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Project Title:                    Assistance to the Ministry of Civil Affairs to improve capacity to
                                  undertake European Integration tasks at EHEA and cooperation with
                                  the BiH Rectors Conference
Project Number:                   BA
Twinning Light No.                BA06 IB OT 04 TL
Funding Programme:                CARDS National Programme 2006
Beneficiary:                      Ministry of Civil Affairs and Rectors Conference of BiH
Supervising Authority:            Directorate for European Integration of BiH
Maximum Budget:                   200,000EUR

                                 CARDS TWINNING LIGHT PROJECT FICHE


1.1.    Relevant Country Background

The Constitution of Bosnia and Herzegovina (BiH) is an integral part of the Dayton Peace agreement and has
created a very specific federal State comprising of two Entities, the Federation of Bosnia and Herzegovina
(FBiH) and the Republika Srpska (RS). Under this constitution BiH is a sovereign state with a decentralised
political and administrative structure. The area of Brcko, which remained contested after the Dayton
agreement, was settled through international arbitration, and the Brcko District (BD) was established in March
2000, with powers largely similar to these of the Entities. The State of BiH is the central authority but has only
limited and specific powers whereas the two Entities and the Brcko District are politically, administratively and
legally largely fiscally autonomous.

At the BiH level, the Ministry of Civil Affairs (MoCA) is the only public administration with responsibilities with
respect to education. The legal basis for MoCA is provided by the BiH Law on Ministries (March 2003) and
the Law on Council of Ministers (December 2002) authorising MoCA to represent BiH at international level, to
establish the basic principles for co-ordination and to co-ordinate plans of entities and other governmental

The entities are responsible for all aspects of education policy and administration. Within the FBiH, this
responsibility is further divided among 10 cantons. Thus the overall education sector consists of 12 distinct
systems (one in RS; 10 in FBiH; and one in the Brcko District) which are loosely coordinated by the MoCA.

The Sector for Education is undertaking the following remits: bilateral agreements for supplementary
education and development of curricula for supplementary education in other countries, supervision and
implementation of Framework Law on Primary and Secondary education, drafting laws and general
documents, coordination of activities between Ministries of Education, harmonisation of plans and defining a
strategy at the international level in the field of science and education.

Higher education has the potential to play a significant role in supporting economic regeneration in Bosnia
and Herzegovina while, at the same time, enhancing an understanding and practice of democracy. Rather
than simply extending the system that existed prior to the war, deep-rooted changes in higher education are
needed to ensure democratic development in both higher education institutions and within BiH society itself,
reforms that should, at the same time, improve the economic well-being of the country.

BiH joined the Bologna process in 2003. Since than, the Universities in BIH are undergoing the process of
reform but there is no body authorised for harmonisation of the process and moreover, the summarised
outcome of the reforms at the state level are rather modest. On a broader, European level, higher education
reforms are essential if BiH is to realise its commitments to the Bologna Process, leading to the establishment
of the European Higher Education Area by 2010. The report presented at the Bergen 2005 Ministerial
Conference on progress in implementing the goals of the Bologna Process in BiH was disappointing,
indicating that in spite of some positive developments, BiH is behind most of its European counterparts in


changing the shape of its higher education system. In fact, BiH was one of only three countries whose overall
score was in the second-lowest category; none scored in the lowest. Accelerating higher education reforms in
BiH is therefore crucial in this context in order for BiH universities to compete at a European and international
level. Failure to do so could have serious consequences in terms of the interaction between BiH higher
education staff and students and the European and international academic community.

The process of higher education reform in BiH is taking place on three fronts. Firstly a new legislative
framework, looking towards the European Higher Education Area (EHEA) needs to be established. In spite of
efforts to fulfil the BiH post-accession commitments to Council of Europe a framework law has still not been
adopted. Secondly, reforming the financing of higher education is essential, as current mechanisms are
inefficient, lack transparency and provide opportunities for unacceptable discrimination. There is commitment
of the World Bank dependent upon the adoption of a progressive framework law to address this question.
The third pillar of reform is being undertaken within universities themselves and joint CoE and EC projects are
assisting the universities and the Ministries of education to develop efficient system of quality assurance,
undertake initial steps towards development of the National Qualifications Framework. The project is also
assisting in development of the National Plan for Diploma Recognition. Even though the BiH ratified the
Lisbon Convention in 2003 the Centre for information, recognition of qualifications in higher education
developed in line with Bologna declaration has not been established yet.

The education system itself is characterised by its rigid structure, curricula not harmonised with ENQA
standards and European practices, still poorly equipped schools and universities, lack of pathways to link
different levels of education and very limited practise of adult education, weak links between
schools/universities and local community and social partners, as well as a lack of a coherent vision for adult
education and training.
On a more positive note, it has to be stressed that a lot of efforts have been put forth to overcome the above
shortcomings and to reform the education system in BiH in the post-war period. The driving force behind the
reform, however, has usually been the international community.
A key document for modernisation is the Education Reform Agenda “A message to the people of Bosnia
and Herzegovina” which was agreed upon between the authorities of BiH and the international community on
21 November 2002. The agenda is a comprehensive document, developed by local stakeholders with the
support of the IC, listing goals for education reform and focusing on actions needed to realise these goals.
Complementary to this document is the World Bank sectoral study on education under the Mid Term
Development Strategy which defines priorities for reform of education sector while taking into account
European and International Trends.
Attempts to streamline the public administration, improve its capacity and rationalise spending have resulted
in the adoption of the “Public Administration Reform pledges” for all levels of Government. The BiH and the
entity level governments adopted these pledges on 28 March 2003 during the Peace Implementation
Council Steering Board. As part of this process, extensive functional reviews were conducted at all levels of
Government. The functional reviews comprise a system review of cross-cutting issues (i.e. public
employment, public finances, administrative procedures, legislative drafting, institutional communication and
IT networking) and sectoral reviews in the areas of (i) health; (ii) education, (iii) refugee return; (iv) economy;
(v) agriculture; (vi) environment; (vii) police; and (viii) justice.

The final findings of the Functional Review of the Education Sector in BIH include recommendations for more
efficient public administration reform. Coordinating role of the Ministry of Civil affairs at the level of higher
education should be performed in close cooperation with permanent Rectors' Conference. This assumes
both inter- entity and inter- sector cooperation. Inefficient cooperation of all relevant stakeholders and
between the Ministry and the Rectors' Conference resulted with lack of comprehensive information about
reforms in higher education field, lack of comprehensive data and lack of harmonization of action undertaken
in BIH universities. Due to that, the Ministry of Civil Affairs, representing BIH at international level, can not
define strategies in this field and fulfil its international obligations. There are no official bodies, such as
Bologna follow up group, obliged to continuously follow implementation of Bologna process in BIH, even
though there is such working group functioning as a non formal body.

In 2005 Directorate for European Integration in BIH developed a document the European Partnership for BIH.
Implementation of an Action Plan developed in this particular document is one of medium- term priorities for


CoM in particular to strengthen sectoral capacity of public administration in education sector at all levels by
the end of 2007.

1.2     Rectors' Conference Current state of affairs

The Rector's Conference of Bosnia and Herzegovina (RCBiH) was created in 2005 through transformation of
the Higher Education Coordination Board (HECB) founded in 1999, by a joint decision of RS and FBiH
Governments. The establishment was initiated and supported by the CoE and UNESCO. The main goal of the
HECB was to support and upgrade development of higher education through coordination and establishment
of connection between different segments of higher education in BiH, in order to ensure comparable
standards and procedures with those of other European countries. This goal was achieved by the HECB
above all as a professional counselling body for everybody responsible for the higher education in BiH.

The HECB membership was consisted of the rectors of BiH universities together with a representative of both
Entity Ministries of Education. The main form of the work of the HECB was meetings, attended, beside the
members of the HECB, also by the representatives of local and international institutions from the field of
education, together with a representative of the BiH Ministry of Civil Affairs. The meetings took place once a
month, each time at the other university (according to the principles of rotation), and the Rector of that
University was a chairman of the HECB for the month. The HECB employed a General Secretary, who was its
member, but without the right to vote.

Operational expenses of the HECB were financed from the Entity budgets (66,6% from Federal budget and
33% from RS). The other expenses were covered by the World Bank Project for the development of
education as well as the European Commission.

The evaluation of the HECB was undertaken within the frameworks of the project entitled 'Modernization of
Managerial and Steering Capacities of Universities in BiH'. It was done by Prof. M.J.Frazer (former Vice-
Rector of East Anglia University and Executive Director of United Kingdom Higher Education Quality Council)
and Dr. N. Ischi (General Secretary of Swiss University Conference). The results were published in May 2004
in the Final Report “Evaluation of the Higher Education Coordination Board (HECB) in Bosnia and
Herzegovina“. Its transformation into the Rector's Conference of Bosnia and Herzegovina was based on this
document. Three possible varieties of the legal status of RCBiH were given. A change of the election
procedure and mandate of the president/presidency RCBiH was suggested.

Some subcommittees that could be established within the frameworks of RCBiH were also listed, but without
any concrete analyses or suggestions.

The issue of financing of RCBiH was treated separately in the Final Report. Two solutions were offered. The
first one imposes membership fees from each university. According to the second option RCBiH would be
financed by Bosnian entities in the same ratio as the HECB.

The Founding Assembly gathered in Sarajevo on 08/02/2005. The HECB was transformed into RCBiH and
the Statute of RCBiH was adopted. According to this Statute, RCBiH has a status of a legal body after its
registration in the Register of Associations led by the Bosnia and Herzegovina Ministry of Justice. The Statute
explicitly defines the aims and objectives of RCBiH. The decisions in all the organs of RCBiH are made by the
consensus of all the members. The members of RCBiH are public universities in BiH, and RCBiH is open for
new members, providing that they are accredited universities with a seat in Bosnia and Herzegovina.

Current members of RCBiH are the following:
        1. University of Banja Luka, Banja Luka, Bulevar Petra Bojovića 1A,
        2. University of Bihać, Bihać, Kulina bana 2/II,
        3. University «Džemal Bijedić» of Mostar, Mostar, Midhata Hujdura Hujde bb,
        4. University of East Sarajevo, East Sarajevo, Vuka Karadžića 1,
        5. University of Mostar, Mostar, Trg hrvatskih velikana 1,
        6. University of Sarajevo, Sarajevo, Obala Kulina bana 7/II
        7. University of Tuzla, Tuzla, Muharema Fizovića 6/II,
        8. University of Zenica, Zenica, Fakultetska 3.


The main organs of RCBiH are: the Assembly, Secretariat and President.

The Assembly of RKCBiH is consisted of the rectors of member universities. The assembly of RCBiH has
regular meetings every month, four times a year at least. The representatives of local and international
institutions dealing with higher education can also be present, but without the right to vote. The President of
the RCBiH is one of the Rectors, with a one-year mandate. The Chairman is selected in accordance with the
sequence in which Universities were established.

The responsibilities of the President of RCBIH are as follows:
   - Represents and promotes RCBiH
   - Presides over the Assembly of RCBiH, organizes, convenes and chairs the Assembly sessions
   - Signs all the acts passed by RCBiH
   - With assistance of the Secretariat prepares the proposals of the acts, decisions, reports, information,
       analysis etc. that are within the responsibility of RCBiH
   - With assistance of the Secretariat, implements the decisions of RCBiH, monitors their implementation
       and informs RCBiH accordingly
   - Takes care of the property of RCBiH
   - Submits the Annual Report to the RCBiH Assembly during the mandate transfer to the new President.

The President of RCBiH reports to the RCBiH assembly.
Secretariat is an executive, professional and administrative body of RCBiH. The responsibilities of the
Secretariat are defined in the Statute:
    - Implementation of the Assembly of RCBiH conclusions
    - Administrative questions, communication and correspondence
    - Public relations
    - Financial and especially accounting issues
    - Preparation of project applications
    - Project implementation after the approval by the RCBiH Assembly
    - Preparations of materials – reports, analysis, information for the RCBiH Assembly sessions
    - Maintenance of the RCBiH website, publishing of bulletins and other publications
    - Legality of the work of RCBiH
    - Other issues as ordered by the President and RCBiH Assembly.
Secretary General manages the work of the Secretariat. He is appointed by the RCBiH Assembly. Secretary
General performs professional and administrative jobs for RCBiH, and especially prepares meetings, minutes
and the implementation of conclusions, as well as the collaboration with ministries and other bodies.

The Statute of RCBiH gives very broad responsibilities to the RCBiH Secretariat, but not the way in which it is
organized, nor its personnel structure which is needed for the implementation of these activities. The election
procedure of General Secretary was also not defined, although his responsibilities are extensive in his
capacity of the Head of the Secretariat.

The Final Report “Evaluation of the Higher Education Coordination Board (HECB) in Bosnia and
Herzegovina" is available on the web page of the Council of Europe Office in BiH :

Linked activities

1.3     Related Programmes and Other Donor Activities

1.3.1 EU Assistance (refer to
The EC has provided some 24.2 MEURO for the Education Sector in the following areas:

Support to Higher Education
– EU provided € 0.5 MEuro under CARDS 2001 for support to improvement of university governance and
management in period 2003-2005. The project conducted Institutional Reviews of 7 BIH Universities,
conducted a review of the HECB and supported establishment of Rectors Conference, drafted a prototype
Statute for integrated University and provided training for university leaders and managers.


- Second joint CoE and EC project under CARDS 2004 –Budget 360 000Euro (started in December 2005 and
will last until September 2007) is implementing following activities: first component of the project aims to
address the considerable problems of recognition of qualifications, both within and outside BiH. It will build
upon the extensive work carried out within the context of the first joint EC-CoE Higher Education project that
included training of the future BiH ENIC staff as well as study visits to other ENICs. It should support
establishment of a National Information Centre (ENIC) for BiH, in line with BiH’s ratification of the Lisbon
Recognition Convention. Second component is going to develop a roadmap (model) for internal and external
quality assurance, including guidelines on how to assess learning outcomes. Third component is focused on
the development of a national framework for qualifications in higher education. Such a framework will
describe the qualifications that make up an education system, with an emphasis on what holders of
qualifications know and can do with a given qualification (learning outcomes).

Pre-Tempus and Tempus programme

The programme is supporting process of reform of BIH Universities, regional cooperation between the
Western Balkan countries, university management, inter-entity interaction, restructuring of educational
institutions, and development of regional policy. It is supporting development of higher education in the
country on par with European standards and signing of the Bologna Declaration.
The Tempus programme provides support for Joint European Projects (JEP’s) on curriculum development,
university management, institution building or networking awards as well as individual mobility grants (IMG’s)
awarded to professors, lecturers, and ministry officials to finance short term travel abroad related to reform

EC Tempus programme- -more than 20 MEuro was allocated for BIH in period 1995 up to now.

1.3.2   Other Donor Activities

The World Bank involvement in education sector in BiH
Since 1996, the World Bank supported two Education projects in BiH and is preparing implementation of the
third one. First two projects were: 1) the Emergency Education Project (20 million $) aimed at improving
primary education access and quality by reconstructing and furnishing of war-damaged primary schools
throughout BiH. Eighty schools benefited from this project; and 2) The Education Development Project
focused on priorities given in the World Bank’s Country Assistance Strategy (CAS) for Bosnia and
Herzegovina building social sustainability in BiH, and its central focus was on governance reform and
institution building. The project also gave a high priority to promoting social cohesion through education.
The Education Restructuring Project will start with implementation in autumn 2006. It will aim to increase
participation in secondary education and access to tertiary education, particularly among the poor, and
improve the relevance of public secondary and tertiary education programmes in BiH to meet the skills and
knowledge demands of the labour market and the knowledge economy, also with a focus on the relevance of
programmes in which the poor are more represented.

Council of Europe
The Council of Europe has been closely involved in higher education reform in BiH and has intensified its
efforts with the accession of BiH to the CoE in April 2002 through its Framework Programme of Co-operation
2002-2004. The CoE co-founded the establishment of the Higher Education Co-Ordination Board (HECB) and
has a leading role in process of drafting and enacting laws within the education sector. In period summer
2003 – 2005 CoE was implementing the above mentioned joint EC/CoE project in higher education financed
by EC and co-financed the second joint project –described under the EC assistance in BIH.

Austrian Support programme to the Education Sector in BiH
The Government of Austria has supported the education sector through bilateral projects giving priority to
higher education and student’s involvement in education. In addition, various projects supporting primary and
secondary education were financed by Austria. Currently the Austrian Government is investing 1 Mio EUR in
grant funding p.a. in reform of universities via WUS Austria and in reform of Vocational education, some
200.000 EUR in form of grants to vocational schools via Kulturkontakt Austria. To strengthen the role of
MOCA in Higher Education in BiH a grant was given to MOCA in order to hire additional staff and support BiH
institutions in higher education (Rectors Conference some 25000Euro )



2.1. Beneficiary

The BiH partner of the project is the Rectors Conference of BiH and the direct counterparts are:

       Esma Hadzagic, Assistant Minister of Education Ministry of Civil Affairs
        Tel: + 387 33 713 955 Fax: +387 33 713 956 E-mail:
       Prof. Dr Stanko Stanić, President RCBiH [Beneficiary's Project Leader]
        Tel: + 387 51 312 112 Fax: + 387 51 315 694      E-mail:

2.2. Global and specific objectives

Overall objective of the project is to increase of BIH participation in European Higher Education Area and
accelerate process of reform of higher education in line with Bologna Declaration.

Specific objectives are:
   1. to strengthen capacity of Sector for Education in Ministry of Civil Affairs for participation in EU
        integration process in area of higher education
   2. to strengthen capacity of the Rectors Conference of BIH in relation to its generic role to deal with
        academic issues and contribute to inter-university and inter-sectoral cooperation in area of higher
   3. to establish continuous cooperation between Rectors Conference of BIH and Rectors Conference of
        the twinning partner country

2.3. Requested services are

    i). Situational and Gap Analyses

    -   Undertake analyses and draft recommendations for improvement of the statutory, institutional and
        functional framework of the Sector for Education,

    -   Undertake analyses and draft recommendations for improvement of the statutory, institutional and
        functional framework of the Rectors' Conference ,

    -   Undertake analyses and draft recommendations for effective and sustainable financing of Rectors

    -   Undertake analyses of the Sector for Education, Rectors Conference and Rector's offices in 8 public
        universities their existing internal organization of work, obligations and responsibilities with regard to
        their generic roles

    -   Undertake analysis of the secretariat of the Rectors Conference and draft recommendations for its
        effective work

    -   Undertake analyses of the Sector for Education and Rectors Conference existing capacities and
        abilities to deliver policy development, implementation, information provision, consultative processes
        and procedures in the context of the European integration process.

    -   Assist Rectors Conference to draft strategic documents for its further development, to increase its
        participation in EHEA and enhance its links with EUA, and define student’s participation in work of
        Rectors Conference Assembly.


   ii). Training

       Undertake a training needs analyses of all involved partners
       Provide recommendations for training programmes for the staff in the Sector for Education,
        secretariat of the Rector's Conference and/or Rectors offices in all 8 public BIH universities
       Deliver specific and tailored training for systemic capacity building needs
       Deliver specific and tailored training on issues related to EU Integration, effective cooperation and
        coordination between the staff in the Sector for Education and the Rector's Conference as well as
        with entity and cantonal ministries of education and other partners relevant for inter-sectoral
        cooperation (labour and employment, economy etc.)

   iii). Study Visit and Cooperation with Rectors Conference

   -    Organise and undertake study visit to provide comparative understanding of the subject area in other
   -    Organise meetings between Rectors Conference of BIH and Rectors Conference of the partner
        country in order to exchange experiences and plans

   iv). Information and Communications - undertake analyses and provide:

       Recommendations for awareness raising of general public and students about Bologna process and
        Lisbon Convention and develop Communication strategy for Rectors Conference
       Recommendations for data and information gathering and dissemination responsibilities of relevant
        partners (Sector of Education of MoCA, Rectors Conference and entity and cantonal Ministries) and
        report to international community
       Assist Rector’s Conference to establish and maintain its data base and web site

2.4. Expected results

   The following results are expected:

   1. Situational and Gap analyses report produced

   2. Report on Recommendations produced covering:

   a) Clearly defined role of Rectors Conference of Bosnia and Herzegovina;

   b) Clearly defined Structure and functions of the Sector for Education and Rectors Conference and their
   relations with other institutions;

   c) Detailed job descriptions and responsibility distribution to perform the recommended functions in
   Rectors Offices in universities;

   d) Detailed recommendations to Rectors Conference for establishment of sub- comities relevant for
   reform of higher education system in BIH, efficient implementation of Bologna Declaration and inter-
   sectoral cooperation

   e) Recommendations for further strengthening of the functions in all relevant institutions particularly with
   regard to efficient implementation of Bologna process in BIH including recommendations for prospective
   reporting procedures vis-à-vis EU reporting requirements;

   f) Design the system of collecting reporting, dissemination and exchange of information and data,
   between relevant institutions in the area of higher education in BiH, and determine the terms of
   references for the cooperation between the Sector and Rectors Conference as well as with the entities
   and cantons, and outside bodies relevant for inter-sectoral cooperation

   3.     Training Delivered


   The staff in all relevant institutions trained in the required skills and competences so as to lead, manage
   and delegate the next phases of development to institutions

   -    Study visit completed

   Cooperation between BIH Rectors Conference and Rectors Conference of twinning partner country

   Final report focusing on comparative analyses and experience, lessons learned and conclusions to be


   The project will be carried out with the help of CARDS “Twinning Light” arrangement, and as such the
   experts should meet the formal conditions as set out in the Twinning Manual (revision May 2005).

   It is expected that a team of three key experts, including the project leader and a pool of other experts
   covering the skills and competences detailed below will be needed to provide the services described

                1. Project leader
                2. Legal expert
                3. Expert in higher education reform
                4. Other experts in the field of Finance, IT, Training, public and international relations and EU
                integration, statistics and data collection in education.

   The expertise provided should be able to provide the expected results as mentioned above, including
   training of civil servants, development of guidelines and manuals, and organizational design.

Profiles of Key Experts

   a) The profile of the Project Leader should be as follows:
         university degree;
         at least 10 years of professional experience in fields of higher education and reform of higher
          education ;
         good knowledge of EU systems and higher education policies, as well as management of
          complex projects
         experience with other Twinning Projects in New Member States (or Western Balkan Countries),
          including executing similar tasks and experience in programmes negotiation is desirable;
         good communication skills;
         fluency in English.

   b)   The profile of the Legal Expert should be as follows;
          relevant university degree in law;
          at least 5 years of working experience in the field of legal advice;
          experience in providing technical assistance and legal advice in education sector to Government
           and of coordination of policies and their implementation at different levels of government for at
           least 3 years;
          an advantage will be given to candidates experienced in drafting of laws and normative acts in
           line with EU requirements;
          fluency in English;
          good communication coordination and promotion skills.

   c) The profile of the Expert in the field of Higher Education reform
        university degree in a relevant field;
        at least 10 years of relevant experience in the area of higher education reform


           specific experience in work in Rectors Conference and/or cooperation with EUA
           fluency in English;
           good communication skills.

    d) The core profiles of the other experts should be as below.
         a university degree in the relevant (e.g. law, public administration, finances ) field and at least five
          years of relevant working experience;
         fluency in English and good communications, training and dissemination skills including the use
          of IT based presentational tools;

        A pool of experts that fulfil the requirements as above will be made available in the following

        Finance, IT, Training, public and international relations and EU integration, statistics and data
        collection in education.


The project will have 8 months duration. It is expected to commence in May 2007.

The project will be carried out in Sarajevo and Banja Luka. There will be need to undertake field visits all over
BIH in order to provide assistance to all public universities (Mostar, Tuzla, Bihac, Zenica) and to undertake
analysis for the purpose of the project implementation. The experts will be provided with office space and
communication lines, etc. as well as office equipment, internet connection and telephone line (both for the
experts and for the translation assistant) in the offices of Ministry of Civil Affairs in Sarajevo and the Rectors
office in Banja Luka, but the telephone bills will be paid by the Contractor.

Expected distribution of work is expected to be the following:
Situation of gap analyses                                                                    30
Recommendations and front line implementation
advice for legislative, executive, institutional change
and information standards.                                                                   30
Meetings of Rectors Conferences                                                              20
Training needs analysis and training delivery                                                35
Consultations                                                                                25
Report                                                                                       15


Project progress will be supervised by a Steering Committee which will be chaired by the Assistant Minister
for Education of MoCa, Chairman of the rectors Conference and include a representative of the EC
Delegation and DEI. Members will also be invited from other BiH institutions which are involved in education
issues. It is expected that the Steering Committee will meet at least 3 times during the project and where
appropriate provide the necessary facilitation.

The project team will submit an inception report one month after the commencement date. It should include
detailed elaboration of Background, State of Play of the field to which the project relates methodology and
working plans identifying outstanding open issues if any, and proposals for the deployment of the short-term
experts as well as recommendations and critical issues (assumption and risks).

For each Steering Committee meeting a short progress report (quarterly - in this case two/three) should be
prepared, including information on the progress achieved , a plan for the coming reporting period, lessons
learned, key issues, obstacles and risks, concrete recommendations for follow–up, and activities for
implementation, and related expenditures.


The Final Report will be submitted not later than one month after the project is completed, and should include
an overview of the tasks that were undertaken. Results achieved, the lessons learned, and concrete
recommendations for follow-up and its practical implementation will be included All reports require the
approval of the Steering Committee.

The reports will be provided in English and the local language in electronic version minimum 10 days in
advance of steering group meetings. Hard copies will be produced by the contractor after approval and
handed out to the Ministry, Rectors Conference, EC Delegation (2 copies), DEI and MS Partner.


The budget for this project is 200,000 Euro.

A budget of maximum € 20,000 within this should be set aside for the production of training materials, other
printed documents, as well as for other costs related to training, seminar and. When planning the project
budget, the MS partner should include the cost of translating key documents and training materials, as also of
organising ongoing interpretation during the project as well as during the training events and interpretation at
the disseminations seminars and meetings.


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