The Main Achievements of the Tempus Programme in Central Asia 1994‐2013

THE MAIN ACHIEVEMENTS OF THE TEMPUS PROGRAMME IN CENTRAL ASIA 1994‐2013

This document has been produced within the framework of the European Union's Tempus programme, which is funded by the Directorate‐General for Development and Co‐operation ‐ EuropeAid and the Directorate‐ General for Enlargement.

Education, Audiovisual and Culture Executive Agency Unit A4 – Erasmus+: Higher Education – International Capacity Building Office address: Rue Colonel Bourg, 135‐139 ‐ 1140 Bruxelles – Belgique Postal address: Avenue du Bourget, 1 ‐ 1049 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 in Eastern Europe, the Western Balkans, the Southern Mediterranean and Central Asia. Of the 27 countries that the programme works with in these regions, five are in Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan.

Cooperation between the EU and Central Asia represents an important objective of the European Union's external relations and international development cooperation policy and aims to increase political, economic and cultural links both between the European Union and these countries and between these countries themselves.

The Tempus programme, as a whole, was launched in 1990. Between 1994 and 1997, these five countries started participating in Tempus, in the framework of the TACIS programme, the EU’s initiative to support economic and social transition in the former Soviet Union and Central Asia. Since then, Tempus has been going from strength to strength in the region.

Given the Tempus programme’s impact, the European Commission's new education programme, Erasmus+ (2014‐2020) incorporates Tempus‐like activities under its Key Action II, 'Capacity‐Building in Higher Education' strand.

In this publication, we have taken a moment to look back at the impact of the programme in the region, since its introduction. It aims to highlight those achievements and the role of the stakeholders who contributed to them. It is important to acknowledge their contributions and hard work in helping to make the programme a success.

The National Tempus Offices (which have now become National Erasmus+ Offices) have played a pivotal role in this respect. Some of the colleagues responsible for the NTOs have been with us for several years. Their untiring dedications to the programme and the wealth of experience they have built up over the past years have 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 general review of the impact of Tempus in the region as a whole, before focusing the lens, with contributions from the NTOs, on each of the five countries in turn. We hope that you will find this stimulating and inspiring and we look forward to continuing to work with the region through further cooperation under Erasmus+ from 2014 to 2020.

Klaus Haupt Head of Unit Education, Audiovisual and Culture Executive Agency

Contents

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 the Reform of Higher Education Systems and Policies 1.3.2 ‐ Promoting Regional Cooperation

II ‐ MAIN RESULTS BY COUNTRY

1‐ Kazakhstan 2‐ Kyrgyzstan 3‐ Tajikistan 4‐ Turkmenistan 5‐ Uzbekistan

ANNEXES

1‐ Brief Overview of the Tempus Programme 2‐ Statistics on the Number of Projects in Tempus II (1994‐1999) 3‐ Statistics on the Number of Projects in Tempus III (2000‐2006) 4‐ Statistics on the Number of Projects in Tempus IV (2008‐2013) 5‐ List of Participating Institutions by Country in Tempus IV 6‐ List of Tempus Publications from the Tempus Series 7‐ Tempus Events Organised in Central Asia

AUTHORS

INTRODUCTION

With the end of the Soviet Union in 1991, the European Union launched the TACIS1 Programme, as a grant‐financed, technical assistance programme, to help the members of the Commonwealth of Independent States (CIS) and Mongolia in their transition to democracy and market‐orientated economies. It was the 'world's largest aid programme of its kind'2 at that time. The programme's needs analysis pointed out that 'the isolation of the former Soviet Union had resulted in ignorance of market mechanisms and modern economics among enterprise managers'3 and thus, only projects that made a 'structural contribution to economic development and the promotion of a market economy'4 would be funded. In light of this, Tempus was to be used as an implementing instrument for TACIS in the area of higher education.

On gaining their independence, participation was open to the newly‐founded republics. Kazakhstan and Uzbekistan joined in 1994, Kyrgyzstan in 1995, followed by Turkmenistan in 1997 and Tajikistan in 2004. Mongolia also participated in the Tempus II and III programme (under TACIS) from 1995. However, in 2004, Mongolia joined the ‘Asia and Latin America Programme’ and thus was no longer eligible for Tempus funding. Therefore, mainly five countries from Central Asia have been involved in Tempus II, III and IV.

The total budget allocated to these five countries since then has been 98.9 million Euro. 17.7 million Euro was allocated between 1994 and 1999 under Tempus II and 31.2 million between 2000 and 2007 under Tempus III. Since 2008, the participation of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan in Tempus has been funded by the European Commission’s EuropeAid Development and Cooperation Instrument. 50 million Euro was allocated since then under Tempus IV. Between 2007 and 2012, the total amount of funding for the region as a whole increased from 5 million to 15 million Euros. Approximately 150 higher education institutions in the region benefited from this funding.

1 TACIS stands for Technical Assistance to the Commonwealth of Independent States. 2 European Commission Press Release (RAPID) MEMO/92/54 of 14.09.1992 on the Tacis Programme (EC Technical Assistance to the Commonwealth of Independent States and Georgia) 3 EC Press Release (RAPID) MEMO/92/54 of 14.09.1992 on the Tacis Programme. 4 EC Press Release (RAPID) MEMO/92/54 of 14.09.1992 on the Tacis Programme.

Total Tempus Budget Allocated by Year to the Five Central Asian Countries (1994 – 2012)

Tempus II Total amount 1994 1995 1996 1997 1998 1999 (Millions of Euro)

0,7 3,9 3,8 3,1 1,1 5,1

Tempus III Tempus IV

Total amount (Millions of 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Euro) 2,5 1,9 4,8 4,2 7,8 10,0 ‐‐ 5,0 5,0 5,0 10,0 10,0 15,0*

* Including a bi‐lateral allocation for Uzbekistan (5m €)

€16 €14 €12 €10 €8 Millions €6 €4 €2 €0

Years

2 Breakdown of the Total Budget Committed by Country (1994‐2012)5

Number of Projects in Which One or Several Institutions in the Country Have Been Involved in Tempus*

Tempus II Tempus III Tempus IV Total Kazakhstan 7 22 42 71 Kyrgyzstan 3 24 28 55 Tajikistan ‐‐ 16 26 42 Turkmenistan 1 22 12 35 Uzbekistan 11 40 30 81 Total** 22 124 74 220 * The 'number of projects' comprises of cooperation projects between HEIs (excluding Pre‐JEPs and Compact Projects). **Country figures cannot be added, as several countries can be involved in the same project.

5 Under Tempus (in case of multi‐country projects), the figure for the budget committed to each country is the result of a calculation method, based on 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 fruits of the Tempus programme in Central Asia are evident. Many new academic specialisations have been introduced through curriculum development projects, new teaching materials developed and modern technology introduced to teach more effectively. Closer ties have been forged between universities and the world of work. Governance structures in universities have been modernised. Countries have become more integrated into the European Higher Education Area. Kazakhstan for example has even become a signatory country of the Bologna Process.

The Tempus programme has also had an impact on promoting cooperation between the five countries of Central Asia themselves, through a number of regional Tempus projects. Tempus has also allowed them to reinvent their relationship with the former Soviet countries, through cross‐regional projects. For example, since 2008, these countries have participated with the Russian Federation in 14 projects.

The Tempus IV programme in Central Asia is coherent with the EU's Regional Strategy Paper for Assistance to Central Asia, 2007‐2013, as it helps promote education exchange, science and people‐to‐ people activities in sectors targeted by the EU's poverty reduction strategy. Some changes were introduced in Tempus IV, in order to increase the programme’s impact on higher education systems at national and regional levels. Particular emphasis was placed on the structural dimension of the programme, therefore giving priority to Structural Measures projects. In addition, Tempus IV encouraged greater involvement of national Ministries, in order to increase local ownership of projects. For example, national priorities were defined locally and had to be respected by all project proposals. The Ministries were systematically consulted during the selection process and public administrations from the Partner Countries could be partners in projects. The regional dimension was also promoted, in order to encourage and reinforce cooperation between the five Partner Countries.

The importance of EU cooperation with the region is also evident from the fact that it will continue to work with all of these five countries under the new Erasmus+ programme. The Erasmus+ programme will now be open to other countries in Asia and this will provide new opportunities for cooperation between Central Asia and Southern and Eastern Asia, as well as for cooperation with new Programme Countries such as Iceland, Liechtenstein, Norway, the former Yugoslav Republic of Macedonia and Turkey.

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 Central Asia.

Professional development opportunities are often limited in higher education institutions (as is the case in the EU) and Tempus has given professors the opportunities to meet peers in their field, in different countries. By working together in international consortia, professors have been exposed to different perspectives and gained new insights into their subject. It has allowed them to work together with leading experts in their subject area and sometimes travel to another Tempus Partner Country to job‐shadow them, updating their skills and knowledge. They have also gained valuable work experience by teaching students in a different country (sometimes in a foreign language). The contacts built have proven extremely useful for pursuing further research and enhancing their publications list. Indeed, contacts with European professors, made through Tempus, have sometimes led to further research activities after the end of the project, such as joint publications and peer‐ reviews. This has definitely helped enhance the sustainability and the long‐term impact of the projects' outcomes.

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.

Tempus focuses not only on academic staff, but puts equal emphasis on the training of non‐ academic, administrative staff as well. For example, Tempus projects have helped these professionals develop and update such competencies as IT and foreign language skills, by using the latest tools and techniques.

Tempus has given staff from the region the opportunity to develop their intercultural skills, by working together with staff from many different countries in a multi‐country consortium. In the past, many professors in the region had studied in Russia and have many links with the country. However, the National Contact Points in the EU have been instrumental in helping institutions from the region to find new EU partners. Over 222 Individual Mobility Grants, awarded under Tempus III, have allowed staff to travel easily to another Tempus Partner Country for specified periods. They have also brought staff together from countries that had no tradition of collaboration. In certain cases, it was also the first opportunity for many younger staff, who had obtained their Ph.D. at home, to work in an international team. In fact, many projects report that the biggest challenge on a Tempus project is learning to work together to overcome cultural differences. All the same, this is considered as an

incredibly enriching experience by participants who report to have learned as much about themselves, as the academic or administrative subject area.

Individual Mobility Grants Offered (Tempus III, 2000‐2006)

Number of Individual Country Mobility Grants

Kazakhstan 25 Kyrgyzstan 52 Tajikistan 7

Turkmenistan 16 Uzbekistan 122 Total 222

It is also worth noting that in recent years, mobility of staff, students and academic staff has also been supported by the Erasmus Mundus Programme, which is one of the main EU programmes for international mobility of higher education students and professors.

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, which was particularly relevant in the context of the socio‐economic changes in the early 1990s. In Tempus IV, the percentage of projects which Central Asian partners were involved in, which were curriculum development projects was 53%. They have always been a popular topic for Tempus projects, because they allow professors to work together in international consortia, to revise old courses and develop new ones. Common topics for curriculum development projects include environmental science, engineering, land agriculture and food technology in Central Asia.

The Tempus programme has also served as a useful tool for updating existing academic courses. Professors from EU universities have worked together with professors from the five countries in the region, to pool their expertise in an academic discipline and modernise a chosen curriculum. People‐ to‐people contacts have been necessary to obtain access to the latest up‐to‐date material and research in a particular field and Tempus has facilitated these exchanges. People‐to‐people contacts through Tempus have 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 social psychology for migrants and interoperability in the area of ferry transport and telemedicine. Labour market needs in the region have evolved much over the past twenty years and higher

education institutions have not always had the necessary resources to adapt curricula at the same pace as these. Tempus has allowed professors from the region to make contacts with European higher education institutions, who had ready‐made courses in a required area and to work together with them to adapt these study programmes to labour market needs in the region (by translating the courses' content into local languages or developing country‐specific case studies, for example). Tempus has also helped break the barriers to more traditional classroom‐based learning and has introduced new teaching methods such as 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 the European Credit Transfer System and have attempted to transfer this know‐how to colleagues in the Partner Countries. Professors in certain countries 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 in a country in the region. These bottom‐up reforms have encouraged certain 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 and is extensively used in Kazakhstan, Kyrgyzstan and Tajikistan.

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 1994 and 2013, Tempus will have provided approximately 25 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, information technology and environmental management.

Tempus has stocked university libraries with recent text books and periodicals for new courses. The provision of laboratory equipment has also been 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, university governing bodies were persuaded to invest more themselves. New equipment was often coveted by researchers and people working in the industry who didn't have access to such up‐to‐date materials. It was still used by them after the end of the project, sometimes on a fee basis, thus contributing to further enhance the project's financial sustainability.

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. Special computer programmes have facilitated language learning, Computer Aided Design and other specialised courses, which require computer access. Internet is quickly replacing the traditional library and internet access provides a wealth of on‐line literature for student's research and course assignments. 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. About 20% of Tempus IV projects in Central Asia have been focused on this topic.

Tempus projects have dealt with the topic of university governance. Through Tempus projects, students have been given the opportunity to become more involved in governance structures. University administrative structures for managing international exchanges have also been improved. The opportunities for university Presidents and Rectors to visit Europe and meet with their counterparts have exposed them to other ways of working. 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 exchanges 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, as well as the transfer of information and know‐how between departments.

Quality assurance has also been an important area in Central Asia. Indeed in all five countries in the region, a government‐dependent body or Ministry is responsible for quality assurance and no mechanisms are foreseen for independent evaluation. Apart from Kazakhstan, in the four other countries, institutions are not allowed to choose a foreign quality assurance agency for quality assurance purposes. A number of projects in the region are working on the theme of quality assurance, creating regional networks, documentation systems, the professional development of leaders and developing QA systems based on Bologna standards.

Quality assurance has also been fostered through the 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 has introduced a policy of monitoring all projects, at

least twice during their life cycle. Each visit involves meetings with the Rector or Vice Rector of the University, the Dean of the faculty, those involved in running the project from one or more partner institutions, as well as with the final beneficiaries, usually the students, to carry out a full evaluation of the project and help improve its quality.

As a result, over the years, Tempus has increasingly become a meaningful support instrument, enabling higher education institutions to develop appropriate governance and management structures, in order to effectively harness their potential and accomplish their educational purpose.

1.2.4 ‐ Fostering Links between Higher Education Institutions and the Labour Market

A number of Tempus projects in the region include private sector partners. Tempus encourages the involvement of enterprises in designing new curricula. Local employers often sit on the project steering committee and curriculum review panels and thus participated directly in the curriculum design process. Many 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 organisations and authorities who participated as partners in Tempus projects.

The Tempus programme has developed concrete structures, such as centres for quality assurance in universities and centres for cooperation between universities, enterprises and research institutions, which have continued to be sustainable after the project ends.

Practical placements and graduate training programmes in companies for students have also been integrated into many of these new courses, contributing to help students secure jobs upon graduation. 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 originally focused on it, Tempus has had an impact on national policy reform in the five 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. It was considered by all the external evaluations carried out as 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 a partner, tackled national policy issues such as promoting the knowledge triangle, Bologna principles such as ECTS and quality assurance.

All the National Tempus Offices have established effective working relationships and constructive dialogue with the Ministry of Education and the EU Delegation. Each country's national priorities are set by the Ministry of Education and both they and the National Tempus Offices are consulted in the selection of projects to be funded in each Call for Proposals. Furthermore, they are regularly invited by the national authorities to provide inputs 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.

Since 2008, Tempus has been used to fund a network of more than 35 Higher Education Reform Experts from the countries in the region. These are local rectors, professors and students among others, who are interested in higher education policy reforms. With the support of Tempus funding, they have had the opportunity to take part in a number of seminars on higher education reform in the EU. 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.

Participation in the Tempus Programme with EU institutions has helped promote Bologna principles and tools and highlight their usefulness. To date, one of the five countries has signed the Bologna Declaration, which is a major driver for change in the higher education sector.

1.3.2 – Promoting Regional Cooperation

Tempus has contributed to promote greater cooperation between countries in the region. Prior to Tempus IV, cooperation tended to take place mainly in the framework of national projects where the targeted Partner Country was cooperating with several EU institutions. As a priority of Tempus IV, multi‐country projects helped strengthen the intra‐regional cooperation dimension. Indeed, intra‐ regional projects with Central Asian partners represent 36% of the total number of projects under Tempus IV. 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 produced by these projects often motivate countries to achieve better results in a particular area, as they take pride in their accomplishments.

Since the end of the Soviet Union, the Tempus programme has helped the five countries of Central Asia to re‐invent relations with the former Soviet republics, in the framework of multi‐regional projects. For example, under Tempus IV, Central Asian countries are participating in 14 projects with institutions from the Russian Federation, building on links that have existed in the past.

II ‐ MAIN RESULTS BY COUNTRY

1) Kazakhstan

During the period that Kazakhstan has been involved in Tempus (1994‐2013), 46 Kazakh higher education institutions (HEIs) and 48 non‐academic partners participated in more than 70 Tempus projects. For the first time in 2013, a Kazakh university was grant‐holder and project coordinator of a Tempus project.

The Tempus programme has had a clearly identifiable impact on higher education modernization in Kazakhstan. Tempus projects were particularly effective in establishing international cooperation between Kazakh and EU HEIs, introducing the reforms needed for the modernization of the national higher education system, strengthening academic mobility, considerably contributing to upgrading the qualifications of teachers and consequently improving the overall quality of teaching and learning. The programme has also encouraged and strengthened cooperation with neighbouring countries.

The influence of the programme is particularly evident in the way in which educational content has been modernised. Approximately 55% of the total number of projects implemented concern the development of new curricula or updating of existing curricula. For those fields which are relatively new to Kazakhstan, such as business education, Tempus projects were virtually the only mechanism to access innovative European experience in these areas. Given the absence of up‐to‐date training materials, Tempus projects became a catalyst for the development of new educational content. Teaching methods were also improved and equipment upgraded.

For the first time after the "Iron Curtain" was raised, the projects provided the opportunity to compare the skills of teachers and facilities and the organization of educational processes in universities in Kazakhstan. Partner universities were inspired by European methods. The wide introduction of practice‐based learning, the changing of teaching methods, the active use of information technology, the interaction with students and enhancing the competitiveness of graduates are all examples of the positive impact of Tempus projects. Academic staff has learned to apply the competence‐based approach as a powerful tool in designing educational programmes. Needs analysis, carried out by applying the competence‐based approach, has improved cooperation with employers and other stakeholders. Tempus helped academic staff access the latest research and know‐how in European universities and helped develop new academic specialisations in areas such as environmental protection, renewable energy sources and quality enhancement, which met the requirements of enterprises. Tempus contributed to increasing the employability of university graduates and encouraged the studying of foreign languages.

Students, as key players in education, have also been influenced by the Tempus programme. Projects have helped increase student involvement, improved student services, based on EU experience and helped develop new attitudes and approaches to considering students as essential partners in university activities. The programme has contributed to creating a better learning environment for students and promoting their personal and professional development for a successful future career.

The programme has had a significant impact on management processes and university governance. The share of such projects is relatively small ‐ about 30%, but their impact is considered as having been very significant, especially at institutional level. Many university cooperation projects have in

recent years focused on the development of quality assurance procedures, on enhancing the quality of study programmes and higher education institutions.

The Tempus projects implemented in Kazakhstan contributed to the convergence of the national higher education system with EU developments in higher education, through the introduction of modern curricula and the updating of courses in accordance with the three‐level degree structure , the introduction of ECTS and learning outcomes, leading to the development of an output‐oriented education system, promoting the implementation of the Bologna Process ‐ an important step towards integration with the European higher education area.

Tempus has been an important instrument to promote policy dialogue in the field of higher education with the EU and other neighbouring countries. Higher Education Reform Experts (HEREs), whose activities were launched in 2007, are also making a strong contribution to the modernization process through consultations, training seminars and publications based on research findings. They act as change agents, taking into account local needs and aspirations.

The most significant outcome, is the “intangible” outcomes of projects ‐ the development of human potential, expansion of professional horizons, regular access to information and European experience and the opportunity to exchange and share experience and maintain regular professional contacts with colleagues from other countries. It is very much appreciated by the academic community.

Two Examples of Projects from Kazakhstan

Title of Project SILKTOUR I Project Number T_JEP‐10764‐1999 ‐ TACIS Year 1999 Coordinator Vrije Universiteit Brussel, Bruxelles, Belgium Partners involved and their ‐ Escuela Superior de Turismo de Baleares, Palma de Mallorca, Spain countries of origin ‐ Kazakh State University of International Relations and World Languages, Almaty ‐ M.Auezov South‐Kazakhstan State University, Chymkent ‐ M.Dulaty Taraz State University, Taraz Grant Size 500 000 Euro Aims of the project The aim of the project was to develop a sustainable one‐year, practice‐oriented Master programme in 'European Travel and Tourism', which would combine text‐book with computer‐based learning, educational multimedia software, internet tools and decentralized tutoring, facilitating the integration of the Kazakh travel and tourism business in the European business environment. Impact of the project As a result of the implementation of the project: ‐ Staff was familiarized with best practice on developing and launching new Master degree curricula; ‐ In addition to the existing “Geographical tourism” and “Sport tourism” specialisations, the new specialisation “international tourism” was launched for the first time in the Central Asian region; ‐ The 5‐year Bachelor programme in tourism used before was transformed into a 4‐year programme. The programme is still in demand on the labour market. Around 25 students apply annually and are recruited; ‐ Accreditation of the programme by the Accreditation Agency AQAS (Germany) has been achieved; ‐ Professional links between partner universities are strengthening, in the form of joint conferences, seminars and exchange lectures, by inviting teachers and professors to and from the EU to deliver lectures, conduct joint lectures and hold practical training sessions that have already become common practice; ‐ Labour market studies, strategies of marketing communications and innovative

technologies (e‐business) in the field of tourism were launched; ‐ One of the university priorities is extending training services by type and form of education. The Tempus project resulted in developing a Master curriculum on “Business and Leisure Administration” based on distance education, with recognition of diplomas in Belgium and Spain; ‐ Bilateral agreements have been signed with a number of hotels in Kazakhstan for provision of trainee opportunities for teachers and student exchange, joint conferences and seminars and other activities with enterprises.

Title of Project System of Quality Assurance Development at the Kazakh and Russian Agricultural Universities Project Number UM‐ JEP ‐ 23042 – 2002 – TACIS Year 2002 Coordinator Wageningen University, Netherlands Partners involved and their ‐ Kazakh National Agrarian University, Kazakhstan countries of origin ‐ Universitaet fuer Bodenkultur WIEN ‐ BOKU, Austria ‐ Technische Universitat Hamburg, Germany ‐ Polish State Accreditation Committee, Poland ‐ Ministry of Education and Science, Kazakhstan ‐ Land and Land Use Planning University, Russian Federation ‐ Ministry of Agriculture of the Russian Federation, Russian Federation Grant Size 248 000 Euro Aims of the project The aim of the project was to develop and implement a system of internal quality assurance at the Kazakh and Russian Agricultural Universities. Impact of the project As a result of the implementation of the project: ‐ A quality assurance system tailored to the Kazakh and Russian situation and the specific needs of the universities was established; ‐ A detailed document on the concept of quality, the aims and objectives, the content, the necessary training, the structure and organization of the management, the quality management cycle and the anticipated results was developed and became a basic management tool. Effective university structures were introduced and a process of full documentation of procedures was put in place; ‐ Administrative staff and teachers were trained in the principles of quality assurance, methodology of curricula development and new methods of teaching and learning, with a focus on the autonomous work of students, the introduction of trimesters and an enhanced share of practical work for students; ‐ Information and communication technologies were employed to provide more automated and objective evaluation processes, particularly for assessment and examination results; ‐ A central student record system in charge of processing and analysing a wide range of student data was established; ‐ A new system of assessment was introduced with more frequent, varied, objective and regular assessment; ‐ A group of independent experts were set up to assess the quality of training activities; ‐ A system of attestation and staff motivation was developed which was based on a rating system; ‐ Selected elements of the model have been used by the Ministry of Education and Science in developing instructions on quality assurance and in selecting the criteria for international accreditation.

2) Kyrgyzstan

Since 1995, higher education institutions from Kyrgyzstan have participated in 55 Tempus projects, the majority of which were Joint Projects in the area of curriculum development. Tempus has been the cornerstone of current higher education reform, as it has tested and disseminated a number of key reforms, in particular the introduction of the credit transfer system, the transition to the Bologna three‐cycle degree system and the establishment of a quality assessment system.

Tempus projects have been the main instrument for implementing the European Credit Transfer System (ECTS system) in the national higher education system. Over the past few years, ECTS has been widely used in the framework of bilateral agreements with EU universities, through at least eight Tempus projects. The consequences of the introduction of ECTS in Kyrgyzstan were much more far‐reaching than expected and required a complete revision of the way courses were structured and described.

The ECTS/Diploma Supplement National Bureau under the Ministry of Education was established in 2007 in the framework of a Tempus pilot project to support the introduction of ECTS and the European Diploma Supplement. The ECTS National Bureau prepared a number of concept papers such as the 'Concept of Higher Education Development in the Kyrgyz Republic', the 'Education Development Strategy of the Kyrgyz Republic until 2010' and the 'Education Development Strategy of the Kyrgyz Republic for 2010‐2020'. It also published an ECTS introduction handbook which was disseminated to all universities in the country. It organised a high number of ECTS trainings for university administration and teachers and monitored the transition process to ECTS.

Tempus has also contributed to the establishment of a legal base for a national quality assessment system that resulted in the adoption of the "Law on Education" in 2003. Six Tempus projects developed higher education quality assurance systems in Kyrgyz universities. In 2011, a first Independent Quality Assurance Agency has been established as a result of a Tempus project entitled 'Central Asian Network for Quality Assurance', which implemented the first accreditation of programmes (in the area of economics) at two universities.

The academic community of the Kyrgyz Republic continues to work on establishing quality assurance systems (both at programme and institutional level). A Quality Assurance manual, based on the guidelines produced by the European Foundation for Quality Management (EFQM) was developed by experts, trained in the framework of Tempus projects and is now widely used.

Tempus has also been active in supporting the transition to the three‐cycle degree system, in particular through ten projects focusing on the development of Bachelor and Master curricula. However, the higher education system continues to consist of two parallel subsystems: the preparation of specialists in five years and the two‐cycle system leading to Bachelor (4‐year) and Master (2‐year) degrees.

The Tempus programme has given Kyrgyz partners the opportunity to develop links not only with partners in the EU but also with other Central Asian countries. Kyrgyz partners have had the opportunity to work together with other Central Asian higher education institutions (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 new links have been very useful for further research collaboration and student exchange.

Tempus has helped Kyrgyz HEIs to improve their infrastructure through the establishment of various labs and teaching rooms with modern facilities. HEIs from more remote regions gained considerable advantage from this. Tempus also helped Kyrgyz professors to 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. Tempus has brought new disciplines, which never existed in Kyrgyzstan before, such as geo‐informatics, agricultural management and renewable energy, safety for railway transportation and courses for strategic management at universities.

Two Examples of Projects from Kyrgyzstan

Title of Project Creation of a National ECTS Office Project Number T045B05‐2005 Year 2006‐2007 Coordinator Université Pierre Mendes France, Grenoble II, France Partners involved and their ‐ Kyrgyz National University, Kyrgyzstan countries of origin ‐ Bishkek Academy of Finance and Economics, Kyrgyzstan ‐ Kyrgyz International University, Kyrgyzstan ‐ Universidad de Alicante, Spain ‐ Katholieke Hogeschool Zuid‐West Vlaanderen, Belgium Grant Size 101 654 Euro Aims of the project The aim of the project was to establish the National ECTS Office under the Ministry of Education and Science of the Kyrgyz Republic and adapt the credit system for higher education institutions in Kyrgyzstan. Impact of the project As a result of implementation of the project: ‐ The National Office for ECTS/Diploma Supplement under the Ministry of Education was established in 2007 to support the further introduction of ECTS and the European Diploma Supplement; ‐ The National ECTS Office prepared a number of concept papers, such as the 'Concept of Higher Education Development' in the Kyrgyz Republic, the 'Education Development Strategy of the Kyrgyz Republic until 2010' and the 'Education Development Strategy of the Kyrgyz Republic for 2010‐2020'; ‐ an ECTS introduction handbook was published, which was disseminated to all universities in the country. It organised a high number of ECTS training courses for university administrations and teachers and monitored the transition process to ECTS; ‐ The National ECTS Office became a vehicle for the introduction of Bologna Process principles in the national higher education system of Kyrgyzstan, which led to a major collaborative success – the adaptation of the 'Decree on the Transfer of Higher Education System of Kyrgyzstan to Two‐cycle Education'. This governmental Decree was adopted in August (No. 496 of 27 August 2011) and on this basis, all universities in Kyrgyzstan transferred to the new system on 1 September 2012; ‐ Later in 2008, experts from the National ECTS Office have been appointed as Higher Education Reform Experts by the Decree of the Minister of Education and Science and they are still working on the higher education agenda in Kyrgyzstan.

Title of Project Creation of National Information Centres on the Bologna process in the Kyrgyz Republic Project Number SCM TO 12 B04‐2004 Year 2004‐2005 Coordinator University of Pisa, Italy Partners involved and their ‐ Ministry of Education of the Kyrgyz Republic countries of origin ‐ University of Ghent, Belgium ‐ International University of Kyrgyzstan ‐ Osh Technological University, Kyrgyzstan ‐ Jalal‐Abad State University, Kyrgyzstan ‐ Kyrgyz National University, Kyrgyzstan ‐ Osh State University, Kyrgyzstan ‐ Kyrgyz State University named after Arabaev, Kyrgyzstan ‐ Kyrgyz State University of Construction, Kyrgyzstan ‐ Transport and Architecture, Issyk‐Kul State University, Kyrgyzstan ‐ Naryn State University, Kyrgyzstan ‐ Bishkek Academy of Finance and Economy, Kyrgyzstan Grant Size 91 640 Euro Aims of the project The aim of the project was to support the attempts of the Kyrgyz Republic to reform their national higher education system, in line with the principles of the Bologna Process, to promote the distribution of knowledge and the application of the Tuning methodology. Impact of the project As a result of implementation of the project: ‐ National Information Centres (NICs) on the Bologna Process were established at 11 higher education institutions in Kyrgyzstan and Bologna Groups were established at those universities. They played a great role in dissemination, awareness raising and explanation of Bologna process principles to HEIs, parents, students and employers and helped smoothen the introduction of innovations such as ECTS, the Diploma Supplement and Bachelor and Master decrees; ‐ Information on the Bologna Process was collected and a web‐site was created (www.bolognakg.net); ‐ The first curricula using the tuning methodology were prepared in Kyrgyzstan. A training course on Tuning was conducted. Pilot syllabi were developed and implemented based on the Tuning methodology; ‐ a new model of the state educational standard (SES) was developed and approved by the Decision of the Kyrgyz Government as well as SES on Bachelor (more than 100 directions) and Masters Programme (about 100 directions); ‐ A pilot self‐evaluation on five curricula was conducted for the first time, based on a Self‐ Evaluation Guidebook of the University of Bologna; – The capacity of more than 100 teaching staff has been built, to develop curricula using the Tuning methodology.

3) Tajikistan

The Tempus programme started in Tajikistan in 2004 and since then, 42 projects have been implemented which have been mainly Joint Projects.

Tajikistan has been embarking on significant changes to its education system since its independence. These changes are necessary since the break‐up of the former Soviet Union. Tajik universities had to operate in a difficult environment, where the development of international contacts was almost impossible. For this reason, Tajikistan was not able to join Tempus at the same time as the other Central Asian countries. Tempus has helped the most advanced universities to re‐establish links with the international academic community and catch up with its neighbours. Tempus has been instrumental in capacity‐building and curriculum modernisation, which are relevant to the country needs, in line with Bologna principles.

The higher education reform process in Tajikistan began a few years ago, with the adoption of a number of legislative acts and State programmes for the development of education. The priority placed on quality assurance and the improvement of higher education management is in line with the introduction of Bologna principles in all higher education institutions. The first introduction of ECTS at Tajik higher education institutions was carried out in the framework of a Tempus project, which was used as a pilot for all Tajik universities. Since then, the Ministry of Education and Science has instructed all universities to introduce the European Credit Transfer System (ECTS) in Tajikistan.

The Tempus projects that have been implemented in Tajikistan have focused mainly on curriculum reform, in particular in the area of engineering, renewable energy technologies and geographic information systems. Tempus projects in Tajikistan have also led to the establishment of international relations offices, the development of quality assurance systems in different disciplines and the design of qualification requirement systems. In the framework of a Tempus project on “Curriculum development in Renewable Energy Technologies in Central Asian universities”, a new Master course in renewable energy technologies was opened, that raised high interest among international agencies and is being used by other donors as a sound basis for the organisation of training among the rural population, on the efficient use of energy resources. This project demonstrated the multiple benefits and the effect of such approaches to economic growth and social progress. With the on‐going land reform process, a Tempus project on the “Development of a New University Programme in Geographic Information Technology” provides training for specialists in the State Land Management Agency, as well as water management and land assessment, agricultural, construction, GPS and satellite images.

Moreover, Tempus has helped Tajik higher education institutions to establish and strengthen the links between enterprises, to ensure the relevance of the project's outputs to the needs of the market. Some of the universities have benefited greatly from the accreditation of their specific programs by the independent EU accreditation agencies, which led to the international recognition of the study courses and opened up opportunities for international cooperation in research and entrepreneurship. The implication of this know‐how at the established labs also helped improve significantly the quality of teaching.

Another important aspect is the improvement of regional cooperation between Central Asian higher education institutions through various education management instruments, such as the establishment of study courses, teaching materials and internet platforms. Tempus supported dialogue on research at institutional level, which helped Tajik higher education institutions to establish education and research partnerships between Central Asian and EU higher education institutions.

Two Examples of Projects from Tajikistan

Title of Project Central Asian Network for Quality Assurance and Accreditation (CANQA)

Project Number SMHES 145688 Year 2008 Coordinator Vrije Universiteit Brussel, Belgium Partners involved and their ‐ Warsaw University of Life Sciences, Poland countries of origin ‐ Axencia para a Calidade do Sistema Universitario de Galicia, Spain ‐ Université Pierre Mendes‐France, Grenoble II, France ‐ Erasmushogeschool, Belgium ‐ Universidad Santiago de Compostela, Spain ‐ NVAO Nederlands Vlaamse Accreditatie Organisatie, Netherlands ‐ University of Eastern Finland ‐ Tajik State University of Commerce, Tajikistan ‐ Khujand State University, Tajikistan ‐ Khorog State University, Tajikistan ‐ Kulob State University, Tajikistan ‐ Ministry of Education of Tajikistan ‐ The Center of Progressive Technologies of Education, Tajikistan ‐ Kyrgyz Economic University, Kyrgyzstan ‐ Kyrgyz National University named after J. Balasagyn, Kyrgyzstan ‐ Naryn State University, Kyrgyzstan ‐ Osh State University, Kyrgyzstan ‐ Issykul State University, Kyrgyzstan ‐ Karaganda Economical University by Kazpotrebsoyuz, Kyrgyzstan ‐ Ednet, Kyrgyzstan ‐ Bishkek Academy of Finance and Economics, Kyrgyzstan ‐ Ministry of Education and Science of Kyrgyzstan ‐ International Business Council, Kyrgyzstan ‐ International University of Kyrgyzstan ‐ AIESEC, Kyrgyzstan ‐ Ministry of Education of Kazakhstan ‐ L.N.Gumilyov Eurasian National University, Kazakhstan ‐ Kazakh National Pedagogical University named after Abai, Kazakhstan ‐ Kazakh National Agrarian University, Kazakhstan ‐ South Kazakhstan Auezov State University, Kazakhstan ‐ Kazakh National University named after Al‐Farabi, Kazakhstan ‐ CAMAN, Kazakhstan

Grant Size 436 470 Euro Aims of the project The aim of the project was to develop and improve criteria, procedures, and conditions for internal and external quality assurance in the countries of Central Asia, based on the experience of European Countries, by setting up accreditation agencies in Kyrgyzstan, Kazakhstan and Tajikistan. Impact of the project As a result of the implementation of the project; ‐ Higher education institutions in the Partner countries set up 'Independent Quality and Accreditation Assurance Centres' and developed quality assurance guidelines and instruments for self‐evaluation; ‐ Experts on internal and external accreditation were jointly selected by EU and Tajik partners and received training in EU institutions; ‐ Several specific educational programs at Tajik higher education institutions were successfully accredited by the independent EU accreditation Agency; ‐ Tajik higher education institutions developed guidelines on the implementation of the internal system of Quality Assurance based on the European experience, together with EU partners; ‐ A number of teaching staff underwent training and skills development courses on an internal and external system of quality assurance.

Title of Project Geo‐informatics: Managing Energy, Resources, Environment Project Number 510978‐TEMPUS‐1‐2010‐1‐AT‐TEMPUS‐JPCR Year 2010 Coordinator Paris‐Lodron Universität Salzburg, Austria Partners involved and ‐ Vrije Universitat Amsterdam, Netherlands their countries of origin ‐ Nyugat‐Magyarorszagi Egyetem, Hungary ‐ European Geography Association for Students and Young Geographers, Netherlands ‐ Tajik Agrarian University, Tajikistan ‐ Tajik State Pedagogical University, Tajikistan ‐ Tajik Agrarian University, Tajikistan ‐ Takij State Pedagogical University named after Sadriddin Ayni, Tajikistan ‐ Ministry of Education, Tajikistan ‐ Ministry of Education and Science, Kazakhstan ‐ Kazakh National University by Al‐Faraby, Kazakhstan ‐ State Enterprise Kyrgyzgilkommunsoyus, Kyrgyzstan ‐ Kyrgyz State University of Construction, Transport and Architecture, Kyrgyzstan ‐ Osh Technological University named after M.M.Adysehv, Kyrgyzstan ‐ Korkyt Ata Kyzylorda State University, Kyrgyzstan ‐ Ministry of Education and Science of the Kyrgyz Republic, Kyrgyzstan ‐ University of Central Asia, Kyrgyzstan ‐ Osh Enterprise of High Voltage Station, Kyrgyzstan ‐ Osh Engine Generating Station, Kyrgyzstan ‐ Ministry of Industry, Power and Fuel Resources, Kyrgyzstan Grant Size 835 023 Euro Aims of the project The main objective of the project was to develop a Master program in ‘Geospatial Management, with a system of training for professionals, based on sound scientific knowledge and practical skills in the fields of pedagogic studies and educational management for all levels of education in the Central Asian countries. Impact of the project As a result of the implementation of the project: ‐ A Master program in Geospatial Management was introduced; ‐ Faculty academic and teaching staff were trained in participating EU and Central Asian HEIs; ‐ The project helped Tajik institutions to develop an interdisciplinary curriculum joining spatial sciences with resource and energy systems management; ‐ Teachers and young professionals were supported in improving their English language skills; ‐ Close cooperation with the resources (energy) industry ensured the applicability of skills and knowledge and the employability of graduates; ‐ The participating Tajik and other Central Asian institutions were encouraged to establish networking through student and academic staff mobility exchange.

4) Turkmenistan

Turkmenistan joined the Tempus Programme in 1997. Since then, Turkmen higher education institutions have participated in 35 projects, the majority of which have focused on curriculum reform. Four new Tempus projects were granted to Turkmenistan in October 2013 under the 6th Call for Proposals.

Tempus has been effective in promoting international academic cooperation between Turkmen and EU universities. It has also supported cooperation with neighbouring countries. The programme has been instrumental in motivating staff and introducing new ways of teaching and learning. Academic staff participating in international mobility programmes has upgraded both their teaching and foreign language skills. The programme is considered an important instrument for motivating university staff and broadening their horizons.

Tempus has achieved a number of concrete results in terms of modernisation of curricula, through the development of new courses and teaching materials. It has also had a significant impact on upgrading information technologies and office and library facilities.

Tempus has provided Turkmen students with the possibility of obtaining a Master degree from the EU and other Partner Country universities.

Tempus has had a significant impact on the modernisation of universities and on capacity‐building. Since 2010, the Bologna principles and standards have been presented to the Turkmen universities through Tempus projects.

According to the new Turkmen 'Law on Education' of 4 May 2013, the higher education system of Turkmenistan introduced a 3‐cycle system. In light of this, Tempus projects aimed at promoting Bologna principles are relevant for the reform and modernisation of the higher education system in Turkmenistan and will have a strong impact on it.

The mobility opportunities for Turkmen teachers and students have provided a wider appreciation of the benefits offered by higher education in Europe and modern teaching tools.

The Tempus Programme is the only international programme in Turkmenistan that is fully involved in the teaching process at different levels.

The Tempus Programme is well‐recognised by Turkmen universities and authorities. Turkmen higher educational institutions have been engaged in Tempus projects for over 15 years and the programme’s principles are still relevant and in great demand in Turkmenistan today.

Two Examples of Projects from Turkmenistan

Title of Project Training for Trainers in English for Specific Purposes Project Number SCM T073A06 Year 2006 Coordinator Heriot‐Watt University, United Kingdom Partners involved and their ‐ Svendborg Handelsskole, Denmark countries of origin ‐ Universidad de Granada, Spain ‐ D. Azadi Turkmen National Institute of World Languages, Turkmenistan

‐ Turkmen Polytechnic Institute, Turkmenistan (in 2012 the Turkmen Polytechnic Institute was abolished. Two new HEIs were established in its place, the International Oil and Gas University and the Turkmen State Institute of Architecture and Construction) ‐ Turkmen State Institute of Transport and Communication, Turkmenistan ‐ Turkmen State Geological Research Institute, Turkmenistan ‐ Tebigy Kuwwat ‐ Social Unit Enterprise, Turkmenistan Grant Size 135 550 Euro Aims of the project The aim of the project was to develop a 'Manual for Language for Special Purposes' (LSP). Training, targeted at the needs of the Oil and Gas Industries, was developed. A set of procedures to be followed by LSP trainers were elaborated, to ensure sound quality. Impact of the project As a result of the implementation of the project: ‐ Partners jointly developed appropriate methodologies and materials in ESP for the gas, oil and renewable energy industries. Appropriate source material was selected and classroom approaches adjusted to the needs of the trainees; ‐ The trained staff of Azadi Institute are now experts in compiling textbooks in English for Special Purposes. In October 2013, they were authorised by the Ministry of Education of Turkmenistan to develop unified syllabi in English for all HEIs of Turkmenistan; ‐ The sharing of expertise between staff of the D. Azadi Turkmen National Institute of Foreign Languages and Heriot‐Watt University was promoted; ‐ Due to its success, a second project was developed to develop English textbooks in Turkmenistan for “Hot Air” and “Deep Waters” purposes and a Dictionary of Aviation was developed and published.

Title of Project Establishment of a Blended Learning‐Based Bachelor in Energy Management in Kazakhstan and Turkmenistan Project Number JP 511347 Year 2010 Coordinator Fachhochschule des Mittelstands, Germany Partners involved and their ‐ Kaunas University of Technology, Lithuania countries of origin ‐ FH Joanneum, Austria ‐ Kreis Lippe, Germany ‐ ASIIN Consulting GmbH, Germany ‐ Ingenieur‐Ökonomische Universität namens M. Dulatow, Kazakhstan ‐ Kasachische Agrotechnische Universität S. Sejfulin, Kazakhstan ‐ Kreis Kostanaj, Kazakhstan ‐ Turkmen State Power‐Engineering Institute, Turkmenistan ‐ Turkmen Polytechnic Institute, Turkmenistan Grant Size 798 271 Euro Aims of the project The aim of this project was to design a BA program in "Energy Management" at partner universities, in cooperation with European universities. The program should be tested and then integrated into the existing study programme for partner universities in Turkmenistan and Kazakhstan. It should have an impact on factories and trigger an efficient use of energy resources. Impact of the project As a result of the implementation of the project: ‐ A speciality on “Energy management” was developed and approved by the Ministry of Education in the Turkmen State Power Engineering Institute in Mary; ‐ E‐training was introduced with online lectures regularly conducted between the two Turkmen Partner Institutes: Architecture Construction Institute in Ashgabat and Power Engineering Institute in Mary. TV representatives also participated in these and they were broadcast on national channels; ‐ Various models of cooperation with different target groups to overcome problems on energy use were presented to Turkmen colleagues, to demonstrate practical concepts of energy management; ‐ The project has promoted sustainable research, energy efficiency, entrepreneurial thinking and action among specialists and executives. It has helped increase the awareness of issues among companies involved in energy management, as well as local authorities.

5) Uzbekistan

The Tempus programme started in Uzbekistan in 1994 and since then, more than 80 projects have been funded.

In Uzbekistan, Tempus has had a considerable impact on the overall internationalisation process of higher education, being the only programme which provided the opportunity for three‐year intensive inter‐university cooperation at international level.

The Tempus programme has been a powerful and useful instrument for the support of educational reforms in the country, in particular since 1997, when the new Law on Education and the National Programme for Personnel Training (NPPT) was introduced. The programme has become even more relevant in recent years, as Tempus projects facilitated the implementation of governmental decisions adopted in 2011 and 2012, on the modernisation of the higher education system in Uzbekistan.

Curriculum development projects have been particularly important because of their direct links with the NPPT and with the introduction of the two‐level higher education system. For many years, a great number of Tempus projects focused on curriculum development with the introduction of new majors, mainly at Master level, in the field of engineering and technology, applied sciences, education, teacher training, social sciences, management and business. The relevance of new programmes to the needs of the local labour market was ensured through the direct involvement of local enterprises from energy, aviation, automotive, food, textile, chemical industries and various profile ministries, Chamber of Commerce and Industry and other non‐academic organisations from key sectors of the national economy.

Several ministries, industries and various governmental and private institutions and organizations have shown a great deal of interest in the graduates trained in Tempus projects, which has been demonstrated by the high demand for students, freshly graduated from new Master programmes such as food safety, water and land resource management and ICT. A large number of training laboratories, established in the framework of Tempus projects, have also served to upgrade the professional skills of specialists from project partner enterprises in Uzbekistan.

The Ministry of Higher and Secondary Specialised Education (MHSSE) has underlined the programme`s impact at national level in Uzbekistan, due to a large number of involved universities (55 universities across the country from all regions) since 1994. The higher education institutions (HEIs) situated in various regions of the country have greatly benefited from Tempus projects and thanks to these, they have established many long term cooperation links with European partner universities, as well as with other Uzbek universities in the country.

The programme has also helped influence the development of quality assurance systems, the introduction and incorporation of Bologna process criteria in education programmes and reform initiatives and certain improvements in university management.

Many projects have demonstrated a number of spin‐off effects going beyond the planned activities and outcomes, thanks to the active role of the Uzbek partners, who have benefited from enhanced

project management skills: for instance, the development of retraining courses for university management staff has led to the introduction of a new Master programme on university management at the Tashkent State Pedagogical University and several elective courses for all faculties.

Four Tempus projects have provided support in strengthening the links between different levels of education, in particular with secondary‐level specialised vocational education. Training centres in Tashkent and Ferghana are providing upgrading and retraining courses for academic staff of professional colleges and academic lyceums and award certificates are recognised by the MHSSE for their trainees.

As a partnership programme, where all the partners have equal opportunities and benefit from all the processes, Tempus is an instrument which builds strong international links. When Tempus project funding is over, relations between Uzbek and European partner universities are sustained through academic exchanges, joint publications, participation in research or other academic projects and scientific collaborations.

Thanks to the Tempus programme, ad‐hoc specific expertise has been provided to Uzbekistan, to support the recent introduction of the three‐cycle system, which has replaced the previous two‐ stage postgraduate education system. Tempus projects and their participants have contributed to facilitating this decision, which was considered a step forwards in aligning with the Bologna Process. For this purpose, two training seminars on EU experience in developing doctoral programmes were organised in Tashkent, in August 2013.

Tempus projects continued to provide support to strengthening cooperation, no only between Central Asian countries but also between Uzbekistan and other Partner Countries. Since 2008, Uzbekistan has become more and more involved in multi‐country projects: for instance, 20 out of the 30 Tempus IV projects are multi‐country projects involving 46 Uzbek higher education institutions and over 150 universities from 10 Partner Countries and 22 EU Member States.

Tempus IV (2007‐2013) is now coming to an end, with 11 newly‐selected projects in the framework of the 6th Call, thanks to the European Commission's decision to complement the regional budget with a bilateral allocation of 5 million EUR in 2013.

Two Examples of Projects from Uzbekistan

Title of Project Expanding Training of Education Managers Project Number SCM T077A06 Year 2007 Coordinator Université Pierre Mendes France Grenoble II, France Partners involved and their ‐ Masaryk University, Czech Republic countries of origin ‐ University of Malaga, Spain ‐ University Libre de Bruxelles, Belgium ‐ Tashkent State Pedagogical University named after Nizami (TSPU), Uzbekistan ‐ “Istedod” foundation, Uzbekistan ‐ Jizzakh State Pedagogical Institute, Uzbekistan ‐ Navoi State Pedagogical Institute (NSPI), Uzbekistan ‐ Nukus State Pedagogical Institute, Uzbekistan ‐ Kokand State Pedagogical Institute, Uzbekistan ‐ Institute of Continuous Training in Education named after Avloni, Uzbekistan 23

Grant Size 139 990 Euro Aims of the project The aim of the project was to create a network of Lifelong Learning Centres for the Tashkent State Pedagogical University named after Nizami and four regional centres (TSUP), for managers of secondary education establishments and to adapt training to their needs. Impact of the project As a result of the implementation of the project: ‐ Retraining courses for management staff of educational establishments were developed; ‐ A new Master programme on “Management in education” was developed at the TSPU; ‐ A new training course on “Management in education” was included in the curricula of all Bachelor programmes in the university; ‐ The capacity of a whole new generation of teachers was strengthened; ‐ The TSPU became a pedagogical centre for all HEIs in the country; ‐The project team contributed to respective government decrees on the further improvement, retraining and professional development of pedagogical staff; ‐ The majority of the project teams are now working in the Head Scientific and Methodological Centre for professional development of academic and administrative staff in higher education under the MHSSE, organising advanced training courses; ‐ Five regional centres and 10 branch offices were established.

Title of Project Teaching Competency and Infrastructure for E‐learning and Retraining Project Number 158918‐2009‐AT‐JPCR Year 2009 Coordinator University of Vienna, Austria Partners involved and their ‐ Technical University of Munich, Germany countries of origin ‐ Urgench State University, Uzbekistan ‐ Al‐Farabi Kazakh National University, Kazakhstan ‐ Yassawi Kazakh Turkish National University, Kazakhstan ‐ Vienna University of Technology, Austria ‐ National University of Uzbekistan named after Mirzo Ulugbek, Uzbekistan ‐ The Open University, UK ‐ Tashkent Chemical Technology Institute, Uzbekistan Grant Size 870 554 Euro Aims of the project The aim of the project was to develop a sustainable e‐Learning infrastructure which matches the specific needs, problems and requirements of Kazakhstan and Uzbekistan by supporting both e‐learning for university education and the retraining of industrial staff. Impact of the project Due to the successful implementation of the project, the following objectives were achieved: ‐ An e‐learning platform was developed (based on a thorough needs analysis). Local young scientists were trained to use and develop the platform. The platform supported multiple languages (EN,UZ,KZ,RU) and allowed for flows of knowledge between partner institutions; ‐ E‐Learning prototypes were implemented, with respect to both course content and e‐ learning platform development, based on the input of European researchers. The project supported a broad mix of e‐Learning paradigms, ranging from online courses with streaming video and video conferencing, all the way to offline media such as DVDs; ‐ Young university staff were trained in platform development, course content development, English language and soft skills; ‐ The consortium engaged with industries and universities to define a roadmap for platform features and course content to be developed.

ANNEXES

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 27 countries in the Western Balkans, Central Asia, Eastern Europe, Northern Africa and the Middle East6.

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. As of 2014, the Erasmus+ Programme will continue to support Tempus like capacity building actions.

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).

6 Tempus partners (2013): 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 Independence).

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.

ANNEX II

Statistics on the Number of Projects in Tempus II (1994‐1999)

STRUCTURAL AND JOINT EUROPEAN COUNTRY COMPLEMENTARY TOTAL PROJECTS MEASURES

Kazakhstan 7 0 7

Kyrgyzstan 3 0 3

Tajikistan ‐‐ ‐‐ ‐‐

Turkmenistan 1 0 1

Uzbekistan 11 0 11

ANNEX III

Statistics on the Number of Projects in Tempus III (2000‐2006)

STRUCTURAL AND JOINT EUROPEAN COUNTRY COMPLEMENTARY TOTAL PROJECTS MEASURES

Kazakhstan 13 9 22

Kyrgyzstan 14 10 24

Tajikistan 8 8 16

Turkmenistan 15 7 22

Uzbekistan 26 14 40

ANNEX IV

Statistics on the Number of Projects in Tempus IV (2008‐2013)

Applications submitted (Number of applications in which the country was involved as partner or coordinator)

TOTAL

Country 2008 2009 2010 2011 2012 2013 (2008‐13)

Kazakhstan 52 38 41 74 72 79 356

Kyrgyzstan 23 36 32 46 50 48 235

Tajikistan 19 24 19 29 32 40 163

Turkmenistan 6 2 5 6 10 13 42

Uzbekistan 35 33 23 33 36 77 237

Total* 65 73 68 96 106 155 563

*Country figures cannot be added, as several countries can be involved in the same project

Selected projects

APP/PAR = Number of selected projects in which the country's institutions were partner or coordinator APP = Number of selected projects in which the country's institutions were coordinator

TOTAL 2008 2009 2010 2011 2012 2013 (2008‐2013) APP/ APP/ APP/ APP/ APP/ APP/ APP/ Country APP APP APP APP APP APP APP PAR PAR PAR PAR PAR PAR PAR

Kazakhstan 10 0 3 0 3 0 9 1 8 0 9 1 42 2

Kyrgyzstan 4 0 3 0 3 0 4 0 7 0 7 0 28 0

Tajikistan 2 0 3 0 3 0 6 0 5 0 7 0 26 0

Turkmenistan 1 0 1 0 3 0 1 0 2 0 4 0 12 0

Uzbekistan 3 0 4 0 3 0 4 0 5 0 11 0 30 0

Total* 12 0 7 0 8 0 13 1 13 0 21 1 74 2 *Country figures cannot be added, as several countries can be involved in the same project

33 Joint Projects and Structural Measures Projects JP = Joint Projects (to develop higher education institutions, e.g. by modernising curricula or governance) SM = Structural Measures (to carry out structural reforms to higher education systems at national level)

2008 2009 2010 2011 2012 2013 Total Country JP SM Total JP SM Total JP SM Total JP SM Total JP SM Total JP SM Total

Kazakhstan 7 3 10 3 0 3 3 0 3 7 2 9 5 3 8 8 1 9 42

Kyrgyzstan 1 3 4 3 0 3 3 0 3 3 1 4 4 3 7 5 2 7 28

Tajikistan 0 2 2 3 0 3 2 1 3 4 2 6 2 3 5 6 1 7 26

Turkmenistan 1 0 1 0 1 1 2 1 3 1 0 1 1 1 2 3 1 4 12

Uzbekistan 1 2 3 3 1 4 3 0 3 3 1 4 3 2 5 9 2 11 30

Total* 9 3 12 5 2 7 6 2 8 9 4 13 10 3 13 17 4 21 74 *Country figures cannot be added, as several countries can be involved in the same project

National Projects and Multi‐Country Projects N = National project MC = Multi‐country project

2008 2009 2010 2011 2012 2013 Total Country N MC Total N MC Total N MC Total N MC Total N MC Total N MC Total

Kazakhstan 0 10 10 0 3 3 0 3 3 1 8 9 1 7 8 0 9 9 42

Kyrgyzstan 0 4 4 0 3 3 0 3 3 0 4 4 1 6 7 0 7 7 28

Tajikistan 0 2 2 1 2 3 0 3 3 1 5 6 0 5 5 1 6 7 26

Turkmenistan 1 0 1 1 0 1 1 2 3 1 0 1 1 1 2 0 4 4 12

Uzbekistan 0 3 3 0 4 4 0 3 3 1 3 4 2 3 5 7 4 11 30

Total* 1 11 12 2 5 7 1 7 8 4 9 13 5 8 13 8 13 21 74 * Country figures cannot be added, as several countries can be involved in the same project

34 ANNEX V

List of Participating Institutions in Tempus IV

(Data retrieved in October 2013)

Participation of Higher Education Institutions in Kazakhstan Tempus IV projects (2008-2013)

Number of projects As grant As Higher Education Institution City Total holder partner Al-Farabi Kazakh National University Almaty 0 13 13

L.N. Gumilyov Eurasian National University Astana 0 9 9

Karaganda State Technical University Karaganda 0 6 6 Karaganda State University named after Academician Karaganda 0 6 6 E.A.Buketov Kazakh National Technical University named after K.I. Almaty 0 6 6 Satpaev Kokshetau State University named after Sh. Ualikhanov Kokshetau 0 6 6 South Kazakhstan State University named after Shymkent 0 6 6 M.O.Auezov Akhmet Baitursynov Kostanay State University Kostanay 0 5 5

East- Kazakhstan State Technical University D. Serikbayev Ust-Kamenogorsk 0 5 5

Kyzylorda State University named after Korkyt Ata Kyzylorda 0 5 5

S.Seifullin Kazakh Agro Technical University Astana 0 5 5 Kazakh Academy of Transport and Communications Almaty 0 4 4 named after M. Tynyshpaev Kazakh Economic University named after Turar Ryskulov Almaty 1 3 4

Karaganda State Medical University Karaganda 0 3 3 Kazakh Leading Academy of Architecture and Civil Almaty 0 3 3 Engineering Kazakh National Agrarian University Almaty 0 3 3

Kazakh National Pedagogical University named after Abay Almaty 0 3 3

Pavlodar State University named after S. Toraighyrov Pavlodar 0 3 3 West-Kazakhstan Agrarian-Technical University named Uralsk 0 3 3 after Zhangir Khan Almaty University of Power Engineering and Almaty 0 2 2 Telecommunications Caspian State University of Technologies and Engineering Aktau 0 2 2 named after Yesenov Innovative University of Eurasia Pavlodar 0 2 2

Karaganda Economical University of Kazpotrebsoyuz Karaganda 0 2 2 Kazakh Ablai Khan University of International Relations Almaty 0 2 2 and World Languages Kazakh-Turkish International University named after Turkestan 0 2 2 Kh.A.Yassawi KIMEP University Almaty 0 2 2

Kostanay Engineering Economical University M.Dulatov Kostanay 0 2 2

Aktobe State University named after K.Zhubanov Aktobe 0 1 1

37 Almaty Technological University Almaty 0 1 1 Arkalyk State Pedagogical Institute named after Arkalyk 0 1 1 I.Altynsarin Astana Medical University Astana 0 1 1

Atyrau Institute of Oil and Gas Atyrau 0 1 1 East-Kazakhstan State University named after S. Ust-Kamenogorsk 0 1 1 Amanzholov Humanitarian-Technical Academy Kokshetau 0 1 1

International University of Information Technologies Almaty 0 1 1

Karaganda State Industrial University Temirtau 0 1 1

Kazakh Financial-Economic Academy Semey 0 1 1 Kazakh National Medical University named after Almaty 0 1 1 S.D.Asfendiyarov Kazakh-British Technical University Almaty 0 1 1

Kazakh-Russian University Astana 0 1 1 Kostanay Social-Technical University named after Kostanay 0 1 1 Zulkharnai Aldamzhar Rudny Industrial Institute Rudniy 0 1 1

Semey State Pedagogical Institute Semey 0 1 1

Taraz Innovative-Humanitarian University Taraz 0 1 1

University of International Business Almaty 0 1 1 West-Kazakhstan State University named after M. Uralsk 0 1 1 Utemisov Total number of participations* 1 132 133

Total number of projects in which organisations from the country are 42 involved Total number of Higher Education institutions involved in Tempus 46 projects

* 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.

38 Participation of Higher Education Institutions in Tempus IV Kyrgyzstan projects (2008-2013)

Number of projects As As Higher Education Institution City Total grantholder partner Issyk-Kul State University n.a. K.Tynystanov Karakol 0 11 11

Kyrgyz National University n.a. J.Balasagyn Bishkek 0 10 10

Kyrgyz State Technical University n.a. I.Razzakov Bishkek 0 10 10

Naryn State University Naryn 0 7 7

Osh Technological University n.a. M.Adyshev Osh 0 7 7

International University of Kyrgyzstan Bishkek 0 6 6

Talas State University Talas 0 6 6

Bishkek Academy of Finance and Economics Bishkek 0 5 5 Kyrgyz State University of Construction, Transport and Architecture Bishkek 0 5 5 n.a. N.Isanov (KSUCTA) Kyrgyz National Agrarian University n.a. K. Skryabin Bishkek 0 4 4

Kyrgyz Economic University - named after M. Ryskulbekov Bishkek 0 3 3

Kyrgyz-Russian Slavonic University n.a. B.N. Yeltsin Bishkek 0 3 3

Osh State University Osh 0 3 3 Academy of Management under the President of the Kyrgyz Bishkek 0 2 2 Republic Kyrgyz State University n.a. I.Arabaev Bishkek 0 2 2

Jalalabad State University Jalalabad 0 1 1

Jalalabad University of Economics and Entrepreneurship Jalalabad 0 1 1

Kyrgyz State Law Academy Bishkek 0 1 1

Kyrgyz State Medical Academy n.a I.Akhunbaev Bishkek 0 1 1

Kyrgyzstan-Turkey Manas University Bishkek 0 1 1

University of Central Asia Naryn 0 1 1

Total number of participations* 0 90 90

Total number of projects in which organisations from the country are 28 involved Total number of Higher Education institutions involved in Tempus 21 projects

39 Participation of Higher Education Institutions in Tajikistan Tempus IV projects (2008-2013)

Number of projects As As Higher Education Institution City Total grantholder partner Dushanbe - Tajik Technical University 0 12 12 Khujand Khujand State University Khujand - Sugd 0 10 10 Dushanbe - Technological University of Tajikistan 0 10 10 Kulob Tajik State University of Commerce Dushanbe 0 7 7

Khorog State University Khorog 0 6 6

Kulob State University Kulob 0 6 6

Tajik Agrarian University Dushanbe 0 6 6

Tajik State Pedagogical University Dushanbe 0 5 5

Tajik State Medical University Dushanbe 0 4 4

Tajik Institute of Entrepreneurship and Services Dushanbe 0 3 3

Russian-Tajik Slavonic University Dushanbe 0 2 2

Tajik National University Dushanbe 0 2 2

Tajik State University of Law, Business and Politics Khujand 0 2 2

Academy of Pedagogical Science Dushanbe 0 1 1 Branch of Lomonosov Moscow State University in Dushanbe 0 1 1 Dushanbe Finance and Economics Institute of Tajikistan Dushanbe 0 1 1 Institute of Economy and Trade of Tajik State University Khujand 0 1 1 of Commerce Khujand Polytechnical Institute of Tajik Technical Khujand 0 1 1 University Kurgonteppa State University Kurgonteppa 0 1 1

Mining-metallurgical Institute of Tajikistan Chkalovsk 0 1 1

Tajik Institute of Languages Dushanbe 0 1 1 Tajik Scientific Research Institute for Preventive Dushanbe 0 1 1 Medicine Total number of participations* 0 84 84

Total number of projects in which organisations from the country are 26 involved Total number of Higher Education institutions involved in Tempus 22 projects

40 Participation of Higher Education Institutions in Tempus Turkmenistan IV projects (2008-2013)

Number of projects As As Higher Education Institution City Total grantholder partner Turkmen State Institute of Transport and Communication Ashgabad 0 5 5

Turkmen State Architecture and Construction Institute Ashgabad 0 4 4

Turkmen State Institute of Economics and Management Ashgabad 0 4 4

D. Azadi Turkmen National Institute of World Languages Ashgabad 0 3 3

S.A. Niyazov Turkmen State Agricultural University Ashgabad 0 3 3

S.Seydi Turkmen State Pedagogical Institute Turkmenabad 0 3 3

International Turkmen Turkish University Ashgabad 0 2 2

Turkmen State Institute of Culture Ashgabad 0 2 2

Turkmen State Medical University Ashgabad 0 2 2

Turkmen State Power Engineering Institute Mary 0 2 2

International Oil and Gas University Ashgabad 0 1 1

Magtymguly Turkmen State University Ashgabad 0 1 1

Total number of participations* 0 32 32

Total number of projects in which organisations from the country are 12 involved Total number of Higher Education institutions involved in Tempus 12 projects

41 Participation of Higher Education Institutions in Uzbekistan Tempus IV projects (2008-2013)

Number of projects As As Higher Education Institution City Total grantholder partner Bukhara State University Bukhara 0 9 9

Karakalpak State University Nukus 0 6 6 National University of Uzbekistan named after Mirzo Tashkent 0 5 5 Ulugbek Samarkand Agricultural Institute Samarkand 0 5 5

Tashkent State Technical University Tashkent 0 5 5 Bukhara Engineering-Technical Institute of High Bukhara 0 4 4 Technologies Ferghana Polytechnic Institute Ferghana 0 4 4

Karshi Engineering-Economic Institute Karshi 0 4 4

Tashkent Automotive Road Institute Tashkent 0 4 4

Tashkent University of Information Technologies Tashkent 0 4 4

Urgench State University Urgench 0 4 4

Andijan Agricultural Institute Andijan 0 3 3

Samarkand Institute of Economics and Service Samarkand 0 3 3

Samarkand State Institute of Foreign Languages Samarkand 0 3 3

Samarkand State University Samarkand 0 3 3

Tashkent Institute of Irrigation and Melioration Tashkent 0 3 3 Tashkent, Tashkent State Agrarian University 0 3 3 Nukus Andijan Machine-Building Institute Andijan 0 2 2

Andijan State University Andijan 0 2 2

Jizzakh Polytechnic Institute Jizzakh 0 2 2

Karshi State University Karshi 0 2 2

Navoi State Mining Institute Navoi 0 2 2

Samarkand Institute of Architecture and Building Samarkand 0 2 2

State Institute of Arts and Culture of Uzbekistan Tashkent 0 2 2

Tashkent branch of Turin Polytechnic University Tashkent 0 2 2

Tashkent Chemical-Technological Institute Tashkent 0 2 2

Tashkent State University of Economics Tashkent 0 2 2

Termez State University Termez 0 2 2

42 University of World Economy and Diplomacy Tashkent 0 2 2

Andijan State Medical institute Andijan 0 1 1

Bukhara State Medical Institute Bukhara 0 1 1

Ferghana State University Ferghana 0 1 1

Jizzakh State Pedagogical Institute Jizzakh 0 1 1

Kokand State Pedagogical Institute Kokand 0 1 1

Namangan Engineering Pedagogical Institute Namangan 0 1 1

Namangan Institute of Engineering and Technology Namangan 0 1 1

Namangan State University Namangan 0 1 1

Navoi State Pedagogical Institute Navoi 0 1 1

Nukus State Pedagogical Institute Nukus 0 1 1

Samarkand State Medical Institute Samarkand 0 1 1

Tashkent Financial Institute Tashkent 0 1 1

Tashkent Institute of Architecture and Builiding Tashkent 0 1 1

Tashkent Institute of Textile and Light Industry Tashkent 0 1 1

Tashkent Medical Academy Tashkent 0 1 1

Tashkent Pediatric Medical Institute Tashkent 0 1 1

Tashkent State Pedagogical University Tashkent 0 1 1

Uzbek State University of World Languages Tashkent 0 1 1

Westminster International University in Tashkent Tashkent 0 1 1

Total number of participations* 0 115 115

Total number of projects in which organisations from the country 30 are involved Total number of Higher Education institutions involved in Tempus 48 projects

ANNEX VI

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. Education, Audiovisual and Culture Executive Agency. 'The main achievements of the Tempus Programme in the Southern Mediterranean 2002‐2013', A Tempus Study, No 15, June 2013, EACEA, Brussels. Education, Audiovisual and Culture Executive Agency, 'The Main Achievements of the Tempus Programme in Eastern Europe, A Tempus Study, No 16, July 2013, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency, 'Regional Seminars on Human Resource Management in Public Higher Education in the Tempus Partner Countries, 2012 – 2013: Conclusions', A Tempus Study, No 17, November 2013, EACEA, Brussels.

Education, Audiovisual and Culture Executive Agency, 'The Main Achievements of the Tempus Programme in the Western Balkans, A Tempus Study, No 18, November 2013, EACEA, Brussels.

These documents are available on the Tempus website: http://eacea.ec.europa.eu/tempus

ANNEX VII

Tempus Events Organised in Central Asia

20‐21 September, 2010: 'Tempus Regional Seminar on University Governance in Central Asia', Almaty, Kazakhstan

7‐8 July, 2011: 'Bologna Seminar on Modernising of Curricula', Almaty, Kazakhstan

8‐9 October, 2012: 'Tempus Regional Seminar on the Management of Human Resources in Public Higher Education in Central Asia', Tashkent, Uzbekistan

23‐24 September, 2013: 'Tempus Higher Education Reform Expert's Seminar on 'Diversification of Funding, Autonomy and Strategic Planning at Universities', Bishkek, Kyrgyzstan

15‐16 May, 2014: 'Central Asia Information Day on the Erasmus+ Programme', Tashkent, Uzbekistan

In addition, it is worth noting that every year Information‐Days to promote the Tempus Programme were organised in each Partner Country.

AUTHORS

Róisín Mc Cabe

Philippe Ruffio

Chiara Tiberi

EDUCATION, AUDIOVISUAL AND CULTURE EXECUTIVE AGENCY

Unit A4 – Erasmus+: Higher Education – International Capacity Building

Avenue du Bourget, 1

B-1049 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.