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THE MAIN ACHIEVEMENTS OF THE TEMPUS PROGRAMME IN THE WESTERN BALKANS 1991-2013

This document has been produced within the framework of the European Union's Tempus programme, which is funded by the Directorate-General for Development and o-operation ! Europe"id and the Directorate-General for Enlargement# Education "udiovisual and ulture E$ecutive "gency Unit %&' ! Tempus ( )ilateral ooperation with *ndustrialisted ountires +ffice address, -ue olonel )ourg, &./-&.0, &&1' )ru$elles ! )elgi2ue %ostal addess, "venue du )ourget, &- &'10 )ru$elles ! )elgi2ue %hone, 3.4-45 400#67#68 ! 9a$, 3.4 -45 400#1/#.'

Prefa e
The main aim of the Tempus programme is to support the modernisation of higher education in %artner ountries outside the European Union# The regions targeted include the :estern )alkans, Eastern Europe, entral "sia and the ;outhern <editerranean# The geographical pro$imity of the :estern )alkans and its shared history and culture makes the region of particular importance to the EU# ;ince the inception of the ;tabilisation and "ssociation process in &000, cooperation between the EU and its ;outh Eastern European partners has been a ma=or ob=ective of the European Union's e$ternal relations and enlargement policy# *t aims to help the countries of the :estern )alkans tackle the challenges of social, economic and institutional development# ;ince &00&, the countries of the region have been participating in the Tempus programme, which was part of an overall EU initiative to support economic, social and democratic transition in the :estern )alkans, in the framework of the T" *;, "-D; and *%" funding# ;ince then, Tempus has been going from strength to strength# The Tempus programme, as a whole, has been in e$istence for twenty-two years and has been achieving consistent results# The 4'th anniversary was celebrated in the region in )elgrade in 4'&&, with a high-level <inisterial conference to mark the occasion# Given the impact, the European ommission's new education programme, Erasmus> 34'&1?4'4'5 incorporates Tempus?like activities in its capacity-building strand# @owever, before moving on, we have taken a moment to look back at the impact of the programme in the region, since its introduction# This publication aims to highlight those achievements and the role of the stakeholders who contributed to them# *t is important to acknowledge their contributions and their hard work, which helped to make the programme a success# The Aational Tempus +ffices 3AT+s5 have played a pivotal role in this respect# They were established when the programme started in each of their countries and some of the colleagues responsible for the AT+s have been with us for several years# Their untiring dedication to the programme and the wealth of e$perience they have built up over the past years has been instrumental in the smooth running of the programme# They have proved to be very reliable, trustworthy and committed partners and respected members of the Tempus family# The success of the programme in the region is due, above all, to their hard work and dedication# :e thank all those AT+s who have contributed to this document# :e hope that you will find it stimulating and inspiring and we look forward to continuing to work with the region through enhanced cooperation under Erasmus> from 4'&1 to 4'4'#

Blaus @aupt @ead of Tempus Unit, E" E"

C!"#e"#
INTRO$UCTION I - MAIN ACHIEVEMENTS OF THE PROGRAMME
&#& - <ain "chievements at ;taff Cevel &#4 - <ain "chievements at *nstitutional Cevel &#4#& - *mplementing urriculum -eform &#4#4 - %roviding Aecessary E2uipment for ommunications and Caboratories &#4#. - Encouraging -eform of University Governance and <anagement &#4#1 - 9ostering Cinks between @igher Education *nstitutions and the Cabour <arket &#. - <ain "chievements at Aational Cevel &#.#& - ;upporting -eform of @igher Education ;ystems and %olicies &#.#4 - %romoting -egional ooperation

II - MAIN RESULTS
&# "lbania 4# )osnia and @erDegovina .# roatia 1# The 9ormer Eugoslav -epublic of <acedonia /# Bosovo& 6# <ontenegro 8# ;erbia

ANNE%ES
a# )rief +verview of the Tempus %rogramme b# ;tatistics on the Aumber of %ro=ects in Tempus * and ** 3&00&-&0005 c# ;tatistics on the Aumber of %ro=ects in Tempus *** 34'''-4''65 d# ;tatistics on the Aumber of %ro=ects in Tempus *F 34''7-4'&.5 e# Cist of %articipating *nstitutions in Tempus *F f# Tempus Events +rganised in the :estern )alkans -egion g# Cist of Tempus %ublications from the Tempus ;eries

&

This designation is without pre=udice to positions on status and is in line with UA; - &411 and the * G +pinion on the Bosovo declaration of independence#

INTRO$UCTION
The countries of the :estern )alkans have been involved in the programme from its earliest days# :ith the e$ception of "lbania, all were part of Eugoslavia, which itself participated in the programme in &00&, if only for one year# *n this year, the European %arliament passed a resolution which stipulated Hthat the constituent republics and autonomous provinces of Yugoslavia must have the right freely to determine their own future, in a peaceful and democratic manner and on the basis of recognized international and internal borders I# "fter the break-up of Eugoslavia, Tempus adapted to the changing geographic configuration of the region, with its three successive funding instruments, %@"-E, "-D; and *%"# Under the %@"-E programme 3&00&-&0005 which aimed to promote economic and social cohesion in Eastern and ;outh Eastern Europe, "lbania =oined Tempus in &004 and )osnia and @erDegovina and the former Eugoslav -epublic of <acedonia in &006# The EU developed its '-egional "pproach for the :estern )alkans' as of &008 4# This was followed by the European ommission's ;tabilisation and "ssociation %rocess 3;a%5 in &000, which aimed to promote capacity building, economic and social development and stability in the region# There was a stronger focus on promoting closer relations between neighbours in the region and with the EU# -egional co-operation has been at the heart of international efforts in the :estern )alkans ever since# The Jagreb ;ummit in 4''' emphasised regional co-operation as part of the EU's KcontractK with the ;a% countries, and each national ;tabilisation and "ssociation "greement included a clear commitment to promoting closer links between neighbours# The "-D;. programme was created in 4''', as the EU's main instrument for financial assistance to the :estern )alkans# Tempus was one of the regional programmes funded under this instrument# roatia was included in the Tempus programme in 4''' and the 9ederal -epublic of Eugoslavia, from 4''& to 4''4# Bosovo 3under UA; - &411L005 =oined the programme in 4''& and the ;tate Union of ;erbia and <ontenegro participated from 4''. to 4''6# "s of 4''6, the EU adopted the *nstrument for %re-"ccession "ssistance 3*%"5 3which went into effect in 4''8 and replaced the previous pre-accession instruments %@"-E and "-D;5# The overarching goal of the *%" is to enable EU candidate and potential candidate countries to make political, economic, and legal reforms, so that they are better e2uipped to =oin and face the challenges of being in the EU# *n 4''6, <ontenegrins voted in a referendum for independence from the ;tate Union of ;erbia and <ontenegro and both ;erbia and <ontenegro continued to participate in the Tempus programme as of 4''8, as two separate independent countries# The :estern )alkans %latform on Education and Training, launched by the European ommission in <arch 4'&4, is the latest EU initiative to promote greater cooperation in the region and assist the :estern )alkans with their reforms in the area of education and training# The %latform convenes the <inisters responsible for education in the region on a regular basis and is chaired by the European ommission's Director-General for Education and ulture#

The regional approach was based on an integrated policy, aimed at promoting peace, stability and sustainable development in the :estern )alkans# *t encompassed "lbania, )osnia and @erDegovina, roatia, the former Eugoslav -epublic of <acedonia, ;erbia and <ontenegro and Bosovo# . ommunity "ssistance for -econstruction, Development and ;tabiliDation programme created by ouncil -egulation 4666L4'''#

Therefore, the e$isting si$ countries from the :estern )alkans 3"lbania, )osnia and @erDegovina, roatia, the former Eugoslav -epublic of <acedonia, <ontenegro, ;erbia5 and Bosovo have been involved in the Tempus programme in various forms and at different points in time throughout its 4'-year history# During Tempus *F, both roatia and the former Eugoslav -epublic of <acedonia gradually =oined the Cifelong Cearning %rogramme and were therefore not eligible for Tempus funding any longer# <ore than 8'' cooperation pro=ects have been funded during the entire period# " breakdown of pro=ects is shown below#

Ge!&ra'() Brea*+!," !f #(e N-./er !f Pr!0e #1 21990-201334

Tempus I "lbania )osnia and @erDegovina roatiaMMM 9ormer Eugoslav -epublic of <acedonia Bosovo <ontenegro ;erbia Eugoslavia T!#a5**** &8 -

Tempus II /1 4/
-

Tempus III** 18 86 78 01 40 46 &'. .10

Tempus IV .4 /. &/ .. .0 1& 71 &10

Total &/' &/1 &'4 &6. 67 68 &78 0' 84'

0'

.6 -

&'8

&&/

M The 'number of pro=ects' comprises of cooperation pro=ects between @E*s 3e$cluding %re-GE%s and ompact <easures5# MM 9or the 9ederal -epublic of Eugoslavia as well as the ;tate Union of ;erbia and <ontenegro, the number of pro=ects has been split according to the location of the participating institutions# MMM *n the last all of Tempus *F, roatia participated in the programme as an EU <ember ;tate and those pro=ects are not included 3in total 8 accepted pro=ects5# MMMM ountry figures cannot be added, as several countries can be involved in the same pro=ect#

The total budget allocated to the region since &00& has been 4/1 million Euro#

T!#a5 Te.'-1 B-+&e# A55! a#e+ /6 7ear )" #(e We1#er" Ba5*a" Re&)!" 21991 8 20133
3*t is important to note that the evolution of the budget is limited to the number of countries participating, which has varied over time#5

Te.'-1 I4
Total amount 3<illions of Euro5
',0 &,4 /,' 4,1 .,/ &00& &004 &00. &001 &00/

Te.'-1 II
&006 &008 &007 &000

/,/

6,'

1,4

1,6

4Under Tempus *, the budget covered mainly preparatory actions

Te.'-1 III
4'' ' 4'' & 4'' 4 4'' . 4'' 1 4'' / 4'' 6 4'' 8 4'' 7

Te.'-1 IV
4'' 0 4'& ' 4'& & 4'& 4 4'& .

Total amount 3<illions of Euro5

&','

&7,'

&/,0

&1,0

&6,1

&8,0

&8,4

&0,6

&0,8

&/,6

&.,7

&/,.

&1,0

&&,8

N 4/,' N 4',' N &/,'

1 " ! 5 ) M
N &',' N /,' N ','

Under Tempus 3in case of multi-country pro=ects5 the budget committed to each country is the result of a theoretical calculation and is proportionate to the number of institutions of each country participating in the selected pro=ects# These figures do not necessary correspond to the real budget that the institutions of the country concerned will receive during the implementation of the pro=ect#

& 0 4 0 & . 0 & 1 0 & / 0 & 6 0 & 8 0 & 7 0 & 0 & ' 4 & ' 4 ' 4 . ' 4 1 ' 4 / ' 4 6 ' 4 8 ' 4 7 ' 4 0 ' 4 & ' 4 & ' 4 & ' 4 . & ' 4
7ear1

Brea*+!," !f #(e T!#a5 B-+&e# A55! a#e+ 21991-20133 9

E ugoslavia 'O "lbania &6O

; erbia 48O

<ontenegro /O Bosovo 0O

)osnia@erDegovina &6O

9E-+< &/O

roatia &4O

Tempus has been present in the region since the inception of the programme# *t has facilitated the aid and reconstruction process and its multi-country pro=ects have proven very popular and promoted much needed regional co-operation# Tempus has contributed to the modernisation of higher education systems and the alignment of systems with EU developments in the field of higher education# This capacity-building is evident from the fact that many pro=ects in the region are led and managed by partners from the region 3rather than the EU5# The fact that si$ countries in the region are signatories of the )ologna process is also evidence of this# The many curriculum development pro=ects managed in the region has helped put )ologna principles into practice# Cast but not least, the programme has helped these countries in their social development, human capacity building and their reform process, to prepare for accession to the EU# roatia is now an EU <ember ;tate and the former Eugoslav -epublic of <acedonia and <ontenegro and ;erbia have already been granted the status of EU candidate ountries# The new Erasmus> programme 34'&1 to 4'4'5 will continue to provide opportunities for cooperation for capacity-building, providing new opportunities for cooperation at regional level#

I - MAIN ACHIEVEMENTS OF THE PROGRAMME

*n this first section, the impact of the Tempus programme on the :estern )alkans region as a whole will be analysed, at individual, institutional and national level#

1:1 - Ma)" A ()e;e.e"#1 a# S#aff Le;e5

Tempus has played an important role in the professional development of staff in the :estern )alkans region over the past twenty years# %rofessional development opportunities were often limited in higher education institutions 3as was also the case in many EU institutions5 and Tempus has given professors the opportunities to meet other peers in their field in different countries# )y working together in international consortia, professors have been e$posed to different perspectives and gained new insights into their academic field# This has allowed them to work together with leading e$perts in their area and sometimes travel to another Tempus %artner ountry to =ob?shadow and update their skills and knowledge# They have also gained valuable work e$perience, through teaching students in a different country 3sometimes in a foreign language5# The contacts built have proven e$tremely useful for pursuing further research and enhancing their publications list# *ndeed, contacts with European professors, made through Tempus, have sometimes led to further research activities after the end of the pro=ect, such as =oint publications and peer?reviews# This has helped enhance the sustainability and the long?term impact of the pro=ects' outcomes# Tempus promotes a Pbottom?upQ approach and helps break down hierarchies inherent in universities# This has given professors and in particular younger staff, great liberty to e$periment with new ways of working in the incubator that is a Tempus pro=ect, through collaboration with professors outside their higher education institution# The Tempus programme has helped improve pro=ect management capacities in the region# Under Tempus *F, it is now possible for staff to manage their own pro=ects and a number of institutions in the region have risen to the challenge# *n ;erbia for e$ample, more than half of the pro=ects selected for funding under Tempus *F are managed by a ;erbian co-ordinator# Tempus focuses not only on academic staff, but puts e2ual emphasis on the training of non? academic administrative staff as well# 9or e$ample, Tempus pro=ects have helped these professionals develop and update competencies, such as financial management, public procurement, computer networking and library cataloguing skills, by having access to the latest tools and techni2ues# %ro=ects have also contributed to empowering administrative staff by increasing their awareness of the important role that they can play in the higher education institutionQs success# This has further motivated them to be proactive and seek out continuous professional development opportunities throughout their careers# Tempus has given staff from the region the opportunity to develop their intercultural skills, by working together with staff from many different countries in a multi?country consortium# :hile there has been a long tradition of cooperation with their neighbours, they have gained intercultural e$perience of working with EU countries where there have been limited prior links# The training that staff has received in applying for Tempus grants, has proved a good preparation for their entry into the EU-funded lifelong learning programme# +n a number of Tempus pro=ects staff is working, not only with higher education institutions in their region and in the EU, but also with higher education institutions from other Tempus regions# The high number of *ndividual <obility Grants awarded under Tempus *, ** and ***, have allowed staff to travel easily to another Tempus %artner ountry for specific periods# *n certain cases, it was also the first opportunity for many younger staff, who had obtained their %h#D# at home, to work in an international team# *n fact, many pro=ects report that the biggest challenge on a Tempus pro=ect is learning to work together to overcome cultural differences# "ll the same, this is considered as an incredibly enriching e$perience by participants who report to have learned as much about themselves, as the academic or administrative sub=ect

area# *t is also worth noting that in recent years, mobility of students and academic staff has been very much supported by the Erasmus <undus %rogramme, which is one of the main EU programmes for international mobility of higher education students and professors#

1:2 - Ma)" A ()e;e.e"#1 a# I"1#)#-#)!"a5 Le;e5

1:2:1 - I.'5e.e"#)"& C-rr) -5-. Ref!r.
+ne of the main components of the Tempus programme involves reforming curricula, which was particularly relevant in the conte$t of the socio?economic changes in the early &00's# Even during Tempus *F, more than 1'O of all pro=ects in the region focused on curriculum reform# This has always been a popular topic for Tempus pro=ects, because it allows professors to work together in international consortia, to revise old courses or develop new ones# Even though the action involves a 'bottom?up approach', the vast ma=ority of the developed or upgraded courses have succeeded in gaining recognition from their higher education institutions and relevant national authorities in?country, which testifies to the high esteem in which the Tempus programme is held# The Tempus programme has also served as a useful tool for updating e$isting academic courses# %rofessors from EU universities have worked together with professors from the region, to pool their e$pertise in an academic discipline and modernise a chosen curriculum# Today, much academic material is available on?line# %eople?to?people contacts have been necessary to obtain access to the latest up?to?date material and research in a particular field and Tempus has facilitated these e$changes# *ndeed, increasing access to the internet in recent years hasn't always meant that the best material is now readily available on?line# %rofessors are often reluctant to publish course material on the web, as it is a source of competitive advantage, helping them to attract the best students# %eople?to?people contacts through Tempus have helped build the trust necessary to allow the e$change of this academic material# Fia Tempus, a number of new study programmes have been introduced or developed in the region, for e$ample in the fields of engineering, natural science and agriculture# Cabour market needs in the region have evolved much over the past twenty years and higher education institutions have not always had the necessary resources to adapt curricula at the same pace as these evolutions# Tempus has helped professors from the region to make contacts with European @E*s, who had ready?made courses in a re2uired area, and to work together with them to adapt these study programmes to labour market needs in the region 3by translating the courses' content into local languages or developing country?specific case studies for e$ample5# Tempus has also helped professors make a break from more traditional types of classroom? based learning and has introduced new teaching methods such as evening courses, e? learning courses, blended learning and intensive on?site courses for professionals# This development has allowed professionals to combine work with study, which wasn't always possible before# Aew methods of designing and structuring courses have also been introduced by Tempus# )ased on the principles of the )ologna %rocess, many European professors are already accustomed to designing courses based on Plearning outcomesQ and E T; credits and have transferred this know?how to colleagues in the %artner ountries in the region# %rofessors there have been convinced of the merits# ;tudent e$change with European universities has been facilitated by allowing institutional recognition, upon return home, of periods spent in the EU or in a country in the region# These bottom?up reforms have encouraged <inistries of Education in the region to redesign the degree structure along the )ologna model# The three? cycle system of )achelor, <aster and Doctorate has been introduced# The third cycle, in particular, is still less developed in a few countries# Goint Degrees and Double?Degrees, at the <aster level, with European higher education institutions are sometimes constrained by

national regulations# *n other cases, the mutual recognition of degrees, for students who wished to pursue their post?graduate studies either in Europe or in other :estern )alkan countries and the implementation of the 'learning outcome' concept continue to be an issue#

1:2:2 - Pr!;)+)"& Ne e11ar6 E<-)'.e"# f!r C!..-") a#)!"1 a"+ La/!ra#!r)e1

The provision of e2uipment has always been an attractive component of the Tempus programme for higher education institutions in the region# )etween &00& and 4'&., Tempus will have provided appro$imately /' million Euro's worth of e2uipment to pro=ects in the region# Tempus has stocked university libraries with recent te$t books and periodicals for new courses# The provision of laboratory e2uipment has also been very important in supporting practical coursework in the hard sciences# :ithout such e2uipment, the effectiveness of such courses would have been severely hindered# Universities took pride in the e2uipment donated and often allocated rooms to house it and staff to supervise and maintain it# "s the benefits of such e2uipment became apparent, university governing bodies were persuaded to invest more themselves# Aew e2uipment was often coveted by researchers and people working in the industry, who didn't have access to such up?to?date materials# *t was still used by them after the end of the pro=ect, sometimes on a fee-paying basis, thus contributing to further enhancing the pro=ect's financial sustainability# "s internet connection became more widespread across the region, computers, scanners and printers proved a good return on investment, as e-mail and ;kype became the main means of communication between pro=ect partners# Tempus has also allowed the purchase of video? conferencing e2uipment, which would have been beyond the budget of many higher education institutions otherwise# <ost higher education institutions in the region participating in the Tempus programme have a computer room, funded by the programme# omputers have not only been essential for communication with European partners but also for introducing new forms of learning in universities, such as e?learning and blended learning# ;pecial computer programmes have facilitated language learning and other specialised courses, which re2uire computer access# The internet is 2uickly replacing the traditional library and internet access provides a wealth of on?line literature for students' research and course assignments# omputer programmes for identifying plagiarism have also been very useful for professors# Therefore, the value of these computers in terms of learning potential is not to be underestimated#

1:2:3 - E" !-ra&)"& Ref!r. !f U");er1)#6 G!;er"a" e a"+ Ma"a&e.e"#

Tempus pro=ects have not only covered curriculum development but have also worked on the reform of higher education institutions' structures and processes ! something that has often proven more challenging than curriculum development, given the strict hierarchies and politics that e$ist in many universities# "bout 4/O of Tempus *F pro=ects in the :estern )alkans have been focused on this topic# 9or e$ample, a number of pro=ects have involved setting up international relations offices or improving systems and processes in e$isting ones, to facilitate international student e$change, help develop international strategies and introduce new students' services# Tempus has also helped set up career guidance offices in many universities, which didnQt e$ist before and put in place career databases, set up alumni associations, helped develop fundraising strategies with alumni and assisted students in finding placements during their studies# "ll this has contributed to helping students find =obs immediately after graduation and reducing youth unemployment ! a widespread phenomenon in the region#

Tempus pro=ects have also tackled the challenging sub=ect of university governance structures and processes# The opportunities for %residents and -ectors of higher education institutions in the region to visit their peers in Europe, e$posed them to other ways of working# :hether management processes have become more democratic, transparent and effective in their home universities since, is still open to debate, as highlighted by a recent Tempus study on university governance in the region# @owever, Tempus has helped raise awareness of alternative ways of working and of the importance of e$ternal representatives on higher education governing bodies# hallenges arising from participation in the Tempus programme also contributed to 2uestion the organisational model of the universities in the region and in particular, to draw attention to the lack of integration of these institutions# 9aculties in universities tend to work 2uite autonomously and Tempus has put academics and professionals from different faculties and departments in contact with each other, who might not have had e$changes otherwise# They have had to collaborate well together, to make the pro=ect a success# This has helped break down institutional PsilosQ in the university and promote knowledge sharing, as well as the transfer of information and know?how between departments# :orking as partners on Tempus pro=ects has helped build the management capacity of %artner ountry institutions in the region# This was evidenced by the decision to allow %artner ountry institutions from the region to apply as coordinator for the first time in Tempus *F in 4''7# ;ince then, appro$imately /'O of Tempus *F pro=ects from the region have been managed by a local coordinator# <any of these pro=ects have been e$cellently managed and have produced high 2uality results# This e$perience and the responsibility for managing a grant of up to &#/ million Euro has helped to professionalise university staff and shows the increasing ownership of the %artner ountries' higher education institutions# " number of Tempus pro=ects in the region have focused specifically on the topic of 2uality assurance# This has been promoted through detailed industry surveys and benchmarking before developing curricula, review boards and students' evaluations# Ruality assurance of systems and processes is promoted through obtaining *;+ certification and other internationally recognised accreditation# Tempus %ro=ects have also contributed to the establishment of Ruality "ssurance "gencies in the region# "s a result, over the years, Tempus has increasingly become a meaningful support instrument, enabling higher education institutions to develop appropriate governance and management structures, in order to effectively harness their potential and accomplish their educational purpose#

1:2:9 - F!1#er)"& L)"*1 /e#,ee" H)&(er E+- a#)!" I"1#)#-#)!"1 a"+ #(e La/!-r Mar*e#
<any Tempus pro=ects in the region included private sector partners, particularly local small medium enterprises# Tempus encourages the involvement of enterprises in designing new curricula# Cocal employers often sat on the pro=ect steering committee and curriculum review panels and thus participated directly in the curriculum design process# <ost curriculum development pro=ects have carried out detailed industry analysis via surveys to find out the precise needs of the labour market and tailored courses accordingly, to ensure that they were as relevant as possible# *t is important to note that the labour market includes not only the private sector, but also AG+s and local authorities who participated as partners in Tempus pro=ects# The Tempus programme has developed concrete structures, such as career centres, technology transfer offices and lifelong learning centres, which have developed strategic and sustainable links with the labour market#

%ractical placements and graduate training programmes in companies for students have also been integrated into many of these new courses, contributing to help students secure =obs upon graduation ? particularly important in a region where youth unemployment is very high# )y creating a more relevantly skilled labour force, Tempus has helped give local companies competitive advantage on international markets and thus contributed to economic development# )y helping students find =obs at home, it has also helped prevent brain?drain to regions where employment opportunities are more plentiful#

1:3 - Ma)" A ()e;e.e"#1 a# Na#)!"a5 Le;e5

1:3:1 - S-''!r#)"& Ref!r. !f H)&(er E+- a#)!" S61#e.1 a"+ P!5) )e1
Even though not originally focused on it, Tempus has had an impact on national policy reform in the in the :estern )alkans# Tempus came to the region at the right moment when most of the countries were beginning to introduce ma=or reforms in higher education# "ccording to e$ternal evaluations of the programme, Tempus was considered as a useful support mechanism to help implement these reforms, working hand?in?hand with the <inistries of Education# Tempus ;tructural <easures pro=ects 3in which the <inistries must participate as partners5 tackled national policy issues such as 2uality assurance, accreditation, e2ual opportunities and financing of higher education# "ll the Tempus +ffices have established effective working relationships and constructive dialogue with the <inistry of Education, education authorities and the EU Delegations and offices# Aational priorities are set by the <inistry of Education and Tempus national pro=ects must comply with these# The Tempus +ffices are consulted in the selection of pro=ects to be funded in each all for %roposals# 9urthermore, they are regularly invited by their authorities to provide inputs into studies and publications# Given their knowledge of other countries in the region through Tempus, they serve as a useful point for comparative analysis# ;ince 4''7, Tempus has been used to fund a network of more than fifty @igher Education -eform E$perts from the region# These are local professors, <inistry officials or sometimes also students who are interested in and have knowledge and e$perience of higher education policy reforms# :ith the support of Tempus funding, they have had the opportunity to take part in a number of seminars on higher education reform in the EU and the %artner ountries# Upon return, they have shared their knowledge and e$pertise with higher education institutions, by holding seminars and workshops to disseminate information about, for e$ample, the latest developments in EU higher education policy reform and the )ologna process# European e$perts have also been invited, using Tempus funding, to give training seminars in the %artner ountries of the :estern )alkans# %articipation in the Tempus %rogramme with EU institutions has helped promote )ologna principles and tools and highlight their usefulness# To date, si$ countries of the region are signatories of the )ologna Declaration and actively participate in the )ologna %rocess which is a ma=or driver for change in the higher education sector in the region# Cegislation governing the arrangements for implementing E T; has been introduced# The )ologna Diploma ;upplement is issued in the vast ma=ority of study programmes# *t is issued automatically and free of charge 3but mainly in English5# )osnia and @erDegovina, the former Eugoslav -epublic of <acedonia and ;erbia have already formally adopted a Aational Rualifications 9ramework for higher education and started implementing it# Therefore, Tempus has been a ma=or driver for promoting )ologna reforms in the region and, compared to other Tempus regions, the :estern )alkans are currently the most advanced in implementing )ologna principles#

1:3:2 - Pr!.!#)"& Re&)!"a5 C!!'era#)!"

;ince the dissolution of the former Eugoslavia, Tempus has contributed to promoting greater cooperation in the region# *ndeed, it has played a very important role# *t provided a means by which institutions could work together on themes of mutual interest across national and ethnic boundaries and promoted people-to-people contacts which helped change mentalities and diminish pre=udices# *ndeed, multi? country pro=ects represent appro$imately /'O of the total number of pro=ects under Tempus *F in which :estern )alkans countries are participating# " number of academic sub=ect areas lend themselves to a regional dimension such as agriculture, engineering and environmental studies and proved very suitable forums for cooperation# <any of these large multi?country pro=ects are Goint %ro=ects, which cover topics such as links with the private sector, internationalisation of higher education institutions and promoting innovation# )y working together, e$changing best practice and benchmarking against each other, each country has learned from his neighbours# These lessons and e$perience have fed into national higher education policy reforms# The benchmarking reports produced by these pro=ects often motivate countries to achieve better results in a particular area, as they take pride in their accomplishments#

II - MAIN RESULTS
13 A5/a")a
+f all the :estern )alkan countries currently participating in the Tempus programme, "lbania has been involved the longest# The country =oined in &004, after the fall of the former ommunist regime 3a period when "lbania had been somewhat isolated from the world5# The Tempus programme opened the door to the European academic community and gave "lbanian lecturers one of the first opportunities to connect with their counterparts in the region and in Europe# 9or more than 4' years since then, the Tempus programme has played a vital role in promoting cooperation between "lbanian and EU higher education institutions# During the last years, "lbanian institutions have also been particularly involved in regional cooperation pro=ects with other :estern )alkan countries# ;ince &004, all "lbanian public universities and some private ones have participated in &1& Tempus pro=ects in total# Tempus has been particularly instrumental in retraining and upgrading academic staff# " high percentage of "lbanian academic staff has been trained abroad by the programme# Tempus has provided opportunities to improve soft skills and to ac2uire knowledge on new teaching methodologies and different processes of higher education reform, in particular through a high number of individual mobility grants, given between &004 and 4''6 in Tempus *, ** and ***# *t has also had an important impact in raising the capacities of universities, in terms of institutional management and governance# Two overall long-term processes, the ;tabilisation and "ssociation "greement and the building of the European @igher Education "rea, have shaped Tempus cooperation in "lbania since 4''' and the dynamics of both have led to the updating of higher education priorities on a yearly basis# Tempus has been crucial in supporting the reform of the )ologna process in particular, by introducing the three cycles of study in all "lbanian higher education institutions and supporting the development of unified curricula that comply with )ologna criteria# urriculum development pro=ects have also supported the introduction of E T; and the Diploma ;upplement in all "lbanian higher education institutions# ;tudy programmes, mainly in fields such as natural science, environmental science, geology, agriculture, engineering, nursing, tourism and cultural heritage have been updated# Cifelong learning courses have been developed in the fields of civil society, environmental policy, transport policy, public administration reform, public health, =ustice and teacher training# The development of information management systems, institutional evaluations, and continuing education and university strategic plans has also been supported by Tempus# The ma=ority of Tempus pro=ects have led to partnership agreements and, as a follow-up to cooperation within Tempus, =oint degrees have been or are being prepared between "lbanian universities and higher education institutions in the EU# Teaching methods are continuously changing within faculties, particularly due to pro=ects that focus on the capacity building of academic staff# Tempus is considered an important instrument from a 2uality assurance perspective# The '"lbanian "gency for Ruality "ssurance and "ccreditation in @igher Education' was created through the support of a Tempus pro=ect in &000, entitled H;upport for an "ccreditation ;ystem in "lbaniaK# Cast but not least, students' perceptions of the work being done by Tempus have been very positive and they have noted an improvement in teaching 2uality# Tempus has also been highly effective in developing human resources and building capacity in the public administration, civil society and AG+s# *t has, moreover, led to greater cooperation, not =ust in Tempus pro=ects, but also at the national level in general# T,! E=a.'5e1 !f Pr!0e #1 fr!. A5/a")a

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin Grant ;iDe

$e;e5!'.e"# > U'-+a#)"& !f C-rr) -5a > C!-r1e1 )" B)!5!&) a5 S )e" e1 )" T)ra"a U");er1)#6 GE% &8'00 4''4 4''4 9riedrich-;chiller University Gena, Germany - University of )ari, *taly - University of Tirana, "lbania 114,7'' Euro The main aims of the pro=ect were to, -Develop two )achelor curricula on '"pplied Ecology of Ecosystems' and ' ell and <olecular )iology'S

"ims of the pro=ect

- Up-date the e$isting four-year )iology- hemistry curriculum and five-year )iology curriculum and restructure them into three-year curriculaS - Develop three post-graduate <aster coursesS a one-year course in 'Teaching )iology- hemistry' 3for teachers5 and two two-year <;c courses in 'Environmental %rotection' and in '<olecular )iology-)iotechnology'S - Up-dateLrestructure e$isting two-year, post-graduate <;c courses in '"dvanced )otany' and '"dvanced Joology-Ecology'# The main outcomes of the pro=ect were, - " reform of the biology curricula in Tirana University at )achelor, <aster and %h#D# level, which complied with the new Caw for @igher EducationS - The creation of new )achelor, <aster and %h#D# courses 3two at each level5S - Aew teaching plans at all levels prepared, evaluated and approvedS - ;yllabi prepared or updatedS - The 2uality of teaching was improved due to retrained staff, e2uipped laboratories and te$tbooks in "lbanian and foreign languagesS - <ore than /' members of teaching staff participated in mobility visits, including five laboratory technicians and seven new assistantsS - &/ people from Germany and *taly visited the University of Tirana to develop lectures, for special seminars and guided field tripsS - ;even laboratories in the areas of botany, plant physiology, microbiology, general biology, biochemistry, Doology and animal physiology were upgraded with modern teaching and research e2uipmentS - 41 manuscripts of te$tbooks in "lbanian have been prepared and printed and 48 English te$tbooks in the area of biology purchased#

*mpact of the pro=ect

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin

I"#er"a#)!"a5 ?!)"# Ma1#er $e&ree )" P5a"# Me+) )"e G% - -&/778/ -4''0 4''0 University of )ari - University of )ari, *taly - "gricultural University of Tirana, "lbania - University K9an#;#AoliK, "lbania - "gricultural University of %lovdiv, )ulgaria - University of Jagreb - "griculture 9aculty, - G#G ;trossmayer University, roatia - "gricultural University of "thens, Greece - University K @asan %rishtina, Bosovo - ;outh East European University, former Eugoslav -epublic of <acedonia - University K;t# <acedonia yril and <ethodiusK, former Eugoslav -epublic of roatia

- University of )elgrade, ;erbia - University of Aovi ;ad, ;erbia Grant ;iDe "ims of the pro=ect &,&6.,466 Euro The aim of the pro=ect was to, - develop an international <aster Degree in plant medicine, to be implemented at the 9aculties of "griculture of the %artner ountry universitiesS - harmonise teaching content, organise teacher training and develop tools for teaching and learning, using modern communication technologiesS - contribute to institution building in higher education at a regional levelS - sustain university networks and partnershipsS - enhance mutual understanding between the academic world of the :estern )alkans and EU <ember ;tates i#e# )ulgaria, Greece and *taly# *mpact of the pro=ect The main outcomes of the pro=ect were, - the development and implementation of a harmonised international <aster degree in plant medicineS - a multilateral agreement signed by all partners, which allows the mutual recognition of the <aster degreeS - the improvement and modernisation of traditional teaching methods by applying new web technologies 3e#g# internet-learning5S - the creation of an educational network between EU and :estern )alkan universitiesS - student competences developed for employment in the public and private sector in the phytosanitary areaS - The possibility for graduates to be admitted to further education programmes in other countries#

23 B!1")a a"+ Her@e&!;)"a

)osnia and @erDegovina 3)i@5 has been participating in the Tempus programme since &008# ;ince then, &11 Tempus pro=ects have been or are presently being implemented in the country# The topics covered include, curriculum development, 2uality assurance, accreditation, university governance, improvement of management practices and other issues relevant to higher education reform in )osnia# The programme has supported the introduction of the )ologna process and helped spread European best practice in higher education modernisation# *t has been especially important for the :estern )alkan region because it has helped bridge cultural and regional differences and has encouraged all countries to work together on pro=ects promoting an EU dimension and values# Tempus has promoted the reform process in )i@, through ;tructural <easures pro=ects, which supported the development of various laws and regulations in higher education, including the '9ramework Caw on @igher Education in )i@', which was adopted in Guly 4''8# The Tempus programme has also supported the capacity building activities of the national "gency for Development of @igher Education and Ruality "ssurance 3@E"5, through training and pilot study programmes on self-assessment and evaluation# *n the last few years, various Tempus pro=ects have addressed issues related to accreditation and 2uality assurance, such as the development of guidelines for the accreditation of study programmes in higher education institutions in )osnia and @erDegovina# +ther successful Tempus pro=ects have supported the establishment of 2uality assurance offices at all eight public universities in )i@ and enhanced their capacity to implement self-assessment processes# The programme has also supported the moderniDation of e$isting courses and the development of new curricula at all levels, in line with the )ologna %rocess and European best practice# *t has resulted in improved 2uality and a diversity of study programmes# ;taff and students from )osnia and @erDegovina have been trained at EU partner institutions, which enabled them to ac2uire new skills and knowledge and transfer this to their country# *n cooperation with higher education institutions from the EU, several new programmes have been developed in )osnia and @erDegovina, including, for e$ample, a double degree in economics and management of public sector and environment and third cycle studies in mathematical sciences, economics and business# The benefits of participation in the Tempus programme are already evident from the tools in place to implement the main )ologna principles 3e#g# ET ;, Diploma ;upplement, the 3- 6 5e 161#e. etc#5# The programme has encouraged active cooperation and networking among higher education institutions and other stakeholders, which has resulted in the development of new partnerships across the country and Europe# *t is important to emphasiDe that various Tempus pro=ects have promoted partnership with ;<Es, which has allowed higher education institutions to identify skills necessary for the labour market and introduce these in their new Tempus courses, to help make students more employable# 9inally, thanks to the Tempus programme, awareness has been raised recently through Tempus pro=ects of some important but insufficiently promoted issues in )i@, such as human rights and e2ual opportunities, dysle$ia and special needs education# These pro=ects helped people with specific needs to have e2ual access to higher education and promoted human rights issues#

T,! E=a.'5e1 !f Pr!0e #1 Fr!. B!1")a a"+ Her@e&!;)"a

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin $e;e5!')"& H-.a" R)&(#1 E+- a#)!" a# #(e Hear# !f H)&(er E+- a#)!" /&8.&0-TE<%U;-&-4'&&-&-UB-TE<%U;-G% 4'&& -oehampton University, United Bingdom - University of <annheim, Germany - University of Gothenburg, ;weden - University of ;ara=evo, )osnia and @erDegovina - University of Jenica, )osnia and @erDegovina - Bragu=evac University, ;erbia - University of Aovi ;ad, ;erbia - University of Tirana, "lbania - University of Don=a Gorica, <ontenegro - University of <ontenegro, <ontenegro - European University of Tirana, "lbania - University of )elgrade, ;erbia - Aational University of *reland, *reland - <arin )arleti, "lbania - University K@asan %ristina, Bosovo Grant ;iDe "ims of the pro=ect 016,714 Euro This aim of the pro=ect is to, - support the creation and development of effective, multi-disciplinary human rights and citiDenship education programmes and courses in universities in the :estern )alkan regionS - the creation of inter-disciplinaryLtrans-disciplinary human rights undergraduate and postgraduate degrees and multidisciplinary courses, that respond to the needs e$pressed for curriculum reform and modernisation, in the area of law and good governance# *mpact of the pro=ect The pro=ect has achieved the following outcomes to date, - *t has provided a good opportunity for academic and administrative staff, as well as students, to be trained and educated on human rights issues, which increased their knowledge and capacity to moderniDe e$isting courses and develop new courses on human rightsS - *t has encouraged academics from different departments to work together in ad-hock panels, tasked with the moderniDation of e$isting and the development of new coursesS - "cademic and administrative staff has also been trained at various workshops on human rights issueS - The /a1e5)"e .a'')"& on the status of human rights education has been carried out#

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin

EU S#a"+ar+1 f!r A 4''0

re+)#a#)!" !f S#-+6 Pr!&ra.1 )" B)H U");er1)#)e1

&/77/.-4''0-)E-;<GBatholieke @ogeschool ;int-Cieven, )elgium - University of East ;ara=evo, )osnia and @erDegovina - :orld University ;ervice -:U;, "ustria - University of )an=a Cuka, )osnia and @erDegovina - University of ;ara=evo, )osnia and @erDegovina - HDDemal )i=edicI University <ostar, )osnia and @erDegovina - University of <ostar, )osnia and @erDegovina - University of TuDla, )osnia and @erDegovina - University of Jenica, )osnia and @erDegovina - University of )ihac, )osnia and @erDegovina - ;vetski UniverDitetski servis )i@ , ;U; )(@, )osnia and @erDegovina - "gency for development of higher education and 2uality assurance in )@ 3@E"5, )osnia and @erDegovina - <inistry of ivil "ffairs, )osnia and @erDegovina - ouncil of 9lemish University olleges , )elgium - *ntituto %olitecnico %orto, %ortugal - Transilvania University of )rasov, -omania - Trea d'"valuaciU de la Rualitat 3Evaluation of Ruality "rea-"R"5, ;pain 87/,80' Euro The aim of the pro=ect was the development criteria and procedures for the evaluation and accreditation of study programmes in universities in )osnia and @erDegovina in accordance with EU standards# The main outcomes of the pro=ect have been, - The development of HGuidelines for "ccreditation of ;tudy %rograms at higher education *nstitutions in )i@QQ and their adoption by the national "gency for Development of @igher Education and Ruality "ssurance 3@E"5# The Guidelines include important criteria and indicators that are compulsory for all higher education institutions in )i@# The adoption of the Guidelines at national level represents an additional added value because its adoption was not originally foreseen in the pro=ectS - The increased capacity of both the national agency 3@E"5 and the entity agency 3@igher Education "ccreditation "gency of -epublika ;rpska - -; @E""5 and their preparation for the upcoming accreditation process, through training and pilot study programs# Trainings were also held for staff and students on issues related to the self-assessment, evaluation and the accreditation process#

Grant ;iDe "ims of the pro=ect

*mpact of the pro=ect

33 Cr!a#)a
The -epublic of roatia =oined the Tempus programme in 4''', at the beginning of Tempus ***# This phase of the Tempus programme which lasted from 4''' to 4''6 also coincided with roatia =oining the )ologna %rocess and preparations for roatian higher education reform# *n general, the Tempus programme provided valuable support for the implementation of the )ologna action lines in roatia# During the Tempus *** phase of the programme, a total of 78 pro=ects were implementedS mostly =oint pro=ects in the area of curriculum reform# These pro=ects covered various fields such as agriculture, food sciences, architecture, civil engineering, economics, education and teacher training# 6/ individual mobility grants were also awarded to roatian citiDens, thus enabling professionals in higher education to develop links with partners in other European countries# *n the fourth phase of the programme, roatia participated in two pro=ect alls as an eligible %artner ountry# " total of &/ pro=ects were approved for funding, the ma=ority of which were multinational =oint pro=ects# Given its historical ties and similar education traditions, roatian higher education institutions cooperated in Tempus mostly with %artner ountries from the :estern )alkans, as well as surrounding EU countries, such as "ustria, ;lovenia and *taly# @owever, cooperation was also established with other countries, such as Germany, ;weden and @ungary# *n addition to curricular reform support, the Tempus programme was often used to pilot various activities, such as the establishment of career guidance services at roatian universities or preparing roatiaQs entry to the Cifelong Cearning %rogramme# Tempus also supported the development of university strategic plans, international relations, university management, library management systems, 2uality assurance systems, credit systems, open and distance learning and other )ologna related initiatives# *n general, participation in the Tempus programme had a significant impact on the internationalisation of higher education in roatia# "t national level, the Aational Tempus +ffice supported pro=ect implementation and programme promotion, as well as the coordination of the team of @igher Education -eform E$perts 3@E-Es5# Their task was to foster the implementation of )ologna reforms and provide e$pert knowledge to all stakeholders# "s roatia =oined the European Union Cifelong Cearning %rogramme in 4'&', it also stopped being eligible for Tempus funding, e$cept on self-financing basis# This was also the opportunity for the @E-E team to take stock of modernisation of the roatian higher education system during a final conference entitled H@igher Education -eform - *nventory 4'&'I, which also marked a decade of Tempus programme participation in roatia# *n 4'&4, the national CC% agency, the '"gency for <obility and EU %rogrammes' became the contact point for Tempus in roatia# +n the eve of roatian accession to the EU, the European ommission enabled roatian higher education institutions to participate in the si$th all for %roposals 3Tempus *F5 as EU institutions and this opportunity was warmly welcomed# roatian participation in Tempus entered a new phase, from that of being a beneficiary as a Tempus %artner ountry, to that of being an EU <ember ;tate, sharing e$pertise and knowledge with %artner ountries in the region#

T,! E=a.'5e1 !f Pr!0e #1 fr!. Cr!a#)a

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin T!,ar+1 E<-)#a/5e a"+ Tra"1'are"# A Cr!a#)a &/781/ 4''0 Dresden University of Technology, Germany - *nstitute for development of Education, roatia - University of Jagreb, roatia - University of ;plit, roatia - University of -i=eka, roatia - University of Jadar, roatia - University of Gura= Dobrila in %ula, roatia - roatian ouncil of Universities and University olleges of "pplied sciences, roatia - University of Dubrovnik, roatia - roatian ;tudent ouncil, roatia - "gency for ;cience and @igher Education, roatia - <inistry of ;cience, Education and ;ports, roatia - *nstitute for ;ocial -esearch, roatia - *nstitute of %ublic 9inance, roatia - "ssociation for @igher Education Development HUniversitasI, roatia - entre for @igher Education %olicy ;tudies, University of Twente, Aetherlands - orvinus University of )udapest, @ungary - Barl 9ranDens University of GraD, "ustria - <Vlardalen University, ;weden - *nternational ;chool for ;ocial and )usiness ;tudies, ;lovenia - ;wedish )oard for ;tudy ;upport , ;weden - ;lovenian <inistry of @igher Education, ;cience and Technology, ;lovenia 816,8./ N The aims of the pro=ect were to contribute to ensuring e2uitable and transparent access to higher education in roatia, by removing financial obstacles, improving data availability and building capacity for action# The main outcomes of the pro=ect were the following, - Fia data collection and analysis, the pro=ect contributed significantly to the national level discussions on higher education funding in roatia# - The first roatian Eurostudent survey was carried out in the framework of the pro=ect, providing invaluable data on students' socioeconomic status, costs of study, sources of funding, accomodation, paid work and mobility# <ore than /''' students participated in the survey, making it one of the largest student surveys conducted in the country# -Two comparative studies were published by the pro=ect consortium, one on higher education funding and the other on student financial support# - The final pro=ect publication provides policy guidelines for the reform of the higher education funding and student financial support system in roatia# The results of the pro=ect and its policy recommendations were discussed at several public debates and presentations, with the involvement of decisionmakers and other relevant stakeholders# e11 #! H)&(er E+- a#)!" )"

Grant ;iDe "ims of the pro=ect

*mpact of the pro=ect

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin

$e;e5!'.e"# !f A-a5)#6 A11-ra" e S61#e. )" H)&(er E+- a#)!" U<WGE%-&6'&/-4''& 4''& Fienna University of Technology, "ustria - University of Jagreb, - University of ;plit, - University of -i=eka, roatia roatia roatia roatia roatia roatia

- Gosip Gura= ;trossmayer University of +si=ek, - <inistry of ;cience and Technology, - Aational ouncil for @igher Education, - %olitecnico di <ilano, *taly - Batholieke Universiteit Ceuven, )elgium - 9lemish *nteruniversity ouncil, )elgium - "utonomous University of )arcelona, ;pain - Ruality "ssurance "gency, ;pain - University of Erlangen, Germany - 9innish @igher Education Evaluation Grant ;iDe "ims of the pro=ect 406,8&/ Euro

ouncil, 9inland

The aims of the pro=ect were to enhance the 2uality culture in higher education in roatia and to develop and implement a 2uality assurance system in roatian universities# The main outcomes of the pro=ect have been the following, - Ruality assurance systems have been developed and implemented by the roatian partner universitiesS - Bnow-how and e$perience gained during the pro=ect in the '@andbook on *mplementation of ;ystem of Ruality <anagement' has been developedS - The main framework for 2uality assurance systems has been developed and incorporated in amendments to the 'Caw on @igher Education and ;cience', adopted by the roatian %arliament in Guly 4''1S - The idea to create a ' roatian "gency for @igher Education and ;cience' was proposed and this was founded by the roatian government in 4''1#

*mpact of the pro=ect

93 T(e F!r.er 7-&!15a; Re'-/5) !f Ma e+!")a

The former Eugoslav -epublic of <acedonia has participated in the Tempus programme since &006 and has been involved in a total of &6. Tempus pro=ects# ;ince 4'&', the country has been gradually integrated into the Cifelong Cearning %rogramme and institutions have therefore not been able to submit new applications under Tempus anymore# Aevertheless, institutions in the country continue to see Tempus as a key cooperation instrument, which has supported higher education reform in the country and left tangible and long lasting results# 9or e$ample, the Aational Rualifications 9ramework for higher education in the former Eugoslav -epublic of <acedonia was developed by a Tempus pro=ect# 9or higher education institutions, the Tempus programme has been highly relevant in updating the content of e$isting courses or curricula and creating new programmes, leading to new degrees which didn't e$ist before# *n some pro=ects, cooperation has also led to the development of =oint degrees with higher education institutions in the EU, either during the pro=ect's implementation or as a follow-up to the pro=ect# The relevance of curricula for labour market needs has been a priority in curriculum development pro=ects# Tempus, alongside labour market trends, has had an influence on the increase in the numbers of students applying to study in certain areas# *t can also be noted that university ! enterprise cooperation has been a common trend in pro=ects implemented in the country in the recent years# ;taff mobility has offered an important element of capacity building for institutions and has contributed to reinforcing links with partner institutions abroad# <obility within pro=ects, as well as with the *ndividual <obility Grants, has had a clear impact on the work and teaching practices of academic staff# Through Tempus, staff at higher education institutions have also developed their management skills and improved their skills in international relations which, according to many, would not have been possible without Tempus# %ractically all Tempus pro=ects have led to continued cooperation after the pro=ect ended through staff e$changes, provided for under bilateral agreements signed during the Tempus pro=ects and generally financed by the institutions themselves# Tempus has not only had an impact on study programmes or on individual capacity building, but has also contributed to forwarding the aims of the ;tabilisation and "ssociation "greement and the )ologna %rocess# ;ignificant progress has been made in particular in the implementation of the )ologna principles in the country and Tempus has been instrumental in supporting higher education institutions in the process# The gradual introduction of 2uality assurance into institutions and their faculties is one of the results of this process# Tempus has clearly contributed to the internationalisation of higher education in the country and has led to strong cooperation between institutions at national level, as well as with partners in the neighbouring countries and in the EU# *t can be noted that in recent years, institutions in the country were mainly involved in regional pro=ects with other countries of the :estern )alkans# *t is also important to mention that Tempus has always been highly appreciated by students# Thanks to the programme, they have had access to modern laboratories and up-to date e2uipment, as well as to study programmes which are compatible with those in the EU# They have also benefitted from high 2uality teaching, thanks to new competences gained by the staff and have obtained 2ualifications which are attractive in the eyes of the labour market#

T,! E=a.'5e1 !f Pr!0e #1 fr!. #(e f!r.er 7-&!15a; Re'-/5) !f Ma e+!")a

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin

$e1)&")"& a"+ ).'5e.e"#)"& #(e Na#)!"a5 A-a5)f) a#)!"1 Fra.e,!r* ;<@E;-&1/&6/-4''7 4''7 CinkXping University, ;weden - Ghent University, )elgium - <inistry of Education and ;cience, former Eugoslav -epublic of <acedonia - <inistry of Cabour and ;ocial %olicy, former Eugoslav -epublic of <acedonia - Goce Delcev University, former Eugoslav -epublic of <acedonia - ;outh East European University, former Eugoslav -epublic of <acedonia - ;tate University of Tetovo, former Eugoslav -epublic of <acedonia - University ;s yril and <ethodius, former Eugoslav -epublic of <acedonia - University ;t Bliment +hridski, former Eugoslav -epublic of <acedonia - University of "pplied ;ciences +snabrYck, Germany

Grant ;iDe "ims of the pro=ect

/.&,08/ Euro The aim of the pro=ect was to design and implement a Aational Rualifications 9ramework 3AR95 for higher education in the former Eugoslav -epublic of <acedonia# The main outcomes of the pro=ect have been the following, - The Aational Rualifications 9ramework for higher education in the former Eugoslav -epublic of <acedonia was developed within the pro=ect and enforced by an official Decree adopted by the government# - Different guidance documents were produced and Aational oordination %oints were established at higher education institutions, to provide information, especially to students and employers# - The pro=ect helped to raise awareness among higher education institutions and employers of the AR9 and its principles and launched the process of restructuring all higher education study programmes according to the new re2uirements#

*mpact of the pro=ect

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin

S#a#)1#) a5 .e#(!+1 f!r /-1)"e11 a"+ e !"!.) 1 GE%-1''&/-4''/ 4''/ -oma Tre University, *taly - The Aational *nstitute for ;tatistics, *taly - Bomerci=alna )anka "#D#, former Eugoslav -epublic of <acedonia - ;tate ;tatistical +ffice, former Eugoslav -epublic of <acedonia - University ;s yril and <ethodius, former Eugoslav -epublic of <acedonia - harles *** University of <adrid, ;pain

Grant ;iDe "ims of the pro=ect

100,67& Euro The aim of the pro=ect was to develop a new <aster programme in statistical methods for business and economics, to be offered at the 9aculty of Economics of the ;s# yril and <ethodius University# The main outcomes of the pro=ect were the following, - The <aster programme was developed and accredited during the pro=ect lifetime and it has been part of the regular study programme of the ;s# yril and <ethodius University ever since# The aim was to offer an attractive new study programme, compatible with the needs of the labour market# The programme was designed according to )ologna principles, with a focus on new teaching methods# - The consortium developed the necessary teaching materials and purchased the books, *T e2uipment and statistical software needed for the courses# - ;taff and student mobilities were organised to visit the EU partners for retraining activities# - The new study programme was widely promoted in other countries of the region and students were recruited, not only from the former Eugoslav -epublic of <acedonia but also from "lbania, Bosovo and <ontenegro#

*mpact of the pro=ect

B3 K!1!;!
The higher education system in Bosovo/ comprises of public universities and private higher education institutions 3@E*-colleges, institutes, higher professional schools5# The transformation of the higher education system in Bosovo is occurring in the conte$t of a transitional capacity-building period# ;ince 4''&, the Tempus programme in Bosovo has been implemented in the framework of two long-term processes, the ;tabiliDation and "ssociation process and the process of building the bridge towards the European @igher Education "rea, as reinforced by national priorities# )etween 4''& and 4'&4, higher education institutions in Bosovo have participated in more than 1' pro=ects, the ma=ority of which were Goint %ro=ects in the area of curriculum reform# *mplementing the principles of the )ologna %rocess is one of the main priorities of the Bosovo ';trategy for @igher Education, 4'&/'# The Tempus programme has been recognised as a tool to do this, through the reform and moderniDation of the higher education sector in Bosovo# The Tempus programme in Bosovo supported the moderniDation of higher education by establishing an area of cooperation with the European Union 3EU5 and favoured voluntary convergence with EU developments in the field of higher education 3in line with the EU's strategic framework for European cooperation ! 'Education and Training 4'4'' and the ')ologna %rocess'5# Tempus pro=ects in Bosovo have concretely supported the implementation of these strategic ob=ectives in higher education by establishing three-cycle study systems, in compliance with the )ologna %rocess, by introducing procedures for the implementation of E T; and the provision of the Diploma ;upplement# This has increased the mobility of academics and students both within the :estern )alkan region and with EU countries, making distance learning methodologies functional and promoting interactive teaching and learning methods in Bosovo# <ost of the Tempus pro=ects have addressed curriculum development needs in a variety of fields, whereas some pro=ects have initiated new interdisciplinary curricula# Farious study programmes have been developed in the fields of agricultural science, natural and medical science, computer science, economics, European studies, law, mechatronics, civil society and local development, translation and interpretation, psychology, sports, biotechnology, food science, education, linguistics, music and arts, cultural heritage and tourism management, architecture and energy efficiency# The reorganiDation of study programme structures has been carried out by updating curricula and introducing new teaching and capacity-building methods# *nternational co-operation among universities in Bosovo and universities in EU countries was significantly increased by involving professors, students and administrative staff in improving their 2ualification, learning methods and language skills# The Tempus programme has encouraged non-academic partners to =oin consortia and it has improved the links between private and public higher education institutions and society# " number of Tempus pro=ects have succeeded in creating greater links with industry and society at large, such as the '-egional *nterdisciplinary <echatronic ;tudies' programme and the 'Bosovo *nterdisciplinary Bnowledge Triangle entre' and using local resources for micro regional development, sustainable agribusiness and tourism#

This designation is without prejudice to positions on status, and is in line with UNSCR 1244 and the ICJ Opinion on the oso!o declaration o" independence

The Tempus program in Bosovo had a strong impact on 2uality assurance systems by developing and moderniDing curricula, based on competences and learning outcomes# *t also changed the general culture of 2uality assurance in most public and private higher education institutions in Bosovo# -ecently, Tempus has accompanied the setting up of two newly established public universities in %riDren and %e=ZL%e[# <oreover, during the Tempus *F phase, the University of <itrovica in Aorthern Bosovo has started, for the first time, to be involved in some Tempus pro=ects and to benefit from EU funds# T,! E=a.'5e1 !f Pr!0e #1 fr!. K!1!;!
Title of the pro=ect %ro=ect number Duration oordinator %artners involved K!1!;! I"#er+)1 )'5)"ar6 K"!,5e+&e Tr)a"&5e Ce"#re 2KIKT3C P($ /a1e+ E+- a#)!"D Re1ear ( a"+ Tra)")"& f!r Me+) a5 a"+ Na#-ra5 S )e" e1 &/0'.1-TE<%U;-4''0-\B-G%@E; &/L'&L4'&' ! &1L'&L4'&. University of %ristina, Bosovo - <edical University of Fienna, "ustria - "ustin, %ock >%artners, "ustria - :U;, "ustria - Edinburgh Aapier University, UB - Ghent University, )elgium - <inistry of Education, ;cience and Technology, Bosovo - Bosovo entre for *nternational @igher Education, -esearch and Technology ooperation, Bosovo Grant ;iDe "ims of the pro=ect *mpact of the pro=ect &,'.4,800 Euro The aim of the pro=ect was to improve the conditions for the development of professional research capacities and %hD study programs in the field of medical ( natural sciences at the University of %ristina# The main outcomes of the pro=ect are, - The establishment of the '*nterdisciplinary Bnowledge Triangle entre', which facilitates, supports and implements %h#D# studies in the 9aculty of <edicine and in the 9aculty of <athematics ( Aatural ;ciences, in accordance with the )ologna %rocess# - 9acilitation of the knowledge triangle, education-innovation-research# - "n e2uipped laboratory which offers postgraduate training and professional education, with a focus on specific research pro=ects, to enable candidates to do indepth scientific work and professional 2ualifications for future assignments in research- related work# - "ccreditation of the %h#D# program by the senate of the University of %ristina and the Bosovo "ccreditation "gency# &/ students have been selected and enrolled in the %h#D# program#

T)#5e !f Pr!0e # Pr!0e # N-./er 7ear Par#"er1 )";!5;e+ a"+ #(e)r !-"#r)e1 !f !r)&)"

Pr!.!#)!" !f B!5!&"a a"+ I.'5e.e"#a#)!" !f ECTS a# #(e U");er1)#)e1 !f Pr)1#)"aDTe#!;! a"+ S!-#( Ea1# E-r!'ea" U");er1)#6 +&.)'1 - "-D; ; < 4''1 ;tructural <easures 4''/ -4''8 - University of %ristina, Bosovo - 9inporto di Genova, *taly - <inistry of Education, ;cience and Technology, Bosovo - %rovinca di "lessandria, *taly - ;outh East European University, former Eugoslav -epublic of <acedonia - University of ;cience and Technology of Cille *, 9rance - University of +ulu, 9inland - University of Tetovo, former Eugoslav -epublic of <acedonia

Gra"# S)@e Pr!0e # ,)+er !/0e #);e

&4.,106 Euro The aim of the pro=ect was to support the Universities of %ristina in Bosovo, the University of Tetovo and the ;outh European University in fE-o< and help them to gain the e$pertise and e$perience necessary to implement key features of the )ologna Declaration, in particular E T;# The main outcomes of the pro=ect were, - The establishment of the E T; network at central level, involving all 9aculties at the University of %ristina# The E T; oordinators played a crucial role in reforming the Bosovar higher education system and shaping the old decentralised higher education institutions, impacting on all higher education documents and legislation which are now in force, such as the Caw on @E, Caw on Focational Education, Caw on the Aational Rualifications 9ramework, Caw on -esearch and *nnovation as well as different strategies for education and government programmes# These oordinators are now in senior management positions, such as @ead of the "ccreditation )oard of the Bosovar "ccreditation "gency, the Fice -ector for -esearch and Fice -ector for Ruality "ssurance, Deans and Fice Deans of the 9aculties, <embers of %arliaments etc# The University of %ristina started the three cycle system of the )ologna %rocess in 4''/, including third cycle %hD programmes in most faculties# - The establishment of the Ruality "ssurance 3R"5 +ffices and R" oordinators in all 9aculties of the University of %ristina, who were responsible for internal and e$ternal Ruality "ssurance, leading the process of accreditation, drafting the self-evaluation reports, evaluating teaching and learning process at the University of %ristina and communication on a regular basis with the Bosovo "ccreditation "gency# - The development of the Ruality "ssurance and Enhancement ;trategy of the University of %ristina was approved by the university senate#

I.'a # !f #(e 'r!0e #

E3 M!"#e"e&r!
The Tempus programme contributed considerably to the advancement and moderniDation of the <ontenegrin higher education system and its alignment with higher education policies in Europe# Tempus pro=ects have dealt mainly with the first and second higher education cycles# The pro=ects have addressed very concrete topics and concrete study programmes and developed new and multidisciplinary ones at a number of faculties# *n addition, the e2uipment at higher education institutions has been upgraded, teaching staff has been trained and teaching materials and methodologies considerably improved# "ll of these have raised the 2uality of higher education in general# The academic community in <ontenegro has gained e$perience and is gradually reaching maturity, embarking on ;tructural <easures pro=ects that touch upon the most crucial and sensitive issues in higher education# ;tructural <easures pro=ects were very much present in Tempus *F# ;ome of the topics relate to aspects of lifelong learning, introducing standards and criteria for distance learning at higher education institutions, e2ual access to higher education for the students with disabilities, establishing closer links with the labour market and with civil society organiDations in general, developing legislation in the area of academic recognition and developing procedures for the introduction of modules# The success of Tempus lies primarily in establishing and renewing links and relations between higher education institutions in <ontenegro and those from the EU and building relations on mutual interests and trust# Tempus created a platform for long term communication between higher education institutions in Europe and <ontenegro, as well as a platform for communication within the :estern )alkan region# This helped ensure the sustainability of pro=ect results for years to come# The partnerships 3re5established between <ontenegrin higher education institutions and European ones surpassed the concrete pro=ect results, both on a bilateral and regional basis# These partnerships presented one of the most important spin-off effects of Tempus pro=ects# They opened up opportunities for the continuation of further cooperation# The same can be applied to the situation at local level# Tempus pro=ects gathered all local stakeholders to achieve the same ob=ectivesS a high 2uality education system and higher employability and competitiveness at regional and European level# Therefore, when speaking of sustainability, one can say that the results are sustained in long term partnerships at local, regional and European level# "s for the newly introduced programmes, these are sustained through the accreditation of these programmes locally, while the sustainability of ;tructural <easures pro=ects is reflected in the local implementation of the criteria and standards defined in the legislative and strategic documents# :hat still remains to be one of the most important benefits of Tempus pro=ects is the improved knowledge and capacities of the local teaching staff# "lthough difficult to measure tangibly, this is a driving force for all the future initiatives and pro=ects, be it through Tempus or some other programmes or initiatives# The capacity of both academic and administrative staff has been considerably improved through participation in Tempus pro=ects# The statistics of pro=ects coordinated by <ontenegrin higher education institutions highlight the readiness and maturity of the academic community, as well as their improved capacity to cope with new challenges related to EU pro=ect management# The capacities of <ontenegrin higher education institutions in the financial management of EU pro=ects are not to be neglected either# Despite the fact that student mobility is not in itself an ob=ective of Tempus pro=ects, students are the most relevant target group and they have felt the benefits of Tempus pro=ect results, through upgraded teaching methodologies, upgraded facilities, teaching materials, a better approach to students, a more diverse offer of study programmes and in general, improved study conditions in <ontenegro#

T,! E=a.'5e1 !f Pr!0e #1 fr!. M!"#e"e&r!

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin $e;e5!'.e"# !f #(e L)fe5!"& Lear")"& C!" e'# a# #(e U");er1)#6 !f M!"#e"e&r! /&&.74-TE<%U;-&-4'&'-&-\<-TE<%U;-;<@E; 4'&' University of <ontenegro - <inistry of Education and ;ports of <ontenegro - hamber of Economy of <ontenegro - enter for Focational Education, <ontenegro - Employment "gency of <ontenegro - :orld University ;ervice - "ustrian ommittee, "ustria - University of "arhus, Denmark - University of "licante, ;pain - Batholieke Universiteit Ceuven, )elgium Grant ;iDe "ims of the pro=ect 1.8,/.. N The aim of the pro=ect was to create an environment that encourages fle$ible and adaptable courses and modules, so that courses offered are matched with the real needs of the labor market# *nstitutions were encouraged to define an institutional lifelong learning strategy, develop courses and modules, adapted to the needs of various learners and organise teacher training for delivery of these courses# The awareness of lifelong learning is being raised and promoted in society at large# The main outcomes of the pro=ect to date were, - The adoption of a strategy on Cifelong Cearning at the University of <ontenegro# - The sustainability of the model secured by defining procedures for the accreditation of the modules and E T;# - The signing of an agreement between the University of <ontenegro and the Employment "gency, which guaranteed that the pro=ect results would be e$ploited in the long run# - The development of a career development centre at the University of <ontenegro which is providing guidance and resources to students, helping them identify, develop and successfully implement their career-related goals# - ;trengthened links between the higher education sector and the labour market, as these modules will contribute to the increased skills and knowledge of those already employed and can also serve as retraining and graduate conversion courses#

*mpact of the pro=ect

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin

S!-#( Ea1# E-r!'ea" Pr!0e # f!r #(e A+;a" e.e"# !f La"&-a&e S#-+)e1 /&&&&6-TE<%U;-&-4'&'-&-\<-TE<%U;-G% 4'&' University of <ontenegro, <ontenegro - University ;s# yril and <ethodius, <acedonia - ;outh East European University, <acedonia - University of Tirana, "lbania - University of Flora, "lbania - University of )an=a Cuka, )osnia and @erDegovina - University of TuDla, )osnia and @erDegovina - University of %ristina, Bosovo - 9aculty of Cegal and )usiness ;tudies, ;erbia - *nternational University of Aovi %aDar, ;erbia - University of <aribor, ;lovenia - University for 9oreigners of %erugia, *taly - University of Erlangen-Aurnberg, Germany - :U;, "ustria &,&&0,0&/ Euro The aim of the pro=ect was to advance foreign language studies at the partner universities by, - Upgrading )achelor study programmes in English, 9rench, German and *talianS - Upgrading e$isting and create new <" study programmes in translation and interpretation in the %artner ountriesS - %romoting good cooperation in the region to encourage ease of mobility for students, teachers and ideas in generalS - %romoting the international academic credibility of the region in this field#

Grant ;iDe "ims of the pro=ect

*mpact of the pro=ect

The main outcomes of the pro=ect have been, - The development of curricula in foreign language studies 3in literature, culture, translation, interpretation and foreign languages for special purposes5S - The development of learning and teaching styles through courses in the ;anako lab which provided the necessary technological infrastructureS - Training of the lecturers giving courses in didactics, translation and interpretation, literature, culture and foreign languages for special purposes# *n several departments that has made the incorporation of technology in teaching and learning easier to applyS - " better sense of belonging to the European academic family and connection through digital and people-to-people e$changesS - " review of curriculum needs in the field of literature and culture, translation and interpretation and the programme of foreign languages for special purposes, through comparison of e$isting ones with those in the region and EuropeS - )etter intercultural education of students through greater connection and cooperation between colleagues in the EU and %artner ountriesS - Enriching studentsQ and lecturersQ theory and practice of teaching through their participation in two summer schools#

F3 Ser/)a
;erbia has participated in Tempus since 4''' 3Tempus *** and *F5# During the last decade, more than &1' pro=ects were implemented by ;erbian institutions# Tempus brought ;erbian higher education institutions in line with trends in the European @igher Education "rea# %rogramme activities had a huge impact on the redesign of curricula, retraining of staff, establishment of a three-tier structure of studies and the development of 2uality assurance systems# urriculum development pro=ects were the most popular, covering almost all universities and a large number of sub=ect areas# The creation of interdisciplinary programme, 3especially <aster programmes in recent years5 involving staff from various faculties within one university, highlighted the importance of the functional integration of departments in universities# There were also pro=ects that encouraged institutions to create =oint programmes which issued a =oint or double diploma 3e#g# <aster programmes in ommunity Eouth :ork, *nterdisciplinary studies of ;outheast Europe, Education %olicies and European ;tudies5# Tempus pro=ects contributed to closer cooperation among academia, industry and society at large# *n all types of pro=ects, a number of different institutions 3enterprises, public bodies, AG+s etc#5 took part in activities# Thanks to this, non-academic partners are starting to get involved in designing continuous education courses and study programmes and their opinion about the competences of the graduate students for the labour market is taken into consideration more often# Cinks with other levels of education 3primary and secondary, vocational education and teacher education5, have become an important focus under Tempus *F in ;erbia# Through several pro=ects, the programme highlighted the relevance of a more coordinated approach, taking into consideration the whole education system and the concept of lifelong learning# Tempus pro=ects supported the establishment or improvement of several important university centres, with the potential to open higher education institutions to society 3 entres for Cifelong Cearning, areer Development and Transfer of *nnovation5# )esides, these centres are promoted as potentially good sources of additional income for institutions in the conte$t of decreased public funding# @igher education institutions have showed interest and have built up their organisational capacity, acting as coordinators in almost half of the Tempus *F- funded pro=ects in ;erbia# Aew staff has been trained within the universities, in order to follow pro=ect management rules# ;erbia has 2uite a large number of structural measures and governance reform pro=ects, which have targeted challenging issues such as internal and e$ternal 2uality assurance, the role of students in university governance and management, career guidance services, student services supporting the social dimension of higher education, the creation of alumni associations, graduate survey systems, upgrading and digitalisation of university library services and the revision of standards for distance learning education provision etc# These pro=ects created a positive climate and raised the interest of management, teaching and administrative staff, students and other stakeholders in the more efficient functioning of higher education institutions, so that they could better meeting the needs of society in general# The Tempus-funded activities of the @igher Education -eform E$pert 3@E-E5 team in ;erbia complemented the impact of Tempus pro=ects# @E-Es were very active in promoting the links between higher education stakeholders and cooperation with enterprises# Through several seminars organiDed in cooperation with the ;erbian hamber of ommerce, the topics of entrepreneurship, student internship, career guidance, learning outcomes and competences of graduate students were discussed# @E-E team members provided support to the <inistry of Education, in preparing the Aational strategy for education, as well as the reports and studies addressing higher education development#

T,! E=a.'5e1 !f Pr!0e #1 fr!. Ser/)a

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin $e;e5!'.e"# !f H)&(er Ar ()#e #-ra5 E+- a#)!" )" Ser/)aC C-rr) -5-. Ref!r.1 a# #(e Fa -5#6 !f Ar ()#e #-reD U");er1)#6 !f Be5&ra+e D-GE%-&8'.7 4''4 -heinish :estfalische Technische @ochschule "achen, Germany - University of )elgrade, ;erbia - <inistry of ulture and 106,6.' Euro The aim of the pro=ect was to modernise study programmes in line with practice of the EU partner institutions and the recognition of the revised study programmes by national professional associations# The main outcomes of the pro=ect were, - The rationaliDation of study programmes taught and a logical, contentbased integration of all sub=ects into appropriate modules, including student practical work and individual pro=ects# The main characteristics of the revised curricula are, the three-cycle system, a modular structure of all courses e$pressed in E T;, with a one-semester duration, an obligatory pro=ect which counts as &4 E T; in the )" and &6 E T; in the <" per semester, one bachelor level for the faculty with few electives and a master level with three specialiDed profiles, in which 7'O of courses are electives and %hD studies 3doctorate5 by thesis or by pro=ectS - %articipation of a number of teachers and young faculty staff in pro=ect activitiesS - *nternational contacts were established that contributed greatly to a wider European perspective and the acceptance of EU colleaguesQ e$perience in the reform of architectural studies# ommunication, 9rance - )erlage *nstitute -otterdam, Aetherlands Grant ;iDe "ims of the pro=ect

*mpact of the pro=ect

Title of %ro=ect %ro=ect Aumber Eear oordinator %artners involved and their countries of origin

MASC Ma1#er Pr!&ra..e )" A''5)e+ S#a#)1#) 1 G% - G% /&&&1' 4'&' University of Aovi ;ad, ;erbia - ;tatistical +ffice of the -epublic of ;erbia - Universit] degli ;tudi del ;annio, *taly - University of +viedo, ;pain - <ate= )el University in )anska )ystrica, ;lovakia - Fienna University of Economics and )usiness, "ustria - University of C=ubl=ana, ;lovenia - Eotvos Corand University, @ungary - University of )elgrade, ;erbia - ;tate University of Aovi %aDar, ;erbia - University of Ais, ;erbia - University of Bragu=evac, ;erbia - Aational )ank of ;erbia, ;erbia

Grant ;iDe "ims of the pro=ect

6.4,7'8 EUThe main ob=ectives of the pro=ect were, - The capacity building for the education of professionals in applied statistics in ;erbia, by improving the skills of e$perts in the relevant fieldsS - The development and implementation of a master curriculum in applied statistics, in line with e$isting European study programmes in the field, according to )ologna re2uirementsS - " lifelong learning programme for professionals#

*mpact of the pro=ect

The main outcomes of the pro=ect were, - The development of an interdisciplinary programme with four modules, )iomedicine, Economy, ;ocial and Technical sciences at the Universities of Aovi ;ad, )elgrade and AisS - The integration process of ;erbian universities, due to the fact that several faculties participated in its development and implementationS - " framework for upgrading human and infrastructural potential through teacher training, ac2uisition of software and books, cooperation between universities, as well as cooperation with non-academic partners and the transfer of knowledge and e$perience# :ell-trained professionals in the area of the application of statistics are of great importance for economic and social development in ;erbiaS - The participation of all state ;erbian universities and the main official producers of statistical data, as non-academic partners in this pro=ect have generated significant impact at national level while the EU partners provided the e$perience and know-how necessary for the efficient successful achievements of the pro=ectQs goalsS - "dditionally, the data collected within this pro=ect has become very useful for evidence-based policy making, since students may analyse relevant data and topics while they prepare their master theses#

ANNE%ES

ANNE% I Br)ef !;er;)e, !f #(e Te.'-1 'r!&ra..e

Tempus is the EU's e$ternal cooperation programme that has been supporting the modernisation of higher education systems in the European UnionQs neighbouring countries for over 4' years# The number of %artner ountries involved has changed during this time# "t present, the programme covers the 48 countries in the :estern )alkans, entral "sia, Eastern Europe, Aorthern "frica and the <iddle East6# ;ince its creation, Tempus has contributed to promoting cooperation between higher education institutions in the European Union and the %artner ountries, through various capacity building activities# *t also promotes the voluntary convergence of higher education systems in these countries with EU policies and processes in higher education, including the )ologna %rocess# *ndeed, the )ologna %rocess has become a reference for most of Tempus %artner ountries, by setting in motion a series of reforms, to modernise higher education systems and to make them more compatible and comparable#

Ba *&r!-"+
*nitially covering countries in entral and Eastern Europe, the first phase of the programme was launched in &00' and lasted until &00.# During this period, Tempus sought to contribute to socioeconomic reforms, through cooperation in higher education# These countries were later to =oin the EU itself# The second phase of the programme, Tempus **, covered the ne$t si$ years 3&001-4'''5# During this period, the programme was e$tended to certain countries in Eastern Europe and entral "sia# Aational priorities for the %rogramme, defined by national authorities were introduced for the first time# The third phase of Tempus was implemented from 4''' to 4''6# The concept of cooperation between different countries in the same region was introduced during this time# *n the framework of the Euro<editerranean partnership, Tempus *** was e$tended to Aorth "frica and the <iddle East, with a view to contributing to promoting socio-economic development of this region# The programme also aimed at promoting inter-cultural understanding as a means of sustainable growth, peace and reinforced the 'intercultural' and 'civil society' dimension of the EU's policies in these regions# ;ince 4''8, Tempus has entered its fourth phase, which runs until 4'&.# *t puts emphasis on regional and cross-regional cooperation and reinforcing links between higher education and society# The programme is integrated into the European UnionQs 'Aeighbourhood', 'Enlargement' and 'Development' policies, which aim to promote prosperity, stability and security# Tempus is funded by three financial instruments, the *nstrument for %re-accession "ssistance 3*%"5, the Development ooperation *nstrument 3D *5 and the European Aeighbourhood and %artnership *nstrument 3EA%*5#

Ma)" (ara #er)1#) 1 !f Te.'-1

Tempus was designed to contribute to reforming and upgrading the higher education institutions and systems in the Tempus %artner ountries# Through cooperation at higher education level, the programme also aims to strengthen civil society, promote democracy, as well as enhancing mutual understanding and intercultural
6

Tempus partners 34'&45, "lbania, "lgeria, "rmenia, "Derbai=an, )elarus, )osnia and @erDegovina, Egypt, Georgia, *srael, Gordan, BaDakhstan, ByrgyDstan, Cebanon, Cibya, <oldova, <ontenegro, <orocco, %alestine, -ussia, ;erbia, ;yria, Ta=ikistan, Tunisia, Turkmenistan, Ukraine, UDbekistan and Bosovo 3 this designation is without prejudice to positions on status, and is in line with UNSCR !"" and the #C$ %pinion on the &osovo 'eclaration of #ndependance 5

dialogue between the EU and its partners# *t promotes a Kbottom-upK approach, since the content and methodology of the pro=ects are left to pro=ect beneficiaries to define 3within the priorities set by the all5# @owever, the %rogramme can also be described as Kdemand-drivenK, since the national and regional priorities are established by the national authorities in each %artner ountry, to ma$imise the impact of the %rogramme on the higher education reform process# Tempus *F supports three types of pro=ects, $oint (rojects target higher education institutions and fund multilateral partnerships between these EU and %artner ountry institutions, to develop, modernise and disseminate new curricula, teaching methods and teaching materials# They also aim to enhance 2uality assurance mechanisms in institutions, modernise the governance and management of higher education institutions and strengthen their contribution to lifelong learning and the Pknowledge triangleQ of Peducation-research-innovationQ# Structural )easures aim to reform higher education systems in the %artner ountries and to enhance their 2uality and relevance to the world of work and society at large# They promote further convergence with EU developments in the field of higher education# They focus on issues linked to the reform of governance in higher education institutions 32ualification systems, 2uality assurance mechanisms, autonomy of institutions^5 and foster links between higher education, the world of work and other sectors of education# They can also include studies and research, the organisation of national, regional and thematic conferences and seminars, the provision of training, policy advice and the dissemination of information# alls for proposal# The grant awarded

)oth Goint %ro=ects and ;tructural <easures are funded through varies between '#/ to &#/ million EU-# -

*ccompanying )easures are funded through alls for Tender or 9ramework ontracts# They comprise of dissemination and information activities such as thematic conferences, studies and activities which aim to identify and highlight good practice or consultation of stakeholders# They are also used to fund the Aational Tempus +ffices and the activities of the group of P@igher Education -eform E$pertsQ in the Tempus %artner ountries#

Ma"a&e.e"# !f Te.'-1
The Education, "udiovisual and ulture E$ecutive "gency 3E" E"5 is responsible for both the management and the implementation of Tempus, under powers delegated by the European ommission# The Directorate-General for Development and o-+peration - Europe"id and the Directorate-General for Enlargement allocate funds directly to the E$ecutive "gency to manage the %rogramme and thus have the formal responsibility for supervising its activities# The DirectorateGeneral for Education and ulture brings its e$pertise and facilitates links with the European Union's internal higher education reform policies# The European E$ternal "ction ;ervice contributes to the strategic orientations of the %rogramme#

ANNE% II S#a#)1#) 1 !" #(e N-./er !f Pr!0e #1 )" Te.'-1 I a"+ Te.'-1 II 21991-19993

?OINT EUROPEAN PRO?ECTS

Albania Bosnia and Herzegovina Former Yugoslav Republic of Macedonia

STRUCTURAL AN$ COMPLEMENTAR 7 MEASURES 4& 8

TOTAL 8& 4/

/' &7

4/ 8&

&& &0

.6 0'

Eugoslavia

ANNE% III S#a#)1#) 1 !" #(e N-./er !f Pr!0e #1 )" Te.'-1 III 22000-200E3

?OINT EUROPEAN PRO?ECTS

Albania Bosnia and Herzegovina Croatia Former Yugoslav Republic of Macedonia Kosovo Montenegro Serbia

STRUCTURAL AN$ COMPLEMENTAR 7 MEASURES 8 44 &0 46 &' &' 48

TOTAL 18 86 78 01 40 46 &'.

1' /1 67 67 &0 &6 86

ANNE% IV S#a#)1#) 1 !" #(e "-./er !f 'r!0e #1 )" Te.'-1 IV 2200G-20133

A''5) a#)!"1 1-/.)##e+
2N-./er !f a''5) a#)!"1 )" ,() ( #(e !-"#r6 ,a1 )";!5;e+ a1 'ar#"er !r !!r+)"a#!r3
TOTAL 200G
Albania Bosnia and Herzegovina Croatia* Former Yugoslav Republic of Macedonia Kosovo Montenegro Serbia Total** 47 1& 1'

2009
.4 /6 /'

2010
4. .. -

2011
47 /' -

2012
.0 6& -

2013
6/ 8/ M

2200G133
4&/ .&6 0'

67

/6

1&

&6/

&8 4' 66 12F

4' 46 7& 1EG

4' &8 10 9B

44 .0 81 109

48 17 /0 123

6' 68 &'. 202

&66 4&8 1.4 G19

M *n 4'&., roatia was involved in ./ applications, but in the role of EU <ember ;tate, not as %artner ountry MM ountry figures cannot be added, as several countries can be involved in the same pro=ect

Se5e #e+ 'r!0e #1

APP>PAR H N-./er !f 1e5e #e+ 'r!0e #1 )" ,() ( #(e !-"#r6I1 )"1#)#-#)!"1 ,ere 'ar#"er !r !!r+)"a#!r APP H N-./er !f 1e5e #e+ 'r!0e #1 )" ,() ( #(e !-"#r6I1 )"1#)#-#)!"1 ,ere !!r+)"a#!r
TOTAL 200G APP > PA R
Albania Bosnia and Herzegovina Croatia* Former Yugoslav Republic of Macedonia Kosovo Montenegro Serbia Total** 8 0 0

2009 APP > PA R

. 8 6

2010 APP > PA R

/ 6 -

2011 APP > PA R

/ 7 -

2012 APP > PA R

. &. -

2013 APP > PA R

0 &' M

2200G-20133 APP> PAR

.4 /. &/

AP P
' 4 4

AP P
' ' &

AP P
' ' -

AP P
' 4 -

AP P
' & -

AP P
& ' M

APP
& / .

&6

&

&'

'

..

6 8 &8 2F

& ' 8 13

6 1 &. 2B

& ' 6 10

/ 1 &4 21

& 4 7 11

/ 8 && 1F

' ' 6 G

6 7 &. 29

& 4 7 12

&& && &7 3B

4 . &. 19

.0 1& 71 199

6 8 17 F3

M *n 4'&., roatia was involved in 8 accepted pro=ects 34 as coordinator5, but in the role of EU <ember ;tate, not as %artner ountry MM ountry figures cannot be added, as several countries can be involved in the same pro=ect

?!)"# Pr!0e #1 a"+ S#r- #-ra5 Mea1-re1 Pr!0e #1

?P H ?!)"# Pr!0e #1 2#! +e;e5!' ()&(er e+- a#)!" )"1#)#-#)!"1D e:&: /6 .!+er")1)"& -rr) -5a !r &!;er"a" e3 SM H S#r- #-ra5 Mea1-re1 2#! arr6 !-# 1#r- #-ra5 ref!r.1 #! ()&(er e+- a#)!" 161#e.1 a# "a#)!"a5 5e;e53 200G
? P
Albania Bosnia and Herzegovina Croatia* Former Yugoslav Republic of Macedonia Kosovo Montenegro Serbia Total**

2009
T!#a 5 8 0 0 &6 6 8 &8 2F ? P . 1 / 0 / 1 & & 1 9 S M ' . & & & ' 4 E T!#a 5 . 8 6 &' 6 1 &. 2B ? P 1 . / / & 0 1 B

2010
S M & . 4 ' . . E T!#a 5 / 6 8 / 1 &4 21 ? P / 6 / 8 7 1 2

2011
S M ' 4 ' ' . B T!#a 5 / 7 / 8 && 1F ? P 4 & & 6 6 & 4 2 0

2012
S M & 4 ' 4 & 9 T!#a 5 . &. 6 7 &. 29 ? P 7 0 M 0 & ' & 1 2 E

2013
S M & & M 4 & 1 9 T!#a 5 0 &' M && && &7 3B

S M ' . & 1 4 . 4 E

T!# a5 .4 /. &/ .. .0 1& 71 199

8 6 7 & 4 1 1 & / 2 1

M *n 4'&., roatia was involved in 8 accepted pro=ects 3/ G%, 4 ;<5, but in the role of EU <ember ;tate, not as %artner ountry MM ountry figures cannot be added, as several countries can be involved in the same pro=ect

Na#)!"a5 Pr!0e #1 a"+ M-5#)-C!-"#r6 Pr!0e #1

N H Na#)!"a5 'r!0e # MC H M-5#)- !-"#r6 'r!0e # 200G
N
Albania Bosnia and Herzegovina Croatia Former Yugoslav Republic of Macedonia Kosovo Montenegro Serbia Total*

2009
N ' 4 4 & 4 & / 1 3 M C . / 1 0 1 . 7 12 T!#a 5 . 8 6 &' 6 1 &. 2B N ' 4 & . & 8 1 9

2010
M C / 1 6 4 . / F T!#a 5 / 6 8 / 1 &4 21 N ' 4 & & / 9

2011
M C / 6 1 6 6 G T!#a 5 / 7 / 8 && 1F N 4 4 . & . 1 1

2012
M C & && . 8 &' 13 T!#a 5 . &. 6 7 &. 29 N & & M 6 4 & 4 2 2

2013
M C 7 0 M / 0 6 13 T!#a 5 0 &' M && && &7 3B

M C 8 0 0 &1 / 8 &. 20

T!#a 5 8 0 0 &6 6 8 &8 2F

T!# a5
.4 /. &/ .. .0 1& 71 199

' ' ' 4 & ' 1 F

M *n 4'&., roatia was involved in 8 accepted pro=ects, but in the role of EU <ember ;tate, not as %artner ountry MM ountry figures cannot be added, as several countries can be involved in the same pro=ect

ANNE% V
L)1# !f Par#) )'a#)"& I"1#)#-#)!"1 )" Te.'-1 IV 2F)r1# B Ca551 f!r Pr!'!1a5 8 +a#a re#r)e;e+ )" ?a"-ar6 20133

Participation of Higher Education Institutions in Tempus IV projects (2008-20 2!

"l#ania

$um#er of projects Partner Institution%&rganisation niversit! of "irana Agricultural &ol!tec'nic niversit! of "irana niversit! of "irana 'it( "irana "irana "irana Korca S'-odra 3urres 5lbasan 8lora "irana "irana "irana 0/iro-astra "irana "s grantholder # # # # # # # # # # # # # 0 "s partner $# % ( ( ( 4 7 7 $ $ $ $ $ )0 Total $# % ( ( ( 4 7 7 $ $ $ $ $ )0

niversit! of Kor)a *Fan S+ ,oli* niversit! of S'-odra *.uig/ 0ura-u1i* Ale-sand2r Moisiu niversit! of 3urr2s niversit! of 5lbasan *Ale-sander 6'uvani* niversit! of 8lora *9smail :emali* 5po-a niversit! 5uropean niversit! of "irana

niversit! *Marin Barleti* niversit! of 0/iro-astra Academ! of &'!sical 5ducation and Sports *8o/o Kus'i* Total num#er of participations*

Total num#er of projects in *hich institutions from the countr( are in+ol+ed Total num#er of Higher Education institutions in+ol+ed in Tempus projects

2, ,

M This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus pro=ects# *t does not correspond to the number of pro=ects since various institutions can be involved in the same pro=ects#

Participation of Higher Education Institutions in Tempus IV projects (2008-20 2!

-osnia and Her.ego+ina $um#er of projects

Partner Institution%&rganisation niversit! of Ban/a .u-a niversit! of Sara/evo niversit! of "uzla niversit! of Mostar

'it( Ban/a .u-a Sara/evo "uzla Mostar 5ast Sara/evo > ?vorni> Foca ?enica Mostar Bi'ac Slobomir

"s grantholder # 4 # #

"s partner 7; 7$ $% $=

Total 7; 7< $% $=

niversit! of 5ast Sara/evo

$7

$7

niversit! of ?enica 3zemal Bi/edic niversit! of Mostar niversit! of Bi'ac Slobomir & niversit! Total num#er of participations*

$ # # # )

$# % = $ 2)

$$ % = $ ,0

Total num#er of projects in *hich institutions from the countr( are in+ol+ed Total num#er of Higher Education institutions in+ol+ed in Tempus projects

/, 0

M This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus pro=ects# *t does not correspond to the number of pro=ects since various institutions can be involved in the same pro=ects#

Participation of Higher Education Institutions in Tempus IV projects (2008-20 2!

'roatia $um#er of projects

Partner Institution%&rganisation

'it(

"s grantholder

"s partner

Total

niversit! of ?agreb niversit! of Split niversit! of Asi/eniversit! of Ri/e-a niversit! of ?adar niversit! of 3ubrovniniversit! of &ula Total num#er of participations*

?agreb Split Asi/eRi/e-a ?adar 3ubrovni&ula

@ # # # # # # ,

% ; ( < < @ 7 ,1

$7 ; ( < < @ 7 /0

Total num#er of projects in *hich institutions from the countr( are in+ol+ed Total num#er of Higher Education institutions in+ol+ed in Tempus projects

) 1

M This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus pro=ects# *t does not correspond to the number of pro=ects since various institutions can be involved in the same pro=ects#

Participation of Higher Education Institutions in Tempus IV projects (2008-20 2!

2ormer 3ugosla+ 4epu#lic of 5acedonia (234&5! $um#er of projects

Partner Institution%&rganisation

'it(

"s grantholder

"s partner

Total

Sts C!ril and Met'odius niversit! St+ Kliment A'rids-i niversit! Sout' 5astern 5urope niversit! 0oce 3elcev niversit!

S-op/e S-op/e > Bitola > &rilep > 8eles "etovo Stip "etovo S-op/e S-op/e S-op/e S-op/e

@ # # # # # # # # ,

7# $4 $@ $$ $# < 7 $ $ 11

7@ $4 $@ $$ $# < 7 $ $ 80

State niversit! of "etovo FA, First &rivate 5uropean ,eB Yorniversit!

niversit! niversit!

niversit! American College Total num#er of participations*

Total num#er of projects in *hich institutions from the countr( are in+ol+ed Total num#er of Higher Education institutions in+ol+ed in Tempus projects

,,

M This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus pro=ects# *t does not correspond to the number of pro=ects since various institutions can be involved in the same pro=ects#

Participation of Higher Education Institutions in Tempus IV projects (2008-20 2!

6oso+o $um#er of projects

Partner Institution%&rganisation niversit! of &ristina niversit! of Mitrovica College 3ardania niversit! of &rizren College Aab>Riinvest College Biznesi College Fama College &/et2r Budi Hig'er &rofessional Sc'ool "empulli Hig'er &rofessional Sc'ool of Arts 5volucion niversit! for Business and "ec'nolog! College 9liria College 3u-ag/ini College niversum

'it( &ris'tin2C&riDtina Mitrovic2CMitrovic a ?ve)anC?veEan &ris'tin2C&riDtina &rizren &ris'tin2C&riDtina &ris'tin2C&riDtina &ris'tin2C&riDtina &ris'tin2C&riDtina &ris'tin2C&riDtina &ris'tin2C&riDtina &ris'tin2C&riDtina &ris'tin2C&riDtina &e/2C&eF &ris'tin2C&riDtina &ris'tin2C&riDtina &ris'tin2C&riDtina .ip/anC.ipl/an

"s grantholder 7 7 # # # # # # # # # # # # # # # /

"s partner $@ < 4 @ 7 7 7 7 7 7 7 7 $ $ $ $ $ /7

Total $< ; 4 @ 7 7 7 7 7 7 7 7 $ $ $ $ $ )0

College 8ictor! Hig'er &rofessional Sc'ool :5A&>Heimerer College AAB Total num#er of participations*

Total num#er of projects in *hich institutions are in+ol+ed Total num#er of Higher Education institutions in+ol+ed in Tempus projects

28 8

M This figure corresponds to the total number of times that the institutions have been involved in Tempus pro=ects# *t does not correspond to the number of pro=ects since various institutions can be involved in the same pro=ects#

Participation of Higher Education Institutions in Tempus IV projects (2008-20 2!

5ontenegro $um#er of projects

Partner Institution%&rganisation niversit! of Montenegro niversit! Mediterranean niversit! of 3on/a 0orica Facult! for Management Herceg ,ovi Total num#er of participations*

'it( &odgorica > ,i-sic &odgorica &odgorica Herceg ,ovi

"s grantholder 4 # # # /

"s partner 7< @ 7 $ ,

Total 7% @ 7 $ ,)

Total num#er of projects in *hich institutions from the countr( are in+ol+ed Total num#er of Higher Education institutions in+ol+ed in Tempus projects

,0 /

M This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus pro=ects# *t does not correspond to the number of pro=ects since various institutions can be involved in the same pro=ects#

Participation of Higher Education Institutions in Tempus IV projects (2008-20 2!

8er#ia

A""e= VI Te.'-1 E;e"#1 Or&a")1e+ )" #(e We1#er" Ba5*a"1 Re&)!"

46 - 48 "pril, 4'&', Tempus -egional ;eminar on University Governance in the :estern )alkans, E" E", <ontenegro 4&-44 9ebruary, 4'&&, Tempus @igher Education -eform E$pert's -egional ;eminar on 'Ruality "ssurance and "ccreditation', UA* ", Tirana, "lbania 40-.' <arch, 4'&&, 'Tempus_4'', <inisterial onference to elebrate the 4'th "nniversary of the Tempus %rogramme, E" E", )elgrade, ;erbia &1-&/ Gune, 4'&4, Tempus -egional ;eminar on the <anagement of @uman -esources in %ublic @igher Education in the :estern )alkans, E" E", ;ara=evo, )osnia and @erDegovina
*n addition, it is worth noting that every year, *nformation Days to promote the Tempus %rogramme are organised#

ANNE% VII L)1# !f P-/5) a#)!"1 fr!. #(e Te.'-1 Ser)e1

JA Te.'-1 S#-+6J )1 a 1er)e1 !f 1#-+)e1 'r!;)+)"& a" )"-+e'#( !;er;)e, a/!-# #(e .a"a&e.e"#D a ()e;e.e"#1 a"+ ).'a # !f #(e Te.'-1 'r!&ra..eC

-eilly, Gohn and "rd Gongsma, ' hanging -ules, " -eview of Tempus ;upport to University Governance', " Tempus ;tudy Ao &, 9ebruary 4'&', E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# ';tate of %lay of the )ologna %rocess in the Tempus ountries 34''0-4'&'5', " Tempus ;tudy, Ao 4, <arch 4'&', E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# ';tate of %lay of the )ologna %rocess in the Tempus ountries of the ;outhern <editerranean, 4''0-4'&'', " Tempus ;tudy, Ao ., "pril 4'&', E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, Eastern Europe, " Tempus ;tudy', Ao 1, <arch 4'&&, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, entral "sia', " Tempus ;tudy, Ao /, <arch 4'&&, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, :estern )alkans', " Tempus ;tudy, Ao 6, <arch 4'&&, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, ;outhern <editerranean', " Tempus ;tudy, Ao 8, <arch 4'&&, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '-egional ;eminars on University Governance in the Tempus %artner ountries 34'&'-4'&&5 - onclusions', " Tempus ;tudy, Ao 7, +ctober 4'&&, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# ';tate of %lay of the )ologna %rocess in the Tempus %artner ountries 34'&45', " Tempus ;tudy, Ao 0, "pril 4'&4, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '@uman -esource <anagement in %ublic @igher Education in the Tempus %artner ountries', " Tempus ;tudy, Ao &', Gune 4'&4, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, Eastern Europe, " Tempus ;tudy', Ao &&, Aovember 4'&4, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, entral "sia', " Tempus ;tudy, Ao &4, Aovember 4'&4, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, :estern )alkans', " Tempus ;tudy, Ao &., Aovember 4'&4, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency# '+verview of the @igher Education ;ystems in the Tempus %artner ountries, ;outhern <editerranean', " Tempus ;tudy, Ao &1, Aovember 4'&4 <arch 4'&&, E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency, 'The <ain "chievements of the Tempus %rogramme in the ;outhern <editerranean', " Tempus ;tudy, Ao &/, Gune 4'&., E" E", )russels# Education, "udiovisual and ulture E$ecutive "gency, 'The <ain "chievements of the Tempus %rogramme in Eastern Europe, " Tempus ;tudy, Ao &6, Guly 4'&., E" E", )russels# Belo, <aria and 9lora Dubosc, '-egional ;eminars on @uman -esource <anagement in %ublic @igher Education in the Tempus %artner ountries 34'&4-4'&.5, onclusions', " Tempus ;tudy, Ao &8, Aovember 4'&., E" E", )russels# T(e1e +! -.e"#1 are a;a)5a/5e !" #(e Te.'-1 ,e/1)#eC (##'C>>ea ea:e :e-r!'a:e->#e.'-

AUTHORS -Uis`n <c abe %iia @einamaki "ntonella Giorgio %hilippe -uffio

E$UCATIOND AU$IOVISUAL AN$ CULTURE E%ECUTIVE AGENC7 UA*T %&' ! Tempus and )ilateral ooperation with *ndustrialised ountries

"venue du bourget, & )-&'10 )russels 3http,LLeacea#ec#europa#euLtempus5

T@E E\E UT*FE "GEA E :+-B; UADE- T@E ;U%E-F*;*+A +9 @TE +<<*;;*+A D*-E T+-"TE;-GEAE-"C# 9UAD; +9 T@E TE<%U; %-+G-"<<E "-E DECEG"TED T+ T@E "GEA E )E T@E EU-+%E"*D DEFEC+%<EAT "AD +-+%E-"T*+A D*-E T+-"TE-GEAE-"C "AD )E T@E D*-E T+-"TE-GEAE-"C 9+EAC"-GE<EAT

%"GE

+UFE-TU-E

%"GE

+UFE-TU-E