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   The  Commission  has  just  selected the  student  and  teacher  exchange
   projects  entitled  to  funding in the 1993/1994  academic  year  in  the
   context of the ERASMUS and LINGUA (Action II) programmes.

   On  this occasion, Commissioner Antonio Ruberti, in charge  of  Research,
   Education  and  Training Policies, welcomed the growing  success  of  the
   ERASMUS and LINGUA programmes both among young people and teachers.

   In Mr Ruberti's words "the experience they acquire abroad and which  they
   later  pass on to others makes these thousands of young people in  a  way
   "ambassadors  of the new".  The training they receive in  an  educational
   system  other  than  their own contributes not  only  to  their  personal
   development  but  also  to the enrichment of the society  in  which  they

   In order to enable a growing number of young people to benefit from  such
   an experience and to introduce a European dimension into their  training,
   Mr Ruberti believes that, "in tandem with strengthening mobility  schemes
   for individuals, we should also explore ways of promoting the mobility of
   ideas in future and, to this end, we should give greater encouragement to
   exchanges within the teaching community and the use of distance  teaching


   A stable university network.

   The  European  university  network  set  up  under  the   interuniversity
   cooperation programmes (ICPs) has obtained financial aid from the ERASMUS
   programme and has been expanded.

   For the 1993/94 academic year, a total of 2 153 ICPs have been  selected.
   The  majority  (78%)  are extensions in the context  of  the  multiannual
   financing   established   in  1991/92.  However,  the   number   of   new
   applications  indicates that ERASMUS has far from exhausted its  catalyst
   role,  in particular in the EFTA countries and the  so-called  peripheral
   regions  of the Community.  The Commission, with a view to offering  wide
   access to the programme, has approved a high proportion (61.5%) of  these
   new applications.

   An inflow of new partners.

   The  growth  of  over  30%  in  the  number  of  participants  from   new
   establishments in the ICPs, (from 10 989 to 14 279) is indicative of  the
   programme's  dynamism.  In 1993/1994 an ICP will on average  involve  6.6
   institutional partners as opposed to 5.7 in 1992/93.  It is important  to
   strengthen the networks in all Member States, but particularly in Greece,
   Portugal and most of the EFTA countries.

   Substantial and well-distributed student mobility

   During  the 1993/94 academic year, 103 886 students are eligible for  the
   ERASMUS  programme.  51.6% will go to the countries of the  "triangle"  -
   France,  Germany  and the United Kingdom, - as opposed to  52.9%  in  the
   preceding year, which indicates the trend towards growing diversification
   as regards target countries.

   Teacher mobility: a pillar of the European dimension in higher education.

   12 341 teachers applied for a short-term teaching post abroad during  the
   1993/94 academic year (as opposed to 9 398 in 1992/93).  While continuing
   to   give  priority  to  student  mobility,  the  Commission   has   been
   particularly  keen  to increase the approval rate  for  teacher  mobility
   programmes, thus allowing approximately 8 060 teachers to participate  in
   exchanges  in  1993/94.  The  courses  given are  normally  part  of  the
   curriculum  of the host establishments, and this gives all  the  students
   access  to  the  European dimension, notably those who do  not  have  the
   opportunity of benefiting from mobility.

   A wider range of disciplines

   The proportion of interuniversity cooperation programmes (ICPs)  relating
   to disciplines with a more international tradition, such as management or
   languages, is diminishing to the benefit of other domains.  For 1993/1994
   it is interesting to note the growth in the number of ICP participants in
   Arts  and Architecture (+ 41%), Agriculture, (+ 75%) and Medicine  (+35%)
   and  particularly  in  "Education" (teacher  training)  (+50%).  For  the
   latter  two  disciplines,  this was a  sequence  to  several  information
   campaigns  launched by the Commission and conducted with the  support  of
   existing European associations.

   A crucial year for the EFTA countries

   While   1992/93  saw  the  promising  but  still  timid   beginnings   of
   participation  from the EFTA countries, applications for 1993/94  mark  a
   new stage.  The number of applications grew by 89% for all EFTA countries
   taken  together.  The  number of students covered by  these  applications
   grew by 100%.

   After  selection, ICP participants from EFTA countries represent 8.5%  of
   the  total.  They also represent almost 7% of the student mobility,  with
   7 062 students from EFTA countries out of a total of 103 386.  

   One  should  note  in  particular  the  spectacular  increase  in  Swiss,
   Norwegian, Finnish and Icelandic participation - countries which did  not
   immediately  have  the opportunity to exploit the  potential  offered  by

   LINGUA (Action II)

   Priority to the least widely used languages.

   The  main  objective of Action II of the LINGUA programme is  to  promote
   training  of intending foreign language teachers, giving priority to  the
   least   widely  used  and  least  taught  languages  of  the   Community.
   Programmes which combine study of a foreign language with that of another
   discipline  (such  as  law plus foreign  language,  or  engineering  plus
   foreign language) are also very common in applications for development of
   interuniversity cooperation programmes.

   Growth in demand was similar to that of ERASMUS - 14% more partners,  20%
   more  participating  students  and  8%  more  teachers.  In   particular,
   countries  such  as  Greece and Portugal which  have  less  widely  known
   languages  are  participating  more actively this year (up  30%  on  last
   year).  226 ICPs have been approved in the context of LINGUA  Action  II,
   involving 1 147 establishments, 8 846 students and 680 teachers.

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