Two activity types are eligible for a Tempus grant.
Joint projects (JP)
Joint Projects are based on multilateral partnerships primarily between higher education institutions in the EU and the Tempus Partner Countries. They can also involve nonacademic partners to strengthen the links with society. Joint Projects aim at transferring knowledge between EU higher education institutions and institutions in the Partner Countries and between Partner Country institutions to modernise university curricula and governance. Joint projects should demonstrate that they build upon the results of previous Tempus projects and that where applicable, with work undertaken in the framework of the EU's internal programmes (notably the thematic networks under the Erasmus and the Lifelong Learning Programme). For information about previous Tempus projects conducted in the Partner Country(ies) the applicant should consult the Tempus website and the relevant National Tempus Office, contacts of whom are also listed on the Tempus website: http://eacea.ec.europa.eu/tempus
Joint Projects are implemented at institutional level and can pursue the following
- to adapt, modernise and restructure existing curricula; to develop, test, establish/accredit new curricula and to disseminate the results. Curricular reform shall focus on content, structure, teaching methods and the use of new teaching materials with regard to the European modernisation agenda for higher education (the Europe 2020 strategy, the Strategic Framework for European Cooperation in Education and Training (ET 2020) and the Bologna process);
- To develop and establish study programmes with a double or multiple degree or a joint degree;
“Double or multiple degree” means two or more national diplomas issued by two or more higher education institutions and recognised officially in the countries where the degree-awarding institutions are located.
“Joint degree” means a single diploma issued by at least two of the higher education institutions offering an integrated programme and recognised officially in the countries where the degree-awarding institutions are located.
- To establish recognition arrangements between higher education institutions in the EU and in the Partner Countries;
- Newly developed courses must be structured according to the three cycle system and using the European Credit Transfer System (ECTS) and degree recognition mechanisms.
Curriculum reform projects should include teacher training and address related issues such as quality assurance and employability of graduates through links to the labour market. The teaching of new or updated courses has to start during the life time of the project with an adequate number of students and retrained teachers, and has to take place during at least one third of the project duration. Training during curriculum reform can also target administrative personnel such as library staff, laboratory staff and IT staff.
- To modernise the capacity, management and governance of higher education institutions and/or of their related organisations (for example university students' organisations);
- To promote a quality assurance culture with a view to developing criteria and methodologies which are comparable between higher education institutions;quality assurance projects should not focus on an academic discipline.
Higher education and society
- To strengthen the role of higher education institutions in society at large;
- to draw on their academic knowledge and their experience as education specialists to enhance their contribution to the development of lifelong learning;
- To address the "knowledge triangle" of education, research and innovation;
- To encourage links between higher education institutions and the labour market, including the promotion of entrepreneurship and the creation or support of business start-ups.
For all the project types described above training can involve teaching and support staff, technicians as well as university administrators and managers. Every proposal has to demonstrate how the project results would be disseminated in the relevant target groups. Tempus as an institutional cooperation programme is not about wide access to mobility for students. Joint Projects can only include small-scale and short-term mobility for students, university staff and officials of the partners provided the mobility supports the achievement of the project objectives. Study periods of students at partner institutions must be academically recognised and credited by the home institutions. Projects may provide mobility also in the form practical placements in companies, industries and institutions for Partner Country teaching/administrative staff, students and trainees in the European Union or Partner Countries participating in the project.
Structural measures (SM)
Structural Measure projects should be designed to support the structural reform of higher education systems and strategic framework development at national level based on the priorities that the competent authorities of the Partner Countries have identified. Structural Measures must seek to contribute to the following:
- the development and reform of the national higher education structures and systems in Partner Countries This includes the establishment of representative bodies, organisations or associations;
- to enhance the quality, relevance of higher education structures and systems in Partner Countries, and to increase their voluntary convergence with EU developments. This may include the establishment of bodies, mechanisms or agencies for quality assurance; teacher, programme or institution assessment; accreditation, policy, etc.;
- to provide support to networks of higher education institutions or to national or ministerial working groups on higher education reform. This may include studies and other stock-taking exercises, commissions on developing roadmaps for reforms, preparing draft text for new regulations, staff development programmes, etc. Depending on the regional and national priorities, Structural Measures can address the following issues, which are also on the EU modernisation agenda for higher education:
- national certification and qualification systems;
- student admission, student services and participation;
- licensing and accreditation;
- develop national standards for quality assurance taking into account the quality references and guidelines developed at the ministerial conference in Bergen in May 2005 (Bologna process);
- legal issues concerning the autonomy, accountability and financing of the higher education system.
Higher education and society
- the links between the general higher education system and the advanced vocational education and training system with the world of work;
- national actions to develop and support the knowledge triangle of education,research and innovation;
- capacity-building in the public administration for the development of reforms, policies and legislation in higher education.
The eligible activities may include:
- surveys and studies on specific reform issues (including the publication and dissemination of results);
- policy and expert advice;
- organisation of conferences, seminars, workshops, round tables (which should result in operational conclusions and recommendations);
- staff training on policy issues (which may include the production of training manuals and guidelines);
- awareness raising campaigns.
Structural Measures can only include small-scale and short-term mobility for students, staff or officials of the partner organisations and institutions provided the mobility supports the achievement of the project objectives. Projects may provide mobility also in the form of practical placements in companies, industries and institutions for Partner Country teaching/administrative staff, students and trainees in the European Union or Partner Countries participating in the project.
Proposals for Structural Measures which mainly aim at an impact at institutional level without demonstrating that the project will have a nation-wide impact will not be selected.