tenders and grants

partnership

I. INTRODUCTION
I. 1. The Socrates programme
The decision establishing the second phase of the Socrates programme was adopted by the European Parliament and Council on 24 January 2000 (Decision No 253/2000/EC). The programme covers the 2000-2006 period and has a budget (EU-15) of EUR 1 850 million. In addition to the 15 Member States of the European Union, the programme is also open to participation by the EFTA-EEA countries (Iceland, Liechtenstein and Norway ) within the context of the Agreement on the European Economic Area, and the accession candidate countries (Bulgaria, Cyprus, the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Romania, the Slovak Republic, and Slovenia. As of the date of publication of this call, Turkey does not yet participate in the programme. If Turkey joins the programme during the period covered by this call, an addendum will be published to this effect. ).
During the period covered by the present call for proposals, applications may be submitted with regard to activities involving persons and institutions in all of these countries. Grants will be awarded in respect of participation of those countries which are not EU Member States provided that the relevant financial contributions of these countries are paid.
A full description of the Socrates programme, the target groups and the grants available under each of the programme's actions appears in the ‘Guidelines for applicants ’(edition of June 2000), which are available at the addresses indicated in Sections V and VI below. The guidelines contain the eligibility criteria as well as the main selection criteria and priorities of a more permanent nature (The term ‘priorities ’used in this text corresponds to the term ‘award criteria ’normally used in calls for proposals. As the guidelines for applicants and national agencies use the term ‘priorities ’, the present call for proposals 2003 does so, as well, for reasons of terminological consistency). They are supplemented by annual calls for proposals, and also by specific calls for proposals relating to certain actions within the programme.
The present annual call for proposals 2003 sets out important additional information such as the closing dates for submitting applications, any modifications to the guidelines for applicants and any specific annual priorities (The term ‘priorities ’used in this text corresponds to the term ‘award criteria ’normally used in calls for proposals. As the guidelines for applicants and national agencies use the term ‘priorities ’, the present call for proposals 2003 does so, as well, for reasons of terminological consistency) . In the case of the actions managed on a decentralised basis there might be national annual priorities applicable to specific countries only (see Section II. 3).
The guidelines for applicants and call for proposals 2003 should therefore be read in conjunction with one another. Together they contain all the information needed in order to apply for Socrates grants.
The Socrates programme promotes cooperation under eight actions, summarised below. More detailed descriptions can be found in the guidelines for applicants.
—Comenius seeks to enhance the quality and reinforce the European dimension of school education by encouraging transnational cooperation between schools and contributing to improved initial and in-service training of staff directly involved in the school education sector, and to promote the learning of languages and intercultural awareness.
—Erasmus seeks to enhance the quality and reinforce the European dimension of higher education , by encouraging transnational cooperation between higher education institutions, promoting mobility for students and higher education teaching staff, and improving transparency and academic recognition of studies and qualifications throughout the Union.
—Grundtvig seeks to enhance the quality, European dimension, availability and accessibility of lifelong learning through adult education in the broadest sense, to promote improved educational opportunities for those leaving school without basic qualifications, and to encourage innovation through alternative learning pathways. In addition to learning within the formal educational system, this also includes learning that takes place on a non-formal, informal or autonomous basis.
—Lingua , for the teaching andlearning of languages , supports the other Socrates actions through measures designed to encourage and support linguistic diversity throughout the Union, to contribute to an improvement in the quality of language teaching and learning, and to promote access to lifelong language learning opportunities appropriate to each individual's needs.
—Minerva promotes European cooperation in the field of open anddistance learning (ODL) and information and communication technology (ICT) in education . It does so by promoting a better understanding among teachers, learners, decision-makers and the public at large of the implications of ODL and ICT for education;by helping to ensure that pedagogical considerations are given proper weight in the development of ICT and multimedia-based educational products and services;and by promoting access to improved methods and educational resources in this field.
—Observation andinnovation in education systems and policies contributes to improving the quality and transparency of education systems and furthering the process of educational innovation in Europe through the exchange of information and experience, the identification of good practice, the comparative analysis of systems and policies, and the discussion and analysis of matters of common educational policy interest. Alongside other activities, this action includes support for the Eurydice and Naric networks, and the Arion study visits.
—Joint actions linking Socrates with other Community programmes, such as Leonardo da Vinci for vocational training, and the Youth programme.
—Accompanying measures supporting a range of initiatives that contribute to the overall objectives of the programme, by means of awareness-raising and information activities, dissemination and training activities, and activities undertaken by associations or non-governmental bodies.
Grants are also available to enable appropriate members of staff from eligible institutions to undertake preparatory activities in another participating country in order to lay the foundations for future projects or networks. Details of these grants are available from national agencies (see Section VI), which will also provide information on any preparatory seminars that may be scheduled during the period covered by the present call.

I. 2. The increased importance of education, training and lifelong learning for the European Union
The Lisbon European Council of 23-24 March 2000 placed the development of the knowledge-based society —as the key to long-term competitiveness and the personal aspirations of its citizens —at the top of the Union's policy agenda. Education and training have a crucial role to play in this regard. As the Community's action programme in the field of education, ‘Socrates ’will contribute fully to achieving the policy objectives set out in Lisbon.
In doing so, it will help to fulfil the obligation of the Member States, enshrined in the preamble to the Treaty of Amsterdam, to provide Europe's citizens with the highest possible quality of education and with opportunities to update this knowledge constantly throughout their lives. Giving practical expression to the principle of lifelong learning will therefore be the guiding principle for the Socrates programme.

II. ANNUAL PRIORITIES
The Socrates guidelines for applicants (see websites under Sections V and VI below) set out the eligibility criteria and the main selection criteria and priorities of a more permanent nature that are applied when assessing requests for financial support within the programme. However, some additional annual priorities, which change from year to year, may also be defined. Please note that the additional annual priorities set out in this call for proposals complement, but do not replace, the permanent priorities mentioned in the guidelines for applicants. The additional annual priorities can be of a horizontal nature, covering all actions of the Socrates programme (Section II. 1. below), or they can apply to a specific action within the programme only (Section II. 2. below). In the case of decentralised actions, national authorities can identify national annual priorities applicable to specific countries only (Section II. 3. below).

II. 1. Annual horizontal priorities (5 )
The additional horizontal priorities A-G covering all actions of the programme for the period covered by the present call for proposals, are set out below. Applicants under all actions are invited to considerthe messages given below in the development of their proposals.
Full texts of the various documents referred to below can be found on the ‘Education and Culture ’website of the Commission at http://europa.eu.int/comm/dgs/education_culture/index_fr.htm.

A. Preparation for the enlargement of the Union (general European Commission priority)
By 2003 the negotiations should be complete for the first group of candidate countries. The European Commission has therefore declared the enlargement of the Union a general priority. Socrates is well placed to develop and promote links between the enlargement countries and existing EU members, as the former already participate in the programme. In order to contribute to this Commission-wide priority, efforts within the Socrates programme will be stepped up by applying a policy of positive discrimination towards the candidate countries in selecting and funding projects involving these countries, subject to theirbeing of the necessary quality.

B. Sustainable development (general European Commission priority)
The European Commission has made the promotion of sustainable development a political priority for the year 2003. The Socrates programme is therefore called upon to contribute to an economy based on the principles of sustainability and mutual solidarity and to generate projects in this field. It is important to note that the term ‘sustainable development ’covers economic, societal-cultural and environmental aspects in a mutually reinforcing way.

C. Stability andsecurity (general European Commission priority)
Stability and security can only be achieved, and racism and xenophobia successfully overcome, through the deepening of intercultural dialogue and cooperation. The European Union which is founded on a common set of values, has to take its responsibilities in this respect. This is why the European Commission has made this issue one of its political priorities for the year 2003. By its very nature, the Socrates programme can contribute to achieving a fruitful intercultural dialogue.

D. The future challenges to education and training systems
Following the invitation of the Lisbon Summit of March 2000, the Education Council adopted a report on the ‘Concrete future objectives of education and training systems ’which was transmitted to the European Council of Stockholm (March 2001). A joint ‘detailed work programme ’of the European Commission and the Council, which aims at implementing the Objectives report, was adopted by the Education Council and welcomed by the European Council of Barcelona (March 2002). The work programme includes the following priority themes: new technologies, basic skills as well as mathematics, science and technology. Applications submitted underSocrates are expected to play an important role in supporting the implementation of these priority themes, as they are entirely consistent with the programme's objectives.

E. Promoting equal opportunities
In the field of promoting equal opportunities, the Socrates programme has the following permanent priorities (see Guidelines for applicants ): —promoting equality between women and men;
—addressing the needs of disabled persons;
—helping to combat racism and xenophobia;
—helping to offset the effects of socioeconomic disadvantages.
In view of the European Year of DisabledPeople in 2003, the Socrates programme will give special emphasis to projects and activities designed to eliminate barriers that prevent people with disabilities from full participation in education, to promote their fullest possible inclusion in society and to help to change attitudes and mentalities.

F. Lifelong learning
Following a wide-ranging debate in Europe on lifelong learning policies and needs, the European Commission adopted a Communication called ‘Making a European area of lifelong learning a reality ’on 21 November2001 . This was positively received by the Education Council in November 2001 and led to the adoption by the Education Council in May 2002 of a Resolution calling for a wide range of follow-up actions in this field. Applicants under Socrates are invited to develop and submit projects around the key themes (valuing learning, guidance and counselling, investment in learning, learners and learning opportunities, basic skills, innovative pedagogy) and addressing target groups described in the communication.

G. The e-Learning action plan
Following various initiatives for the integration and use of information and communication technologies (ICT)in the field of education, the European Commission adopted the e-Learning Action Plan on 28 March 2001 . Socrates will be an important player in implementing the action plan, as the use of ICT in education is a permanent horizontal priority for the programme as a whole.

II. 2. Annual action-specific priorities
The additional annual action-specific priorities are set out below. Some of the additional annual horizontal priorities outlined above may be mentioned again underthe additional annual action-specific priorities looking at them from an action-specific angle. Please note that the additional annual priorities set out in this call for proposals complement, but do not replace, the permanent priorities mentioned in the guidelines for applicants (see websites underSections V and VI below).

COMENIUS —SCHOOL EDUCATION
COMENIUS 1: SCHOOL PARTNERSHIPS
Applications are welcome under all three types of projects under ‘School Partnerships ’, namely Comenius school projects, Comenius language projects and Comenius school development projects. Among these three types, proposals for Comenius language projects and Comenius school development projects will be particularly welcome.

COMENIUS 2: INITIAL AND FURTHER TRAINING OF SCHOOL EDUCATION STAFF
Comenius 2. 1: European cooperation projects
Priority will be given to projects making a significant contribution to innovation in the training of school education staff, with particular emphasis on new aspects of the role of the teacher. The following is an indicative list of topics which such projects might address:
—a framework for mobility activities of student teachers , including the provision of practical training periods and the recognition of these activities by the institutions concerned,
—preparing student teachers and teachers to use the new information and communication technologies as a pedagogical tool and as a new means to support teachers' cooperation;stimulating and maintaining the teacher's ability to learn,
—the role of the teacher as a ‘facilitator of the lear ning process ’, helping and guiding pupils to develop their knowledge and a portfolio of skills often partly acquired from outside the classroom (‘learning to learn ’),
—preparing teaching staff to use specific methodologies for the teaching of othersubjects through the medium of a foreign language and for the teaching of a for eign language in pre-primary and primary education (especially a less widely used and less taught foreign language),
—school leadership teams and the role of the head teacher, including such aspects as the changing role of school in society;the importance of evaluation and quality assurance systems in school education;ensuring efficient use of resources;strategies for creating a safe school environment and for combating racism and xenophobia,
—raising interest for the study of scientific and technical subjects ,
—strengthening links with working life and research and improving the transition from school to the world of work, with special emphasis on vocational guidance and counselling,
—developing cooperation between a network of different players who can give support to pupils both inside and outside the school environment (educational staff in schools, parents, pupil peers, career counsellors, guidance personnel, youth workers, mediators, street educators, social services, health services, police, business sector, associations, sport and youth clubs etc. )including the development of teamwork,
—developing methods for improving school attendance and achievement levels with particular attention to the needs of the children of migrants, Gypsies, travellers and occupational travellers.

Comenius 2. 2: Individual training grants
Priority will be given to persons who, in addition to fulfilling the training-oriented objective of the mobility, can also demonstrate that their mobility activity has the potential to:
—support them in their role as multipliers within their respective institutions and contribute to achieving their institution's policy objectives, —promote the creation of new school partnerships under Comenius 1 in the future.

The following section (in italic ) replaces the corresponding section of the guidelines for applicants‘
C. Individual grants for in-service training
The objectives of this action are to encourage participants to improve their knowledge and skills, to gain a broader understanding of school education in Europe and to gain an understanding of the European dimension to their work.
Grants are available to enable teachers or other categories of staff working in the school education sector to participate in in-service training activities (“courses ”) lasting between one and four weeks in a country other than the country in which these teachers normally work.
Courses in teaching foreign languages should normally but not necessarily take place in a country where the target language is spoken and taught.
The course may in some cases take the form of a placement in commerce or industry, where this is considered to be conducive to achieving the objectives mentioned above.
Each course is preceded by a period of preparation and followed by a period of follow-up. These phases of work take place in the participant's home country.
In some respects arrangements for language teachers differ slightly from those for teachers of other subjects. Details are given at the appropriate places in the text below. ’

COMENIUS 3: COMENIUS NETWORKS
Priority will be given to:
—networks designed to promote European citizenship ,
—networks focussing on interdisciplinary topics, such as: basic skills, learning of languages, science and technology, environmental education, art education and the stimulation of creativity,
—networks focussing on aspects of school improvement, such as: the involvement of parents in school education , the management of schools , the future role of the teacher , the education and integration of specific target groups (children of migrant workers, Gypsies and travellers, occupational travellers, pupils at risk of social exclusion and pupils with special educational needs).
Applicants will be especially encouraged to propose networks in areas related to priorities which are not covered by existing networks.

ERASMUS —HIGHER EDUCATION
Important notice: The application procedure for the Erasmus institutional contract will change substantially for the application roundof 1 November 2002. Further information and the new application forms will be available on the Europa website, the website of the Socrates, Leonardo and Youth technical assistance office and from the national agencies (see Sections V and VI).

For all Erasmus activities, particular emphasis will be given to projects that:
—ensure a European dimension in issues on the political agenda in the fields of higher education and research, as well as to those that contribute to lifelong learning and employment, to sustainable development (in particular its environmental aspects), to enlargement, to combating racism and xenophobia and to reinforcement of democracy in Europe,
—contribute to the realisation of the European higher education area (‘Bologna process ’), aiming at greater compatibility and comparability of the systems of higher education and enhancing the attractiveness and competitiveness of highereducation institutions,
—respond to the increasing role of the universities in the knowledge society. Specific attention is given to: mediation on European level between the new skills demanded on the labourmarket and the highereducation curricular developments at large, closing of the numeracy gap and the potential of highereducation institutions as platforms for transfer of knowledge, skills and values between generations and cultures,
—focus on the use of information and communication technologies, in line with the e-Learning initiative. This applies in particular to innovative combinations of physical and virtual mobility, the impact of the educational use of ICT on structures and methodologies in higher education institutions and the creation of new learning environments with a European dimension.

ERASMUS 1: CURRICULUM DEVELOPMENT PROJECTS (CD)
Special attention will be given to projects that
—integrate ethics into one of the following subject areas: business, engineering, medical sciences, natural sciences, communication and information sciences,
—respond to the future skills needs in the area of communication and information sciences taking into account the impact of the developments of the ICTs,
—promote intercultural dialogue and understanding between Europe and its neighbouring regions,
—develop a European dimension in study programmes on genomics and biotechnologies for health;
—projects that focus on the development of complete first and second cycle programmes, in line with the Bologna process, which
-include student and teachermobility among the partner institutions as an integral part of the study programme and
-award students with a degree recognised in the countries participating in the project;
—projects that will present links and synergies with other Erasmus activities, especially the thematic network action (see Erasmus 3 below), or projects supported by the framework programmes for research and technological development.

ERASMUS 1: INTENSIVE PROGRAMMES (IP)
Particular emphasis will be given to projects that :
—respond to the future skills needs in the area of communication and information sciences taking into account the impact of the development of the ICTs,
—aim at a multidisciplinary approach to entrepreneurship,
—integrates ethics into one of the following subject areas: business, engineering, medical sciences, natural sciences, communication and information sciences,
—promote intercultural dialogue and understanding between Europe and its neighbouring regions,
—deal with issues linked to genomics and biotechnologies for health;
—projects that respond to new needs and challenges emerging at European level and present a strong multidisciplinary approach;
—projects that
—constitute test cases for future CD projects and are implemented in close cooperation with experts and socioeconomic partners,
—will present links and synergies with other Erasmus activities, especially the thematic network action, or projects supported by the framework programmes for research and technological development.

ERASMUS 3: THEMATIC NETWORKS
Special attention will be given to:
—applications aiming at study areas which are not addressed so far by projects in this action (see the Europa website),
—applications that relate to two or more study areas in a cross-and multi-disciplinary approach,
—applications aiming at analysing ‘transversal ’themes linked to the changing role of universities in a knowledge-driven society, such as ‘universities and local/regional partnerships ’; ‘university-industry cooperation ’, ‘education-research partnerships ’, ‘universities and communication and transfer of knowledge ’, etc. ,
—applications for the dissemination of results of thematic network projects,
—applications that aim at facilitating transparency, innovation and quality assurance of higher education through the identification of essential competencies of European graduates in one or more subject areas,
—applications that will present links and synergies with other Socrates activities, especially curriculum development and intensive programmes, Comenius and Grundtvig networks and/or projects supported by the Leonardo da Vinci programme, the framework programmes for research and technological development.

GRUNDTVIG —ADULT EDUCATION AND OTHER EDUCATIONAL PATHWAYS
Centralisedactions (Grundtvig 1 and 4)
Under both Grundtvig 1 and 4, particular priority will be given to projects and networks which:
—address key themes, target groups and types of activity identified in the European Commission's communication of 21 November 2001, referred to above,
—envisage the development of transnational courses for the further training of adult education staff, also as a means of boosting the number of training opportunities available to Grundtvig 3 grant holders,
—are designed to disseminate innovation and good practice between different parts of Europe, whether or not this good practice has been developed by Socrates-Grundtvig projects.
The following additional priorities will apply in 2003, over and above those such as intercultural learning and equal opportunities issues referred to as priorities for the whole Socrates programme above:
GRUNDTVIG 1: EUROPEAN COOPERATION PROJECTS
—Improving the image and attractiveness of lifelong learning and stimulating demand , particularly among hard-to-reach groups: promoting cooperation with the media;aware-raising campaigns etc.
—Updating basic skills .
—Adult learning for active citizenship
—Valuing knowledge and competence obtained through non-formal and informal learning.
—Family, parental and inter-generational learning ; learning opportunities for senior citizens .
—Consumer education and health-related issues.
—The adult education teacher : analysis of theirchanging profession and role;further training and the development of new pedagogies, particularly to promote learner-centred approaches;working conditions;strategies for older teachers.
—The adult learning institution , including such aspects as management of change towards more learner-centred approaches;managing the institutional impact of outreach to marginalised groups;catering for the learning needs of a multicultural society;funding strategies and financial management;quality assurance;development of local learning centres based on analysis of learners'needs.
—Identification, development and networking of resources for adult learning in Europe: information services and tools on learning offers, tests, accreditation, educational leave regulations etc. ;libraries and documentation centres on adult education.
—Development of qualitative and statistical indicators, tools and databases for good practice in the field of adult learning (and especially non-formal and informal learning): local, regional, national and European contributions; exploiting the work of international organisations; developing a European statistical resource tool etc.

GRUNDTVIG 4: GRUNDTVIG NETWORKS
In the case of Grundtvig 4 (networks)only a small number of projects will be supported. The additional priorities for 2003, over and above those referred to above for the Socrates programme as a whole, will be as follows:
—analysis of learners'needs, stimulation of demand among hard-to-reach adult groups (including Adult Learners'Weeks etc. ),
—parental and family education ,
—valuing non-formal and informal learning,
—guidance and counselling ,
—methods of financing lifelong learning (effective models for funding and cost-sharing at national, regional or local level),
—developing learning opportunities for people who will be active in society outside the framework of remunerated employment (voluntary work, associations, community schemes etc. ),
—adult learning opportunities for the disabled ,
—adult learning opportunities for older citizens ,
—adult learning in rural areas .
In order to be selected, Grundtvig 4 networks should in particular:
—be geographically broad-based and inclusive,
—be composed of strong and representative organisations/ institutions (genuine multiplierfunction),
—provide a link between Grundtvig projects in the thematic area concerned,
—play a pivotal role in the process of dissemination,
—be active in developing further training courses and activities for adult education staff.
Applicants wishing to submit pre-proposals under Grundtvig 4 are encouraged to obtain the special information sheet available on request from the address of the technical assistance office indicated in Section V below.

Decentralised actions (Grundtvig 2 and 3)
—Particular priority will be given to Grundtvig 2 learning partnerships with strong involvement of adult learners and which show a clearpotential to become a vehicle for exchange and dissemination of good practice and experience.
—The minimum duration of one week for Grundtvig 3 training activities, mentioned in the guidelines for applicants, will no longerapply.
Persons interested in applying for grants under Grundtvig 2 and 3 are strongly encouraged to contact the National Agency in their respective country, in order to receive further advice.

LINGUA —LANGUAGE TEACHING AND LEARNING
LINGUA 1: PROMOTION OF LANGUAGE LEARNING
The European Commission encourages the full participation in the action of eligible organisations capable of motivating a mass audience to learn foreign languages (such as university or other language centres, TV, radio and media companies, etc. ).
Particular priority will be given to:
—projects that raise awareness of foreign languages among groups with little or no experience of language learning (such projects should ideally bring together partners with expertise in language teaching and partners with a broadcasting/media background),
—projects that open up existing language resource centres to use by people with little orno experience of language learning,
—projects that make use of existing networks (e. g. towntwinning or adult education organisations, supporters' clubs, etc. ).

LINGUA 2: DEVELOPMENT OF TOOLS AND MATERIALS
The recently published European language learning materials survey (ELLMS)continues to provide a rich source of inspiration for partnerships. A particular priority will continue to be attached to projects that make use of the ELLMS findings about shortages in the language learning products market. The findings of the study are available at http://europa.eu.int/comm/education/socrates/downfile/lingua_fr.pdf
Please note:
Projects targeting the shortages of materials for the teaching and learning of languages for specific vocational purposes must be presented under the Leonardo da Vinci programme and not under Socrates/Lingua. Dictionaries are not considered in themselves to be language learning tools, and therefore their production does not fall within the scope of this action.

MINERVA —OPEN AND DISTANCE LEARNING (ODL)AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION
Minerva is the key action for the implementation of the e-Learning action plan (see above). In this context, special efforts will be made by the European Commission, in cooperation with the Member States, to promote a critical and responsible use of technology in learning. Minerva also aims at creating a favourable environment for European learners by developing infrastructures, services and contents for a relevant use of technology in learning at all levels.
In addition, as regards specific fields of interest, priority will be given to projects that address the didactical use of ICT (information and communication technologies)in the following areas:
—media education , especially with a view to raising pupils' ability to select, analyse and understand information they receive through different kinds of media, and possibly to become producers themselves,
—communication education , with a view to teaching pupils and students to use ICT in a collaborative way and to communicate at a distance. In this context, ICT should also be used for fostering intercultural dialogue,
—cross-curricular approaches , such as citizenship education using new approaches to science, cross-disciplinary learning about sustainable development, etc.
Applicants need to describe the content of their projects in concrete terms. They need to give information on how the innovative use of ICT underpins the approaches their projects want to test and validate. Projects should include innovative use of existing tools and technology for learning or more advanced applications in education based on simulation, problem solving or other constructivist approaches. Applicants need to bearin mind the concr ete validation of suggested approaches, against the background of the way schools are organised in their respective countries. Consequently, new models for teachereducation and staff development, with a view to facilitating relevant didactical uses of ICT in education, will also deserve particular attention.
Moreover, support may be given to transversal dissemination projects , which collect and synthesise the outcomes of:
—Minerva and Comenius projects supported by Socrates or projects supported by European research and technology programmes or national initiatives, and aimed at school education and initial teacher education ,
—Minerva and Grundtvig projects supported by Socrates or projects supported by European research and technology programmes or national initiatives, and aimed at adult education ,
—projects supported by Socrates and Leonardo da Vinci or projects supported by European research and technology programmes or national initiatives, and aimed at language learning .
Such transversal dissemination projects are called upon to collect, analyse and document in a user-friendly and comprehensive way the findings, outcomes and educational resources that have been produced by previous and current projects. The outcomes should be made available in several formats: synthesis papers, overviews, analytic reviews of best links to projects, possibly including videoed interviews of project leaders and/or short presentations of the main findings. The specific issues of equal opportunities, inclusive education (for integrating pupils with special educational needs into mainstream education)and the fight against social exclusion may deserve a particular focus.

OBSERVATION AND INNOVATION
The studies, analyses and other activities relating to the observation of educational systems and policies (Socrates action 6. 1, points 2(c)and 2(d))are subject of a specific call for proposals, details of which are available at the addresses indicated in Section V below. Further calls may be issued in due course. The priority themes will be closely related to the current political agenda of the European Union in the field of education (see Section II. 1. D)and especially the ‘Detailed work programme on the follow-up of the objectives of education and training systems in Europe ’(For further information please consult http://europa.eu.int/comm/education/policy_fr.html#programme). As regards Arion study visits, the themes will be more specifically linked to the key issues and topics for exchange of the ‘Objectives report ’mentioned above. The detailed list of themes will be drawn to applicants'attention by national agencies along with the Arion programme announcement in January 2003.

JOINT ACTIONS
A specific call for proposals will be issued in the first half of the year2003 on a limited numberof themes. More information will be available via internet at http://europa.eu.int/comm/education/socrates.html

ACCOMPANYING MEASURES
Accompanying measures play an important role within and between the actions of the Socrates programme. Special priority will be given to: —projects or other initiatives that address issues on the political agenda in the field of education, in particular those addressing the 13 future objectives of education and training systems set out in the communication (see Section II. 1. D).
II. 3. Annual national priorities for decentralised actions
The national authorities of the participating countries listed below will apply additional national priorities for the selection of decentralised projects. These national priorities are complementary to the general European priorities mentioned in the otherchapters of this call.
1. France
Comenius 1:
(a)Thematic areas:
For primary schools:
—a new approach to the teaching of science,
—artistic and cultural education appropriate to current cultural and technological issues,
—teaching of modern languages (respect and development of multilingualism and cultural diversity).
for lowersecondary schools:
—classes focusing on artistic and cultural projects (PAC).
for uppersecondary schools:
—civil, legal and social education.
(b)New teaching methods: multi-disciplinary activities and learning to become self-sufficient:
—paths to learning discoveries (‘les itinéraires de découverte ’)(lower secondary schools),
—interdisciplinary group project work (travaux personnels encadrés)(upper secondary schools).

2. Italy
Comenius 1, school projects:
—integration school/territory,
—didactical innovation in science and technology.
Comenius 1, school development projects:
—introduction of collaborative methods in school/territory relations,
—organisation of extra-curricular activities and their integration into pupils'overall education,
—new forms of pedagogic-didactical organisation in case of school failure,
—vocational counselling.
Comenius 1, language projects:
—promotion of the teaching of certain subjects in one or more European languages,
—sociocultural dimension of the learning of languages,
—construction of active citizenship via language learning.

3. Austria
Comenius 1:
—quality development at schools,
—creativity (‘Bildung ist mehr ’),
—citizenship,
—foreign languages.
Grundtvig 2:
—educational data and indicators/identification of need in qualifications,
—motivation to learn, new learning and teaching methods, competencies to learn,
—recognition of learning/certification,
—learning centres/networking,
—funding models and incentive systems,
—vocational and educational information and counselling,
—quality assurance, consumer protection and professionalisation.

III. FINANCIAL SUPPORT
The Socrates decision states in Annex IV. B. 2 that: ‘The Community contribution will not normally exceed 75 %of the total cost of any specific project, except in the case of accompanying measures ’. Participating institutions/organisations are therefore expected to commit other resources to the project and to declare such other sources of funding. The Commission may award a grant of less than the amount requested by the applicant. Grants will not be awarded for more than the amount requested. The rules governing eligible costs are explained in the application forms which are available from the addresses listed in Section V.
The guidelines for applicants provide information on the financial support available within the programme, where the amount of support provided is likely to remain stable. Generally speaking, the level of grants awarded is likely to vary considerably, depending on the type of project, the number of countries involved and so on. The following indications may be useful for developing project proposals:
Comenius
Comenius 2 (projects): Based on previous experience, grants are likely to vary from around EUR 20 000 to EUR 100 000 per annum.
Comenius 3 (networks): Based on previous experience, grants are likely to vary from around EUR 50 000 to EUR 150 000 per annum.

Erasmus
Intensive programmes: The grants are calculated on the basis of the number of participating institutions and persons. In 2001/2002, the average grant for an IP was around EUR 17 000 with an average number of nine institutions involved.
Curriculum development: The level of support depends strongly on the number of partners. Because of differences in the scope of activities, the amount for a ‘study programme ’-type project will, in general, be higher than that for a ‘module ’-type project. In 2001/2002, the average grant for a CD project was of the order of EUR 23 000, with an average number of seven partners per project. The level of support for implementation/dissemination projects will be based on the activities proposed. Within the context of the reform of institutional contracts, grants are expected to rise.
Thematic networks: The level of financial support will depend on the size and scope of the project. In 2001/2002, the average grant was of the order of EUR 150 000 pernetwork per annum.

Grundtvig
Grundtvig 1 (projects): Based on previous experience, grants are likely to vary from around EUR 20 000 to EUR 100 000 per annum.
Grundtvig 4 (networks): Based on previous experience, grants are likely to vary from around EUR 50 000 to EUR 150 000 per annum.

Accompanying measures
Based on previous experience, grants are likely to vary from around EUR 20 000 to EUR 75 000. Projects requesting grants below or above these amounts will not normally be supported.

Other actions
For the remaining actions under which transnational cooperation projects are envisaged, notably Lingua and Minerva, it is not felt appropriate to mention indicative amounts. Throughout the programme, additional support is available to enable disabled persons to participate.

IV. CLOSING DATES FOR SUBMISSION

(1 )In the following countries, earlier deadlines apply:
—Germany: dates vary between the different Länder , the earliest being 1 February 2003. Full details of the dates for all the Länder are available from national agencies in all participating countries,
—Greece: 1 February 2003 school partnerships, 15 January 2003 expression of interest to receive a Comenius language assistant,
—Spain: 1 February 2003,
—Italy: 1 February 2003,
—Finland: 1 February 2003,
—United Kingdom: 1 February 2003,
—Romania: 1 February 2003. (2 )In the following country, an earlier deadline applies:
—Spain: 1 February 2003.

. V. APPLICATION AND SELECTION PROCEDURES
Application and selection procedures in Socrates vary, depending on whether the action concerned is managed centrally by the European Commission or on a decentralised level by the national agencies designated by participating countries. This information is given in detail in the guidelines for applicants.
The application forms to be used, the guidelines for applicants and further details on the programme are available:
—from the national agencies for the programme, the list of which appears in Section VI and at the central website for Socrates below,
—from the central website for Socrates at: http://europa.eu.int/comm/education/socrates.html
—from the Socrates, Leonardo and Youth technical assistance office (TAO), rue de Trèves/Trierstraat 59-61), B-1000 Brussels, tel. (32-2)233 01 11, fax (32-2)233 01 50, e-mail: info@socrates-youth.be , which provides the European Commission (Directorate-General for Education and Culture)with technical assistance in implementing the programme.

For several of the actions within the programme, contact seminars are being organised to help people find suitable partner institutions in other participating countries and to establish projects. Details of these events are available from national agencies on request.
Applicants will be informed of the result of the selection procedures in writing. The Commission will endeavour to ensure that the selection decisions are made known to applicants at the latest five months after the closing date for submission of applications. For projects selected in accordance with the two-phase procedure, this will only refer to the second stage of the selection (full project proposals).

VI. LIST OF SOCRATES NATIONAL AGENCIES
http://europa.eu.int/comm/education/socrates/nat-est.html