TEMPUS JEP/SCM monitoring visit

December 5th 2008

by

TEMPUS office in Belgrade, Serbia

Answers to guiding questions

Relevance

Has it been necessary to adapt the original rationale for the project to meet changing needs of the partner country and of the partner country institution;No, the original rationale remained the same:

improvement of science teacher’s education on Universities in Serbia by creation and introduction of the Common Foundations for teachers education supported by some new equipment and development of mobility for teachers and students. Some changes were made in order to better confirm and fulfill the original rationale:

• Besides the already foreseen sciences – biology, chemistry, mathematics and physics, studies of informatics were also included as very important on all faculties of science in Serbia. There are independent studies of informatics at the universities of Kragujevac, Novi Sad, Niš and Belgrade for teachers, and also combined groups with basic sciences such as Physics (Physics – Informatics) at the universities of Kraguevac and Niš, Novi Sad and Belgrade. Further, informatics is present on all studies of science at some level as it is important and considered as the basic education for the society of today and tomorrow.

• Also, some changes emerged during the project implementation, such as cooperation with other TEMPUS projects like CD JEP 41029 – 2006 Interdisciplinary Engineering Education Establishment on the faculty of Mechanical engineering. Both projects have in common the development of remote – web laboratories for performing experimental exercises for students of science and engineering. Both faculties have the experience in that area and also some common work, published papers and other projects – WUS Austria. Cooperation will improve the development of remote laboratories on both projects, comparing to independent development.

• Other TEMPUS project in cooperation:

• C024B06 - October 2006 Network education at Faculties of Science in Serbia, Novi Sad– Results:

• Lectures on the Internet for e learning• Published text book: Savremene Informacione

tehnologije, autor Vladimir Cvjetkovic

• JEP - 40094 - 2005 Higher Education Reform of Biological Sciences (H.E.R.B.S.), Belgrade

• Some changes in equipment for the project support also became evident during project implementation, as there are specifics on each faculty and department, that were not so evident at the time of writing the project proposal. Some changes in the mean time at various faculties and departments also contributed to originally planned project equipment.

how is the project addressing these external changes and is this reflected in the project design (objectives, assumptions and risks);• project manages these changes very well as

they in fact contribute to better project results outcome, as they reflect the essential state of matter on member faculties and departments. Therefore, those changes in fact carry no risks, but that the project must be implemented with initial funding that has to cover the informatics group that was added.

to what extent are the expected results and activities, assumptions and overall

objectives still valid.• All the results and activities, assumptions and overall

objectives are still valid as those changes directly contribute to them. One of the not so good consequences is that the equipment replacement is mainly directed to weakening of the remote experiments planned by the project. Equipment for those experiments – Data Acquisition System (for measurements and control) are everywhere replaced for something else eligible by the project, except on the Faculty of Science in Kragujevac, where those experiments will be implemented only. That is partly compensated by the cooperation with the other previously mentioned TEMPUS project.

Efficiencyare the project inputs on time, well managed on a day-to-day basis;

• Project inputs are in general on time. Planned mobilities (traveling and visits in Serbia and abroad) were organized and performed; equipment purchase is mainly accomplished with some smaller part left - software purchase, data acquisition systems or replacements, and purchase of the video conferencing equipment. Some of the PCs and printers are also left to be purchased

Have the planned results (quantity) to date been delivered, are indicators verifiable • Yes, the planned goals were achieved, and results delivered.

The first two activities - 1 and 2 are completely over, with all sub activities, 1.1 – 1.3 and 2.1 – 2.3. Measurable indicators of those activities are documents adopted on each faculty. The first two sub activities of the activity 3 – 3.1 and 3.2 are over. All the first three activities 1 – 3 coincided with process of accreditation and preparation for it. Sub activity 3.3 is current on all faculties and will last till the end of the project. Final documents for activity 3 will be the official results of the accreditation process for each faculty. Some of the text books for libraries were purchased with software purchase remaining to be done completely. Equipment for laboratories and classrooms mainly PC computers, printers, video beams, and also some specific equipment for some departments and faculties was mainly obtained.

• Implementation of mobilities – traveling of teaching staff remain for the next period – spring next year – 2009. Dissemination in the form of new web site is constant activity. Recently the web site was redesigned in order to offer better and easier information about the project. Similarly, informing of stakeholders is constant activity that includes mainly the school children and teachers at primary and secondary schools in the form of meetings, visits to faculties, promotion of new studies and opportunities offered by the new reformed studies. Promotion of new studies was performed by visits of the faculty staff (younger) to secondary schools for short lectures about studies, and printed material – posters, leaflets and official information booklets printed by the faculties for students. Web experiments are prepared together with Mechanical Engineering Faculty in Kragujevac, as was emphasized before.

• One of the very important results achieved and important indicator also is very large interest of students for studies of sciences. On the faculty of Sciences in Kragujevac, Novi Sad, and others, all the capacities for students on the first year are filled for academic 2008/2009 year, so there are no free places, and there are some self financing students also. Informing of the wider community was performed by public TV interviews, TV presentations of the faculties newspaper articles and similar. There are documents for payments of the mentioned dissemination activities in the public media.

project management and coordination arrangements: are timely and appropriate decisions being made to support effective implementation and problem resolution;• Project management is activity No 8 in the project documentation and

together with the Quality control and monitoring – activity No 7 is regular – permanent activity in the project. It is primarily performed by the LCT and CMT. CMT Prepares and controls the global – strategic activities while the LCT monitors and controls more closely the situation “on the field”. LCT has communication both with TEMPUS and other staff in the consortium institutions, and also with CMT. Up to now, all the planned activities were performed quite well, without some difficulties. All goes quite well. “Discipline” on the project is OK and we had no “situations” that would require some special measures. Coordination of the activities is quite satisfactory with good feedback from the TEMPUS and other staff on the faculties.

is the project being flexible to changing needs (adaptations to external and internal factors, modifications to work plan and budget).• Yes, it can be said so. As mentioned, we had some

modifications from the original – starting project plan that were successfully performed. In case of budget shortage (project money late a bit) we reschedule activities to adapt to new situation. Some least important activities are put on hold in that case, or the activities are exchanged in order to put away or minimize bad effects for the project. But, there were no hard situations that would require some extra attention and management.

Effectivenessare inputs / activities contributing to

the expected results;• For the time being yes, as the project activities

are on time, and we obtained desired project results.

have the obtained results since the beginning of the project contributed to the project purpose / objectives;• The project purpose objectives are already

visible, teaching according to the new revised curricula that results from the project already started, and teaching staff and students work according to the new principles resulting from the project.

what is the level of stakeholder participation in the management / implementation of the project and of local ownership;• Level of stakeholder participation /

implementation of the project depend on the stakeholders. It is greater and more direct for stakeholders that are closest to faculties and less direct for stakeholders not directly on faculties.

are the benefits of the project being received by the planned beneficiaries;

• The new studies according to new project curricula and principles started and benefits are already evident for students and teaching staff as their work is improved and more efficient. Benefits for other beneficiaries, like wider community will come with time when new graduate students become active participants of the society on their workplaces.

are spin-off effects or other secondary uses, planned or not, consistent with the project objectives; • Other study groups on faculties of science not

included in this project (not educated for teachers) also benefit greatly from the project as the same principles are applied to those study groups; the same teaching staff teaches in number of cases both students - educated for teachers and other students that did not choose education for teachers. Other faculties not consortium members also benefit as they can adopt positive experience and universal principles that are applicable widely.

to what extent is the project adapting to external factors • That depends on the external factors. If external

factors are “in line” with project, than we tend to adapt to those “positive” external influence that reinforces the project, and we apply the “positive feedback” to stimulate those factors – we adapt to external factors positively. If the factors are not in line with the project we try to minimize such influences as much as possible in order to minimize the risk of project failure we adapt negatively to such factors. Some examples can be non project staff that had constructive ideas and positive attitude towards the project so they actively accepted the project principles although not officially obliged to. Unfortunately, here and there were some opposite examples that we try to oppose.

Potential for sustainabilitywhat is the level of policy support provided to the project; • Policy support is something that we try to obtain

for our project. Policy support could be classified as implicit and explicit. Implicit support we have, as the project is in line with governments policy for education, there is no collision or any other obstacles. On the other side, explicit government support – specific for our project is still not obtained.

how is the project contributing to institutional and capacity building;• Project directly implements changes in

educational part of the faculty / department activity and these changes are included in faculty official documents, i.e. become part of the faculty legal basis. In that way project contributes – influences the legal bases on which faculty functions.

how is the project addressing socio-cultural issues and taking into account gender issues;• There is no special “treatment” for socio-cultural and

gender issues, as we have no such problems, and we see no need for taking care of such issues. For instance, the heart of the TEMPUS group on the Faculty of Science in Kragujevac has ideal 50% - 50% of both genders. Staff members are always chosen exclusively on the basis of capability and competence, never on any other basis having something to do with socio-cultural and gender issues.

to what extent are results economically, financially, socially affordable for the partner country institutions.• Generally, project results fit quite well into current

economical, financial and social situation. There are some problems with new studies and higher demands for students – active involvement into teaching process, continuous work during the whole school year, not just before exams as was the practice and experience during many generations for decades, or since the faculties were established in this country. Also, the more strict demands for studies financed by the budget could result in lower number of students on higher years of study as the economic situation in Serbia is not satisfactory (not the case in Novi Sad).

Potential impactto what extent have modernization processes taken place at faculty/

university level, and what has been the Tempus project’s influence on these processes? To what extent have teaching/ learning processes and curricula been upgraded and

have resulted in enhanced students’ qualifications?

Tempus project aided, reinforced the intensive global changes on all faculties of the consortium members in Serbia. It was an important example for other changes of curricula for other study groups, not only for the teachers of science subjects. It is too early for some estimations of the influence on qualifications, although we expect qualifications will be better, i.e. influence is positive. For the time being it is evident that we had larger number of students that applied for the studies of science for academic 2008/2009.

is the project being identified by the institution as promoting the University as a “centre of excellence” in a given

field, or as a result of which the University’s national or international

reputation has been enhanced?

• Before this project, it can be said that University was indeed treated as a kind of “centre of excellence”, and this project further contributed to such an image of the faculty and University. The fact that the project consortium is international, i.e. that it includes universities, members from the EU who with we actively cooperate on this project, further contributes to international reputation of the university.

what has been the Tempus project’s impact on higher education reforms and modernization processes? Has there been any influence on the introduction of the Bologna principles in the country?

As already mentioned, this project reinforced significantly the modernization processes, and served as an example for methodology how to do things in reform. This project offered the “know how” knowledge for the reform and modernization. It significantly helped the Bologna reform, and made it easier to adopt the basics of Bologna process.

what opportunities are being created for the project beyond the specific objectives in particular in fields related to graduates’ employability and enhanced university / enterprise cooperation?

• It is hard to predict what will be the influence of this project on employability in the future, although we expect that things will “settle” and that with better qualifications that we expect as the result of the reforms, better chances will be for the employment. For the influence on university / enterprise cooperation, there is no direct influence, but probably many indirect influences, such as informing of the wider community of project and project results, opportunities, and perhaps the global orientation of the reforms towards favoring the practical, applicable knowledge and experimental, applied work and greater attention to the creative individual work and initiative will contribute to the necessity and importance of enhancing relations of university with industry – enterprises.

That is all

that was proposed by the

TEMPUS office in Belgrade

Something else, new questions?