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TempusIssue 15 ― June 2013 http://eacea.ec.europa.eu/tempus
EN
A TEMPUSSTUDY
DOI 10.2797/18883
The main achievements of the Tempus programme
in the Southern Mediterranean2002 - 2013
Les principales réalisations du programme Tempus
en Méditerranée du sud
THE MAIN ACHIEVEMENTS OF THE TEMPUS
PROGRAMME IN THE SOUTHERN MEDITERRANEAN
2002‐2013
LES PRINCIPALES REALISATIONS DU PROGRAMME TEMPUS EN MEDITERRANEE DU SUD
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 Co‐operation ‐ EuropeAid and the Directorate‐General for Enlargement. Education Audiovisual and Culture Executive Agency Unit P10 – Tempus & Bilateral Cooperation with Industrialised Countries
Office address: Rue Colonel Bourg, 135‐139 ‐ 1140 Bruxelles – Belgique Postal address: Avenue du Bourget, 1 ‐ 1140 Bruxelles ‐ Belgique Phone: (32‐2) 299.68.67 – Fax: (32‐2) 299.45.30
Preface
The main aim of the Tempus programme is to support the modernisation of higher education in
Partner Countries outside the European Union. The targeted regions include Eastern Europe, Central
Asia, Western Balkans and since 2002, the Southern Mediterranean. Of the 27 countries that the
programme works with outside the EU, 10 are in the Southern Mediterranean region, making it the
largest (in terms of countries).
Given the long tradition of historical, cultural and trade links across the Mediterranean, the Southern
Mediterranean countries have always been very important partners for the EU. The programme
started there in 2002 and has been going from strength to strength ever since. It is the youngest
Tempus region, but the programme was greeted there with an enthusiasm that hasn't dawned over
the past ten years.
The Tempus programme, as a whole, has been in existence for twenty two years and has been
achieving consistent results since 1990. Given its impact, the European Commission's proposal for a
new education programme (2014‐2020) incorporates Tempus‐like activities.
However, before moving on, we have taken a moment to look back at the impact of the programme
in the region, since its introduction there in 2002. This publication aims to highlight those
achievements and the stakeholders who contributed to them. It is important to recognise their
contributions and their hard work, helping make the programme a success.
The National Tempus Offices (NTOs) have played a pivotal role in this respect. Many have been with
us since the programme started in their countries in 2002. Their untiring dedication to the
programme and the wealth of experience they have built up over the ten years has been
instrumental to 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.
This publication starts with a broad perspective on the impact of Tempus in the region as a whole,
before focusing the lens on each of the ten countries in turn, which each NTO has contributed to. We
hope that you will find this document stimulating and inspiring and we look forward to continuing to
work with the region through enhanced cooperation under the new programme for 2014‐2020.
Klaus Haupt
Head of the Tempus Unit
Education, Audiovisual and Culture Executive Agency
Préface
L'objectif principal du programme Tempus est de contribuer au processus de modernisation de
l'enseignement supérieur dans les pays partenaires hors de l'Union Européenne. Les régions ciblées
incluent l’Europe de l'Est, l’Asie centrale, les Balkans occidentaux et la région du sud de la
Méditerranée. Parmi les 27 pays avec lesquels le programme travaille hors de l'UE, 10 appartiennent
à la Méditerranée du sud, faisant d'elle la principale région du programme (en termes de pays). Ces
pays ont toujours été des partenaires importants de l'UE, eu égard à la longue tradition de relations
historiques, culturelles et commerciales à travers la Méditerranée. Tempus y a démarré en 2002 et
s'est développé de façon importante depuis cette date. C'est la région la plus jeune dans Tempus et
le programme y a toujours été accueilli avec un enthousiasme sans faille pendant les dix dernières
années.
Le programme Tempus, dans son ensemble, existe depuis 22 ans et a produit des résultats
significatifs depuis sa mise en œuvre en 1990. Compte tenu de cet impact, la proposition de la
Commission pour un nouveau programme en éducation (2014‐2020) inclut des activités de type
Tempus. Cependant, avant d'aller de l'avant, nous avons pris un instant pour regarder en arrière
l'impact du programme dans cette région, depuis son introduction en 2002. Ce document a pour
objectif de mettre en évidence ces résultats ainsi que les acteurs qui y ont contribués. En effet, il est
important de reconnaître leur contribution et l'énergie qu'ils y ont consacré afin de faire de ce
programme un succès.
Les Bureaux Nationaux Tempus (BNT), en particulier, ont joué un rôle essentiel. Nombreux sont ceux
qui sont avec nous depuis que le programme a été introduit dans leur pays en 2002. Leur implication
sans faille et l'expérience accumulée depuis plus de dix ans a été essentielle pour la mise en œuvre
de Tempus. Ils ont prouvé qu'ils étaient des partenaires fiables, dignes de confiance et engagés, ainsi
que des membres respectés de la famille Tempus. Le succès du programme dans la région est dû,
sans conteste, à leur travail et leur engagement.
Cette publication commence par une analyse générale de l'impact de Tempus dans la région avant de
se concentrer sur chacun des dix pays pris individuellement, grâce aux contributions fournies par les
BNT. Je ne doute pas que vous trouverez dans ce document une source d'inspiration et de réflexion.
Nous poursuivrons le travail avec cette région dans le cadre de la coopération renforcée qui sera
proposée avec le nouveau programme pour la période 2014‐2020.
Klaus Haupt
Chef de l'unité Tempus
Agence exécutive Education, audiovisuel et culture
Contents / Sommaire
INTRODUCTION
I ‐ MAIN ACHIEVEMENTS OF THE PROGRAMME
1.1 ‐ Main Achievements at Staff Level
1.2 ‐ Main Achievements at Institutional Level
1.2.1 ‐ Implementing Curriculum Reform
1.2.2 ‐ Providing Necessary Equipment for Communications and Laboratories
1.2.3 ‐ Encouraging Reform of University Governance and Management
1.2.4 ‐ Fostering Links between Higher Education Institutions and the Labour Market
1.3 ‐ Main Achievements at National Level
1.3.1 ‐ Supporting Reform of Higher Education Systems and Policies
1.3.2 ‐ Promoting Regional Cooperation
I – PRINCIPALES REALISATIONS DU PROGRAMME
1.1 ‐ Principales réalisations au niveau du personnel
1.2 ‐ Principales réalisations au niveau institutionnel
1.2.1 ‐ Réformer les programmes
1.2.2 ‐ Procurer les équipements nécessaires pour les activités de communication et les
laboratoires
1.2.3 ‐ Encourager la réforme de la gouvernance et de la gestion des universités
1.2.4 ‐ Renforcer les liens entre les établissements d'enseignement supérieur et le marché du
travail
1.3 ‐ Principales réalisations au niveau national
1.3.1 ‐ Soutenir le processus de réforme des systèmes et politiques d'enseignement
supérieur
1.3.2 ‐ Promouvoir la coopération régionale
II ‐ MAIN RESULTS BY COUNTRY
1) Algeria/ Algérie
2) Egypt
3) Israel
4) Jordan
5) Lebanon
6) Libya
7) Morocco/ Maroc
8) Palestine
9) Syria
10) Tunisia/ Tunisie
ANNEXES
1) Brief Overview of the Tempus Programme
2) Statistics on the Number of Projects in Tempus III (2002‐2006)
3) Statistics on the Number of Projects in Tempus IV (2008‐2013)
4) List of Participating Institutions by Country in Tempus IV
5) List of Tempus Publications from the Tempus Series
6) Tempus Events Organised in the Southern Mediterranean Region
AUTHORS
1
INTRODUCTION
With the start of the Barcelona Process and the signing of the ‘Euro‐Mediterranean Partnership’ in
1995, the European Union (EU) stated its intention to ‘strengthen its relations with the countries in
the Mashrek and Maghreb regions’ by bringing people from both sides of the Mediterranean closer
together, through partnerships, aimed at encouraging better understanding between cultures1.
The EU MEDA programme was thus launched, to enable the EU to provide financial and technical
assistance to certain countries outside the EU. Given the Tempus programme's results in Central
Eastern Europe, MEDA was used to roll out the Tempus programme to eight countries in the
Mediterranean in 2002; Algeria, Egypt, Jordan, Lebanon, Morocco, Palestine, Syria and Tunisia.
In 2004, two additional Mediterranean countries joined the European Union; Cyprus and Malta.
Conscious of the need to manage expectations with neighbours further south of the Mediterranean,
the EU introduced a new European Neighbourhood Policy and the European Neighbourhood Policy
Instrument (ENPI) replaced MEDA as the source of EU funding for Tempus in the region. Israel joined
the programme in 2008 and Libya, in 2010.
Given the changes in the region following the Arab Spring, two Joint Communications published by
the EU in 2011, emphasised the added‐value of the Tempus programme in supporting political,
economic and social transition in the region. 'A Partnership for Democracy and Shared Prosperity
with the Southern Mediterranean'2 stressed that 'Exchanges at university level are valuable and fuller
use should be made of …Tempus to increase substantially the number of persons from Southern
Mediterranean partner countries participating [in the programme].'The Communication on a 'New
Response to a Changing Neighbourhood' stated that 'structured cooperation for university
modernisation (Tempus) ….will also be expanded to provide a better support to the youth'3.
Ten countries from the Southern Mediterranean have therefore been involved in Tempus III and
Tempus IV. The total budget allocated to these countries since then has been 222 million Euro. 81
million Euro was allocated between 2003 and 2006 and 141 million Euro was allocated through
Tempus IV since 2007. The recent increase in funding reflects the growing importance that the EU
places on the region since the Arab Spring started at the end of 2010.
1 This component of the EuroMed Partnership was called the 'social, cultural and human basket'. 2 Joint Communication by the High Representative of The Union For Foreign Affairs And Security Policy and the European Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions (COM(2011) 200) of 08.03.2011 on 'A Partnership for Democracy and Shared Prosperity with the Southern Mediterranean' 3 Joint Communication by the High Representative of The Union For Foreign Affairs And Security Policy and the European Commission to
the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions (COM(2011) 303)
of 25.05.2011 on 'A New Response to a Changing Neighbourhood'
2
Total Budget Allocated by Year for all Countries in the Southern Mediterranean Region
Participating in the Tempus programme
Total amount allocated (Millions of Euro)
Tempus III Tempus IV
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
22,5 21,5 18,5 18,0 14,0 12,7 22,7 12,7 24,0 25,3 29,6
Total Budget Allocated by Year for all the Countries in the Southern Mediterranean Region
Participating in the Tempus Programme
Breakdown of the Total Budget Committed by Country (2003‐2012)4
4 Under Tempus (in case of multi‐country projects) 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 projects. These figures do not necessary correspond to the real budget that the institutions of the country concerned will receive during the implementation of the project.
3
The most active countries to date (in terms of number of projects) are Egypt, Morocco and Tunisia.
Participation over the ten year period has of course been more limited in Libya and Israel, since they
only joined the programme recently. A breakdown of projects by country can be found below.
Number of Projects in Which One or Several Institutions in the Country Have Been
Involved (2003‐2012)
Country Tempus III Tempus IV* Total
Algeria 24 23 47
Egypt 65 33 98
Israel 11 11
Jordan 23 20 43
Lebanon 23 23 46
Libya 3 3
Morocco 49 38 87
Palestine 14 13 27
Syria 32 13 45
Tunisia 31 31 62
Total** 209 109 318
* These figures are for the first five Calls for Proposal, Tempus IV (2008‐2012)
** Country figures cannot be added, as several countries can be involved in the same project.
By promoting the exchange of ideas and people across the Mediterranean, in certain respects,
Tempus contributed to sowing the seeds for political, economic and social change in the region.
While the Arab Spring made participation more challenging in certain countries, due to the
temporary closure of higher education institutions, the high turnover of staff and restrictions on
mobility, it also increased the motivation of academics in these countries to forge closer ties with
Europe. It led to resurgence in interest of EU professors in the region, for education, research and
technical assistance purposes. Given the challenges that lie ahead for the region, in terms of
economic, social and political transition, the need for such a programme remains more relevant than
ever.
5
INTRODUCTION
Avec le début du processus de Barcelone et la signature du partenariat euro‐méditerranéen en 1995,
l’Union européenne (UE) a affirmé son intention de «renforcer ses relations avec les régions du
Mashrek et du Maghreb» en rapprochant les peuples des deux rives de la Méditerranée, sur la base
de partenariats visant à encourager une meilleure compréhension entre les cultures5.
Le programme européen MEDA a ainsi été lancé pour permettre à l’UE de fournir une aide financière
et technique à certains pays en dehors de l’UE. Étant donné les résultats du programme Tempus en
Europe centrale et orientale, MEDA a été utilisé pour lancer le programme Tempus dans huit pays
de la Méditerranée en 2002: l’Algérie, l’Egypte, la Jordanie, le Liban, le Maroc, la Palestine, la Syrie et
la Tunisie.
En 2004, deux autres pays méditerranéens ont adhéré à l’UE: Chypre et Malte. Consciente de la nécessité de gérer les attentes des pays voisins situés plus au sud de la Méditerranée, l’UE a introduit une nouvelle politique européenne de voisinage et l'instrument européen de voisinage et de partenariat (IEVP) a remplacé MEDA en tant que source de financement européen de Tempus dans la région. Israël a adhéré au programme en 2008 et la Libye en 2010. Dans le contexte des changements qui font suite au Printemps arabe, deux communications conjointes de l'UE publiées en 2011 soulignent la valeur ajoutée du programme Tempus pour accompagner la transition politique, sociale et économique dans la région. «Un partenariat pour la démocratie et une prospérité partagée avec le sud de la Méditerranée»6 confirme que «les échanges entre universités sont un atout, et il y aurait lieu d'exploiter davantage les possibilités offertes par … Tempus afin d'augmenter de manière substantielle le nombre de personnes issues des pays partenaires du sud de la Méditerranée qui (y) participent». La communication «Une stratégie nouvelle à l'égard d'un voisinage en mutation»7 souligne que «la coopération structurée pour la modernisation des universités (programme Tempus) sera renforcée par un soutien accru». Dix pays du sud de la Méditerranée ont donc participé aux programmes Tempus III et Tempus IV. Le
budget total alloué à ces pays depuis lors est de 222 millions d’euros. 81 millions d’euros ont été
alloués entre 2003 et 2006 et 141 millions d’euros dans le cadre de Tempus IV depuis 2007. La
récente augmentation des crédits reflète le fait que l’UE accorde davantage d’importance à la région
depuis le début du Printemps arabe fin 2010.
5 Cette composante du partenariat euro‐méditerranéen a été dénommée le «volet social, culturel et humain». 6 Communication conjointe de la Haute Représentante de l'Union pour les affaires étrangères et la politique de sécurité et la Commission
Européenne au Parlement Européen, au Conseil, au Comité économique et social européen et au Comité des régions (COM(2011) 200) du
08.03.2011, 'Un partenariat pour la démocratie et une prospérité partagée avec le sud de la Méditerranée' 7 Communication conjointe de la Haute Représentante de l'Union pour les affaires étrangères et la politique de sécurité et la Commission
Européenne au Parlement Européen, au Conseil, au Comité économique et social européen et au Comité des régions (COM(2011) 303) du
25.05.2011, 'Une stratégie nouvelle à l'égard d'un voisinage en mutation'.
6
Budget total alloué par an pour tous les pays de la région du sud de la Méditerranée
participant au programme Tempus
Budget total alloué (millions d'Euro)
Tempus III Tempus IV
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
22,5 21,5 18,5 18,0 14,0 12,7 22,7 12,7 24,0 25,3 29,6
Budget total alloué par an pour tous les pays de la région du sud de la Méditerranée
participant au programme Tempus
Répartition par pays du budget total engagé (2003‐2012)8
8 Dans Tempus (dans le cas des projets multi‐pays), le budget engagé pour chaque pays est le résultat d'un calcul théorique et est
proportionnel au nombre d'établissements de chaque pays impliqués dans les projets sélectionnés. Ces données ne correspondent donc pas nécessairement au budget réel que les établissements du pays recevront lors de la mise en oeuvre du projet.
7
Les pays qui ont été les plus actifs à ce jour (en termes de nombre de projets) sont l’Egypte, le Maroc
et la Tunisie. La participation de la Libye et d’Israël au cours des dix dernières années a bien entendu
été plus limitée étant donné que ces pays n’ont adhéré que récemment au programme. Une
ventilation des projets par pays est présentée ci‐dessous.
Nombre de projets dans lesquels un ou plusieurs établissements du pays sont impliqués
(2003‐2012)
Pays Tempus III Tempus IV* Total
Algérie 24 23 47
Egypte 65 33 98
Israël 11 11
Jordanie 23 20 43
Liban 23 23 46
Libye 3 3
Maroc 49 38 87
Palestine 14 13 27
Syrie 32 13 45
Tunisie 31 31 62
Total** 209 109 318 * Ces chiffres concernent les cinq premiers appels à propositions, Tempus IV (2008‐2012) ** Les chiffres par pays ne peuvent pas être additionnés dans la mesure où plusieurs pays peuvent être impliqués dans le même projet
En promouvant l’échange des idées et des personnes dans toute la Méditerranée, le programme
Tempus a, dans une certaine mesure, contribué à semer les germes du changement politique,
économique et social dans la région. Bien que dans certains pays, le Printemps arabe ait rendu la
participation plus difficile, en raison de la fermeture temporaire des établissements d’enseignement
supérieur, du taux de renouvellement important du personnel et des restrictions en matière de
mobilité, il a également renforcé la motivation des universitaires de ces pays à forger des liens plus
étroits avec l’Europe. Il a également suscité un regain d’intérêt des professeurs de l’UE pour cette
région à des fins pédagogiques, de recherche et d’assistance technique. Eu égard aux défis à relever
pour la région dans le cadre de la transition économique, sociale et politique, la nécessité d’un tel
programme demeure plus pertinente que jamais.
9
I‐ MAIN ACHIEVEMENTS OF THE PROGRAMME
In this first section, the impact of Tempus on the region as a whole will be analysed, at individual,
institutional and national level.
1.1 ‐ Main Achievements at Staff Level
Tempus has played an important role in the professional development of staff in the region over
the past ten years.
Professional development opportunities are often limited in higher education institutions (also in the
EU) and Tempus has given professors the opportunities to meet other peers in their field, in different
countries. By working together in international consortia, professors were exposed to different
perspectives and gained new insights into their subject. It has allowed them to work together with
leading experts in their field, sometimes travel to another Tempus Partner Country to job‐shadow
and update their skills and knowledge. They also gained valuable work experience teaching students
in a different country (sometimes in a foreign language). The contacts built proved extremely useful
for pursuing further research and enhancing their publications list. Indeed, contacts with European
professors made on Tempus have sometimes led to further research activities after the project ends,
such as joint publications and peer‐reviews.
Tempus promotes a ‘bottom‐up’ approach and helps break down hierarchies inherent in the
universities. This has given professors and in particular younger staff, great liberty to experiment
with new ways of working in the incubator that is the Tempus project, through collaboration with
professors outside their higher education institution. A number of curriculum development projects
are led by women in the region – a leadership opportunity that would have been difficult to gain in
certain institutions otherwise.
Tempus focuses not only on academic staff but puts equal emphasis on training of non‐academic
administrative staff. For example, Tempus projects have helped them develop and update such skills
as financial management, public procurement, computer networking and library cataloguing skills
with the latest tools and techniques. It has empowered them realise that they have an equally
important role to play in the higher education institution’s success and motivated them to be
proactive and take part in continuous professional development throughout their career.
Tempus has given staff from the region the opportunity to develop their intercultural skills, by
working together with staff from many countries in a multi‐country consortium. While many
professors in the region had links with US universities, often having obtained their PhD there, less
links existed with European universities. The National Contact Points in the EU have been
instrumental in helping institutions from the region to find EU partners. Over 600 Individual Mobility
Grants offered under Tempus III, allowed staff to travel easily to another Tempus partner country for
specified periods. It has also brought staff together from countries that had no tradition of
collaboration. In certain cases, it was also the first time that many younger staff, who obtained their
PhD at home, had to work in an international team. In fact, many projects report that the biggest
10
challenge on a Tempus project is learning to work together to overcome cultural differences. While
many have found this challenging, they have reported at the end of the project that the experience
has been an incredibly enriching one, where they learned as much about themselves, as the
academic or administrative subject area.
It is also worth noting that in recent years, mobility of staff and students has been very much
supported by the Erasmus Mundus Programme, which is one of the main EU programmes for
international mobility of higher education students and professors.
Individual Mobility Grants Offered (Tempus III, 2003‐2007)
Country Number of Individual
Mobility Grants
Algeria 94
Egypt 183
Jordan 26
Lebanon 87
Morocco 80
Palestine 49
Syria 74
Tunisia 39
Total 632
1.2 ‐ Main Achievements at Institutional Level
1.2.1 ‐ Implementing Curriculum Reform
One of the main actions of the Tempus programme involves reforming curricula. During Tempus III,
more than two thirds of all projects in the region focused on curriculum reform, while in Tempus IV,
almost 40% of all projects in the region focus on this. This has always been a popular topic for
Tempus projects, because it allowed professors to work together in international consortia, to revise
old courses or develop new ones. Even though it involved a 'bottom‐up approach', the vast majority
of these 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 served as a useful tool for updating existing academic courses.
Professors from European universities have worked together with professors from the 10 countries
in the region, to pool their expertise in an academic discipline and modernise a chosen curriculum.
Today, much academic material is available on‐line. This wasn’t the case in 2002. People‐to‐people
contacts were necessary to obtain access to the latest up‐to‐date material and research in a
particular field and Tempus facilitated these. Indeed, increasing access to internet in recent years
11
hasn't always meant that the best material is now readily available on‐line. Professors are often
reticent to publish course material on the web, as it was a source of competitive advantage for them
and helps attract the best students. People‐to‐people contacts through Tempus helped build the
trust necessary to allow the exchange of this academic material.
Via Tempus, a number of new fields of study have been introduced or developed in the region, such
as environmental science, renewable energy, biotechnology and child rights. Labour market needs in
the region have evolved much over the past ten years and higher education institutions have not
always had the necessary resources to adapt curricula at the same pace as these evolutions. Tempus
has allowed professors from the region to make contact with European HEIs, who had ready‐made
courses in a required area and work together with them, to adapt them to labour market needs in
the region (by translating them into Arabic or developing country‐specific case studies for example).
Tempus has also helped break the barriers to more traditional classroom‐based learning and
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.
New methods of designing and structuring courses have also been introduced by Tempus. Based on
the principles of the Bologna Process, many European professors are already accustomed to
designing courses based on ‘learning outcomes’ and ECTS credits and transferred this know‐how to
colleagues in the Partner Countries. Professors there have been convinced of its merits – facilitating
student exchange with European universities, by allowing institutional recognition upon return
home, of periods spent in Europe or a country in the region. These bottom‐up reforms encouraged
Ministries of Education to redesign the degree structure along the Bologna model. The three‐cycle
system of Bachelor, Master and Doctorate has been introduced in the region. All of these reforms
have facilitated the development of Joint Degrees and Double‐Degrees with certain European higher
education institutions and the recognition of degrees from the region, for students who wished to
pursue their post‐graduate studies in Europe and vice‐versa.
1.2.2 ‐ Providing Necessary Equipment for Communications and Laboratories
The provision of equipment has always been an attractive component of the Tempus programme for
higher education institutions in the region. Between 2003 and 2013, Tempus will have provided
approximately 44 million Euro's worth of equipment to all projects in the region. It is no surprise
that a large number of curriculum development projects in the region are in the area of engineering,
medicine and the hard sciences.
Tempus stocked university libraries with recent text books and periodicals for new courses. The
provision of laboratory equipment was also very important in supporting practical coursework in the
hard sciences. Without such equipment, the effectiveness of such courses would have been severely
hindered. Universities took pride in the equipment donated and often allocated rooms to house it
and staff to supervise and maintain it. As the benefits of such equipment became apparent,
12
university governing bodies were persuaded to invest more themselves. New equipment was often
coveted by researchers and people working in industry, which didn't have access to such up‐to‐date
materials and was used by them when the project finished, sometimes for a fee, helping make the
project sustainable.
As internet connection became more widespread across the region, computers, scanners and
printers proved a good return on investment, as email and Skype became the main means of
communication between project partners. Tempus has also allowed the purchase of video‐
conferencing equipment, which would have been beyond the budget of many higher education
institutions otherwise.
Most higher education institutions in the region participating in Tempus have a computer room,
funded by the programme to attest to the fact. Computers 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. In a number of cases, these computer rooms
are used by adults from the local community for evening classes. Special computer programmes have
facilitated language learning, Computer Aided Design and other specialised courses, which require
computer access. The internet is quickly replacing the traditional library and internet access provides
a wealth of on‐line literature for student's research and course assignments. Computer 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 ‐ Encouraging Reform of University Governance and Management
Tempus projects 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 exist in many
universities. 24 % of Tempus IV projects in the Southern Mediterranean region focused on this topic.
For example, a number of projects have involved setting up international relations offices or
improving systems and processes in existing ones, to facilitate international student exchange, help
develop international strategies and develop marketing tools to attract the best international
students. Tempus has also helped set up career guidance offices in many universities, which didn’t
exist 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.
All this has contributed to helping students find jobs immediately after graduation and reducing
youth unemployment – a widespread phenomenon in the region.
Tempus projects have also tackled the tricky subject of university governance. The opportunities for
university Presidents and Rectors to visit universities in Europe and meet with their counterparts
there, exposed them to other ways of working. Whether management processes have become more
democratic, transparent and effective in their home universities since is still open to debate, as was
13
revealed by a recent Tempus study on university governance in the region9. However, Tempus has
helped raise awareness of alternative ways of working and of the importance of external
representatives on governing bodies.
Departments in universities tend to work quite autonomously and Tempus has put academics and
professionals from different faculties and departments in contact with each other, who might not
have had contact otherwise. They have had to collaborate well together, to make the project a
success. This has helped break down institutional ‘silos’ in the university and promote knowledge
sharing and the transfer of information and know‐how between departments.
Working as partners on Tempus projects has helped build the management capacity of Partner
Country institutions in the region. This was evidenced by the decision to allow Partner Country
institutions to apply as coordinator for the first time in Tempus IV in 2008. Since then, approximately
one quarter of Tempus IV projects from that region have been managed by a local coordinator. Some
of these projects have been excellently managed and produced high quality results. This experience
and the responsibility of managing a grant of up to 1.5 million Euro helped to professionalise
university staff.
A number of Tempus projects in the region have focused specifically on the topic of quality
assurance. In Libya, Morocco, Syria and Tunisia, Tempus projects have focused on introducing
systems of internal quality assurance in institutions themselves. Other projects focus on
accreditation and certification procedures as a means to quality assurance. In Lebanon, a Tempus
project is working on developing tools for the new Lebanese national quality assurance agency. The
Arab Network for Quality Assurance in Higher Education and national accreditation and quality
assurance bodies are partners in many of these projects.
Enhancing quality assurance in European universities is one of the aims of the Bologna Process. Many
European universities have put in place stringent systems and process to ensure, not only the quality
of the curricula, but also of university management systems and processes. Quality assurance is
promoted through detailed industry surveys and benchmarking before developing curricula, review
boards and student evaluations. Quality assurance of systems and processes is promoted through
obtaining ISO certification, 'investor in people' awards and other internationally recognised
accreditation.
Another means by which quality assurance has been promoted is through field monitoring of
projects by the National Tempus Offices in‐country and project officers from the Education,
Audiovisual and Culture Executive Agency (EACEA) in Brussels. Since 2009, the EACEA has put
increased emphasis on field monitoring to improve the quality of projects in the region and
introduced a policy of monitoring all projects, at least twice during their life cycle. Each visit, involves
meetings with the President of the University, Dean of faculty, those involved in running the project
from one or many partner institutions and meeting with the end beneficiaries, usually the students,
to carry out a full evaluation of the project and help improve its quality.
9 Changing rules: A Review of Tempus support to University Governance, a Tempus Study, Issue No 1, February 2010
14
1.2.4 ‐ Fostering Links between Higher Education Institutions and the Labour
Market
Many Tempus projects in the region included private sector partners, from multinationals to local
small medium enterprises, such as Proctor and Gamble, BIC for Electronics, Environment & Energy
and Amreya Metal Company for example. Tempus encourages the involvement of enterprises in
designing new curricula. Local employers often sat on the project steering committee and curriculum
review panels and thus participated directly in the curriculum design process. Most curriculum
development projects 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. It is important to note that the labour market includes not only the private sector, but also
NGOs and local authorities who participated as partners on Tempus projects.
In the ten countries of the region, with a long history of academic excellence that dates back to the
founding of the Al‐Azhar university in Egypt in 972 (one of the oldest universities in the world) the
emphasis has tended to be placed on theoretical knowledge, rather than practical application.
Universities tended to operate in a vacuum, far removed from the world of industry and commerce.
The Tempus programme has developed concrete structures, such as career centres, technology
transfer offices and entrepreneurship hubs, which have developed strategic and sustainable links
with the labour market.
Practical placements and graduate training programmes in companies for students have also been
built into many of these new courses and helped students secure jobs upon graduation ‐ particularly
important in a region where youth unemployment is very high. By creating a more relevantly skilled
labour force, Tempus has helped give local companies competitive advantage on international
markets and thus contributed to economic development. By helping students find jobs at home, it
has also helped prevent brain‐drain to regions where employment opportunities are more plentiful.
1.3 ‐ Main Achievements at National Level
1.3.1 ‐ Supporting Reform of Higher Education Systems and Policies Even though not its initial aim, Tempus has had an impact on national policy reform in the ten
Partner Countries in the region. Tempus came to the region at the right moment when most of the
countries were beginning to introduce major reforms in higher education. Tempus was considered a
useful support mechanism to help implement these reforms, working hand‐in‐hand with the
Ministry of Education. Tempus Structural Measures projects, in which the Ministry must participate
as partner, tackled national policy issues such as quality assurance, promoting entrepreneurship in
the education system and reforming doctoral studies.
Many of the National Tempus Offices are located in the premises of the Ministry of Education and
this has helped create direct links between the work of the NTO office and the Minister. Each
country's national priorities are set by the Ministry of Education and they are consulted in the
selection of projects to be funded in each Call for Proposals. In one case, the Head of the NTO has
15
become Minister. National Tempus Offices thus have had direct dialogue with the Minister and in
some cases, act as their advisor and are directly involved in policy development. They bring with
them, their deep knowledge of European higher education policy. They have been called upon by the
Minister to input into national studies and publications. Given their knowledge of other countries in
the region through Tempus, they serve as a useful point for comparative analysis for the Ministries.
Since 2008, Tempus has been used to fund a network of more than 50 Higher Education Reform
Experts from the countries in the region. These are local professors, Ministry officials or students
who are interested in higher education policy reforms. With the support of Tempus funding, they
have had the opportunity to travel to a number of seminars on higher education reform in the EU.
Upon return, they have shared their knowledge and expertise with universities, by holding
seminars and workshops to disseminate information about the latest developments in EU higher
education policy reform and the Bologna process. European experts have also been invited, using
Tempus funding, to give training seminars in the Partner Countries.
While the ten Tempus countries in the South Mediterranean are not officially part of the Bologna
Process, participation in Tempus with EU institutions has helped promote Bologna principles and
tools and highlight their usefulness. As a recent Tempus study showed, the Bologna Process is now
officially embedded in the education system in Algeria, Morocco and Tunisia and implemented in a
more ad‐hoc manner in Egypt, Israel and the Palestine10. Ministerial representatives from Algeria,
Egypt, Israel, Palestine and Tunisia participated in the last Bologna Policy Forum in Bucharest in 2012.
1.3.2 – Promoting Regional Cooperation
Tempus has helped promote greater cooperation between countries in the region. Whereas
cooperation prior to Tempus IV tended to be more 'North‐South‐North', multi‐country projects
helped promote a more 'South‐South' approach in the programme. Indeed Tempus IV multi‐country
projects have been very popular (representing 52% of the total number of projects under Tempus
IV). They often include as many as eight countries from the region.
On examination of the trends in participation, it is clear that the Mashrek countries often tend to
work on projects together and Maghreb countries also. However, there are a number of large
projects that span both regions. It is also interesting to note that Tempus has promoted cooperation
between certain countries in the region that for historical reasons had no strong tradition of
cooperation prior to this. Therefore, the programme is helping to break down social and cultural
barriers, in a region ridden with political conflict and instability.
Many of these large multi‐country projects are Structural Measures projects which must involve the
Ministry of Education from each participating country. They cover topics such as leadership in higher
10 State of Play of the Bologna Process in the Tempus Partner Countries 2012, a Tempus Study, Issue No 9, April 2012
16
education, internationalisation of higher education institutions and promoting innovation. By
working together, exchanging best practice and benchmarking against each other, each country has
learned from his neighbours. These lessons and experience have fed into national higher education
policy reforms. The benchmarking reports that these projects produce often motivate countries to
achieve better results in a particular area, as they take pride in their accomplishments.
Cooperation between countries in the region existed before the advent of Tempus of course.
However, certain pan‐Arab higher education organisations, such as the 'Arab Network for Quality
Assurance in Higher Education' and the 'Association of Arab Universities', have participated in
Tempus regional projects, to help boost and further fund their collaboration on certain topics.
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I‐ PRINCIPALES RÉALISATIONS DU PROGRAMME
Dans cette première partie, l'impact du programme Tempus sur la région dans son ensemble sera
analysé aux niveaux individuel, institutionnel et national.
1.1 – Principales réalisations au niveau du personnel
Dans la région, Tempus a joué un rôle important dans le développement professionnel du
personnel au cours des dix dernières années.
Les opportunités de développement professionnel sont souvent limitées dans les établissements
d’enseignement supérieur (c'est le cas également dans l’UE) et le programme Tempus a permis aux
enseignants de rencontrer leurs pairs dans différents pays. En collaborant dans le cadre de
consortiums internationaux, ils ont été exposés à des perspectives différentes et de nouveaux
points de vue sur leur discipline. Ils ont pu collaborer avec des experts reconnus de leur domaine et
parfois voyager dans un autre pays partenaire Tempus pour effectuer des visites d’observation en
situation de travail et actualiser leurs compétences et leurs connaissances. Le programme Tempus
leur a en outre permis d’acquérir une expérience professionnelle précieuse en enseignant dans un
autre pays (et parfois dans une langue étrangère). Les contacts établis se sont avérés extrêmement
utiles, permettant aux enseignants d’entreprendre des recherches plus approfondies et d’étoffer leur
liste de publications. En effet, les contacts établis avec leurs collègues européens dans le cadre de
Tempus ont parfois permis, après la fin d’un projet, de développer des activités de recherche menant
à des publications ou des évaluations communes.
Tempus favorise une approche privilégiant les initiatives partant de la base et aide à remettre en
cause les hiérarchies propres aux universités. Les enseignants, et particulièrement les plus jeunes,
ont ainsi été plus libres d’expérimenter de nouvelles façons de travailler dans l’incubateur que
constitue le projet Tempus, en collaborant avec des professeurs en dehors de leur établissement. Un
certain nombre de projets de développement de programmes sont menés par des femmes, leur
offrant de ce fait, une responsabilité dont elles auraient difficilement pu bénéficier autrement, dans
certains établissements.
Tempus s’adresse au personnel enseignant, mais accorde une importance égale à la formation du
personnel administratif non enseignant. Les projets Tempus ont, par exemple, aidé ces derniers à
développer et à actualiser leurs compétences en matière de gestion financière, de marchés publics,
de réseaux informatiques et de catalogage des bibliothèques grâce à la mobilisation d'outils et
techniques les plus modernes. Le programme Tempus leur a aussi permis de prendre conscience
qu’ils ont un rôle important à jouer dans le succès des établissements d’enseignement supérieur et
les a motivés à être proactifs et à participer aux activités de formation professionnelle continue.
Tempus a donné au personnel de la région la possibilité de développer ses compétences
interculturelles en collaborant avec le personnel de nombreux pays dans le cadre de consortiums
multi‐pays. Les points de contact nationaux de l’UE ont contribué à aider les établissements de la
région à trouver des partenaires dans l’UE. Alors que de nombreux enseignants dans la région
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avaient des liens avec des universités américaines, après y avoir souvent obtenu leur doctorat, ils en
avaient moins avec les universités européennes. Plus de 600 bourses de mobilité individuelle
accordées dans le cadre de Tempus III ont permis au personnel de voyager facilement dans les pays
partenaires durant une période déterminée. Tempus a également créé des liens entre les individus
de pays qui n’avaient aucune tradition de collaboration. Dans certains cas, de nombreux jeunes ayant
obtenu leur doctorat dans leur pays ont également pu travailler pour la première fois dans une
équipe internationale. De nombreux projets ont démontré que le plus grand défi pour réaliser un
projet Tempus est d’apprendre à collaborer pour surmonter les différences culturelles. Bien que de
nombreuses personnes aient trouvé l’expérience difficile, elles ont déclaré à l’issue de leur projet que
cette expérience avait été extrêmement enrichissante et leur avait appris autant sur elles‐mêmes
que sur la discipline universitaire ou administrative concernée.
A ce sujet, il est également important de noter que, dans la période récente, la mobilité du personnel
et des étudiants a été largement soutenue par le programme Erasmus Mundus qui a été l'un des
principaux programmes de l'UE pour la mobilité internationale des enseignants et des étudiants du
supérieur.
Bourses de mobilité individuelle (Tempus III, 2003‐2007)
Pays Nombre de bourses de mobilité individuelle
Algérie 94
Egypte 183
Jordanie 26
Liban 87
Maroc 80
Palestine 49
Syrie 74
Tunisie 39
Total 632
1.2 – Principales réalisations au niveau institutionnel
1.2.1 – Réformer les programmes
Une des principales actions du programme Tempus concerne la réforme des programmes d'études.
Dans le cadre de Tempus III, plus de deux tiers des projets de la région se sont concentrés sur la
réforme des cursus. Sous Tempus IV, ce sont presque 40% des projets. Cette activité a toujours
souvent été très populaire. En effet, elle a permis aux enseignants de collaborer dans le cadre de
consortiums internationaux, de réviser leurs anciens cours ou d’en élaborer de nouveaux. Bien qu’ils
aient été le résultat d’une approche partant de la base, la grande majorité de ces cours ont su
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gagner la reconnaissance de leurs établissements et des autorités nationales concernées, ce qui
témoigne de l’excellente réputation dont jouit le programme Tempus.
Le programme Tempus a été un outil utile pour mettre à jour des cours existants. Des professeurs
d’universités européennes ont collaboré avec des professeurs des dix pays de la région pour mettre
en commun leur savoir‐faire dans une discipline universitaire et moderniser un programme précis.
Aujourd’hui, beaucoup de matériel pédagogique est accessible en ligne, ce qui n’était pas le cas en
2002. Il a été nécessaire d’établir des contacts personnels pour accéder aux derniers documents et
aux dernières recherches dans un domaine particulier et Tempus a facilité ces contacts. En effet, le
fait que l’accès à Internet se soit généralisé ces dernières années ne signifie pas toujours que les
meilleures informations soient désormais facilement accessibles en ligne. Les enseignants sont
souvent réticents à l’idée de publier leurs cours sur internet car ce matériel est pour eux une source
d’avantage concurrentiel et les aide à attirer les meilleurs étudiants. Les contacts personnels établis
dans le cadre de Tempus ont contribué à instaurer la confiance nécessaire pour permettre
d’échanger ce matériel.
Grâce à Tempus, de nouveaux domaines d'études ont été introduits ou développés dans la région,
comme les sciences de l'environnement, les énergies renouvelables, les biotechnologies et les droits
de l'enfant. Au cours des dix dernières années, les besoins du marché du travail ont beaucoup évolué
dans la région et les établissements d’enseignement supérieur n’ont pas toujours disposé des
ressources nécessaires pour adapter les programmes au rythme de ces évolutions. Tempus a permis
aux enseignants de la région de nouer des contacts avec les établissements d’enseignement
supérieur européens disposant de cours prêts à l’emploi dans une discipline donnée et de collaborer
avec eux en vue d’adapter ces cours aux besoins du marché du travail dans la région (en traduisant
ces cours en arabe ou en élaborant des études de cas sur un pays particulier, par exemple). Tempus a
également contribué à supprimer les obstacles liés aux modes d'apprentissage plus traditionnel en
salle de classe et introduit de nouvelles méthodes d’enseignement, telles que les cours du soir, les
formations en ligne, l’apprentissage mixte et les cours intensifs sur site à l’intention des
professionnels. Grâce à ces évolutions, les professionnels peuvent combiner travail et études, ce qui
n’était pas toujours possible auparavant.
Tempus a également instauré de nouvelles méthodes de conception et d'organisation des cours.
Sur la base des principes du processus de Bologne, de nombreux enseignants européens sont déjà
habitués à concevoir des cours basés sur les «résultats d’apprentissage» et les crédits ECTS et ont
transféré ce savoir‐faire à leurs collègues des pays partenaires. Convaincus des avantages du
processus de Bologne, les professeurs de ces pays ont facilité les échanges d’étudiants avec les
universités européennes en permettant que les séjours passés par leurs étudiants en Europe ou dans
un pays de la région soient reconnus sur le plan institutionnel après leur retour au pays. Ces
réformes, partant de la base, ont encouragé les ministres de l’enseignement à modifier la conception
de la structure des diplômes pour la rendre conforme au modèle de Bologne. Le système en trois
cycles (licence, master et doctorat) a été introduit dans la région. Grâce à l’ensemble de ces
réformes, des diplômes conjoints et doubles ont été délivrés plus facilement avec certains
établissements d’enseignement supérieur européens et les diplômes de la région ont été plus
20
facilement reconnus pour les étudiants souhaitant poursuivre leurs études postuniversitaires en
Europe et vice‐versa.
1.2.2 – Procurer les équipements nécessaires pour les activités de
communication et les laboratoires
La fourniture de matériel a toujours constitué un élément intéressant du programme Tempus pour
les établissements d’enseignement supérieur de la région. Entre 2003 et 2013, grâce à l'ensemble
des projets, Tempus aura fourni du matériel à la région pour environ 44 millions d’euros. Il n’est
donc pas surprenant qu’un grand nombre de projets de développement de curriculum dans la région
relèvent des domaines de l'ingénierie, de la médecine et des sciences exactes.
Tempus a offert à des bibliothèques universitaires des manuels et des périodiques récents destinés
à de nouveaux cours. Le programme a également fourni beaucoup de matériel de laboratoire en vue
de permettre les travaux pratiques dans le domaine des sciences exactes. Sans ces équipements,
l’efficacité de ces cours aurait été gravement compromise. Les universités, fières du matériel fourni,
ont souvent attribué des locaux pour l'installer et du personnel pour le maintenir et l’entretenir. Les
avantages de ce matériel apparaissant clairement, les autorités universitaires ont été encouragées à
investir elles‐mêmes davantage. Les chercheurs et les personnes travaillant dans l’industrie n’ayant
pas accès à du matériel si moderne ont souvent convoité ces nouveaux équipements et ont cherché à
les utiliser après la fin du projet, parfois moyennant une contribution financière, et ont ainsi
contribué à la pérennité des résultats.
Lorsque l'internet s’est répandu dans la région, le courrier électronique et Skype étant devenus les
principaux moyens de communication entre les partenaires des projets, les ordinateurs, les scanners
et les imprimantes sont devenus un bon investissement. Tempus a également permis l’achat de
matériel de vidéoconférence, qui aurait autrement dépassé les capacités budgétaires de nombreux
établissements d’enseignement supérieur.
Désormais, la plupart des établissements d’enseignement supérieur de la région disposent d’une
salle informatique financée par Tempus, ce qui atteste de leur participation au programme. Les
ordinateurs ont non seulement été essentiels pour communiquer avec les partenaires européens,
mais aussi pour introduire de nouvelles méthodes pédagogiques dans les universités, telles que les
formations en ligne et l’apprentissage mixte. Dans certains cas, ces salles informatiques sont
utilisées par des adultes dans le cadre de cours du soir. Des logiciels spéciaux ont facilité
l’apprentissage des langues, la conception assistée par ordinateur et le développement de cours
spécialisés nécessitant un accès aux ordinateurs. Internet remplace rapidement la bibliothèque
traditionnelle et permet aux étudiants d’accéder à une documentation en ligne abondante pour leurs
recherches personnelles et les travaux pratiques. Certains logiciels permettent d’identifier les cas de
plagiat et ont également été utiles aux enseignants! Il ne faut donc pas sous‐estimer l’intérêt de ces
ordinateurs en termes d'opportunités d’apprentissage.
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1.2.3 – Encourager la réforme de la gouvernance et de la gestion des
universités
Les projets Tempus ont non seulement eu pour objectif le développement des programmes, mais ont
également œuvré à la réforme des structures et des procédures dans les établissements
d’enseignement supérieur. Ceci s’est souvent avéré plus difficile que l’élaboration des programmes
dans des universités aux structures hiérarchiques et politisées. 24% des projets Tempus IV financés
dans la région se sont intéressées à ce domaine.
Par exemple, un certain nombre de projets prévoyaient de créer des bureaux de relations
internationales ou d’améliorer les méthodes de travail et les procédures dans ceux qui existaient.
D'autres visaient à faciliter les échanges internationaux d’étudiants, à aider à établir des stratégies
internationales et à élaborer des outils de marketing pour attirer les meilleurs étudiants
internationaux. Dans de nombreuses universités, Tempus a également contribué à créer des bureaux
d’orientation professionnelle, auparavant inexistants, à mettre en place des bases de données
emploi, à créer des associations d'anciens étudiants, à établir des stratégies de collecte de fonds
auprès des anciens étudiants et à aider les étudiants à trouver des stages pendant leurs études.
Toutes ces mesures ont contribué à aider les étudiants à trouver un emploi plus rapidement après
l’obtention de leur diplôme et à réduire le chômage des jeunes, un phénomène répandu dans la
région.
Les projets Tempus ont également abordé la question sensible de la gouvernance des universités.
Les possibilités offertes aux présidents et aux recteurs d’université de visiter les universités
européennes et de rencontrer leurs pairs leur ont fait découvrir d’autres façons de travailler. La
question de savoir si les procédures de gestion sont devenues plus démocratiques et transparentes
reste ouverte, comme l’a révélé une récente étude Tempus sur la gouvernance des universités dans
la région11. Cependant, Tempus a contribué à mieux faire connaître les autres modes de travail et
l’importance de représentants extérieurs dans les organes de direction.
Les départements des universités ont tendance à travailler de façon autonome et Tempus a permis
de mettre en contact les enseignants et le personnel des différentes facultés et des différents
départements, chose qui n’aurait sans doute jamais été possible autrement. Ils ont dû collaborer
ensemble pour assurer la réussite du projet. Cette collaboration a contribué à supprimer les «ilots»
institutionnels dans les universités et à favoriser l’échange des connaissances et le transfert
d’informations et de savoir‐faire entre les départements.
Travailler comme partenaires de projets Tempus a également permis de développer les capacités de
gestion des établissements des pays de la région. A partir de 2008, cela a été confirmé par la
décision d'autoriser les établissements des pays partenaires à agir, pour la première fois, comme
coordonateur de projets Tempus IV. Depuis lors, environ un quart des projets Tempus IV de la région
11 Des pratiques en évolution: la contribution de Tempus à la réforme de la gouvernance universitaire, une étude Tempus, volume n°1,
février 2010.
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a été géré par un coordonateur local. Certains d'entre eux ont très bien géré et ont produit
d'excellents résultats. Cette expérience et cette responsabilité de gérer des conventions pouvant
aller jusqu'à un million et demi d'euro a permis de professionnaliser le personnel.
Plusieurs projets Tempus dans la région portaient spécifiquement sur le thème de l’assurance
qualité. En Libye, au Maroc, en Syrie et en Tunisie, des projets Tempus ont été consacrés à
l’instauration de systèmes d’assurance qualité interne dans les établissements. D’autres projets ont
concerné les procédures d’accréditation et de certification comme moyen d’assurer la qualité. Au
Liban, un projet Tempus œuvre à l’élaboration d’outils pour la nouvelle agence nationale libanaise
d’assurance qualité. Le Réseau arabe pour l’assurance de la qualité dans l’enseignement supérieur et
les organismes nationaux chargés de l'accréditation et de l'assurance qualité sont souvent
partenaires de ces projets.
Un des objectifs du processus de Bologne est d’améliorer l’assurance qualité dans les universités
européennes. De nombreuses universités européennes ont mis en place des systèmes et des
procédures stricts pour assurer, non seulement la qualité des programmes, mais aussi des systèmes
et des procédures de gestion des universités. Pour le développement de curriculum, l’assurance
qualité est assurée grâce à des enquêtes en milieu professionnel, l'utilisation de standards de
référence, la création de commissions chargées du suivi et l’évaluation par les étudiants. L’assurance
qualité des systèmes et des procédures est encouragée par la recherche de la certification ISO ou de
différents labels comme le label «Investors in people» et l'accès à des mécanismes d’accréditation
reconnus sur le plan international.
La qualité a également été promue grâce au suivi des projets effectué sur le terrain par les bureaux
nationaux Tempus et le personnel de l'Agence exécutive education, audiovisuel et culture (EACEA) à
Bruxelles. Depuis 2009, l’EACEA accorde de plus en plus d’importance au suivi des projets en vue
d’améliorer leur qualité. L’Agence a ainsi instauré une politique visant à assurer le suivi de tous les
projets au moins deux fois durant leur cycle de vie. Chaque visite comprend des réunions avec le
président de l’université, les doyens des facultés, les personnes participant à la mise en oeuvre du
projet dans les établissements partenaires. Elle comprend aussi des réunions avec les bénéficiaires
finaux, généralement les étudiants, afin de procéder à une évaluation complète du projet et de
contribuer à améliorer son impact.
1.2.4 – Renforcer les liens entre les établissements d’enseignement supérieur
et le marché du travail
De nombreux projets dans la région ont eu pour partenaires des acteurs du secteur privé, des
multinationales ou des petites et moyennes entreprises locales, telles que Proctor et Gamble, BIC for
Electronics, Environment & Energy ou Amreya Metal Company. Tempus encourage la participation
des entreprises dans la conception des nouveaux programmes. Des employeurs locaux ont souvent
été membres du comité de pilotage des projets et des panels chargés d'évaluer les programmes
d'études, participant ainsi directement au processus d'élaboration des programmes. La plupart des
projets de développement de cursus ont réalisé des études sectorielles détaillées en vue d'analyser
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les besoins précis du marché du travail. Les cours ont ainsi été adaptés en fonction des résultats pour
être les plus pertinents possibles. A cet égard, il est important de noter que le marché du travail
comprend non seulement le secteur privé, mais également les ONG et les collectivités locales. Ces
deux dernières ont souvent participé aux projets Tempus en tant que partenaires.
Dans les dix pays de la région, qui bénéficient d’une longue tradition d’excellence universitaire qui
remonte à la fondation de l’université Al‐Azhar, en Egypte, en 972 (une des plus anciennes
universités du monde), l’accent a toujours été mis sur les connaissances théoriques plutôt que sur
l’application pratique. Les universités avaient tendance à travailler en vase clos, très loin du monde
de l’industrie et du commerce. Le programme Tempus a créé des structures opérationnelles, telles
que des bureaux emploi, des centres de transfert de technologie ou des centres pour la création
d'entreprises, qui ont permis d'établir des relations stratégiques et durables avec le marché du
travail.
De nombreux nouveaux programmes prévoient également, à l’intention des étudiants, des stages
pratiques et des formations post‐diplôme au sein des entreprises, ce qui les aident à trouver un
emploi après l’obtention de leur diplôme. Cette aide est particulièrement importante dans une
région où le chômage des jeunes est très élevé. En favorisant l'émergence d'une main‐d’œuvre plus
qualifiée, Tempus a contribué à donner un avantage concurrentiel aux entreprises locales sur les
marchés internationaux et a ainsi contribué au développement économique. En aidant les étudiants
à trouver du travail dans leur pays, Tempus a également contribué à prévenir la fuite des cerveaux
vers des régions où les perspectives d’emploi sont plus nombreuses.
1.3 – Principales réalisations au niveau national
1.3.1 – Soutenir le processus de réforme des systèmes et politiques
d’enseignement supérieur
Même si ce n’était pas son objectif initial, Tempus a influé sur les réformes des politiques nationales
des dix pays partenaires de la région. Tempus a été mis en oeuvre dans la région au bon moment,
lorsque la plupart des pays ont commencé à introduire des réformes majeures dans l’enseignement
supérieur. Le programme a été considéré comme un mécanisme de soutien utile pour aider à
mettre en œuvre ces réformes et à travailler en étroite coopération avec les ministères de
l’Enseignement. Les projets Tempus de mesures structurelles, auxquels les ministères doivent
participer en tant que partenaires, abordaient des questions politiques d'intérêt national, telles que
l’assurance qualité, la promotion de l’entreprenariat dans le système éducatif ou la réforme des
études doctorales.
De nombreux bureaux nationaux Tempus sont situés dans les locaux des ministères de
l’Enseignement. Cette situation a permis de créer des liens directs entre les bureaux nationaux
Tempus et le ministre. Les priorités nationales du programme sont fixées par les ministres de
l’Enseignement et sont prises en considération lors de la sélection des projets à financer dans le
cadre de chaque appel à propositions. Il est même arrivé, une fois, que le responsable d’un bureau
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national Tempus devienne lui‐même ministre. Grâce à ce système, les bureaux nationaux Tempus
ont pu dialoguer directement avec les ministres et, dans certains cas, être leur conseiller et
participer directement à l’élaboration des politiques. Les bureaux nationaux Tempus leur apportent
une connaissance approfondie de la politique européenne en matière d’enseignement supérieur.
Certains ont aussi été invités par des ministres à contribuer à des études et des publications
nationales. Étant donné les connaissances qu’ils ont acquises sur les autres pays de la région grâce au
programme Tempus, les bureaux servent de point de référence utile aux travaux d’analyse
comparative réalisés par les ministères.
Depuis 2008, le programme Tempus a été utilisé pour financer un réseau de plus de 50 experts de la
réforme de l'enseignement supérieur issus des pays de la région. Ces experts sont des professeurs,
des fonctionnaires des ministères ou des étudiants intéressés par les réformes et les politiques de
l’enseignement supérieur. Avec l’appui financier de Tempus, ces experts ont eu la possibilité de
voyager pour participer à des séminaires sur la réforme de l’enseignement supérieur dans l’UE. À leur
retour, ils ont partagé leur savoir et leurs compétences avec les universités en organisant des
séminaires et des ateliers visant à diffuser les informations qu’ils avaient reçues sur les évolutions
récentes des réformes des politiques de l’enseignement supérieur en Europe et le processus de
Bologne. Des experts européens ont également été invités à délivrer des formations dans les pays
partenaires avec la contribution financière de Tempus.
Bien que les dix pays Tempus du sud de la Méditerranée ne fassent pas officiellement partie du
processus de Bologne, leur participation au programme Tempus avec les établissements européens
a contribué à promouvoir les principes et les outils de Bologne et à mettre en évidence leur utilité.
Comme une étude Tempus récente l'a montré, le processus de Bologne est désormais officiellement
intégré dans le système éducatif algérien, marocain et tunisien et mis en œuvre de manière plus
ponctuelle en Egypte, en Israël et en Palestine12. Des représentants ministériels d’Algérie, d’Egypte,
d’Israël, de Palestine et de Tunisie ont participé au dernier Forum politique de Bologne organisé à
Bucarest en 2012.
1.3.2 – Promouvoir la coopération régionale
Tempus a contribué à renforcer la coopération entre les pays de la région. Avant Tempus IV, la
coopération était plutôt axée sur les relations «nord‐sud‐nord». Les projets impliquant plusieurs pays
ont contribué à promouvoir une approche davantage axée sur les relations «sud‐sud». En effet, les
projets multi‐pays dans Tempus IV ont remporté beaucoup de succès et représentent 52 % du
nombre total des projets. Ils impliquent souvent la participation de pas moins de huit pays de la
région.
L’examen de la participation au programme révèle clairement que les pays du Mashrek tendent à
collaborer entre eux et les pays du Maghreb, de même. Cependant, un certain nombre de projets de
12 L'état du processus de Bologne dans les pays partenaires Tempus ‐ 2012, Une étude Tempus, n°9, Avril 2012.
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grande envergure couvrent les deux régions. Il est également intéressant de noter que Tempus a
promu la collaboration entre certains pays de la région qui, pour des raisons historiques, n’avaient
pas de tradition bien établie en matière de coopération. Le programme contribue dès lors à
supprimer certains obstacles sociaux et culturels dans une région déchirée par les conflits et
l’instabilité politique.
Nombre de ces grands projets multi‐pays concernent des mesures structurelles devant impliquer les
ministères de l’Enseignement de chaque pays. Ils peuvent couvrir des thèmes comme le leadership
dans l’enseignement supérieur, l’internationalisation des établissements ou la promotion de
l’innovation. En échangeant et en étudiant les bonnes pratiques, chaque pays a pu tirer des
enseignements de la collaboration avec ses voisins. Ces enseignements et ces expériences ont
alimenté les réformes des politiques nationales de l’enseignement supérieur. Ces pratiques de
comparaison et d'échanges et la fierté que procurent de bons résultats, sont des éléments
motivateurs qui encouragent souvent les pays à se remettre en cause.
Bien entendu, la coopération entre les pays de la région existait avant l’arrivée de Tempus.
Cependant, certains organismes panarabes d’enseignement supérieur tels que le «Réseau arabe
pour l’assurance qualité dans l’enseignement supérieur» et «l’Association des universités arabes»
ont participé à des projets régionaux Tempus et en ont profité pour renforcer et financer cette
collaboration dans certains domaines.
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II ‐ MAIN RESULTS BY COUNTRY
1) Algeria
Algeria joined the Tempus programme when the programme spread to the Southern Mediterranean
in 2002. Algeria's adhesion and the programme's implementation there were facilitated by Tempus'
vocation of broadening access to higher education and developing links with the world of work and
society at large and adapting the higher education system to specific national needs.
Since 2002, Algeria has participated in 47 projects, 35 of which are Joint Projects and 12 of which are
Structural Measures projects.
The start of the programme in Algeria coincided with the launch, by the Algerian 'Minister of Higher
Education and Scientific Research', of a reform of university courses, with the aim of adapting them
to the 3‐cycle system. The work undertaken by higher education establishments in this respect could
be complemented by Tempus Joint Projects with European partners. The Tempus courses put in
place thus created new types of Bachelor and Master and/or strengthened existing specialisations in
various fields, such as computer science, economics, entrepreneurship, protection of the
environment, climate change, local development etc., while adapting the content of such
programmes to local requirements. Support was also given to the reform of doctoral education, with
the aim of responding to the career aspirations of doctoral students and opening up doctoral studies
to the world of work and society at large.
In addition, responding to the need to open up access to higher education in Algeria, courses can
now be offered to students situated in remoter parts of the country, thanks to the distance
education platforms that have been created in the framework of two Tempus projects, which started
in 2004 and 2012.
Another Tempus Structural Measures project which joined up certain university libraries in central
Algeria was extended to national university libraries in other parts of the country and even to other
countries in the Maghreb.
Structural Measures projects have helped improve university management, through the creation of
new university services and posts to provide them. For example, the creation of posts to develop
university‐business relations helped build links between universities and the world of work.
Greater awareness of the importance of links with universities by economic actors has led to greater
participation by businesses in Tempus project consortia and by the creation of specific courses. These
have responded to the evolving needs of the economy, which helps ensure the sustainable
development of the socio‐economic environment.
Tempus had helped lay the foundations for a beneficial collaboration between Algeria and the other
countries in the southern Mediterranean region and north of the Mediterranean. In addition to
cooperation in the field of university curriculum development and management, Tempus has also
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promoted social and cultural exchange through mobility activities. It has also encouraged the
harmonisation of approaches through the elaboration and implementation of projects between
partner countries with many geographic, cultural and linguistic differences.
Two Examples of Projects From Algeria
Title of Project Regional Inter‐Library Network
Project Number UM_JEP‐31137‐2003(DZ)‐ MEDA
Year 2003
Coordinator Free University of Brussels, Belgium
Partners involved and their countries of origin
- Houari Boumedienne University of Sciences and Technology ‐Alger, Algeria - Saad Dahleb University of Blida, Algeria - Ben Youcef University, Ben‐Khedda ‐ Alger 1, Algeria - University of Abderrahmane Mira of Bejaia, Algeria - University of Mouloud Maameri de Tizi Ouzou, Algeria - University of Seddik Benyahia ofJijel, Algeria - National Polytechnic School ENP, Alger, Algeria - National School of Administration ENA, Alger, Algeria - Centre for Research on Scientific Information and Technology (CERIST), Algeria - University of Aix‐Marseille I, France
Grant Size 448,333 Euro
Aims of the project
The project aimed to digitalise library contents and integrate information and communication technologies. It also contributed to the elaboration of a dissemination policy for scientific and technical information.
Impact of the project - Portal of libraries RIBU (web‐sites) - RIBU manual (regulations and tools used): more than 130 trainers trained using
this. - Digitalisation of library contents - Improvements in the ways the libraries work - Reorganisation of the circulars (documents, work) - Publication of a book RIBU, published under the title 'The Regional University
Interlibrary Network RIBU, Central Region, Algeria: Lessons Learned from a Pilot Study of Interuniversity Cooperation'.
- Linking up all the national university libraries and training of librarians - This project led to another project ISTEMAG, which linked up more libraries in
Morocco and Tunisia
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Title of Project Support to Reform of Doctoral Education in the Maghreb
Project Number 144533‐TEMPUS‐1‐2008‐1‐FR‐TEMPUS‐JPHES
Year 2009
Coordinator Pierre et Marie Curie University, Paris 6, France
Partners involved and their countries of origin
- Free University of Brussels, Belgium - University of Barcelone, Spain - University M’Hamed Bougara Boumerdès, Algeria - University of Sfax, Tunisia - University Cadi Ayad, Morocco - Higher Institute of Computer Science and Maths, University of Monastir, Tunisia - University of Oran Es Senia, Algeria
Grant Size 1 267 388 Euro
Aims of the project - Raising awareness of supervisors - Following the professional aspirations of doctoral students - Training in generic skills - Creating links with the workplace and society at large - Developing interregional and European cooperation
Impact of the project - The launching of the project coincided with the first year of doctorate studies, as part of the new 3‐cycle system from 2009‐2010. This allowed the relevant institutions to apply the examples of good practice acquired during the different workshops.
- It led to the better preparation of doctoral supervisors and administrative staff, after their participation in the different workshops. The trainings are now being disseminated to all the doctoral courses given in the university.
- A strategy was developed to ensure the sustainability of the skills acquired. - A ' doctoral student's house' was set up and a doctoral students organisation,
which didn't exist before this. - Transversal modules were introduced in the doctoral training (ICT, setting up
companies etc.) - There was a notable improvement in the practical work of the doctoral school for
'Energy and Sustainable development', due to the acquisition of a S.U.N. station, in the framework of the project in M’Hamed Bougara University of Boumerdes.
- A doctoral charter and booklet was developed and is being disseminated to other institutions in the country.
- Quality assurance units were set up.
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1) Algérie
L’Algérie a intégré le programme TEMPUS dès son élargissement aux pays du Sud de la Méditerranée
en 2002. L’adhésion au programme et sa mise en œuvre ont été facilitées par la réponse qu’il peut
apporter à la double vocation de l’enseignement supérieur à savoir ouverture et universalité d’une
part et adaptation aux exigences spécifiques nationales d’autre part.
Depuis 2002, l´Algérie a participé à 47 projets dont 35 Projets Communs et 12 Projets de Mesures
Structurelles.
Le démarrage du programme a coïncidé avec le lancement, par le Ministère de l’Enseignement
Supérieur et de la Recherche Scientifique algérien, d'études sur la réforme des programmes visant à
instaurer le système de formation LMD. La réflexion engagée alors par les établissements
d’enseignement supérieur algériens a pu être accompagnée dans le cadre de Projets Communs
réalisés avec des établissements partenaires européens. Les formations mises en place ont ainsi
permis d’ouvrir de nouveaux profils en Licence et Master ou/et de renforcer les spécialités existantes
dans divers domaines, comme l’informatique, l’économie, l’entrepreneuriat, la protection de
l’environnement, le changement climatique, l’aménagement du territoire, etc., tout en adaptant les
contenus des programmes aux exigences spécifiques locales. Parallèlement, un appui a été apporté à
la réforme des formations doctorales avec pour objectifs, notamment, le suivi du projet
professionnel des doctorants et l’ouverture de ces formations à l’environnement socio‐économique.
De plus, en réponse à l´objectif de démocratisation de l’enseignement supérieur en Algérie, des
formations peuvent actuellement être offertes à des étudiants situés dans des régions reculées du
pays grâce à la mise en place de plates‐formes d’enseignement à distance développées dans le cadre
de deux projets lancés respectivement en 2004 et en 2012.
Par ailleurs, l’interconnexion de bibliothèques universitaires développée, à l’origine, entre certaines
bibliothèques de la région Centre de l’Algérie, à travers un projet de Mesures Structurelles, a été
étendue aux autres bibliothèques universitaires nationales et même élargie aux pays du Maghreb.
D’autres projets de Mesures Structurelles ont permis d’améliorer la gestion des universités
notamment en permettant la création de nouveaux services et de nouvelles fonctions. Ainsi,
l’ouverture de postes consacrés aux relations Universités‐Entreprises a permis de développer cette
relation et d’établir des passerelles entre l’université et le monde du travail.
La sensibilisation du secteur économique se traduit par une participation de plus en plus marquée
des entreprises dans les consortiums et par la mise en place de formations ciblées répondant aux
exigences de développement des entreprises et visant au développement durable de
l’environnement socio‐économique.
Enfin, le programme Tempus a permis de jeter les bases d’une collaboration fructueuse entre
l´Algérie et les pays du sud et du nord de la Méditerranée. Au‐delà de la coopération dans les
domaines de la formation et de la gestion des universités, Tempus a également favorisé l´ouverture
sociale et culturelle grâce aux activités de mobilités. Il a également permis l´harmonisation des
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approches dans l´élaboration et la réalisation des projets entre des pays partenaires différents sur
les plans géographiques, culturels et linguistiques.
Deux exemples de projets en Algérie
Titre du Projet Réseau Régional Inter‐bibliothèques universitaires
Numéro du Projet ID: UM_JEP‐31137‐2003(DZ)‐ MEDA
Année 2003
Co‐ordinateur Université Libre de Bruxelles; Belgique
Partenaires et leurs Pays d'origine
- Université des Sciences et Technologies Houari BOUMEDIENNE, Alger, Algérie - Université Saad DAHLEB de Blida, Algérie - Université Ben Youcef BEN‐KHEDDA ‐ Alger 1, Algérie - Université Abderrahmane MIRA de Bejaia Algérie - Université Mouloud MAAMERI de Tizi Ouzou, Algérie - Université de Seddik BENYAHIA de JIJEL, Algérie - École Nationale Polytechnique ENP, Alger, Algérie - École Nationale d’Administration ENA, Alger, Algérie - Centre de Recherche sur l‘Information Scientifique et Technique (CERIST), Algérie - Université d’Aix ‐ Marseille I, France
Montant de la Subvention 448.333 Euros
Objectifs du Projet - Informatisation, numérisation des documents - Intégration des TIC - Contribution à l’élaboration d’une politique de diffusion de l’information
scientifique et technique
Impact du Projet - Portail des bibliothèques RIBU (sites web). - Manuel RIBU (normes et outils utilisés) : plus de 130 formateurs formés. - Bibliothèques informatisées. - Amélioration du fonctionnement des bibliothèques. - Réorganisation du circuit (document, travail). - Publication d’un livre RIBU : Un livre RIBU publié sous le titre « le réseau régional
inter bibliothèques universitaires RIBU Algérie – région centre, les leçons d’une expérience pilote de coopération interuniversitaire »
- Interconnexion de l’ensemble des bibliothèques universitaires nationales et formation des bibliothécaires
- Ce projet a été à l’origine du projet ISTEMAG permettant l’élargissement de cette interconnexion à plusieurs bibliothèques du Maroc et de la Tunisie
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Titre du Projet Appui aux réformes de la formation doctorale au Maghreb
Numéro du Projet 144533‐TEMPUS‐1‐2008‐1‐FR‐TEMPUS‐JPHES
Année 2009
Co‐ordinateur Université Pierre et Marie Curie‐ Paris 6
Partenaires et leurs Pays d'origine
- Université Libre de Bruxelles, Belgique - Université de Barcelone, Espagne - Université M’Hamed Bougara Boumerdès, Algérie - Université de Sfax, Tunisie - Université Cadi Ayad, Maroc - Institut Supérieur d’Informatique et de Mathématiques, université de Monastir,
Tunisie - Université d’Oran Es Senia, Algérie
Montant de la Subvention 1.267.388 Euro
Objectifs du Projet - Sensibilisation des encadrants - Le suivi du projet professionnel des doctorants - La formation aux « generic skills » - L’ouverture à l’environnement socio‐économique - Le développement de la coopération interrégionale et européenne
Impact du projet - Le lancement du projet a coïncidé avec la première promotion du Doctorat LMD durant l’année universitaire 2009/2010. Ceci a permis aux établissements concernés d’appliquer les bonnes pratiques acquises lors des différents ateliers.
- Meilleure préparation des encadrants et des responsables pédagogiques et administratifs, suite à leur implication dans les différents ateliers du projet. La dissémination à l’ensemble des formations doctorales de l’université est en cours.
- Elaboration d’une stratégie permettant d’assurer la pérennité des acquis. - Mise en place de « Maisons du doctorant ». - Organisation de Doctorales, jusque‐là inexistantes. - Introduction de modules transversaux dans la formation doctorale (TIC, création
d’entreprises, etc….). - Amélioration très sensible des travaux pratiques de l’école doctorale
« Energétique et développement durable », grâce à l’acquisition d’une station « SUN » dans le cadre du projet dans l’université M’Hamed Bougara de Boumerdes.
- Edition d’une charte et d’un livret du Doctorant, en cours de dissémination aux autres établissements du pays.
- Mise en place de cellules «assurance‐qualité».
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2) Egypt
Egypt joined the Tempus programme in its third phase (TEMPUS III) in 2002. Since then, Tempus has
had a strong impact on the Egyptian higher education system.
During Tempus III, the Egyptian higher education system benefited from the three funding
mechanisms offered by the program; 53 Joint European Projects (JEPs) and 12 Structural and
Complementary Measures Projects (SCMs). The TEMPUS III programme was widely appreciated in
Egypt, as it paved the way for Egyptian higher education institutions (HEIs) to develop sustainable
relationships with EU higher education institutions. It is interesting to note the evolution in Tempus
project ideas during this period. As Egyptian stakeholders have gained more experience on the
programme, they have moved from the enhancement of courses, to taking on the development of
entire degrees. The scope of projects was also enlarged from working on purely academic programs,
to programs targeting labour market needs and involving various stakeholders from other sectors.
In Tempus IV, Egyptian institutions have participated in 33 projects, 32 of which are Joint Projects
and one of which is a Structural Measures project.
Throughout the Tempus programme, many mobility flows occurred between Egyptian and European
HEIs. This exchange of staff and students had an influence on the “recognition”, as the exchange of
students made it easier to work together towards “mutual recognition” of degrees and teaching
methods. Today, a number of programs in Egypt are run using the ECTS system and some programs
are even accredited by universities from Egypt and Europe, creating joint or double degrees.
Internationalization is now seen by the Egyptian higher education system as a key vehicle for
development. Cooperation with European HEIs is becoming institutionalised (instead of being an
activity undertaken by individuals, as was the case in the past). Inspired by the experience learned
from Tempus projects, universities are becoming more ambitious and experimenting with new forms
of cooperation.
Since 2005, private universities have been established in Egypt and there are now more than 22 in
existence. TEMPUS IV has been very beneficial to these universities, in helping them enhance their
quality of higher education.
Tempus has also helped lead the way for cooperation between higher education institutions and
public bodies and private sector companies. For example, public bodies have participated in 16
projects since 2008 and private sector companies have participated in four projects. Tempus also
provided the opportunity for NGOs to cooperate with universities and they have participated in 15
projects with Egyptian universities since 2008.
During the political, social and economic transition, it cannot be denied that Tempus‐like activities
will continue playing a major role in the new higher education reform processes that will result from
these major societal changes, notably in the field of university governance & management and the
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role of education and its place in society. University professors and students in Egypt have already
shown a growing interest in cooperating with the EU in recent years. Moreover, EU countries have
become more interested in cooperating with Egypt, as it gives them access to a new emerging field of
research. Therefore, the Arab Spring has reinforced the logic of the Tempus programme in Egypt and
will have an important role to play there in the coming years.
Two Examples of Projects From Egypt
Title of Project Enhancing Risk Perception in Engineering Education (RISK)
Project Number CD_JEP_30095
Year 2002
Coordinator Institut Polytechnique de Lorraine, Nancy, France
Partners involved and their countries of origin
- Cairo University, Egypt - The University of Florence, Italy - Institut National de l’Environnement Industriel et des Risques, France - École Nationale Supérieure d’Ingénieurs de Bourges, France
Grant Size 494,377 Euro
Aims of the project To develop university education on risk assessment and enhance risk awareness within the Egyptian engineering community
Impact of the project A Risk Engineering Diploma (RED) was established in 2005 and started in September 2005. 63 students graduated with the diploma; five of them continued to M. Sc. level and one now has a Ph. D. All graduates are now employed either in their engineering specialties or in the industrial risk area. By June 2011, based on a survey of graduates and the postgraduate titles worldwide, the Diploma was changed into a multidisciplinary M. Sc. (Risk Engineering Master, REM), which can be used to enrol in an engineering Ph. D.. This M.Sc runs over two years: the first year involves 13 courses and the second is devoted to the thesis. There are now postgraduate courses and postgraduate degrees in several universities and engineering institutions throughout Egypt. At undergraduate level at the Faculty of Engineering, Cairo University (CUFE), risk management (RM) courses have been introduced in the undergraduate curricula. This project has also led to the creation of the Egyptian Risk Management Engineering Society (ERMS), established in June 2011. This has helped disseminate local risk concepts to the community through extracurricular activities including evacuation drills for primary schools, assisting faculties in conducting risk assessment required for accreditation of programs, conducting risk assessment for hospitals, gas‐liquid fuel service stations and basic risk training courses for youth centres.
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Title of Project Masters of Euro Mediterranean Studies
Project Number CD _JEP_30014
Year 2002
Coordinator Fondation Nationale des Sciences Politiques Paris, France
Partners involved and their countries of origin
- Faculty of Economics and Political Science, Egypt - Fondation Nationale des Sciences Politiques (Sciences Po), France - Free University of Berlin, Germany - University of Amsterdam, Netherlands - University of Barcelona, Spain
Grant Size 496,456 Euro
Aims of the project
This project aimed to create the first Master degree in the Arab universities, specialized in the Euro‐Mediterranean Studies, focusing on political, economic and cultural relations between the north and south Mediterranean.
Impact of the project This project helped enrich economic and political thought and promote sustainable development for Egypt. It provided Egypt and other Arab countries with qualified graduates in the fields of Economics and Political Sciences. Most of the faculty professors and graduates have occupied some very prestigious posts in Ministries, research centres, magazines, newspapers, broadcasting and other media at the national, regional, international levels. A number of these graduates are now teaching on the Master programme. The Master degree created a cadre of new leaders who had a genuine Euro Mediterranean perspective and created a rich network of such people and who have had a great impact on the Egyptian development process.
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3) Israel
Israel joined the Tempus programme in 2008. Since then, 11 projects involving Israeli higher
education institutions have been selected for funding. In 2012, there was a record number of
winning projects with Israeli institutions (both as coordinators and as partners) – 5 in total.
In recent years, Israel has been moving toward enhancing academic cooperation with Europe. Part of
this trend can be attributed to Israel's high participation and success rates in the European
Framework Programme for Research and Technological Development. While the former ‐
programme focuses on research, the Tempus programme has strengthened academic collaboration
between Israel and Europe, through the modernization of education and teaching in Israel.
Since its launch, the Tempus programme has been expanding and gaining recognition among Israeli
higher education institutions and various stakeholders. Each year, additional Israeli higher education
institutions join the programme and the number of submissions, as well as winning projects, is
constantly rising. In addition, there is an impressive involvement of Israeli Ministries, enterprises, and
student and alumni associations in projects. In this respect, Tempus projects in Israel have also
succeeded in integrating non‐academic partners ‐ which ensures the dissemination and sustainability
of the projects' results.
The most visible and significant contributions of the Tempus programme in Israel are in the areas of
curriculum reform, development of international relations and university‐business cooperation.
Moreover, the examination of the Bologna Process principles, such as ECTS, Diploma Supplement and
Quality Assurance has been a central and valuable focus of Tempus projects involving Israeli higher
education institutions. Israel is not a signatory state to the Bologna Process, yet through the Tempus
programme, Israeli higher education institutions investigate and pilot the Bologna Process action
lines, as part of the modernization of curricula. Furthermore, the strong connections between Israeli
and European institutions that were established in the framework of Tempus projects have provided
Israeli partners with the opportunity to learn from European experience and knowledge on the
Bologna Process.
Lastly, Tempus projects have strengthened collaboration between institutions from Israel, the EU and
Tempus Partner Countries, as well as between different types of Israeli higher education institutions
(e.g. universities, academic colleges, teaching colleges), from various geographic areas of Israel and
sectors of society. These partnerships have also engendered additional proposals for projects within
the Tempus framework, as well as in other EU programmes and thereby widened the impact and
sustainability of the Tempus programme in Israel.
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Two Examples of Projects From Israel
Title of Project Central Offices Responsible for the Integration at Home of Internationalisation as
Assurance of Quality in the MEDA Region
Project Number 159186‐TEMPUS‐BE‐1‐2009‐1‐BE‐SMGR
Year 2009
Coordinator Free University of Brussels, Belgium
Partners involved and their countries of origin
- Ben‐Gurion University, Israel - Bezalel Academy , Israel - Hebrew University, Israel - Interdisciplinary Center Herzliya, Israel - The Interdisciplinary Centre Student Union, Israel - Council for Higher Education, Israel - Al Quds University, Palestine - Hebron University, Palestine - Student Organisation Jerusalem, Palestine - Carl van Ossietzki Universität Oldenburg, Germany - Lund University, Sweden - Universita Cattolica del Sacro Cuore, Italy - University of Brighton, United Kingdom - Masaryk University, Czech Republic - Utrecht Network, Czech Republic - Compostela Group of Universities, Spain
Grant Size 681,798 Euro
Aims of the project The aims of the project are;
- Development of International Relations Offices
- ECTS Pilot projects
- Internationalization at Home
- Quality Assurance
- Dissemination & Sustainability
Impact of the project The project contributed to increased internationalization of the partner institutions. Pilots
were conducted that examined and integrated ECTS, Diploma Supplement and learning
outcomes into study programs. International Relations Offices were opened in the
participating institutions and the results of the project were published in five handbooks,
on subjects such as ECTS, internationalization and International Relations Offices, which are
being widely disseminated. Furthermore, the project influenced the on‐going discourse
concerning the Bologna Process and internationalisation in the Israeli higher education
arena. An informative website was built and seminars were held which succeeded in
disseminating the project's results to additional stakeholders throughout Israel and Europe.
The partners from Ben‐Gurion University established the Bologna Training Centre which
aims to facilitate the ability of all stakeholders in the Israeli higher education system to
make informed judgements and decisions concerning the Bologna Process.
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Title of Project Student Active Learning in Science
Project Number 511275‐TEMPUS‐1‐2010‐1‐GE‐TEMPUS‐JPCR
Year 2010
Coordinator Ilia State University, Georgia
Partners involved and their
countries of origin
- The Academic Arab College of Education, Israel - University of Haifa, Israel - Frei University Berlin, Germany - University of Bremen, Germany - Institute of educational Sciences, Moldova - University of Academy of Sciences, Moldova - Akaki Tsreteli State University, Georgia - National Centre of Excellence for Maths and Science, Ireland - University of Plovdiv "Paisiy Hilendarskii", Bulgaria
Grant Size 721,789 Euro
Aims of the project The project aims to promote and support contemporary science education by
strengthening relevant inquiry‐based, student‐active science teaching and learning that is
relevant for society in the participating countries.
Impact of the project The project enabled the development of new curricula in science education, new teaching
methods and materials and the installation of modern equipment that improves the
student experience in teacher training. Scholars from European and Partner Countries
worked together to enrich curricula and teaching methods. Students enrolled in the
programmes, as well as in‐service teachers, acquired enhanced capabilities and benefited
from the new equipment and teaching methods. New science textbooks and workbooks
were published in both Hebrew and Arabic. In addition, the SALIS Centre, a new laboratory
which hosts modern science equipment, was launched at the Academic Arab College of
Education. The Centre is open to students of education and in‐service teachers. Overall, the
SALIS project enhanced the development of the principle of 'Student Centred Learning' in
science education in Israel.
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4) Jordan
Since 2002, Jordanian partners have participated in 43 projects, the majority of which were Joint
Projects, in the area of curriculum reform.
Jordan has historical ties with the UK higher education system and many Jordanian academics have
obtained their PhDs in the UK and continue to build on these links, when back in Jordan. The Tempus
programme has given Jordanian partners the opportunity to develop links with partners in other
European countries and by travelling to these countries, to build relations with staff in these
countries and diversify the institutions' international partnerships. English is the language of
instruction in Jordan but interestingly, the countries that Jordan has partnered most with, are not the
English‐speaking ones (Spain, Italy and Sweden). These news links have been very useful for further
research collaboration and student exchange.
Tempus has helped Jordanian professors access the latest research and know‐how in European
universities, allowing them to upgrade courses in certain disciplines and enhance the quality of
academic programmes. Indeed, Joint Projects in the area of curriculum reform have been the most
popular type of Tempus project in Jordan. Tempus has also allowed Jordanian universities, with the
assistance of European professors, to introduce new disciplines, which never existed in Jordan
before, such as child rights, service learning and climate change. A number of Jordanian students
emigrate to study in other countries each year, so making these courses available in Jordan has
helped prevent brain‐drain.
In Jordan, two fields have been particularly popular for Tempus curriculum development projects;
engineering (with Tempus projects such as the M.Sc. Program in Telecommunications Engineering, a
Master Degree and Lifelong Learning Framework in Mechatronics and an M.Sc. in Enterprise Systems
Engineering) and environmental science (with projects such as a Master Program in Environmental
Engineering and Climate Change, a Master on Sustainable Development and Renewable Energy and a
Master in Water Management and Desalination).
The American credit system is used predominantly throughout the country, but by working with
European universities, a number of universities have developed courses based on 'learning
outcomes' and have implemented ECTS, thus putting Bologna Principles into practice in Jordan, even
though it cannot sign the Bologna Declaration.
Jordanian HEIs have also seized the opportunity to work together with other HEIs in the region, in
areas of common interest such as reforming higher education structures and systems, student
services, internationalisation strategies, service learning and institutional autonomy. These projects
have usually had large consortia, where Jordanian partners have had to cooperate closely with
partners throughout North Africa and the four other countries in their region.
Since Tempus encourages non‐academic partners to join consortia, it has raised awareness among
university professors of the importance of creating greater links with society and the world of work.
A number of Tempus projects have succeeded in forging strong links with industry and society at
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large, such as the Service Learning project, the Achieving Sustainable Programmes in Regeneration
and Entrepreneurship project and the An Industry Oriented M.Sc. Program in Telecommunications
Engineering project. Some have even concluded agreements with businesses, to ensure these links
continue after the project.
Two Examples of Projects From Jordan
Title of Project Rehabilitation of Historic Islamic Cities (RHIC)
Project Number JEP 32054
Year 2004
Coordinator Brandenburgische Technische Universitaet Cottbus, Cottbus, Germany
Partners involved and their countries of origin
- Aleppo University, Syria - Yarmouk University, Jordan - Politecnico Di Bari, Italy - German Association for Technical Cooperation, Germany - Czech Technical University Prague, Czech
Grant Size 497,300 Euro
Aims of the project The project aims to develop training programmes for building expertise in urban planning and management in accordance with effective strategies for urban rehabilitation. This is planned by establishing an M.Sc. programme in "Rehabilitation of Historic Islamic Cities" and establishing an international network for Arab League Countries.
Impact of the project The project established a Master program in Jordan, collaborating with participating EU HEIs. Tens of students from the Mediterranean and EU countries worked together on case studies in this subject area, both in Jordan, Syria and Europe. Students conducted field visits to cities in the Mediterranean region and had first‐hand experience of the subject area. Students’ output was published in a book, which was based on a number of Bachelor and Master degree projects and theses. Students in both the EU and Mediterranean countries have learnt much from each other and enjoyed working with each other as a team. Faculty members were able to enhance the way they taught these subjects.
Title of Project An Industry Oriented M.Sc. Program in Telecommunications Engineering – Towards an EU Approach
Project Number 511074‐TEMPUS‐1‐2010‐1‐JO‐TEMPUS‐JPCR
Year 2010
Coordinator Yarmouk University, Irbid, Jordan
Partners involved and their countries of origin
- German‐Jordanian University, Jordan - Hashemite University, Jordan - Universidad Politécnica de Valencia , Spain - Queen Mary University of London, UK - Dublin City University, Ireland
Grant Size 995,139 Euro
Aims of the project The aim of the project is to modernize an existing M.Sc. program in wireless communications, to introduce new tracks that meet the needs of local and regional telecommunications industries and provide international recognition for the programs in the area of wireless communications.
Impact of the project This project enabled staff from the Partner Country HEIs to learn much about best practices in project development and management, how to conduct a needs assessment study and how to design study programs based on the outcomes of such a study. All these were disseminated through a number of activities, including publishing this methodology and findings in an international journal. Furthermore, the project enabled the reform and development of the Master’s study program in accordance with the study programs in prestigious EU institutions. EU partners also learned much about how to implement such study programs and gained experience in collaborating with Jordanian HEIs.
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5) Lebanon
In the last ten years, Tempus has supported Lebanon in reforming and modernising its higher
education sector. With the 46 projects it has funded to date (34 Joint Projects and 12 Structural
Measures projects), Tempus has contributed to the development of new curricula, the creation of
new structures for research, the modernisation of governance systems and the building of new
relationships with society.
The Lebanese higher education sector has longstanding cooperation schemes with the outside world.
It has strong traditional relationships with some countries in Europe, such as France and Belgium, but
Tempus has opened the way for new partnerships with other EU countries such as UK, Spain,
Germany, Italy, Sweden and Portugal, diversifying the types of cooperation and the dimension of
expertise and enhancing a richer and wider cultural exchange. These new ties have generated further
collaboration in terms of research, staff and students exchange.
In curricular reform, Tempus has contributed to the development of new Master degrees in modern
subjects, in order to respond to a real national and regional demand in fields such as biotechnology,
renewable energy, food science, neuroscience, craniofacial surgery and aeronautics. By retraining
Lebanese academic staff, hosting EU teachers and offering e‐conferences and e‐labs, many Tempus
projects have also helped reform existing programmes and align them further with the Bologna
principles, with better translation into ECTS. Transversal reform has also been introduced by infusing
into the curriculum, the concepts of sustainable development, civic engagement, entrepreneurship
and employability.
Tempus has also encouraged cooperation between the university and non‐academic partners on the
labour market, through projects such as the 'Professional Master Program in Food Science and
Technology 2005', in which a partnership with the Association of Industrialists was established.
Another project on aircraft maintenance has included five partners from the aviation industry. It
succeeded, in putting in place, with the help of highly qualified EU partners in the field of aviation, a
European Aviation Safety Agency certified programme and set up the European Aviation Safety
Agency certified training centres.
Despite the fact that Tempus is not targeting research specifically, it has supported the establishment
of a research structure at the state Lebanese University. Two of the three doctoral schools
established at this institution, one in Science and Technology and one in Law, were launched by two
Tempus projects implemented in 2004.
In governance reform, Lebanese universities have learned from their EU counterparts how best to
upgrading their financial management systems, promote leadership among women in particular and
enhance internationalisation. Since quality has become an issue of great interest for a rapidly and
chaotically expanding sector, Tempus has gone beyond raising awareness on the subject, to
proposing a quality assurance mechanism that can be established for the country: three structural
projects in 2005 and 2006 disseminated the culture of quality among Lebanese stakeholders with the
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help of a well‐known EU organisations active in this domain. A Tempus project “Towards the
Lebanese QA Agency” has gathered good practice from ENQA, ANECA and AERES, to build a pool of
expertise for the independent National Agency to be created by the government.
Tempus has made an additional impact on the Lebanese higher education sector through the team of
Higher Education Reform Experts (HERE) established in 2008. More than 160 academics were trained
in 2012 on Bologna issues like learning outcomes, credit systems, internal quality, Diploma
Supplements and qualifications frameworks. The team has shown that a highly multidimensional
diversified system of higher education can use the Bologna Process as an inspiring tool for
harmonisation.
With Tempus IV, regional cooperation has taken on a new dynamic, paving the way for more
structured cooperation that can, in the future, lead to a regional process of modernisation and
quality control, and a regional higher education area. The WHEEL (Women in Higher Education Elite
Leaders) and EMAUA (Euro‐Mediterranean Association of University Administrators) are examples of
sustainable outcomes of two Tempus projects, one on university leadership and one on financial
autonomy.
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Two Examples of Projects From Lebanon
Title of Project A Sustainable Framework for Higher Education in Aeronautical Technologies (SF‐HEAT)
Project Number JPCR 511022
Year 2010
Coordinator University of Balamand, Lebanon
Partners involved and their countries of origin
- Lebanese University, Lebanon - Arts, Sciences and Technology University of Lebanon, Lebanon - Lebanese Air Force Academy, Lebanon - Trans Mediterranean Airways, Lebanon - Arab Air Carriers Organization, Lebanon - Beirut Wings S.A.L, Lebanon - Civil Aviation Safety Center, Lebanon - Université de Pau et Pays Adour, France - University of Bologna, Italy - Université de la Méditerranée, France - New Bulgarian University, Belgium - Wallonie Aero Network, Belgium - Guy André Boy Consulting, France - Urdin, France
Grant Size 761,828 Euro
Aims of the project The project aimed to: ‐ put in place a sustainable system for building the capacities of human resources in aeronautics, in order to support the rapid growth of Lebanese and Middle Eastern air transport. ‐ engage academia and industry in dealing with a highly pressing issue. ‐ contribute to the modernization of the Lebanese higher education through the development of a new professional technology programme, which conforms to the 3‐cycle structure.
Impact of the project The project has put in place a programme in aeronautical technology, unique to the region. The programme is fully compatible with the 3‐cycle system and ECTS. With the help of the best EU partners in the field, the project managed to design dozens of courses, all revised by the European Aviation Safety Agency, EASA and all ready to be delivered on‐line. The cooperation with 5 partners from the aviation industry has led to the building of three training centres outside the universities and to the establishment of a sustainable framework for student training and placements. Dozens of students have benefited from the training sessions offered by these partners. The project has also allowed the beneficiary university to acquire state‐of‐the‐art equipment, needed for the programme. The programme and its practical component are on the point of gaining EASA certification.
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Title of Project Towards the Lebanese Quality Assurance Agency (TLQAA)
Project Number SMGR 517264
Year 2011
Coordinator University of Balamand, Lebanon
Partners involved and their countries of origin
- Centre International d’Etudes Pédagogiques, France - Modern University for Business and Science, Lebanon - Université Libre de Bruxelles, Belgium - Université de Technologie de Compiègne, France - Institut National Polytechnique de Lorraine, France - University of Alicante, Spain - Agence d'Evaluation de la Recherche et de l'Enseignement Supérieur, France - Agencia Nacional de Evaluación de la Calidad y Acreditación, Spain - Lebanese University, Lebanon - Saint Joseph University, Lebanon - Al‐Manar University of Tripoli, Lebanon - Beirut Arab University, Lebanon - Notre Dame University‐Louaize, Lebanon - Lebanese Association for Educational Studies, Lebanon - Holy Family University, Lebanon - American University of Culture and Education, Lebanon - Directorate General of Higher Education, Lebanon
Grant Size 570,176 Euro
Aims of the project The project aimed to: - Reinforce the quality culture
- Prepare Lebanese External Quality Assurance
- Build trust among the different players in the Lebanese higher education system
- Enhance dialogue among the different stakeholders in the Lebanese system
- Satisfy all demands in terms of accountability and continuous improvement,
while considering the limited resources of the Lebanese system
- Make the Lebanese higher education system aware and willing to use the
Bologna Process as an inspiring model.
Impact of the project The project produced a Lebanese model for Quality Assurance by involving more than 50 experts from almost all the Lebanese higher education institutions. It defined 9 standards and procedures, including a new standard dealing with 'academic integrity'. 28 experts were trained by ANECA in Spain and AERES and CIEP in France, on implementation of the standards and procedures. The project is building the necessary resources in terms of expertise and materials needed for the future Lebanese Quality Assurance Agency. 10 universities have also been trained on carrying out self‐studies, based on what has been learned before. The project intends to carry out pilot external evaluation for 4 universities selected for that purpose, thus completing the quality assurance process.
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6) Libya
The Tempus programme was extended to Libya in 2010 and a National Tempus Office was
established in Tripoli to support the implementation of the programme throughout the country.
Libya thus participated in the last three Calls for Proposal (2011, 2012 and 2013). It is currently
involved in three projects, representing 3% of all accepted projects from the ten countries in the
Southern Mediterranean region to date.
It is therefore too early to draw conclusions about the impact of Tempus in Libya. However, it is
important to note that the programme has already generated much interest in the country and
significant efforts were made to promote the opportunities offered by Tempus (in particular via
information actions carried out by the National Tempus Office).
Seven Higher Education Institutions are currently involved in these three projects which are targeting
two main topics: quality assurance and university governance and management. These projects are
fully in line with the challenges currently faced by the Libyan higher education system, among which
the need to:
‐ increase the quality and relevance of higher education, notably through adequate quality assurance
mechanisms.
‐ modernise governance of the higher education system and the institutions, in particular as regards
autonomy and accountability of institutions.
‐ improve the management of institutions, in particular in the field of human resource and financial
management.
‐ improve the employability of graduates and the links with the labour market.
‐ develop stronger relations between higher education and society at large and make HEIs an active
driver for societal and economic change.
‐ modernise teaching practices and the use of ICTs.
‐ strengthen research capacities in the higher education institutions.
‐ promote internationalisation and cooperation at regional level and worldwide.
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7) Morocco
The launch of the Tempus programme in 2002 coincided with a period of university reform in
Morocco. As a result, Tempus was able to contribute significantly to the modernisation of the higher
education system in Morocco at three different levels; the rationalisation of university governance,
the diversification and improvement of curricula and creating links between universities and the
world of work and society at large.
Tackling university governance was an essential element in the modernisation of higher education
and its effectiveness. Around 20% of Tempus project financed involved governance, concerning three
main areas; quality assurance, involving students and all other relevant stakeholders concerned in
the functioning of institutions and the employability of graduates.
Since 2002, Morocco has participated in 87 projects of which 67 were Joint Projects and 20,
Structural Measures projects.
Thanks to the Tempus programme and its spin‐off effects on courses, a large number of new
curricula were introduced, in areas as diverse and complementary as law, electronics, medicine,
agriculture and engineering science. As a result, the instruction given in Moroccan universities was
significantly enriched. In addition, awareness was raised of the necessity to introduce and to
promote the teaching of foreign languages.
A number of Tempus projects contributed to better adaptation of courses and training to labour
market needs. One of the major preoccupations was creating greater links between the academic
world and the world of work. External partners could participate in the conception, development and
improvement of training programmes. A number of projects involved the creation of interfaces
between the university and the world of work, the putting in place of business incubators and have
thus allowed a better understanding of the expectations of each party.
Moreover, the Tempus programme also led to a strengthening in relations between the countries of
the region and between the two banks of the Mediterranean thanks to a common ethical vision
based on people‐to‐people relations.
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Two Examples of Projects From Morocco
Title of Project Numerical Governance in Moroccan Universities (GNUM)
Project Number 144654‐2009‐MA‐ JPCR
Year 2009
Coordinator Université Abdelmalek Essaadi, Tanger‐Tétouan
Partners involved and their
countries of origin
- University of Cadiz, Spain - Picardie Jules Verne University (UPJV), France - University of Rennes 1, France - University of Valenciennes et du Hainaut Cambrésis, France - University of Nancy 2, France - University Pierre et Marie Curie ‐ Paris 6, France - National Technical University of Athens (NTUA), Greece - National Ministry of Education or Higher Education and of Training of Managers
and Scientific Research, Morocco - University Abdelmalek Essaâdi, Morocco - University Chouaib Doukkali ‐ El Jadida, Morocco - University Hassan II ‐ Aïn Chock, Morocco - University Hassan II Mohammedia, Morocco - University Ibn Tofaïl, Morocco - University Mohamed 1er, Morocco - University Mohammed V – Souissi, Morocco - University Sidi Mohamed Ben Abdellah, Morocco
Grant Size 863,196 Euro
Aims of the project ‐ Equip the Moroccan university partners with a numeric work environment and access to numeric services for students, teaching staff and administrative and technical personnel. ‐ Deploy an integrated management software solution covering the Human Resources, finance and logistic functions of the university. ‐ Measure and put in place infrastructure to support the fluid and continuous functioning of the computer information systems.
Impact of the project This project turned out to be of crucial importance to Moroccan universities. It allowed the development of a complete computer management system for universities. The University Abdelmalek Essaadi, coordinator of the project has acquired an expertise which the Moroccan authorities would now like to take advantage of and transfer across the country.
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Title of Project Micro‐Finance at the University
Project Number JEP‐ 30003‐2002
Year 2003
Coordinator Scuola Di Amministrazione Aziendale Dell'universita Di Torino, Italy
Partners involved and their
countries of origin
- Al‐Akhawayn University, Ifrane, Morocco - Al‐Azhar University, Gaza, Palestine - Al Baath University, Homs, Syria - Aristotle University Of Thessaloniki, Thessaloniki, Greece - Bethlehem University, Bethlehem, Palestine - Damascus University, Damascus , Syria - Haigazian University, Beirut, Lebanon - Hebron University, Hebron, Palestine - October 6 University, Sixth October City, Egypt - Universidad De Navarra, Pamplona, Spain - Université De Sfax, Sfax, Tunisia - Université De Tunis El Manar, Tunis, Tunisia - University Of Exeter, Exeter, UK - University Of Jordan, Amman, Jordan
Grant Size 491,499 Euro
Aims of the project To include Micro‐ Finance (mostly to women) in undergraduate and postgraduate curricula of Business Schools and Faculties of Economics and Social Sciences, as a strategic subject for the development of these countries.
Impact of the project This project came before its time and predates any involvement by the Moroccan authorities in micro‐finance and micro‐credit. It generated an academic reflection on the topic and prepared for the ground for authorities to work in this field. A field study was carried out by the project, showing with facts and evidence that microfinance in Morocco would be a promising area and an economic mechanism and for social regulation.
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7) Maroc
Le lancement du programme Tempus en 2002 a coïncidé, au Maroc, avec la mise en œuvre de la
réforme universitaire. En conséquence, Tempus a pu contribuer significativement à la modernisation
du système d’enseignement supérieur marocain à trois niveaux différents: la rationalisation de sa
gouvernance, la diversification et l'amélioration des curricula et l’ouverture à son environnement
social et socio‐professionnel. Depuis 2002, la Maroc a participé à 87 projets dont 67 Projets
Communs et 20 Mesures Structurelles.
La gouvernance universitaire s’est avéré un élément essentiel de la modernisation du système
d'enseignement supérieur et de son efficacité. Environ 20% des projets Tempus financés ont
concerné la gouvernance à travers au moins trois préoccupations majeures: l'assurance qualité,
l’implication des apprenants et de tous les acteurs concernés dans le fonctionnement des
établissements et l’employabilité des diplômés.
Grâce au programme Tempus et a ses retombées sur le plan des cursus, un nombre important de
curricula ont vu le jour dans des domaines aussi variés que complémentaires tels que le droit,
l'électronique, la médecine, l'agriculture et les sciences de l'ingénieur… De ce fait, les enseignements
dispensés dans les universités marocaines ont connu un enrichissement significatif. De même, une
prise de conscience a pu être développée quant à la nécessité d'introduire et de valoriser
l'enseignement des langues étrangères.
Nombre de projets Tempus ont contribué à "l’adéquation formation‐emploi". L’une des
préoccupations majeures a été le renforcement des passerelles entre le monde académique et celui
des affaires. Les partenaires externes peuvent participer désormais à la conception, au
développement et au perfectionnement des programmes de formation. Nombre de projets ont
concerné la mise en place d’interfaces entre l’université et le monde de travail, la mise en place
d’incubateurs d’entreprises et ont ainsi permis une meilleure compréhension des attentes des uns et
des autres.
Par ailleurs, le programme Tempus a aussi participé largement au renforcement des liens entre les
pays de la région et entre les deux rives de la Méditerranée grâce à une vision humaine, éthique
commune et concertée.
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Deux exemples de projets au Maroc
Titre du Projet Gouvernance Numérique des Universités Marocaines (GNUM)
Numéro du Projet 144654‐2009‐MA‐JPCR
Année 2009
Coordinateur Université Abdelmalek Essaadi (Tanger‐Tétouan)
Partenaires impliqués et
leurs pays d'origine
- Université of Cadiz, Espagne - Université de Picardie Jules Verne (UPJV), France - Université de Rennes 1, France - Université de Valenciennes et du Hainaut Cambrésis, France - Université Nancy 2, France - Université Pierre et Marie Curie ‐ Paris 6, France - National Technical University of Athens (NTUA), Greece - Ministère de l'Education Nationale, de l'Enseignement Supérieur, de la Formation
des Cadres et de la Recherche Scientifique, Maroc - Université Abdelmalek Essaâdi, Maroc - Université Chouaib Doukkali ‐ El Jadida, Maroc - Université Hassan II ‐ Aïn Chock, Maroc - Université Hassan II Mohammedia, Maroc - Université Ibn Tofaïl, Maroc - Université Mohamed 1er, Maroc - Université Mohammed V – Souissi, Maroc - Université Sidi Mohamed Ben Abdellah, Maroc
Montant de la Subvention 863.196 Euro
Objectifs du Projet ‐ Doter les universités marocaines partenaires d'un Environnement Numérique de Travail d'accès intégré pour les étudiants, les enseignants et le personnel administratif et technique ‐ Déployer une solution logicielle de gestion intégrée couvrant les fonctions GRH, finances et logistique de l’université ‐ Dimensionner et mettre en place les infrastructures à même de supporter un fonctionnement fluide et continu du système d'information informatisée
Impact du Projet Ce projet s’est avéré d’une importante cruciale pour les universités marocaines. Il a permis
de développer un système complet de gestion informatisée des établissements.
L’Université Abdelmalek Essaadi, coordinatrice de ce projet a acquis une expertise que les
autorités marocaines veulent aujourd’hui exploiter au niveau national.
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Titre du Projet La Micro‐Finance à l'Université
Numéro du Projet JEP‐ 30003‐2002
Année 2003
Coordinateur Scuola Di Amministrazione Aziendale Dell'universita Di Torino, Italy
Partenaires impliqués et leurs
pays d'origine
- Al‐Akhawayn University, Ifrane, Maroc - Al‐Azhar University, Gaza, Palestine - Al Baath University, Homs, Syrie - Aristotle University Of Thessaloniki, Thessaloniki, Grèce - Bethlehem University, Bethlehem, Palestine - Damascus University, Damascus , Syrie - Haigazian University, Beirut, Liban - Hebron University, Hebron, Palestine - October 6 University, Sixth October City, Egypte - Universidad De Navarra, Pamplona, Espagne - Universite De Sfax, Sfax, Tunisie - Universite De Tunis El Manar, Tunis, Tunisie - University Of Exeter, Exeter, Royaume Uni - University Of Jordan, Amman, Jordanie
Montant de la Subvention 491,499 Euro
Objectifs du Projet L'objectif du projet était d'inclure le domaine de la micro‐finance dans les diplômes
Bachelor et Master des Ecoles de Commerces et Facultés d'Economie et de Sciences
Sociales, en tant que matière stratégique, afin d'assurer le développement de ces pays.
Impact du Projet Ce projet a été prémonitoire dans son domaine, puisque avant même que les autorités
marocaines ne commencent à s’intéresser au domaine de la micro‐finance et du micro‐
crédit, une réflexion académique a pu y être menée.
Une étude de terrain a pu être menée à l’époque montrant avec des faits et des
témoignages que la micro‐finance au Maroc est une niche prometteuse en tant que
mécanisme économique et de régulation sociale.
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8) Palestine
Since its inception, Tempus has played an important role in the Palestinian higher education sector.
Most academic institutions have benefited and are successfully participating in implementing
Tempus projects. Since 2002, Palestine has participated in 27 projects, of which 22 were Joint
Projects and 5 were Structural Measures projects. Tempus is viewed as a mechanism for modernizing
higher education in Palestine.
The most visible and sustainable contributions were in curriculum reform. In fact, the programme has contributed significantly to the development of existing curricula in various crucial sectors, such as water and environment, international relations, energy, tourism, etc. The Tempus programme has also introduced new areas such as environmental science and electronic government. It has, introduced new educational programmes and teaching methods, improving quality assurance and upgrading facilities. Tempus has contributed to staff development through mobility activities and the internationalization
of courses. Euro‐Mediterranean educational partnerships have been genuinely strengthened though
different joint ventures between European and Palestinian academic institutions. Tempus has given
the universities the opportunity to develop links with partners in European countries, not only
among academic staff and researchers but also for administrative and support staff.
Tempus is seen as a very good opportunity to overcome the difficult regional context as it provides to higher education institutions an open window to international networks and the possibility to modernise curricula and the quality of teaching. Tempus has had a strong effect on the internationalization of faculties and has provided opportunities to pave the way to establishing multilateral partnerships both regionally and with the EU. Participation in Tempus has strengthened institutions’ awareness for the need of universities to become more flexible, decentralized, entrepreneurial and more professional. Tempus has helped professors and students to access the latest research and know‐how that is available at the European universities, allowing them to upgrade courses in certain disciplines and enhance the quality of academic programmes. The Tempus programme has contributed as well to overcome the existing fragmentation between
the Palestinian institutions themselves, creating a strong inter‐university network. As a result, several
Tempus projects include institutions both from the West Bank and from Gaza.
Palestinian HEIs have also seized the opportunity to work together with other higher education
institutions in the region, in areas of common interest such as reforming higher education structures
and systems, student services, internationalization strategies, service learning and institutional
autonomy.
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Two Examples of Projects From Palestine
Title of Project E‐Government Lifelong Learning Consortium
Project Number 511159‐TEMPUS‐1‐2010‐1‐PS‐TEMPUS‐JPHES
Year 2010
Coordinator Birzeit University (BZU), Birzeit, Palestine
Partners involved and their countries of origin
- Palestine Polytechnic University, Palestine - Palestine Technical University,Palestine - University of Trento,Italy - Vrije Universiteit Brussel,Belgium - University of Namur,Belgium - True Trust Ltd., United Kingdom - Université de Savot ,France - Ministry of Telecom and Information technology,Palestine - Ministry Of Interior,Palestine - Ministry of Local Gov,Palestine
Grant Size 504, 369 Euro
Aims of the project The project aims to achieve the following objectives: - Develop society tutorials and academic courses on e‐Government, distributed
among three main thematic areas: - Interoperability Area and Security Area - Legal‐informatics Area - Foster the transfer of state‐of‐art knowledge and best‐practices from Europe to
Palestine on electronic services in general and e‐Governmental services in particular.
- Increase the capacity buildings of Palestinian professors to teach and develop electronic services.
Impact of the project At the national level, the project’s achievements had a wide impact on the Palestinian society:
- Increased awareness for the need of e‐government as the project provided Palestinian universities, Government and the private sector with advanced know‐how and topics on the implementation of e‐government through training tutorials and workshops.
- Reinforced cooperation between and among Palestinian Universities and the government.
- Updated academic programs at three universities to incorporate advanced topics on e‐services.
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Title of Project Promoting the modernization and strengthening of institutional and financial autonomy
in Southern Neighbouring Area higher education institutions
Project Number TEMPUS‐2010‐511109‐JPGR
Year 2010
Coordinator Alicante University, Spain
Partners involved and their countries of origin
- Universita' degli Studi di Genova, Italy - FH Joanneum, Austria - Saarland University, Germany - World University Service, Austria - Al‐Hussein Bin Talal University, Jordan - Palestine Polytechnic University, Palestine - Modern University for Business and science, Lebanon - Beirut Arab University, Lebanon - Aleppo University, Syria - Al‐Baath University, Syria - An‐Najan National University, Palestine - Princess Sumaya University for Technology, Jordan
Grant Size 1,127,505 Euro
Aims of the project - Lend specific support to institutional demands for increased efficiency, autonomy & transparency in financial management in partnering Southern Neighbouring Area HEIs, in line with national schemes & regional Tempus priorities.
- Develop a transparent financial culture, promoting decentralization & financial autonomy.
- Create a platform for dialogue through a recognised regional network of HEI managers to exchange good practice in financial management.
- Sustainably strengthen managerial, strategic, administrative & technical capacities in 8 HEIs, through targeted trainings, development of strategies & technical support systems for effective financial management by 2013.
Impact of the project
At the national level, the project’s achievements is expected to have a wide impact on Palestinian society as follows:
- Made a budget for each faculty - Absolute transparency in financial management, where students and staff can
see the financial system. One of the by‐products is that the rectors at Najah and Polytechnic are very keen on this project and they formed a link where students could work in the private sector.
- They established a steering committee to strengthen the linkage between the private sector and their students.
- Established a network between all EU and Arab Universities. - All manual services (salary, intuitions, financial procedures etc.) transferred into
electronic services which saved much time.
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9) Syria
Since 2002, Tempus has played an important role in higher education in Syria, contributing to the
higher education reform and modernisation process, with most higher education institutions there
participating in the programme. By the end of 2012, there were 35 Joint Projects and 10 Structural
Measures projects implemented and on‐going. More than 70% of Tempus projects in Syria involve
curricula development and the rest, institutional building priority. However, the general trend has
recently been towards a decrease in the number of the projects submitted for both priorities.
Tempus has had a significant impact on the modernization of curricula and teaching methods and on
quality assurance and upgrading of facilities. It has had a more limited impact on staff development,
through the mobility opportunities offered. Several faculties, after their participation in Tempus,
became centres of excellence. The programme enhanced Syrian‐European cooperation in the higher
education sector. No doubt that the nature of the programme contributes to the higher education
reform and modernization process in Syria.
All Tempus projects contributed to the national strategic priorities of higher education in Syria, with
the participation of on average two institutions per project. The most supported national priorities
were the establishment of new programmes within existing institutions, developing existing curricula
and implementing dynamic flexible rules for their continuous revision, in response to social and
market needs. The projects support the overall efforts to draw up executive plans for the purpose of
upgrading the skills of academic staff and improving the learning environment.
The subject areas covered by the projects have been: urban and regional planning, finance,
agriculture, the food sciences, banking, civil engineering, regional and environmental policy, tourism
and leisure, transport and traffic studies, mechanical engineering, forestry, conservation of cultural
heritage, public health and intelligent transport systems.
Tempus has also contributed to university management, modernisation and evaluation, promoted
interdisciplinary studies, provided education and teacher training and helped improve public
relations, marketing, cultural and regional integration and strategic development planning.
Since 2011, the political situation in Syria has hampered the implementation of Tempus projects. The
situation also had a significant impact on the number of applications submitted to the last two Calls
for Proposal (2012‐2013). Efforts have been made by stakeholders to overcome the situation but
most projects have had to adapt their work plan and postpone or even suspend some activities.
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Two Examples of Projects From Syria
Title of Project Quality University Management and Institutional Autonomy
Project Number JEP‐32120‐2004
Year 2004
Coordinator Humboldt‐Universitaet, Germany
Partners involved and their countries of origin
‐ Damascus University, Syria
‐ Al Baath University, Syria
‐ Aleppo University, Syria
‐ Tishreen University, Syria
‐ University of Kalamoon, Syria
‐ Ministry of Higher Education, Syria
‐ Humboldt‐Universitaet, Germany
‐ Karl‐Franzens‐Universitaet Graz, Austria
Grant Size 392,460 Euro
Aims of the project The main aims of the project were to develop mission statements, high quality standards and evaluation procedures as instruments of quality management and organizational development at Damascus University.
Impact of the project The project was very important for the whole higher education system in Syria and the several stakeholders in the Syrian economy. It enhanced the capacities of university administrators and faculty members and involved students in the quality management process. The University of Damascus, through the Centre of Quality Assurance, became a centre of excellence for quality assurance and institutional autonomy. This good practice has been widely disseminated to other universities in the sector. The project enhanced university‐enterprise cooperation through consultation meetings for mission statement design. The project enhanced Syrian ‐ German cooperation in the higher education sector.
Title of Project Skills and Career Center ‐ Pathway to the Labour Market
Project Number TEMPUS – 158651‐JPHES
Year 2009
Coordinator Damascus University, Syria
Partners involved and their countries of origin
‐ Aleppo University, Syria
‐ Damascus University, Syria
‐ Al‐Baath University, Syria
‐ Tishreen University, Syria
‐ Al‐Furat University, Syria
‐ Arab International University, Syria
‐ International University of Science and Technology, Syria
‐ University of Kalamoon, Syria
‐ Albert Ludwigs University Freiburg, Germany
‐ Fonty’s University of Applied Sciences, Netherlands
‐ Lund University, Sweden
Grant Size 612,412 Euro
Aims of the project The main objective of this project is to support capacity building and human resource development/upgrading of staff with regard to develop a teaching and learning capacity for skills and domain specific competencies and establish career services at five public and three private Syrian universities, to enable students to find a job on the labour market or to develop their own business.
Impact of the project At departmental and faculty level, the project serves as a good model for matching the needs of the labour market with the teaching and curricula development. At university level, the project enhanced the university reputation and excellence, thanks to the establishment of careers centres. The project can be also considered as a good model for implementation of national reforms of linking the university with society. The project contributed indirectly to the introduction of the Bologna principles in Syria.
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10) Tunisia
Tempus started in Tunisia in 2002, at a timely moment when the Ministry of Higher Education was
developing a national policy on reform and modernisation of the higher education system. The
Ministry has used the Tempus programme to implement its reforms, especially in the area of degree
structure. The 3‐cycle structure is now implemented in most fields of study, even though Tunisia is
not a signatory country of the Bologna Process.
Out of a total of 62 Tempus projects undertaken by Tunisian institutions, many have been 'Structural
Measures' projects, which involved the Ministry of Education. These projects helped improve the
assessment systems ('Renforcement de l'Assurance Qualité Interne dans des Universités de la
Méditerranée Algérie ‐ Maroc – Tunisie' and ' Quality Assurance and Certification Procedures in the
Higher Education System of Tunisia') and to introduce a system for international benchmarking and
quality assurance measures in the technical and linguistic certification of engineering students for
example.
International cooperation with other countries in the region was rather limited in Tunisia before the
advent of Tempus. Since 2002, Tunisian institutions have also participated in a number of regional
projects with higher education institutions from neighbouring countries. These have led to the
development of useful networks for exchanging best practice and allow benchmarking in innovation,
doctoral education, medical education, university leadership, international offices and strategies and
distance learning.
Teaching staff have very much appreciated the opportunity to go and spend time in European
countries, other than French‐speaking ones where strong ties already existed, given its historical
legacy. Tunisian universities now have approximately 1000 interuniversity agreements.
Higher Education in Tunisia has placed much emphasis on entrepreneurship and enterprises are
being involved more and more in sectoral reforms. For example, the Tunisian union for industry,
commerce and crafts and chambers of commerce have partnership agreements with universities and
are often members of the university council. In fact, universities are being asked to increase their
own resources and are becoming more open to the world of business. Most bachelor degrees have
transversal courses on entrepreneurship, IT and internet and languages. Tempus has been used to
develop a number of courses on entrepreneurship in Tunisia, such as a 'University Chair on
Innovation', 'Towards a Sustainable University‐enterprise Partnership Scheme in Tunisia' and
'Mediterranean Innovation Alliance' and 'Entrepreneuriat et Valorisation de la Recherche'.
During a phase of political, social and economic transition, there is no doubt that Tempus‐like
activities will continue playing a major role in accompanying the new Higher Education reform
processes that will obviously emerge from these major societal changes, notably in the field of
university governance & management and the role of education vis‐à‐vis society. University
professors and students in Tunisia have already shown a growing interest in cooperating with the EU.
Moreover, EU countries have become more interested in this kind of cooperation, as it gives them
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access to a new emerging field of research. Therefore, the Arab Spring has reinforced the logic of the
Tempus programme in Tunisia and will have an important role to play there in the coming years.
Two Examples of Projects From Tunisia
Title of Project Developing Medical Education Using Information and Communication Technologies for teaching at the Faculty of Medicine in Sfax.
Project Number 32040‐2004
Year 2004
Coordinator University of Bordeaux II, France
Partners involved and their countries of origin
- University of the Balaeric Islands ‐ Palma de Mallorca, Spain - Catholic University of Louvain ‐ Louvain‐la‐Neuve, Belgium - University of Aix‐Marseille II ‐Marseille, France - Technologcial University of Compiegne‐Compiègne, France - University of Sfax, Morocco
Grant Size 499,900.00 Euro
Aims of the project The aim of the project is to revise the organisation and content of training courses given by the faculty of medicine in Sfax, to facilitate the access of doctors from south Tunisia to specialised Master degrees, thanks to the setting up of distance education and to disseminate new pedagogic methods to other universities in Tunisia, Algeria and Morocco.
Impact of the project The project led to the modernisation of medical education at the faculty of medicine in Sfax, thanks to the setting up of modern infrastructure and of a full numeric platform for students. The project also contributed to the revision of the organisation and of the contents of training given to the faculty, by putting in place new practices such as self‐learning and the use of information and communication technologies.
Title of Project Measures to Accompany Graduates into the Work Place
Project Number 145145‐TEMPUS‐1‐2008‐1‐ES‐TEMPUS‐SMHES
Year 2008
Coordinator University of Granada, Spain
Partners involved and their countries of origin
- University of Abdelmalek Essaâdi, Tétouan, Morroco - Ministry of Education, Higher Education, Training and of Scientific Research,
Rabat, Morroco - University of IBN ZOHR, Agadir, Morroco - University of Choïb Doukkali, EL JADIDA, Morroco - University of Mohamed Premier UMP, Oujda, Morroco - KTH, Stockholm, Sweden - University of Ez‐zitouna, Tunis, Tunisia - University of Sfax, Tunisia - Budapest University of Technology and Economics, Budapest, Hungary
Grant Size 470.375 Euro
Aims of the project The aim of this project is to improve the employability of graduates in Morocco and Tunisia, by setting up traineeship and work placement offices in the partner universities and setting up an observatory of university to workplace transition, which would analyse the usefulness of the training courses at university compared to the needs of the labour market.
Impact of the project The project had a major impact in Morocco and Tunisia thanks to the decision of the
Moroccan and Tunisian authorities to set up the observatory of university to workplace
transition in all universities. The information given by an Observatory allowed universities
to analyse the gaps in training offered compared with the needs of the labour market. This
helped improve the employability of graduates in both countries.
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10) Tunisie
Tempus a démarré en Tunisie en 2002 au moment même où le Ministère de l'enseignement
supérieur lançait un processus de réforme du système d'enseignement supérieur. Le Ministère a
utilisé le programme Tempus pour mettre en œuvre ces réformes, notamment en ce qui concerne la
structure des diplômes. Le modèle de Bologne est maintenant appliqué dans la plupart des domaines
d'études, même si la Tunisie n'est pas un pays signataire du processus de Bologne.
Parmi les 62 projets Tempus auxquels ont participé les établissements tunisiens, un nombre
important d'entre eux a concerné des "mesures structurelles" impliquant le Ministère de
l'enseignement supérieur. Ces projets ont été utilisés, par exemple, pour améliorer les systèmes
d'évaluation ('Renforcement de l'Assurance Qualité Interne dans des Universités de la Méditerranée
Algérie‐Maroc‐Tunisie' et 'Procédures d'assurance qualité et de certification dans le système
d'enseignement supérieur tunisien') et pour introduire un système de comparaisons (benchmarking)
internationales et des mesures d'assurance qualité dans la certification technique et linguistique des
étudiants ingénieurs.
Dans la période antérieure à Tempus, la coopération internationale avec les autres pays de la région
était relativement limitée. Depuis 2002, les établissements tunisiens ont également participé à de
nombreux projets régionaux avec des établissements des pays voisins. Cela a permis de développer
des réseaux d'échanges de bonnes pratiques et de favoriser les comparaisons dans des domaines
comme l'innovation, les formations doctorales, l'enseignement de médecine, le leadership dans les
universités, les stratégies d'internationalisation, les bureaux de relations internationales et
l'enseignement à distance.
Le personnel enseignant a apprécié les opportunités offertes pour aller séjourner dans des pays
européens autres que francophones et avec qui des liens forts existaient déjà compte tenu de
l'histoire. Les universités tunisiennes ont actuellement plus de 1000 accords de coopération inter‐
universitaire.
L'enseignement supérieur tunisien a récemment mis l'accent sur l'entrepreneuriat et les entreprises
sont de plus en plus impliquées dans les réformes en cours. Par exemple, le syndicat tunisien pour
l'industrie, le commerce et l'artisanat et les chambres de commerce ont développé des accords de
partenariat avec les universités et sont souvent membres des conseils des universités. En fait, les
universités sont sollicitées pour augmenter leurs ressources propres et s'ouvrent de plus en plus sur
le monde de l'entreprise. La plupart des formations de niveau licence proposent désormais des
enseignements sur l'entrepreneuriat, les technologies de l'information/internet ou les langues.
Tempus a été utilisé pour développer des formations dans le domaine de l'entrepreneuriat en Tunisie
par le biais d'une "Chaire universitaire consacrée à l'innovation", d'un "programme de partenariat
durable entre l'université et l'entreprise en Tunisie", d´une "Alliance méditerranéenne pour
l´innovation" ou encore d´un projet 'Entrepreneuriat et Valorisation de la Recherche'.
Dans une période de transition politique, sociale et économique, il ne fait aucun doute que les
activités de type Tempus continueront à jouer un rôle majeur pour accompagner les nouvelles
60
réformes de l’enseignement supérieur qui émergeront de ces changements sociétaux majeurs, en
particulier en ce qui concerne la gouvernance et la gestion des universités et le rôle de l’éducation
vis‐à‐vis de la société. Les enseignants et étudiants tunisiens ont déjà fait preuve d’un intérêt
croissant pour coopérer avec l’UE. Par ailleurs, les pays de l’UE sont devenus plus intéressés par cette
coopération car elle leur donne accès à de nouveaux domaines de recherche. En conséquence, le
printemps arabe a renforcé la pertinence du programme Tempus en Tunisie qui aura un rôle
important à jouer dans les années à venir.
Deux exemples de projets en Tunisie
Titre du Projet Développement de l'Enseignement Médical avec les Technologies de l'Information et de la Communication pour l'Enseignement à la Faculté de Médecine de Sfax
Numéro du Projet 32040‐2004
Année 2004
Co‐ordinateur Université de Bordeaux II, France
Partenaires et leurs Pays d'Origin
- Universidad de las Islas Baleares ‐ Palma de Mallorca, Espagne - Université Catholique de Louvain ‐ Louvain‐la‐Neuve, Belgique - Université d'Aix‐Marseille II – Marseille, France - Université de Technologie de Compiegne – Compiègne, France - Université de Sfax – Maroc
Montant de la Subvention 499.900 Euro
Objectifs du Projet Le projet avait pour objectif de réviser l´organisation et le contenu des formations dispensées à la Faculté de Médecine de Sfax, de faciliter l´accès des médecins du Sud tunisien à des masters spécialisés grâce à la mise en place d'une formation à distance et de diffuser à terme de nouvelles pratiques pédagogiques à d´autres universités de Tunisie, d'Algérie et du Maroc.
Impact du Projet Le projet a permis de moderniser l´enseignement médical à la Faculté de Médecine de Sfax grâce notamment à la mise en place d´une infrastructure modernisée et d´une plateforme numérique complète au service des étudiants. Le projet a également contribué à la révision de l´organisation et du contenu des formations dispensées à la Faculté par la mise en place de nouvelles pratiques comme l´auto‐apprentissage et l´utilisation des technologies de l´information et de la communication.
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Titre du Projet Mesures d´Accompagnement des Diplômés à l´Insertion Professionnelle
Numéro du Projet 145145‐TEMPUS‐1‐2008‐1‐ES‐TEMPUS‐SMHES
Année 2008
Co‐ordinateur Université de Grenade, Espagne
Partenaires et leurs Pays d'Origin
- Université Abdelmalek Essaâdi, Tétouan, Maroc - Ministère de l'Education Nationale, de l'Enseignement Supérieure, de la
Formation des Cadres et de la Recherche Scientifique, Rabat, Maroc - Université IBN ZOHR, Agadir, Maroc - Université Choïb Doukkali, EL JADIDA, Maroc - Université Mohamed Premier UMP, Oujda, Maroc - KTH, Stockholm, Suède - Université Ez‐zitouna, Tunis, Tunisie - Université de Sfax, Sfax, Tunisie - Budapest University of Technology and Economics, Budapest, Hongrie
Montant de la Subvention 470.375 Euro Objectifs du Projet Le projet avait pour objectif d´améliorer l'insertion professionnelle des diplômés au Maroc
et en Tunisie, à travers l'instauration d'un bureau des stages et de l'emploi dans les universités partenaires et la mise en place d'un Observatoire de l´Insertion Professionnelle chargé d'analyser l´adéquation des formations proposées avec le monde du travail.
Impact du Projet Le projet a eu un impact significatif au Maroc et en Tunisie grâce à la décision des autorités
marocaines et tunisiennes d´établir un Observatoire de l´Insertion Professionnelle dans
toutes les universités. Les informations fournies par ces observatoires permettent à
présent aux universités d´analyser les débouchés des formations proposées et de les
adapter aux besoins du monde professionnel, ce qui contribue à améliorer l´employabilité
des diplômés dans ces deux pays.
ANNEXES
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ANNEX I
Brief overview of the Tempus programme
Tempus is the EU's external cooperation programme that has been supporting the modernisation of higher
education systems in the European Union’s neighbouring countries for over 20 years. The number of Partner
Countries involved has changed during this time. At present, the programme covers the 27 countries in the
Western Balkans, Central Asia, Eastern Europe, Northern Africa and the Middle East13.
Since its creation, Tempus has contributed to promoting cooperation between higher education institutions in
the European Union and the Partner Countries, through various capacity building activities. It also promotes
the voluntary convergence of higher education systems in these countries with EU policies and processes in
higher education, including the Bologna Process. Indeed, the Bologna Process has become a reference for most
of Tempus Partner Countries, by setting in motion a series of reforms, to modernise higher education systems
and to make them more compatible and comparable.
Background
Initially covering countries in Central and Eastern Europe, the first phase of the programme was launched in
1990 and lasted until 1993. During this period, Tempus sought to contribute to socio‐economic reforms,
through cooperation in higher education. These countries were later to join the EU itself.
The second phase of the programme, Tempus II, covered the next six years (1994‐2000). During this period, the
programme was extended to certain countries in Eastern Europe and Central Asia. National priorities for the
Programme, defined by national authorities were introduced for the first time.
The third phase of Tempus was implemented from 2000 to 2006. The concept of cooperation between
different countries in the same region was introduced during this time. In the framework of the Euro‐
Mediterranean partnership, Tempus III was extended to North Africa and the Middle 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.
Since 2007, Tempus has entered its fourth phase, which runs until 2013. It puts emphasis on regional and cross‐
regional cooperation and reinforcing links between higher education and society. The programme is integrated
into the European Union’s 'Neighbourhood', 'Enlargement' and 'Development' policies, which aim to promote
prosperity, stability and security.
Tempus is funded by three financial instruments: the Instrument for Pre‐accession Assistance (IPA), the
Development Cooperation Instrument (DCI) and the European Neighbourhood and Partnership Instrument
(ENPI).
13 Tempus partners (2012): Albania, Algeria, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Egypt, Georgia, Israel, Jordan,
Kazakhstan, Kyrgyzstan, Lebanon, Libya, Moldova, Montenegro, Morocco, Palestine, Russia, Serbia, Syria, Tajikistan, Tunisia, Turkmenistan,
Ukraine, Uzbekistan and Kosovo (this designation is without prejudice to positions on status, and is in line with UNSCR 1244 and the ICJ
Opinion on the Kosovo Declaration of Independance)
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Main characteristics of Tempus
Tempus was designed to contribute to reforming and upgrading the higher education institutions and systems
in the Tempus Partner Countries. Through cooperation at higher education level, the programme also aims to
strengthen civil society, promote democracy, as well as enhancing mutual understanding and intercultural
dialogue between the EU and its partners. It promotes a "bottom‐up" approach, since the content and
methodology of the projects are left to project beneficiaries to define (within the priorities set by the Call).
However, the Programme can also be described as "demand‐driven", since the national and regional priorities
are established by the national authorities in each Partner Country, to maximise the impact of the Programme
on the higher education reform process.
Tempus IV supports three types of projects:
- Joint Projects target higher education institutions and fund multilateral partnerships between these EU and Partner Country institutions, to develop, modernise and disseminate new curricula, teaching methods and teaching materials. They also aim to enhance quality assurance mechanisms in institutions, modernise the governance and management of higher education institutions and strengthen their contribution to lifelong learning and the ‘knowledge triangle’ of ‘education‐research‐innovation’.
- Structural Measures aim to reform higher education systems in the Partner Countries and to enhance their quality 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 (qualification systems, quality assurance mechanisms, autonomy of institutions…) 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.
Both Joint Projects and Structural Measures are funded through Calls for proposal. The grant awarded varies
between 0.5 to 1.5 million EUR.
- Accompanying Measures are funded through Calls for Tender or Framework Contracts. 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 National Tempus Offices and the activities of the group of ‘Higher Education Reform Experts’ in the Tempus Partner Countries.
Management of Tempus
The Education, Audiovisual and Culture Executive Agency (EACEA) is responsible for both the management and
the implementation of Tempus, under powers delegated by the European Commission. The Directorate‐
General for Development and Co‐Operation ‐ EuropeAid and the Directorate‐General for Enlargement allocate
funds directly to the Executive Agency to manage the Programme and thus have the formal responsibility for
supervising its activities. The Directorate‐General for Education and Culture brings its expertise and facilitates
links with the European Union's internal higher education reform policies. The European External Action
Service contributes to the strategic orientations of the Programme.
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ANNEX II
Statistics on the Number of Projects in Tempus III (2002‐2006)
COUNTRY JOINT EUROPEAN
PROJECTS
STRUCTURAL AND COMPLEMENTARY
MEASURES TOTAL
Algeria 16 8 24
Morocco 40 9 49
Tunisia 21 10 31
Egypt 53 12 65
Jordan 18 5 23
Lebanon 17 6 23
Palestine 11 3 14
Syria 25 7 32
Total* 162 47 209
* Country figures cannot be added, as several countries can be involved in the same project.
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ANNEXE III
Statistics on the number of projects in Tempus IV (2008‐2013)
Applications, Selected Projects, Co‐ordinators
2008 2009 2010 2011 2012 2013 TOTAL
(2008‐12)
Country A B C A B C A B C A B C A B C A A B C
Algeria 27 3 0 35 6 0 27 6 0 19 3 0 27 5 0 43 135 23 0
Morocco 65 9 1 77 7 0 42 8 0 45 3 0 67 11 2 80 296 38 3
Tunisia 36 6 0 43 6 0 34 7 0 26 3 0 36 9 0 53 175 31 0
Libya 9 1 0 6 2 0 16 15 3 0
Jordan 25 3 0 30 4 0 25 5 1 24 3 1 26 5 2 42 130 20 4
Lebanon 37 4 0 30 3 0 27 7 1 26 2 1 30 7 2 41 150 23 4
Egypt 78 7 2 65 6 2 33 4 0 35 4 0 62 12 2 92 273 33 6
Palestine 14 2 0 19 2 1 26 3 1 27 2 0 30 4 2 39 116 13 4
Syria 24 3 0 19 2 2 19 4 0 15 3 0 4 1 0 2 81 13 2
Israel 9 2 0 9 1 0 8 2 1 12 1 0 18 5 3 27 56 11 4
Total* 174 20 3 184 16 5 123 23 4 122 16 2 177 34 13 241 780 109 27
A Number of applications in which the country was involved as partner or coordinator
B Number of selected projects in which the country's institutions were partner or coordinator
C Number of selected projects in which the country's institutions were coordinator
* Country figures cannot be added, as several countries can be involved in the same project.
Joint Projects and Structural Measures Projects
2008 2009 2010 2011 2012 TOTAL
Country JP SM TOTAL JP SM TOTAL JP SM TOTAL JP SM TOTAL JP SM TOTAL
Algeria 3 0 3 4 2 6 5 1 6 3 0 3 4 1 5 23
Morocco 8 1 9 4 3 7 7 1 8 2 1 3 6 5 11 38
Tunisia 5 1 6 4 2 6 5 2 7 2 1 3 7 2 9 31
Libya 1 0 1 2 0 2 3
Jordan 3 0 3 3 1 4 5 0 5 3 0 3 4 1 5 20
Lebanon 4 0 4 2 1 3 6 1 7 1 1 2 4 3 7 23
Egypt 7 0 7 5 1 6 4 0 4 4 0 4 12 0 12 33
Palestine 2 0 2 0 2 2 3 0 3 2 0 2 4 0 4 13
Syria 2 1 3 1 1 2 3 1 4 3 0 3 1 0 1 13
Israel 2 0 2 0 1 1 1 1 2 1 0 1 5 0 5 11
Total* 18 2 20 9 7 16 19 4 23 13 3 16 27 7 34 109
JP Joint Project
SM Structural Measure Project
* Country figures cannot be added, as several countries can be involved in the same project.
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National Projects and Multi‐Country Projects
2008 2009 2010 2011 2012 TOTAL
Country N MC TOTAL N MC TOTAL N MC TOTAL N MC TOTAL N MC TOTAL
Algeria 0 3 3 1 5 6 0 6 6 1 2 3 0 5 5 23
Morocco 2 7 9 1 6 7 1 7 8 1 2 3 3 8 11 38
Tunisia 1 5 6 0 6 6 1 6 7 1 2 3 2 7 9 31
Libya 1 0 1 1 1 2 3
Jordan 1 2 3 0 4 4 2 3 5 0 3 3 2 3 5 20
Lebanon 0 4 4 0 3 3 1 6 7 1 1 2 1 6 7 23
Egypt 3 4 7 2 4 6 2 2 4 2 2 4 5 7 12 33
Palestine 0 2 2 1 1 2 1 2 3 1 1 2 1 3 4 13
Syria 2 1 3 2 0 2 2 2 4 1 2 3 0 1 1 13
Israel 0 2 2 0 1 1 1 1 2 0 1 1 2 3 5 11
Total* 9 11 20 7 9 16 11 12 23 9 7 16 17 17 34 109
N National project MC Multi-country project
* Country figures cannot be added, as several countries can be involved in the same project.
71
ANNEX IV
List of participating institutions by country
72
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Algeria
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
University Abou Bakr Belkaid of Tlemcen Tlemcen 0 7 7
University Mhamed Bougara of Boumerdes Boumerdes 0 6 6
University Mentouri of Constantine Constantine 0 6 6
University Abderahmane Mira of Bejaia Bejaia 0 5 5
University Badji Mokhtar of Annaba Annaba 0 4 4
University of Oran-Senia Oran 0 4 4
Ecole Nationale Polytechnique of Oran Oran 0 3 3
University Abdelhamid Ben Badis of Mostaganem Mostaghanem 0 3 3
University Mouloud Mammeri of Tizi Ouzou Tizi Ouzou 0 3 3
Ecole Nationale Polytechnique of Algiers Algiers 0 2 2
University of 8th May 1945 of Guelma Guelma 0 2 2
University Hadj Lakhdar of Batna Batna 0 2 2
University of 20 Aout 1955 of Skikda Skikda 0 2 2
University Saad Dahleb of Blida Blida 0 2 2
Ecole Nationale Superieure des Travaux Publics Algiers 0 1 1
University Ahmed Draya of Adrar Adrar 0 1 1
University Hassiba Ben Bouali of Chlef Chlef 0 1 1
University Mohamed Khider of Biskra Biskra 0 1 1
University of Alger I - Faculty of Medical Sciences Algiers 0 1 1
University of Bordj Bou Arréridj Bordj Bou
Arreridj 0 1 1
University of Science and Technology Houari Boumedienne of Algiers
Algiers 0 1 1
University of Sciences and Technology Mohamed Boudiaf of Oran
Oran 0 1 1
University Tahar Moulay of Saida Saida 0 1 1
University Yahia Fares of Medea Medea 0 1 1
Total number of participations* 0 61 61
Total number of projects in which institutions from the country are involved
23
Total number of Higher Education institutions involved in Tempus projects
24
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
73
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Egypt
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Alexandria University Alexandria 0 14 14
Ain Shams University Cairo 2 11 13
Helwan University Cairo 0 10 10
Cairo University Giza 1 7 8
The American University in Cairo Cairo 2 4 6
South Valley University Qena 0 6 6
Assiut University Assiut 0 5 5
Nile University 6th of October 0 5 5
Suez Canal University Ismailia 0 5 5
Arab Academy for Science, Technology & Maritime Transport
Alexandria 0 4 4
Zagazig University Zagazig 0 4 4
Mansoura University Al-Mansoura 1 2 3
Fayoum University Fayoum 0 3 3
Heliopolis University Cairo 0 3 3
Minia University Al-Minia 0 3 3
Beni Suef University Beni Suef 0 2 2
Egyptian E-Learning University Giza 0 2 2
Kafrelsheikh University Kafrelsheikh 0 2 2
Al-Azhar University Cairo 0 1 1
Damanhour University Damanhour 0 1 1
Higher Technology Institute Cairo 0 1 1
Menofia University Al-Menofeya 0 1 1
Senghor University Alexandria 0 1 1
Sinai University Sinai 0 1 1
Sohag University Sohag 0 1 1
Tanta University Tanta 0 1 1
The British University in Egypt Cairo 0 1 1
The French University in Egypt Cairo 0 1 1
The German University in Cairo Cairo 0 1 1
Ahram Canadian University 6th of October 0 1 1
Total number of participations* 6 104 110
74
Total number of projects in which institutions from the country are involved
33
Total number of Higher Education institutions involved in Tempus projects
30
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
75
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Israel
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Sapir College Sderot 0 6 6
Ben-Gurion University of the Negev Beer Sheva 0 4 4
Holon Institute of Technology Holon 1 2 3
Interdisciplinary Center Herzliya Herzliya 0 3 3
Shenkar College of Engineering and Design Ramat Gan 1 1 2
Kaye Academic College of Education Beer Sheva 0 2 2
Tel Aviv University Tel Aviv 0 2 2
The Hebrew University of Jerusalem Jerusalem 0 2 2
University of Haifa Haifa 0 2 2
Gordon Academic College of Education Haifa 1 0 1
Sami Shamoon College of Engineering Beer Sheva 1 0 1
Al-Qasemi Academy- Academic College of Education Baka Al-Arabia 0 1 1
Beit Berl College Beit Berl 0 1 1
Bezalel Academy of Arts and Design, Jerusalem Jerusalem 0 1 1
Ort Braude College Karmiel 0 1 1
Ruppin Academic Center Emek Hefer 0 1 1
Technion Israel Institute of Technology Haifa 0 1 1
The College of Management Academic Studies Rishon Lezion 0 1 1
The Academic Arab College of Education Haifa 0 1 1
The Max Stern Yezreel Valley College Yezreel Valley 0 1 1
The Neri Bloomfield School of Design and Education Haifa 0 1 1
The Sakhnin College of Teacher Education Sakhnin 0 1 1
Total number of participations* 4 35 39
Total number of projects in which institutions from the country are involved
10
Total number of Higher Education institutions involved in Tempus projects
22
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
76
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Jordan
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Princess Sumaya University for Technology Amman 2 7 9
Hashemite University Zarka 0 8 8
University of Jordan Amman 1 6 7
Mutah University Karak 0 6 6
Al-Hussein bin Talal University Ma'an 0 5 5
German-Jordanian University Amman 0 5 5
Jordan University of Science and Technology Irbid 0 3 3
Yarmouk University Irbid 1 1 2
Philadelphia University Jerash 0 2 2
Al al-Bayt University Mafraq 0 1 1
Al-Ahliyya Amman University Amman 0 1 1
Al-Balqa' Applied University Huson 0 1 1
Tafila Technical University Tafila 0 1 1
Zarka Private University Zarka 0 1 1
Total number of participations* 4 48 52
Total number of projects in which institutions from the country are involved
20
Total number of Higher Education institutions involved in Tempus projects
14
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
77
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Lebanon
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Lebanese University Beirut 0 10 10
Modern University for Business and Science Damour 0 9 9
Saint Joseph University Beirut 0 8 8
Beirut Arab University Beirut 0 7 7
American University of Beirut Beirut 3 2 5
University of Balamand Tripoli 2 3 5
Holy Spirit University of Kaslik Amchit 0 3 3
Lebanese American University Beirut 0 3 3
Notre Dame University Zouk Mosbeh 0 3 3
Sagesse University Baabda 0 2 2
Al-Manar University of Tripoli Tripoli 0 1 1
American University of Culture & Education Beirut 0 1 1
Arts, Sciences & Technology University in Lebanon Beirut 0 1 1
Ecole Superieure des Affaires Beirut 0 1 1
Holy Family University Batroun 0 1 1
Institut des Sciences Appliquées et Économiques - CNAM Beirut 0 1 1
Lebanese Canadian University Aintoura 0 1 1
Total number of participations* 5 57 62
Total number of projects in which institutions from the country are involved
23
Total number of Higher Education institutions involved in Tempus projects
17
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
78
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Libya
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Benghazi University Benghazi 0 2 2
Libyan International Medical University Benghazi 0 2 2
Misurata University Misurata 0 2 2
Omar Al-Mukhtar University El-Beida 0 2 2
Zawia University Zawia 0 2 2
Elmergib University Alkoms 0 1 1
Sebha University Sebha 0 1 1
Total number of participations* 0 12 12
Total number of projects in which institutions from the country are involved
3
Total number of Higher Education institutions involved in Tempus projects
7
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
79
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Morocco
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Cadi Ayyad University Marrakech 0 20 20
Abdelmalek Essaadi University Tetouan 1 17 18
Mohammed Ben Abdellah University Fez 0 12 12
Mohammed V-Souissi University Rabat 0 11 11
Hassan II Mohammedia University Casablanca - Mohammedia
0 10 10
Mohammed Premier University Oujda 0 10 10
Ibn Tofail University Kénitra 1 8 9
Hassan II Ain chock University Casablanca 0 9 9
Chouaib Eddoukali University El Jadida 0 9 9
Moulay Ismail University Meknes 0 8 8
Ibnou Zohr University Agadir 0 7 7
Mohammed V- Agdal University Rabat 0 6 6
Hassan 1er University Settat 1 3 4
Sultan Moulay Slimane University Beni Mellal 0 3 3
Ecole Mohammadia des Ingénieurs Rabat 0 2 2
Universiapolis Agadir 0 1 1
Esca-School of Management Casablanca 0 1 1
Ecole Supérieur des Industries du Textile et Habillement Casablanca 0 1 1
High Institute for Science and Technology Casablanca 0 1 1
Al Akhawayn University Ifrane 0 1 1
Hassan II Institute of Agriculture and Veterinary Sciences Rabat 0 1 1
National Institute for Cultural Heritage and Archeological Sciences
Rabat 0 1 1
Ecole Nationale de l'Industrie Minerale Rabat 0 1 1
Total number of participations* 3 143 146
Total number of projects in which institutions from the country are involved
38
Total number of Higher Education institutions involved in Tempus projects
23
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
80
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Palestine
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Birzeit University Birzeit -
Ramallah 3 5 8
An-Najah National University Nablus 1 6 7
Al-Quds University Jerusalem 0 5 5
Palestine Polytechnic University Hebron 0 5 5
Islamic University Gaza 0 3 3
Hebron University Hebron 0 2 2
Al Azhar University Gaza 0 1 1
Bethlehem University Bethlehem 0 1 1
Palestine Technical University Tulkarem 0 1 1
University College of Applied Sciences Gaza 0 1 1
Total number of participations* 4 30 34
Total number of projects in which institutions from the country are involved
14
Total number of Higher Education institutions involved in Tempus projects
11
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
81
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Syria
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
Damascus University Damascus -
Aleppo 2 10 12
Aleppo University Aleppo -
Damascus 0 12 12
Tishreen University Lattakia 0 9 9
Al-Baath University Homs 0 7 7
Ministry of Higher Education Damascus 0 5 5
Arab International University (AIU) Ghabagheb 0 2 2
International University for Science and Technology (IUST)
Ghabagheb 0 2 2
Kalamoon University Der-Attiah 0 2 2
Al-Furat University Deir Ezzor 0 1 1
Higher Institute for Water Management Homs 0 1 1
Mamoun Private University for Science and Technology (MUST)
Aleppo 0 1 1
Syrian Virtual University Damascus 0 1 1
Total number of participations* 2 53 55
Total number of projects in which institutions from the country are involved
13
Total number of Higher Education institutions involved in Tempus projects
12
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
82
Participation of Higher Education Institutions in Tempus IV projects (2008-2012)
Tunisia
Number of projects
Partner Institution/Organisation City As
grantholder As
partner Total
University of Sfax Sfax 0 16 16
University of Sousse Sousse 0 13 13
University of Jendouba (including Ecole Supérieure d'Agriculture du Kef)
Jendouba - Beja - Medjez
el Bab - Tabarka - Le
Kef
0 10 10
University of Tunis El Manar (including Ecole Nationale d'Ingénieurs de Tunis)
Tunis 0 8 8
University of Gabès Gabes 0 8 8
University of Monastir Monastir 0 6 6
University of Carthage (including Institut National Agronomique de Tunisie)
Carthage 0 6 6
Univeristy of Gafsa Gafsa 0 4 4
University of Kairouan Kairouan 0 4 4
University of Tunis Tunis 0 3 3
Virtual University of Tunis Tunis 0 3 3
University of Manouba La Manouba - Sidi Thabet
0 2 2
École Sup. des Sciences Economiques et Commerciales de Tunis
Tunis 0 1 1
Higher Institute of Technological studies of Sousse Sousse 0 1 1
Higher Institute of Technology of Zaghouan Zaghouan 0 1 1
University Ez-Zitouna Tunis 0 1 1
Total number of participations* 0 87 87
Total number of projects in which institutions from the country are involved
31
Total number of Higher Education institutions involved in Tempus projects
16
* This figure corresponds to the total number of times that the institutions of the country have been involved in Tempus projects. It does not correspond to the number of projects since various institutions can be involved in the same projects.
Data retrieved in January 2013
83
ANNEX V
List of Publications from the Tempus Series
"A Tempus Study" is a series of studies providing an in‐depth overview about the management, achievements and
impact of the Tempus programme:
Reilly, John and Ard Jongsma, 'Changing Rules: A Review of Tempus Support to University Governance', A Tempus Study No
1, February 2010, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'State of Play of the Bologna Process in the Tempus Countries (2009‐
2010)', A Tempus Study, No 2, March 2010, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'State of Play of the Bologna Process in the Tempus Countries of the
Southern Mediterranean, 2009‐2010', A Tempus Study, No 3, April 2010, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Eastern Europe, A Tempus Study', No 4, March 2011, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Central Asia', A Tempus Study, No 5, March 2011, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Western Balkans', A Tempus Study, No 6, March 2011, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Southern Mediterranean', A Tempus Study, No 7, March 2011, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Regional Seminars on University Governance in the Tempus Partner
Countries (2010‐2011) ‐ Conclusions', A Tempus Study, No 8, October 2011, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'State of Play of the Bologna Process in the Tempus Partner Countries
(2012)', A Tempus Study, No 9, April 2012, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Human Resource Management in Public Higher Education in the
Tempus Partner Countries', A Tempus Study, No 10, June 2012, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Eastern Europe, A Tempus Study', No 11, November 2012, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Central Asia', A Tempus Study, No 12, November 2012, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Western Balkans', A Tempus Study, No 13, November 2012, EACEA, Brussels.
Education, Audiovisual and Culture Executive Agency. 'Overview of the Higher Education Systems in the Tempus Partner
Countries: Southern Mediterranean', A Tempus Study, No 14, November 2012 March 2011, EACEA, Brussels.
These documents are available on the Tempus website:
http://eacea.ec.europa.eu/tempus
85
ANNEX VI
Tempus Events Organised in the Southern Mediterranean Region
13‐14 October 2003: 'Higher Education co‐operation and intercultural dialogue across the Mediterranean '
conference, Bibliotheca Alexandrina Congress Centre, Alexandria, Egypt
9–10 April 2006: 'Tempus in Touch: University–Enterprise Cooperation' conference, Meridien hotel,
Amman, Jordan
7‐8 May 2008: 'Quality Enhancement in Higher Education' conference, Ain Shams University, Cairo, Egypt
7‐8 March 2011: Tempus regional seminar on 'University Governance in the Southern Mediterranean Region',
University of Catania, Catania, Italy
14‐15 May 2012: Tempus Higher Education Reform Expert's seminar on 'University‐Business Cooperation',
Holon Institute of Technology, Holon, Israel
11‐12 March 2013: Tempus Higher Education Reform Expert's seminar on 'Organisation and Profile of Doctoral
Studies', University of the Holy Spirit, Kaslik, Lebanon
19‐20 June 2013: Tempus regional seminar on 'human resource management in higher education', University
of Nicosia, Nicosia, Cyprus
AUTHORS
Róisín Mc Cabe
Philippe Ruffio
Eva Valle Casanova
EDUCATION, AUDIOVISUAL AND CULTURE EXECUTIVE AGENCY
UNIT P10 - Tempus and Bilateral Cooperation with Industrialised Countries
Avenue du Bourget, 1
B-1140 Brussels
(http://eacea.ec.europa.eu/tempus)
THE EXECUTIVE AGENCY WORKS UNDER THE SUPERVISION OF THE COMMISSION DIRECTORATES-GENERAL. FUNDS OF THE TEMPUS PROGRAMME ARE DELEGATED TO THE AGENCY BY THE EUROPEAID DEVELOPMENT AND CO-OPERATION DIRECTORATE-GENERAL AND BY THE DIRECTORATE-GENERAL FOR ENLARGEMENT.
EC
-AA
-13-015-2A-C
Education, Audiovisual & Culture Executive AgencyTempus & Bilateral Cooperation with Industrialised Countries
Write to us: Visit us:Tempus Programme Rue Colonel Bourg, 135-139Avenue du Bourget, 1 (BOUR 02/017) 1140 Brussels1140 Brussels BelgiumBelgium
Phone: +(32 2) 299 6867Fax: +(32 2) 299 4530
Website:http://eacea.ec.europa.eu/tempus
General questions about the programme:[email protected]
Questions about a specific Call for Proposals:[email protected]