2013_10_28-programme in the western balkans

8/13/2019 2013_10_28-Programme in the Western Balkans

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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 Tempusprogramme, 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$ecutive "gencyUnit %& ! Tempus ( )ilateral ooperation with *ndustrialisted ountires+ffice address ue olonel )ourg, &./-&.0, &&1 )ru$elles ! )elgi2ue%ostal addess "venue du )ourget, &- &10 )ru$elles ! )elgi2ue%hone 3.4-45 400#67#68 ! 9a$ 3.4 -45 400#1/#.


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Prefae

The main aim of the Tempus programme is to support the modernisation of higher educationin %artner ountries outside the European Union# The regions targeted include the :estern)alkans, Eastern Europe, entral "sia and the ;outhern


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C!"#e"#

INTRO$UCTION

I - MAIN ACHIEVEMENTS OF THE PROGRAMME

& -


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INTRO$UCTION

The countries of the :estern )alkans have been involved in the programme from its earliestdays# :ith the e$ception of "lbania, all were part of ugoslavia, which itself participated inthe programme in &00&, if only for one year# *n this year, the European %arliament passed aresolution which stipulated Hthat the constituent republics and autonomous provinces of

Yugoslavia must have the right freely to determine their own future, in a peaceful anddemocratic manner and on the basis of recognized international and internal bordersI# "fterthe break-up of ugoslavia, Tempus adapted to the changing geographic configuration of theregion, with its three successive funding instruments %@"E, "D; and *%"#

Under the %@"E programme 3&00&-&0005 which aimed to promote economic and socialcohesion in Eastern and ;outh Eastern Europe, "lbania =oined Tempus in &004 and )osniaand @eregovina and the former ugoslav epublic of


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Te.' III Te.' IV

Total amount

3


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Tempus has been present in the region since the inception of the programme# *t hasfacilitated the aid and reconstruction process and its multi-country pro=ects have proven verypopular and promoted much needed regional co-operation# Tempus has contributed to themodernisation of higher education systems and the alignment of systems with EUdevelopments in the field of higher education# This capacity-building is evident from the factthat many pro=ects in the region are led and managed by partners from the region 3ratherthan the EU5# The fact that si$ countries in the region are signatories of the )ologna processis 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


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I - MAIN ACHIEVEMENTS OF THE PROGRAMME

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

1:1 - Ma)" A()e;e.e"# 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 wereoften limited in higher education institutions 3as was also the case in many EU institutions5and Tempus has given professors the opportunities to meet other peers in their field indifferent countries# )y working together in international consortia, professors have beene$posed to different perspectives and gained new insights into their academic field# This hasallowed them to work together with leading e$perts in their area and sometimes travel toanother Tempus %artner ountry to =ob?shadow and update their skills and knowledge# Theyhave also gained valuable work e$perience, through teaching students in a different country3sometimes in a foreign language5# The contacts built have proven e$tremely useful forpursuing further research and enhancing their publications list# *ndeed, contacts withEuropean 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 hashelped 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 inuniversities# This has given professors and in particular younger staff, great liberty toe$periment with new ways of working in the incubator that is a Tempus pro=ect, throughcollaboration with professors outside their higher education institution# The Tempusprogramme has helped improve pro=ect management capacities in the region# Under Tempus*F, it is now possible for staff to manage their own pro=ects and a number of institutions in theregion have risen to the challenge# *n ;erbia for e$ample, more than half of the pro=ectsselected 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 theseprofessionals develop and update competencies, such as financial management, publicprocurement, computer networking and library cataloguing skills, by having access to thelatest tools and techni2ues# %ro=ects have also contributed to empowering administrativestaff by increasing their awareness of the important role that they can play in the highereducation institutionQs success# This has further motivated them to be proactive and seek outcontinuous professional development opportunities throughout their careers#

Tempus has given staff from the region the opportunity to develop their intercultural skills, byworking 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 gainedintercultural e$perience of working with EU countries where there have been limited priorlinks# The training that staff has received in applying for Tempus grants, has proved a goodpreparation for their entry into the EU-funded lifelong learning programme# +n a number ofTempus pro=ects staff is working, not only with higher education institutions in their regionand in the EU, but also with higher education institutions from other Tempus regions#

The high number of *ndividual


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area# *t is also worth noting that in recent years, mobility of students and academic staff hasbeen very much supported by the Erasmus


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

1:2:2 - Pr!;)+)"& Neear6 E


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Tempus pro=ects have also tackled the challenging sub=ect of university governancestructures and processes# The opportunities for %residents and ectors of higher educationinstitutions in the region to visit their peers in Europe, e$posed them to other ways ofworking# :hether management processes have become more democratic, transparent andeffective in their home universities since, is still open to debate, as highlighted by a recentTempus study on university governance in the region# @owever, Tempus has helped raiseawareness of alternative ways of working and of the importance of e$ternal representativeson higher education governing bodies#

hallenges arising from participation in the Tempus programme also contributed to 2uestionthe organisational model of the universities in the region and in particular, to draw attention tothe lack of integration of these institutions#

9aculties in universities tend to work 2uite autonomously and Tempus has put academicsand professionals from different faculties and departments in contact with each other, whomight not have had e$changes otherwise# They have had to collaborate well together, tomake the pro=ect a success# This has helped break down institutional PsilosQ in the universityand promote knowledge sharing, as well as the transfer of information and know?howbetween 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 inTempus *F in 47# ;ince then, appro$imately /O of Tempus *F pro=ects from the regionhave been managed by a local coordinator#


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%ractical placements and graduate training programmes in companies for students have alsobeen integrated into many of these new courses, contributing to help students secure =obsupon 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 companiescompetitive advantage on international markets and thus contributed to economicdevelopment# )y helping students find =obs at home, it has also helped prevent brain?drain toregions where employment opportunities are more plentiful#

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

1:3:1 - S''!r#)"& Ref!r. !f H)&(er E+a#)!" S6#e. a"+ P!5))e

Even though not originally focused on it, Tempus has had an impact on national policyreform in the in the :estern )alkans# Tempus came to the region at the right moment whenmost 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 usefulsupport mechanism to help implement these reforms, working hand?in?hand with the


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

;ince the dissolution of the former ugoslavia, Tempus has contributed to promoting greatercooperation in the region# *ndeed, it has played a very important role# *t provided a means bywhich institutions could work together on themes of mutual interest across national andethnic boundaries and promoted people-to-people contacts which helped change mentalitiesand diminish pre=udices# *ndeed, multi? country pro=ects represent appro$imately /O of thetotal 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 asagriculture, engineering and environmental studies and proved very suitable forums forcooperation#


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Title of %ro=ect$e;e5!'.e"# > U'-+a#)"& !f Crr)5a > C!re )" B)!5!&)a5 S)e"e )"T)ra"a U");er)#6

%ro=ect Aumber E% &800 44

ear 44

oordinator 9riedrich-;chiller University ena, Germany%artnersinvolved andtheir countriesof origin

- University of )ari, *taly

- University of Tirana, "lbania

Grant ;ie 114,7 Euro

"ims of thepro=ect

The main aims of the pro=ect were to

-Develop two )achelor curricula on '"pplied Ecology of Ecosystems' and 'ell and


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2 B!")a a"+ Her@e&!;)"a

)osnia and @eregovina 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 thecountry# The topics covered include curriculum development, 2uality assurance,accreditation, university governance, improvement of management practices and otherissues relevant to higher education reform in )osnia# The programme has supported theintroduction of the )ologna process and helped spread European best practice in higher

education modernisation# *t has been especially important for the :estern )alkan regionbecause it has helped bridge cultural and regional differences and has encouraged allcountries to work together on pro=ects promoting an EU dimension and values#

Tempus has promoted the reform process in )i@, through ;tructural


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Title of %ro=ect EU S#a"+ar+ f!r Are+)#a#)!" !f S#+6 Pr!&ra. )" B)H U");er)#)e

%ro=ect Aumber &/77/.-40-)E-;


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

Title of %ro=ect T!,ar+ E


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

The former ugoslav epublic of


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Title of %ro=ect $e)&")"& a"+ ).'5e.e"#)"& #(e Na#)!"a5 a5)f)a#)!" Fra.e,!r*

%ro=ect Aumber ;


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Title of %ro=ect S#a#)#)a5 .e#(!+ f!r /)"e a"+ e!"!.)

%ro=ect Aumber E%-1&/-4/

ear 4/

oordinator oma Tre University, *taly

%artners involved andtheir countries of origin

- The Aational *nstitute for ;tatistics, *taly

- Bomerci=alna )anka "#D#, former ugoslav epublic of


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K!!;!

The higher education system in Bosovo/comprises of public universities and private highereducation institutions 3@E*-colleges, institutes, higher professional schools5# Thetransformation of the higher education system in Bosovo is occurring in the conte$t of atransitional capacity-building period# ;ince 4&, the Tempus programme in Bosovo hasbeen implemented in the framework of two long-term processes the ;tabiliation and

"ssociation process and the process of building the bridge towards the European @igherEducation "rea, as reinforced by national priorities# )etween 4& and 4&4, highereducation institutions in Bosovo have participated in more than 1 pro=ects, the ma=ority ofwhich were oint %ro=ects in the area of curriculum reform#

*mplementing the principles of the )ologna %rocess is one of the main priorities of theBosovo ';trategy for @igher Education, 4&/'# The Tempus programme has been recognisedas a tool to do this, through the reform and moderniation of the higher education sector inBosovo#

The Tempus programme in Bosovo supported the moderniation of higher education byestablishing 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'sstrategic framework for European cooperation ! 'Education and Training 44' and the')ologna %rocess'5#

Tempus pro=ects in Bosovo have concretely supported the implementation of these strategicob=ectives in higher education by establishing three-cycle study systems, in compliance withthe )ologna %rocess, by introducing procedures for the implementation of ET; and theprovision of the Diploma ;upplement# This has increased the mobility of academics andstudents both within the :estern )alkan region and with EU countries, making distancelearning methodologies functional and promoting interactive teaching and learning methodsin Bosovo#


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The Tempus program in Bosovo had a strong impact on 2uality assurance systems bydeveloping and moderniing curricula, based on competences and learning outcomes# *t alsochanged the general culture of 2uality assurance in most public and private higher educationinstitutions in Bosovo#

ecently, Tempus has accompanied the setting up of two newly established publicuniversities in %riren and %e=ZL%e[# %artners, "ustria

- :U;, "ustria

- Edinburgh Aapier University, UB

- Ghent University, )elgium

-


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T)#5e !f Pr!e# Pr!.!#)!" !f B!5!&"a a"+ I.'5e.e"#a#)!" !f ECTS a# #(e U");er)#)e!f Pr)#)"aDTe#!;! a"+ S!#( Ea# Er!'ea" U");er)#6

Pr!e# N./er +&.)1 - "D; ;< 41 ;tructural


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M!"#e"e&r!

The Tempus programme contributed considerably to the advancement and moderniation ofthe


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

Title of %ro=ect $e;e5!'.e"# !f #(e L)fe5!"& Lear")"& C!"e'# a# #(e U");er)#6 !fM!"#e"e&r!

%ro=ect Aumber /&&.74-TE


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Title of %ro=ect S!#( Ea# Er!'ea" Pr!e# f!r #(e A+;a"e.e"# !f La"&a&eS#+)e

%ro=ect Aumber /&&&&6-TE


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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 ;erbianhigher 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 assurancesystems# urriculum development pro=ects were the most popular, covering almost all

universities and a large number of sub=ect areas# The creation of interdisciplinaryprogramme, 3especially


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

Title of %ro=ect $e;e5!'.e"# !f H)&(er Ar()#e#ra5 E+a#)!" )" Ser/)a Crr)5.Ref!r. a# #(e Fa5#6 !f Ar()#e#reD U");er)#6 !f Be5&ra+e

%ro=ect Aumber D-E%-&8.7

ear 44

oordinator heinish :estfalische Technische @ochschule "achen, Germany


- University of )elgrade, ;erbia

-


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Title of %ro=ect MAS Ma#er Pr!&ra..e )" A''5)e+ S#a#)#)

%ro=ect Aumber % % /&&&1

ear 4&

oordinator University of Aovi ;ad, ;erbia


- ;tatistical +ffice of the epublic of ;erbia

- Universit] degli ;tudi del ;annio, *taly

- University of +viedo, ;pain

-


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ANNE%ES


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ANNE% I

Br)ef !;er;)e, !f #(e Te.' '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# Thenumber of %artner ountries involved has changed during this time# "t present, the programme coversthe 48 countries in the :estern )alkans, entral "sia, Eastern Europe, Aorthern "frica and the


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ANNE% II

S#a#)#) !" #(e N./er !f Pr!e# )" Te.' I a"+ Te.' II

1991-1999

?OINTEUROPEANPRO?ECTS

STRUCTURALAN$

COMPLEMENTAR7 MEASURES

TOTAL

Albania / 4& 8&

Bosnia andHerzegovina

&7 8 4/

FormerYugoslav

Republic ofMacedonia

4/ && .6

ugoslavia 8& &0 0


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ANNE% III

S#a#)#) !" #(e N./er !f Pr!e# )" Te.' III 2000-200

?OINTEUROPEANPRO?ECTS

STRUCTURALAN$

COMPLEMENTAR7 MEASURES

TOTAL

Albania 1 8 18


/1 44 86

Croatia 67 &0 78

FormerYugoslav


67 46 01

Kosovo &0 & 40

Montenegro &6 & 46

Serbia 86 48 &.


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ANNE% IV

S#a#)#) !" #(e "./er !f 'r!e# )" Te.' IV 200-2013

A''5)a#)!" /.)##e+

N./er !f a''5)a#)!" )" ,()( #(e !"#r6 ,a )";!5;e+ a 'ar#"er !r !!r+)"a#!r

TOTAL

200 2009 2010 2011 2012 2013200-

13

Albania 47 .4 4. 47 .0 6/ 4&/


1& /6 .. / 6& 8/ .&6

Croatia* 1 / - - - M 0

FormerYugoslav


67 /6 1& - - - &6/

Kosovo &8 4 4 44 48 6 &66

Montenegro 4 46 &8 .0 17 68 4&8

Serbia 66 7& 10 81 /0 &. 1.4

Total** 12 1 9 10 123 202 19

M *n 4&., roatia was involved in ./ applications, but in the role of EU


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?!)"# Pr!e# a"+ S#r#ra5 Meare Pr!e#

?P ?!)"# Pr!e# #! +e;e5!' ()&(er e+a#)!" )"#)##)!"D e:&: /6 .!+er"))"& rr)5a !r

&!;er"a"e

SM S#r#ra5 Meare #! arr6 !# #r#ra5 ref!r. #! ()&(er e+a#)!" 6#e. a#

"a#)!"a5 5e;e5

200 2009 2010 2011 2012 2013T!#a5

?P

SM

T!#a5

?P

SM

T!#a5

?P

SM

T!#a5

?P

SM

T!#a5

?P

SM

T!#a5

?P

SM

T!#a5

Albania 8 8 . . 1 & / / / 4 & . 7 & 0 .4


6 . 0 1 . 8 . . 6 6 4 7&&

4 &. 0 & & /.

Croatia* 7 & 0 / & 6 - - - - - - - - - M M M &/

FormerYugoslavRepublic ofMacedonia

&4

1 &6 0 & & / 4 8 - - - - - - - - - ..

Kosovo 1 4 6 / & 6 / / / / 6 6 0 4 && .0

Montenegro 1 . 8 1 1 & . 1 8 8 6 4 7&

& && 1&

Serbia&/

4 &8&&

4 &. 0 . &4 7 . &&&4

& &.&1

1 &7 71

Total**21

219

21

2112

120

22

9 3 19

M *n 4&., roatia was involved in 8 accepted pro=ects 3/ %, 4 ;


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M *n 4&., roatia was involved in 8 accepted pro=ects, but in the role of EU


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Participation of Higher Education Institutions inTempus IV projects (2008-202!

"l#ania


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$um#er of projects

Partner Institution%&rganisation 'it"s

grantholder"s

partnerTotal

niversit! of "irana "irana # $# $#

Agricultural niversit! of "irana "irana # % %

&ol!tec'nic niversit! of "irana "irana # ( (

niversit! of Kor)a Fan S+ ,oli Korca # ( (

niversit! of S'-odra .uig/ 0ura-u1i S'-odra # ( (

Ale-sand2r Moisiu niversit! of 3urr2s 3urres # 4 4

niversit! of 5lbasan Ale-sander 6'uvani 5lbasan # 7 7

niversit! of 8lora 9smail :emali 8lora # 7 7

5po-a niversit! "irana # $ $

5uropean niversit! of "irana "irana # $ $

niversit! Marin Barleti "irana # $ $

niversit! of 0/iro-astra 0/iro-astra # $ $

Academ! of &'!sical 5ducation and Sports 8o/oKus'i

"irana # $ $

Total num#er of participations* 0 )0 )0

Total num#er of projects in hich institutions from the countrare in+ol+ed

2,

Total num#er of Higher Education institutions in+ol+ed in Tempusprojects

,

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

Participation of Higher Education Institutions in TempusIV projects (2008-202!

osnia andHer.ego+ina

$um#er of projects


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Partner Institution%&rganisation 'it"s

grantholder"s

partnerTotal

niversit! of Ban/a .u-aBan/a.u-a

# 7; 7;

niversit! of Sara/evo Sara/evo 4 7$ 7 ?vorni-> Foca

# $7 $7

niversit! of ?enica ?enica $ $# $$

3zemal Bi/edic niversit! of Mostar Mostar # % %

niversit! of Bi'ac Bi'ac # = =

Slobomir & niversit! Slobomir # $ $

Total num#er of participations* ) 2) ,0

Total num#er of projects in hich institutions from the countr arein+ol+ed

/,

Total num#er of Higher Education institutions in+ol+ed in Tempusprojects

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

Participation of Higher Education Institutions inTempus IV projects (2008-202!

'roatia

$um#er of projects

Partner Institution%&rganisation 'it "sgrantholder "spartner Total


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niversit! of ?agreb ?agreb @ % $7

niversit! of Split Split # ; ;

niversit! of si/e- si/e- # ( (

niversit! of Ri/e-a Ri/e-a # < #e.'


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%"GE +UFETUE


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%"GE +UFETUE

2013_10_28-programme in the western balkans

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