION Phone: +7 095 2534810 Fax: +7 095 2548368

ALDAMBERGENOVA Zinet Tacis Coordinating Unit Ulitza Zheltoksan 115, rooms 514-517 480091 Almaty, KAZAHSTAN Phone: +7 3272 507 610 Fax: +7 3272 637 897

ARESTA Michele University of Bari Campus Universitario 70126 Bari, ITALY

ARION Valentin Tempus Information Point Technical University of Moldova Bd.Stefan cel Mare 168 2004 CISINAU, MOLDAVA Phone: +3732 237 282 Fax: +3732 247 114

ARROUAYS Michel Tempus National Contact Point, Centre National des Oeuvres,Universitaires et Scolaires Rue Jean Calvin 6/8 75005 PARIS, FRANCE Phone: +33 1 407 941 41 Fax: +33 1 433 743 48

ATHANASOPOULOS Panagiotis Tempus National. Contact Point, Agence Nationale Tempus, National youth foundation Xenofontos 15a 11557 ATHENS, GREECE Phone: +30 1 324 54 96 Fax: +30 1 322 43 28

AVDISPAHIC Muharem University of Sarajevo Zmaja od Bosne 35 71000 Sarajevo, BOSNIA AND HERZEGOVINA Phone: +387 71 663 392 Fax: +387 71 663 393

AVGERINOU Roxanne Tempus National Contact Point National Youth Foundation

Skoula Str. 64 10680 Athens, GREECE Phone: +30 1 361 62 53 Fax: +30 1 363 20 62

AVTONOMOV Vladimir Institute of World Economy and International Relations Profsoyuznaya 23 117859 Moscow, RUSSIAN FEDERATION Phone: +7 095 120 81 96 Fax: +7 095 320 70 27

BABIC Albin Slovenian Tempus Office Slovenska 50 1000 LJUBLJANA, SLOVENIA

Phone: +386 61 131 11 07 Fax: +386 61 302 951

BAILEY Tony ESMU-European Centre for Strategic Management of Universities Rue Montoyer 14 1000 BRUSSELS, BELGIUM Phone: +32 2 513 86 22 Fax: +32 2 512 57 43

BAVEC Cene Ministry of Science and Technology Slovenska 50 1000 Ljubljana, SLOVENIA Phone: +386 61 1310212 Fax: +386 610302951

BEDEWELL Peter European Training Foundation Viale Settimio Severo, 65 10133 Torino, ITALY Phone: +39 11 630 22 22 Fax: +39 11 630 22 00

BEKMURADOV Adkham Tashkent State Economic University 49 Uzbekistanskaja ave. 700063 Tashkent, UZBEKISTAN Phone: +7 3712 132 60 01 Fax: +7 3712 454 964

BELYANOVA Elena Netherlands Economic Institute Moscow Office Leniniskiy pr. 117333 Moscow, RUSSIAN FEDERATION Phone: +7 095 120 24 65 Fax: +7 095 120 43 11

BRESKVAR Katja University of Ljubljana Kongresni trg 12 1000 Ljubljana, SLOVENIA Phone: +1254 055 Fax: +1254 053

BROZINA David Ministry of Education and Sport Zupanciceva 6 1000 Ljubljana, SLOVENIA Phone: +386 61 132 32 25 Fax: +386 61 132 72 12

BUMBIERE Ilze Ministry of Finance Smilsu str. 1 1919 Riga, LATVIA Phone: +371 2 721 30 50 Fax: +371 2 722 542

BURQUEL Nadine ESMU-European Centre for Strategic Management of Universities Rue Montoyer 14 1000 BRUSSELS, BELGIUM Phone: +32 2 513 86 22 Fax: +32 2 512 57 43

CERHOVA Ivana

Czech Tempus Office Uluzickeno Seminare 13 11800 Prague, CZECH REPUBLIC Phone: +42 2 573 210 71 Fax: +42 2 538 187

CHRZANOWSKI Marcin Krakow University of Technology ul. Warszavska 24 31155 KRAKOW, POLAND Phone: +48 12 634 10 19 Fax: +48 12 634 10 19 CSEH Gabriella Ministry of Foreign Affairs BEM Rkp 47 1027 Budapest, HUNGARY Phone: +36 1 458 14 22 Fax: +36 1 202 46 40

CUS Franci University of Maribor Krekova ul. 2 2000 Maribor, SLOVENIA Phone: +386 62 223 611 Fax: +386 62 213 541

DADO Milan University of Zilina Moyzesova 20 010 26 ZILINA, SLOVAKIA Phone: +42 89 623 408 Fax: +42 89 477 02

DEIJ Arjen European Training Foundation Viale Settimio Severo, 65 10133 Torino, ITALY Phone: +39 11 630 22 22 Fax: +39 11 630 22 00

DEODATO Ettore European Commission Rue de la Loi 200 1049 Brussels, BELGIUM

Phone: +32 2 296 85 50 Fax: +32 2 295 57 19

DONDI Claudio SCIENTER Via Val d’Aposa 3 40123 BOLOGNA, ITALY Phone: +39 51 230 107 Fax: +39 51 235 890

DOONEY Triona Tempus National Contact Point, Higher Education Authority Clanwilliam Court, floor 3 DUBLIN 2, IRELAND Phone: +353 1 661 27 48 Fax: +353 1 661 04 92

DULSON Alfred Polytechnical University Tomsk Lenin Avenue 30 634034 TOMSK, RUSSIAN FEDERATION Phone: +7 3822 415 814 Fax: +7 3822 415 208

DRAUSBAHER KRUSIC Petra Office for European Affairs Slovenska c. 27 1000 Ljubljana, SLOVENIA Phone: +386 61 178 22 98 Fax: +386 61 178 2310

DUKIANDIJIEV Stefan Bulgarian Tempus Office Tzar Osvoboditel, 29 1504 SOFIA, BULGARIA Phone: +359 2 440 775 Fax: +359 2 446 450

ERDENE Ishdorj Tempus Information Point Ministry of Science and Education

P.O.Box 24-692 210644 ULAANBAATAR, MONGOLIA Phone: +976 1 327 495 Fax: +976 1 327 495

FARKASOVA Viera Slovak Tempus Office Stare Grunty 52 84244 BRATISLAVA, SLOVAKIA Phone: +42 7 726 129 Fax: +42 7 720 264

FERBAR Janez University of Ljubljana Faculty of Education Kardeljeva plo_cad 16 1000 Ljubljana, SLOVENIA Phone: +386 61 1892 305 Fax: +386 61 347 997

FILONENKO Sergei Voronezh State Agricultural Unviersity Milchurin Str. 1 394087 Voronezh, RUSSIAN FEDERATION Phone: +7 732 528 083 Fax: +7 732 528 139

FOREMAN Judith Bradford & Ilkley Community College Great Horton Road BD94EZ Bradford, UNITED KINGDOM Phone: +44 1274 753 386 Fax: +44 1274 753 153

FRANJOU Patrick Conférence des Presidents d’Université 103 Bvd. St. Michel 75005 PARIS, FRANCE Phone: +33 1 44 32 90 09 Fax: +33 1 44 32 92 07

FRANKOWICZ Marek Jagiellonian University, Faculty of Chemistry Ul. Ingardena 3

30060 KRAKOW, POLAND Phone: +48 12 633 6377 Fax: +48 12 634 0515

GABER Slavko Ministry of Education and Sport

Zupanciceva 6 1000 Ljubljana, SLOVENIA Phone: +386 61 132 32 25 Fax: 386 61 132 72 12

GEENTJENS Johan National Contact Point Ministerie van de Vlaamse Gemenschap Dept. Onderwijs Koningsstraat 136 1000 BRUSSELS, BELGIUM Phone: +32 2 211 43 43 Fax: +32 2 211 43 85

GERHARDUS Florian Tempus National Contact Point, Office for Exchange Programs with CEE Berggasse, 21/7 4090 WIEN, AUSTRIA Phone: +43 1 31 72 793 Fax: +43 1 317 27 95

GESSWEIN Karin European Training Foundation Villa Gualino, Viale Settimio Severo 65 10133 Torino, ITALY Phone: +39 11 6302278 Fax: +39 11 6302200

GOSPARINI Paola European Training Foundation Viale Settimio Severo, 65 10133 Torino, ITALY Phone: +39 11 630 22 22 Fax: +39 11 630 22 00

GRIGORESCU Dan Alexandru Romanian Tempus Office Stefan Furtuna str. 140 79782 BUCHAREST 6, ROMANIA Phone: +40 1 638 58 12 Fax: +40 1 312 10 65

GROOT Elien National Contact Point NUFFIC Kortenaerkade 11 25 THE HAGUE, THE NETHERLANDS Phone: +31 70 4260 255 Fax: +31 70 4260259

GUZKOWSKA Myszka University College London Gower Street WCIE6BT London, UNITED KINGDOM Phone: +44 171 391 1676 Fax: +44 171 391 1715

GWYN Rhys College of Europe Dijver 11 8000 BRUGGE, BELGIUM Phone: +32 50 335 339 Fax: +32 50 349 504

HADZISCE Aspasija

National Tempus Office, Ministry of Science Ilindenska bb 91000 SKOPJE, F.Y.R.O.M. Phone: +389 91 118 630 Fax: +389 91 128 446

HAFNER Marjuta Ministry for Culture Cankarjeva 5 1000 Ljubljana, SLOVENIA Phone: +386 61 178 59 47 Fax: +386 61 178 59 02

HELLE Otte Ministry of Education Frederiksholm kanal 26 1220 Copenhagen, DENMARK

Phone: +45 33 92 53 11 Fax: +45 33 926517

HILBERT Attila Hungarian Tempus Office POB 508 1438 BUDAPEST 70, HUNGARY Phone: +36 1 251 56 41 Fax: +36 1 343 01 64

JAKIMAVICIUS Dainius Lithuanian Tempus Office Volano str. 2/7 2691 VILNIUS, LITHUANIA Phone: +370 2 629 140 Fax: +370 2 226 301

JASHARI Hasan Government of the Former Yougoslav Republic of Macedonia (Vice Prime-minister) Ilindenska bb 91000 SKOPJE, F.Y.R.O.M. Phone: +389 91 224 727 Fax: +389 91 114 569

JONGSMA Ard Journalist LILLEGADE 6a, 4070 HYLLINGE, DENMARK Phone: +45 46 40 48 45 Fax: +45 46 40 48 43

KAIRIENE Rasa Ministry of Foreign Affairs J. Tumo-Vaizganto 2 2001 Vilnius, LITHUANIA Phone: +370 2 616659 Fax: +370 2 224168

KALINAUCKAS Josephine European Commission Rue de la Loi 200 1049 Brussels, BELGIUM Phone: +32 2 296 85 50

Fax: +32 2 295 57 19

KANAAN Sami CRE-Association of European Universities 10, Conseil Général 1211 Geneva 4, SWITZERLAND Phone: +41 22 329 22 51 Fax: +41 22 781 8100

KARLOVA Lana Tempus Information Point Nalbandyan 5, app. 34 375010 Yerevan, ARMENIA Phone: +3742 565 182 Fax: +3742 565 182

KASIMOVA Sanovbar Tacis Coordinating Unit Prospekt Rudaki 44-46 - room 103 734025 DUSHAMBE, TADJIKISTAN Phone: +7 3772 212 609 Fax: +7 3772 510 100

KEK Matja Public Relation Office of the Government Slovenska 29 1000 Ljubljana, SLOVENIA Phone: +386 61 178 26 20

KIRILLOVA Galiya Ministry of Education of Kazahstan Zhambul 25 480100 Alma-Ata, KAZAHSTAN Phone: +7 3272 62 77 57 Fax: +7 3272 69 18 65

KISS Adam Tempus Public Foundation P.O. Box 508 1438 Budapest, HUNGARY Phone: +361 251 56 41 Fax: +361 343 01 64

KOSELJ Nata_a European Training Foundation Viale Settimio Severo, 65 10133 Torino, ITALY Phone: +39 11 630 22 22 Fax: +39 11 630 22 00

KOVACIC Tatjana Ministry for Foreign Affairs Gregorciceva 25 1000 Ljubljana, SLOVENIA Phone: +386 61 178 2391 Fax: +386 61 178 2393

KROUALOV Vjatcheslav

University of Economic and Finances Sadovaja 21 191023 St. Petersburg, RUSSIAN FEDERATION Phone: +7 812 310 61 65 Fax: +7 812 110 57 33

KUSLJUGIC Mirza University of Tuzla Electrical Engineering Faculty Franjevacka 2 75000 Tuzla, BOSNIA AND HERZEGOVINA Phone: +387 75 230 068 Fax: +387 75 359 35

LALOV Ivan Sofia University “St. Kliment Ohridski” 15 Tsar Osvoboditel blvd. 1000 SOFIA, BULGARIA Phone: +359 2 946 01 15 Fax: +359 2 946 02 55

LEFRANC Michel European Commission Rue de la Loi 200 1049 Brussels, BELGIUM Phone: +32 2 296 85 50 Fax: +32 2 295 57 19

LEPAJOE Kersti Estonian Tempus Office Tönismagi 2 0100 TALLINN, ESTONIA Phone: +372 2 646 00 58 Fax: +372 2 646 00 57

LUARASI Tamara Albanian Tempus Office Ministry of Education and Science Durresi Tirana, ALBANIA

Phone and Fax: +355 42 404 35

MARGA Andrei University “Babes-Bolyai” Cluj Str. M. Kogalniceanu 1 3400 CLUJ, ROMANIA Phone: +40 64 194 670 Fax: +40 64 195 051

MASSANGIOLI Giuseppe European Commission Rue de la Loi 200 1049 Brussels, BELGIUM Phone: +32 2 296 85 50 Fax: +32 2 295 57 19 MELLVIG Staffan Tempus National Contact Point, National Agency for Higher Education P.O. Box 7851 10399 STOCKHOLM, SWEDEN Phone: +46 8 453 71 36 Fax: +46 8 453 71 40

MICHKEVITCH Mikhail Belarus State Economic University Partizanski prosp. 26 220672 MINSK, BELARUS Phone: +375 172 49 8204 Fax: +375 172 49 8204

MIHEVC Bogomir University of Ljubljana, Enrolment Kongresni trg 15 1000 Ljubljana, SLOVENIA Phone: +386 61 213 316 Fax: +386 61 222 484

MKRTCHIAN Gagik Novosibirsk State University Pirogov 2 630090 Novosibirsk, RUSSIAN FEDERATION Phone: +7 3832 350 940 Fax: +7 3832 397 378

MOLTOFT Jorgen Technical University of Denmark Dept. of Applied Electronics Akademivej, building 451 2800 LYNGBY, DENMARK Phone: +45 45 2552 65 Fax: +45 45 880286

MROWKA Barbara Committee for European Integration Al. Ujazdowskie 9 00 583 Warszaw, POLAND Phone: +48 22 628 63 28 Fax: +48 22 694 71 64

NAQVI Amir Delegation of the European Commission Trg republike 3/XI. Phone: 386 61 125 13 03 Fax:386 61 125 20 85

NEWTON-CLARE Louise London School of Economics Houghton Street WC22AE London, UNITED KINGDOM Phone: +44 171 955 74 11 Fax: +44 171 955 76 71

NOVAK Simona Ministry of Science and Technology Slovenska 50 1000 Ljubljana, SLOVENIA Phone: +386 61 13 11 107 Fax: +386 61 302 951

NUREEV Roustem State University -Higher School of Economics Leninsky pr 117333 Moscow, RUSSIAN FEDERATION Phone: +7 95 137 53 78 Fax: +7 95 152 08 71

OEHL Claudia

European Training Foundation Viale Settimio Severo, 65 10133 Torino, ITALY Phone: +39 11 630 22 22 Fax: +39 11 630 22 00

OREL STURM Tanja Ministry for Foreign Affairs Gregorciceva 25 1000 Ljubljana, SLOVENIA Phone: +386 61 178 23 02 Fax: +386 61 178 23 93

PARASCHIV Dragos The Department for European Integration The Government of Romania Diata Victoriei Bucharest, ROMANIA Phone: +401 222 71 27 Fax: +401 223 01 26

PASIC Mithat Ministry of Foreign Affairs Office of the Phare National Coordinator Musala 2 71000 SARAJEVO, BOSNIA AND HERZEGOVINA Phone: +387 71 664 722 Fax: +387 71 665 730

PAVLOVSKI Vladimir Univiversity St. Cyril & Methodius Bul. Krste Misirkov BB 91000 SKOPJE, F.Y.R.O.M. Phone: +389 91 224 617 Fax: +389 91 116 370

PILKATI Artur The Development and Coordination Directory, Representative of Phare Programme Bulevardi “Dêshmorêt e Kombit” Tirana, ALBANIA Phone: 355.42.22.655 Fax: 355.42.28.362

PODGORNIK Mitja 6320 Portoroz, SLOVENIA Phone: +066 747-175 Fax: +064 747-176

PRIKULE Dzintra Academic Programme Agency (Tempus) Valjnju 2 1098 Riga, LATVIA

Phone: +371 7 223 983 Fax: +371 7 820 171

PROUDNICOV Vladimir Publishing house “INFRA.M.” Dmitrovskoye shosse 107 127247 Moscow, RUSSIAN FEDERATION Phone: +7 95 485 57 79 Fax: +7 95 485 53 18

RACE Julia Academic Cooperation Association 15 rue d’Egmont 1000 BRUSSELS, BELGIUM

Phone: +32 2 513 22 41 Fax: +32 2 513 17 76

RADONJIC Du_an University of Maribor Krekova 2 2000 MARIBOR, SLOVENIA Phone: +386 62 223 611 Fax: +386 62 213541

RAMAJ Fatmira University of Tirana Deshmoret e kombit Tirana, ALBANIA Phone: +355 42 28402 Fax: +355 42 23981

RAMOSER Christoph Federal Ministry of Science and Transport Minoritenplatz 5 1014 Wien, AUSTRIA Phone: +43 1 53120 6791 Fax: +43 1 53120 6205

RAMSAYER Oliver European Training Foundation

Viale Settimio Severo, 65 10133 Torino, ITALY Phone: +39 11 630 22 22 Fax: +39 11 630 22 00

RAWDEN-SMITH Nigel Phare Programme Coordination Unit/ Multi Country Higher Education Programme. Stare Grunty 52 842 44 Bratislava, SLOVAKIA Phone: +421 7 724 425 Fax: +421 7 724 425

REILLY John Tempus National Contact Point, The Univ. Research and Development Building CT2 7PD CANTERBURY, UNITED KINGDOM Phone: +44 1227 824067 Fax: +44 1227 823468

RINTAMÄKI Tuomo Helsinki University of Technology / CIMO P.o.b 8000 Hut, FINLAND Phone: +358 9 4514018 Fax: +358 9 4514487

RIVZA Baiba Council of Higher Education 19/23 Baznicas 1050 RIGA, LATVIA Phone: +371 2 728 433 Fax: +371 2 302 69 80

ROGOZINSKAYA Elena Ministry of General and Special Educ. Dubnenskaya 12 127540 Moscow, RUSSIAN FEDERATION Phone: +7 95 924 87 47 Fax: +7 95 924 69 89

SAKNIER Pascal Institut du Management Territorial et Européen

Université Dauphine 75009 Paris, FRANCE Phone: +33 1 499 528 83 Fax: + 33 1 428 127 23

SALLIER Gerard Ministry of Foreign Affairs France 244 Saint-Germain 75007 Paris, FRANCE Phone: +33 01 4317 89 09 Fax: +33 01 4317 95 40

SAMOILO Elena Soros Foundation(Open society institute) B.Kozlovsky Per, 13 107078 Moscow, RUSSIAN FEDERATION Phone: +7 95 921 82 57 Fax: +7 95 921 90 25

SARNO Luigi Tempus National. Contact Point, Consorzio Interuniversitario per la Cooperazione Via Baglivi, 3 00161 ROMA, ITALY Phone: +39 6 440 34 28 Fax: +39 6 440 33 39

SCALERA Maria Antonietta I10 Ministry of University and Science research Piazzale Kennedy 20 00144 Rome, ITALY Phone: +39 6 5991 2363 Fax: +39 6 5991 2967

SCHAIKIN Vladimir Timirysasev State Agriculture Academy Timirjasevskaja 127550 Moscow, RUSSIAN FEDERATION Phone: +7 95 976 4398 Fax: +7 95 976 29 10

SHELEGEDA Bella Donetsk Commercial Institut Shchors 31 340050 Donetsk, UKRAINE

Phone: +380 622 933 431 Fax: +380 622 928 316

SIDORENKO Andrey Delegation of the European Commission, Tempus Information Point Ulitsa Kruglouniversitetskaya 10 252024 KIEV, UKRAINE Phone: +380 44 293 22 39 Fax: +380 44 293 23 90

SKILLEN David Department for Education and Employment Moorfoot SI4PQ Sheffield, UNITED KINGDOM Phone: +44 114 259 41 17 Fax: +44 114 259 45 31

SKLENAROVA Jana Ministry of Finance, Centre for Foreign Assistance Letenska 15 118 10 Prague, CZECH REPUBLIC

Phone: +42 2 5704 45 64 Fax: +42 2 5704 4570

SKOROKHOD Sergiy Faculty of Economics Odessa State University Dvozyanskaya 2 270100 Odessa, UKRAINE Phone: +380 482 238 200 Fax: +38 482 328 733

SLAVOVA Polixenia College of Europe Dijver 11 8000 BRUGGE, BELGIUM Phone: +32 50 335 339 Fax: +32 50 349 504

STASIAK Marian Office of the Committee for European Integration

Al. Ujazdowskie 9 00-918 Warszawa, POLAND Phone: +48 22 694 71 36 Fax: +48 22 694 64 05

STEFANI Sandra European Training Foundation Viale Settimio Severo, 65 10133 Torino, ITALY Phone: +39 11 630 22 22 Fax: +39 11 630 22 00 STUDENCKI Wieslaw Polish Tempus Office, Foundation for the Development of the Education System Al. Szucha 25 00918 WARSZAWA, POLAND Phone: +48 22 622 37 04 Fax: +48 22 629 24 83

SUMAN Zeljko International Relations Office University of Mostar Hrvatskih velikana 1 88000 Mostar, BOSNIA AND HERZEGOVINA Phone: +387 88 314 393 Fax: +387 88 320 885

TKALCIC Marjan College of Hotel and Travel Administration Obala 29 6320 Portoroz, SLOVENIA Phone: +386 66 747 175 Fax: +386 66 747 174

TLOSTANOVA Madina Ministry of General and Professional Education of the Russian Federation Shabolovka str.3 113819 Moscow, RUSSIAN FEDERATION Phone: +7 95 954 61 04 Fax: +7 95 954 54 60

TOMOV Boris University of Rousse 8 Studentska str. 7017 ROUSSE, BULGARIA Phone: +359 82 444 72 68 Fax: +359 82 455 145

TOTH Roland Dept. of Foreign Assistance Government Office Namesty slobody 29 813 70 BRATISLAVA, SLOVAKIA Phone: +421 7 533 00 89 Fax: +421 7 533 00 56

TOTOMANOVA Anna Maria Ministry of Education and Science 2 Dondoukov blvd. 1000 SOFIA, BULGARIA Phone: +359 2 881 796 Fax: +359 2 981 36 64

TURUNEN Ilkka Ministry of Education Meritullinkatu 10 00170 Helsinki, FINLAND Phone: +385 9 134 173 29 Fax: +358 9 656 765

VAN DER LIJN Nicolaas Netherlands Economic Institute ROTTERDAM, THE NETHERLANDS Phone: +31 10 45 38 746 Fax: +31 10 453 07 68

VAN DER SLEEN Max Netherlands Economic Institute P.o.Box 4175 AD 3006 Rotterdam, THE NETHERLANDS Phone: +31 10 453 86 34 Fax: +31 10 452 06 73

VAN EERDE Henk University of Amsterdam Roetersstr. 11 1018 WB Amsterdam, THE NETHERLANDS Phone: +31 20 644 1421 Fax: +31 20 644 1148

VAVRIN Petr Technical University Brno Kounicova 67a 601 90 BRNO, CZECH REPUBLIC Phone: +420 5 412 132 13 Fax: +420 5 412 11 40

VILFAN Marjeta University of Ljubljana Kongresni trg 12 1000 Ljubljana, SLOVENIA Phone: +1254 055 Fax: +1254 053

VILIUNAS Vaidotas Kaunas University of Technology K. Donelaicio str 73 3006 Kaunas, LITHUANIA Phone: +370 7 222 954 Fax: +370 7 202 912

VRECKO Darinka Ministry of Education and Sport of the Republic of Slovenia Zupanciceva 6 1000 LJUBLJANA, SLOVENIA Phone: +386 61 178 54 38

Fax: +386 61 178 56 69

WILSON Lesley CEPES Str. Stirbei Voda 39 70732 BUCURESTI, ROMANIA Phone: +40 1 615 99 56 Fax: +40 1 312 35 67

WUTTIG Siegbert DAAD Kennedyallec 50 53175 Bonn, GERMANY Phone: +49 228 882 349 Fax: +49 228 882 551

YAKOVLEV Serguey Moscow State University Vorobyov Gorky Moscow, RUSSIAN FEDERATION Phone: +7 95 939 29 13 Fax: +7 95 939 08 77

YERMAKOV Alexander Dniepropetrovsk State University

Naukory 13 320625 Dniepropetrovsk, UKRAINE Phone: +380 562 768 193 Fax: +380 562 765 833

ZGAGA Pavel Ministry of Education and Sport of the Republic of Slovenia Zupanciceva 6 1000 LJUBLJANA, SLOVENIA Phone: +386 61 178 54 38 Fax: +386 61 178 56 69

ZIDAROIU Cornelin University of Bucharest Bld. M. Kogalniceanu 36-46 70609 Bucharest, ROMANIA Phone: +40 1 3120419 Fax: +40 1 613 1760

European Commission / Commission européenne / Europäische Kommission

Tempus Conference 1997 - The Dynamics of Tempus in Higher education Conférence Tempus 1997 - La Dynamique Tempus dans l’Enseignement supérieur Tempus-Konferenz 1997 - Die Dynamik von Tempus im Hochschulwesen

Luxembourg: Office for Official Publications of the European Communities Luxembourg: Office des publications officielles des Communautés européennes Luxemburg: Amt für amtliche Veröffentlichungen der Europäischen Gemeinschaften

1996 – 165 pp./S. – 21.0 x 29.7 cm

ISBN 92-9157-172-5