Contracting Authority: EUROPEAN COMMISSION
ALFA III
Grant Application Form
Budget line: 19.09.01
Reference: 129-877
Deadline for submission: 25/06/2010
ALFA-PUENTES:
Title of the action:
Building Capacity of University Associations in
fostering Latin-American regional integration
Number and title of lot ALFA III Lot 2
Location(s) of the
action:
All eligible Latin American countries and all eligible
European countries
Name of the applicant
European University Association
Nationality of the
applicant1
Belgian
Dossier No
(for official use only)
1
The statutes must make it possible to ascertain that the organisation was set up by an act governed by the
national law of the country concerned. In this respect, any legal entity whose statutes have been established in
another country cannot be considered an eligible local organisation.
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2
3
EuropeAid ID2
BE-2010-GOP-1905798888
Legal status3
Non-profit association
Partner 1
The European Union – Latin America Observatory
(OBREAL-EULARO), ES-2007-DSL-2711392064,
Spanish
Partner 2
Asociación Grupo Santander (AGS), ES-2007-DSO2711406160, Spanish
Partner 3
Asociación Colombiana de Universidades (ASCUN),
CO-2009-EMG-1901888165, Colombian
Partner 4
Asociación de Universidades "Grupo Montevideo"
(AUGM), UY-2010-FTO-2005819536, Uruguayan
Partner 5
Universidad Veracruzana, MX-2008-AXV2602932233, Mexican
Partner 6
Consejo Superior Universitario Centroamericano
(CSUCA), GT-2008-DEV-0206270927, Guatemalan
Partner 7
Consejo Interuniversitario Nacional (CIN), AR–
2008–FCA– 1404132639, Argentinean
Partner 8
Consejo de Rectores de Universidades Brasileras
(CRUB), BR-2010-DQL-0406961188, Brasilian
Partner 9
Universidad Nacional de Asunciòn, PY-2008-FMR2705248645, Paraguayan
Partner 10
Consejo Nacional de Educaciòn Superior de Ecuador
(CONESUP), Without Pador (Exemption),
Ecuadorian
Partner 11
Asamblea Nacional de Rectores del Perú (ANR), PE2010-CXS-2805906184, Peruvian
Partner 12
Comité Ejecutivo de la Universidad Boliviana
(CEUB), BO-2008-BWU-2605238858, Bolivian
To be inserted if the organisation is registered in PADOR. This number is allocated to an organisation which
registers its data in PADOR. For more information and to register, please visit
http://ec.europa.eu/europeaid/onlineservices/pador
E.g. non profit making, governmental body, international organisation
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Partner 13
Consejo de Rectores de las Universidades Chilenas
(CRUCH), CL-2010-EXN-0106941828, Chilean
Partner 14
Asociación Nacional de Universidades y de
Instituciones de Educaión Superior (ANUIES), MX2010-DRF-0906988262, Mexican
Partner 15
Consejo de Rectores de Panamá (CRP), (No Padorexemption) Panamanian
Partner 16
Consejo Nacional de Rectores (CONARE), CR2010-EMS-0906989257, Costa Rican
Universidad Nacional Autónoma de Honduras, HN2008-FOE-1405195851, Hondurian
Partner 17
Partner 18
Conference of Rectors of Academic Schools in
Poland (CRASP), PL-2010-AZK-2605872744,
Polish
Partner 19
Conselho de Reitores das Universidades Portuguesas
(CRUP), PT-2010-BZD-1406016980, Portuguese
Partner 20
Partner 21
Partner 22
Total eligible cost of the
action (A)
Conférence des présidents d’Université (CPU), FR2010-CYZ-0706971614, French
Hochschulrektorenkonferenz (HRK), DE-2010-CFR1006996186, German
Conferencia de Rectores de las Universidades
Españolas (CRUE), ES-2010-CIP-1006996708.,
Spanish
Amount requested from the Contracting Authority (B)
[3,563,785.68 EUR]
[2,753,241 EUR]
Total duration of the
action:
36 Months
% of total eligible cost of
action (B/Ax100)
% 77.26
Contact details for the purpose of this action:
Postal address:
Telephone number: Country
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Rue d’Egmont 13
0032 (0)2 230 55 44
Page 3 of 96
code + city code + number
Fax number: Country code +
city code + number
0032 (2)230 57 51
Contact person for this
action:
Michael Gaebel
Contact person’s email
address:
michael.gaebel@eua.be
Website of the Organisation
www.eua.be
Any change in the addresses, phone numbers, fax numbers and in particular e-mail, must be
notified in writing to the Contracting Authority. The Contracting Authority will not be held
responsible in case it cannot contact an applicant.
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NOTICE
All personal data (such as names, addresses, CVs, etc.) mentioned in your application form
will be processed in accordance with Regulation (EC) No 45/2001 of the European Parliament
and of the Council of 18 December 2000 on the protection of individuals with regard to the
processing of personal data by the Community institutions and bodies and on the free
movement of such data. Your replies to the questions in this form are necessary in order to
assess your grant application and they will be processed solely for that purpose by the
department responsible for the European Union grant programme concerned. On request, you
may be sent personal data and correct or complete them. For any question relating to these
data, please contact the Commission department to which the form must be returned.
Beneficiaries may lodge a complaint against the processing of their personal data with the
European Data Protection Supervisor at any time (Official Journal L 8, 12.1.2001)].
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TABLE OF CONTENTS
PART A. CONCEPT NOTE ........................................................................................ 7
I. INSTRUCTIONS FOR THE DRAFTING OF THE CONCEPT NOTE....................................... 7
II. CHECKLIST FOR CONCEPT NOTE......................................................................................... 11
III. DECLARATION BY THE APPLICANT FOR CONCEPT NOTE ......................................... 17
IV. ASSESSMENT GRID FOR CONCEPT NOTE ......................................................................... 18
PART B. FULL APPLICATION FORM .................................................................... 19
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
DESCRIPTION ...................................................................................................................................... 19
1.1.
Title ............................................................................................................................................... 19
1.2.
(s) .................................................................................................................................................. 19
1.3.
Cost of the action and amount requested from the Contracting Authority .................................... 19
1.4.
Summary (max 1 page) ................................................................................................................. 20
1.5.
Objectives (max 1 page) ................................................................................................................ 21
1.6.
Relevance of the action (max 3 pages) .......................................................................................... 22
1.7.
Description of the action and its effectiveness (max 14 pages) ..................................................... 26
1.8.
Methodology (max 4 pages) .......................................................................................................... 38
1.9.
Duration and indicative action plan for implementing the action ................................................. 44
1.10.
Sustainability (max 3 pages) ......................................................................................................... 49
1.11.
Logical framework ........................................................................................................................ 51
BUDGET FOR THE ACTION ............................................................................................................... 51
EXPECTED SOURCES OF FUNDING ................................................................................................. 51
EXPERIENCE OF SIMILAR ACTIONS ............................................................................................... 52
IDENTITY.............................................................................................................................................. 64
PROFILE ................................................................................................................................................ 65
CAPACITY TO MANAGE AND IMPLEMENT ACTIONS................................................................. 65
LIST OF THE MANAGEMENT BOARD/COMMITTEE OF YOUR ORGANISATION .................... 65
DESCRIPTION OF THE PARTNERS ................................................................................................... 66
ANNEXES FOR ECUADOR AND PANAMA (EXEMPTION PADOR) .......................................................... 69
PARTNERSHIP STATEMENT ............................................................................................................. 70
VII.
ASSESSMENT GRID ............................................................................................................ 96
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PART A. CONCEPT NOTE
1) Relevance: Needs Analysis, Target groups, relevance to call
The ‘Latin American (LA) Common Higher Education Area’ and the ‘EU-LAC Common Higher Education
and Knowledge Area’ have been on the agenda for around a decade, with the promise to advance the
modernisation and internationalisation of higher education institutions (HEI) and systems, and enable HE
sectors to deliver their full contribution to societal and economic development. European Union
development cooperation programmes for Latin America have prioritised regional cooperation and
stakeholders have driven a wide range of projects and initiatives to underpin this. However, the process of
building a regional LA and inter-regional EU-LA HE Area would benefit from a more working structure that
relates top-down and bottom-up approaches through partnering of governments and stakeholders. To
contribute to such a process, and to complement previous initiatives, the present project will support:
1) university associations (UA) as important agents in the modernisation, regionalisation and
internationalisation of higher education, as they have the ability to bridge their members (HEI) and
government and cooperate cross-border at regional level.
2) existing and emerging sub-regional (Mercosur, Central America/Mexico, Andean Community)
initiatives in HE integration as potential building blocks to a wider LA regional convergence process and
a means to boost the EU-LAC Higher Education and Knowledge Area.
By targeting university associations (15 LA associations are in the partnership, covering public and private
HEI), the project activities will involve their university members; it will also address all parties that impact
HE; its regulation and development, such as government agencies, quality assurance agencies, student
associations and representatives of society (employers, unions) that impact. Final beneficiaries are HEIs
and their members (staff and students), and society as such, that will benefit from tangible structural
change in HE systems of the LA region, which can be expected to contribute to social cohesion and
economic development. European UA and their constituencies are involved as project partners (5
associations and EUA) and as participants in project activities. Both regions will benefit from enhanced
international outreach and better mutual recognition and improved understanding.
The project contributes to the general and specific objectives of the Alfa Programme, as it aims at
modernising LA HE and at contributing to its internationalisation, which would make it more relevant and
socially inclusive. It has a strong focus on strengthening the process of regional integration in the LA
Higher Education Area and on promoting its synergies with the European Higher Education Area. It does
this specifically by empowering university umbrella organisations to be more proactive in policy
discussions and in supporting reform at institutional level. The present project identifies concrete means
and ends for regional integration that would first be carried forward by sub-regional associations in their
sub-regional context, but could also instruct a wider regional application. The means include, for example,
a jointly developed and endorsed sub-regional QA framework (Andean Community), or a qualifications
framework (Central America/Mexico), which are expected to serve as tools for furthering recognition and
enhancing mobility. While most of these measures benefit LA, cooperation and networking with university
associatoins and universities from Europe is part of the methodological approach.
Content wise, the project activities are fully in line with the themes and priorities mentioned explicitly in
the Guidelines for this project call:
1) Strategic plans for modernisation of HE in LA - as the project will address the current pressures on
tertiary education (growing knowledge societies, developing research agendas, internationalising) and
how sub-regional/regional HE integration can help to address these demands.
2) Governance of HEIs in the LA region with a view to contributing to the process of consolidation
of a Common Higher Education Area - will be a core topic, given the focus on the role of UA as
interlocutors between governments and their university members. Sub-regional initiatives will also
highlight the governance and management capacity of UA and universities as a condition for
implementing reforms.
3) Curricular convergence at regional level, particularly in light of the challenges posed by the
knowledge-based society - The project will go beyond curricula alignment, which has been explored in
several initiatives (6x4, Tuning), and focus on creating sub-regional frameworks to advance degree
equivalence, and recognition at a wider system level (under which curricula alignment would fall).
4) Common practices at regional level for quality evaluation, accreditation, academic credits and
other relevant subjects.- One project goal is to enhance common understanding of and shared
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procedures for QA within and between sub-regions and to develop tools at sub-regional level for QA and
recognition.
2) Description of Action and its effectiveness
The project will enhance the capacity of LA university associations to 1) advise and support their
members on institutional higher education modernisation and internationalisation, 2) dialogue and act
collectively at national and regional policy levels 3) engage internationally through structured dialogue and
cooperation with sister organisations in the LA, sub-regions and beyond with European partners.
It will specifically support three sub-regional initiatives (Mercosur, Andean Community, Central
America/Mexico) as building blocks for wider regional convergence. The sub-regional initiatives focus on
actions that the sub-regional university associations have prioritised:
 Central America has already an established regional accreditation body and the CSUCA has
announced in its recent 2009 work plan the need to develop a common degree structure.
 CONSUAN (Andean Community) has agreed to develop a QA framework for the sub-region that
would help enhance recognition
 AUGM has grown its sub-regional mobility programmes and is committed to enhancing the
strategic internationalisation of its members.
The project will last 3 years and be structured in 3 phases (with an Inception Phase and a Phase-Out to
ensure proper management and consolidation):
Phase 1: information collection for the LA higher education area (M3-12)
A sample based survey of all university associations (UA’s) and approximately 150 HEI in 15 countries of
the LA region (Mercosur, Andean Community and Central America/ Mexico) will be implemented. It will
provide comparable data on how HEI are currently tackling learning and teaching, research, mobility and
internationalisation, QA, and governance/management. It will also assess awareness of and motivation for
greater regional convergence in HE. It will include a SWOT analysis and evoke an institutional needs
analysis for LA countries and sub-regions. The intention is to assess the relationship between a range of
inter-related issues that are critical to HE reform and integration, and for the sub-regional initiatives.
Phase 2: information and training for strategic reform (M8-14)
National, regional and country level conclusions will be drawn from the survey and discussed through a
series of four regional integration seminars (50-60 senior leadership from LA UA and universities and
European experts). The seminars will focus on the core elements of a regional HE framework (quality,
recognition, qualifications frameworks and mobility). On the basis of the seminars, UA leading the 3 subregions will develop a strategy (or enhance an existing one) for sub-regional HE integration that also
addresses how the UA will involve university members, other stakeholders and political decision makers.
The UA will then refine their workplans for sub-regional initiatives (which have been provisionally
developed for this proposal), considering the relevance to and benefits for HEIs in their sub-region, impacts
on systems and institution, feasibility and resources issues, etc.
Phase 3: Advancing the LA HE Area through sub-regional initiatives (M14-32)
1) A quality assurance and recognition framework for the Andean community (CONSUAN)
2) An internationalisation and mobility strategy for Mercosur. (AGUM)
3) A qualifications framework for Central America/ Mexico (CSUCA/OUI)
Each of these initiatives will consist of 2 workshops and 2 focus groups that will involve universities and
other stakeholders (governments, employers, students), as well as partners from the other LA sub-regions
and Europe as resource persons and experts. As laid in the sub-regional strategic plans, these initiatives
will target government/ policy dialogue in the region and directly enhance institutional policies and
structures, through workshops, pilots, trial applications etc. (e.g. a QA framework for Andean Community
will undergo a pilot phase/ validation in 6 institutions).
In order to enable synergies between the sub-regional initiatives, transversal activities will be
conducted. Two University Association Conferences (UAC) (180 people, Europe-LA) will assess
progress made at sub-regional level and outline strategic and operational approaches for the regional LA
HE Area and LA-Europe Common Area. In addition, many of the project events will include a bi-lateral
‘matching’ exercise where by a LA and European UA will be paired to carry out site visits, staff meetings
and discussions on strategic partnerships. They will produce reports that will outline potential avenues for
future cooperation that resulted from the pairing.
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The above activities will improve the situation of the beneficiaries in a manifold ways: UA, as collective
bodies reaching a wide pool of HEI, will develop strategic and operational approaches to better serve
their members, target policy development at national and regional level, and maintain international
dialogue and cooperation relations. Sub-regional UAs will specifically have an impetus to take forward a
concrete project that supports their objectives.
The sub-regional initiatives will render impact at policy and institutional level, and are expected to produce
tools that would enhance recognition, quality, university cooperation and students and staff mobility.
The seminars will provide a clear and realistic picture of opportunities and limits of regional QA,
recognition, QFs and mobility. The UAs can utilise the developed tools and materials to disseminate
information to their constituencies, and to organise workshops at national and sub-regional level. The
survey will give national and regional UA comparable regional data that will help identify needs and take
forward concrete measures for their membership and with regards policy. This will ensure that the actions
of the project impact both policy and institutional level, which is critical to any HE change process.
The design of the project partnership ensures a wide multiplier effect, as university UA work closely with
their university membership, with the objective to improve the situation for all. As some national university
associations may be less well resourced than others, their involvement in sub-regional initiatives will
improve their international outreach and involvement in regional HE discussions. Furthermore, the AGS is
in a unique position to promote the project results to the Alfa project beneficiaries. In managing the
Alfa Observatory, they can promote project outcomes to institutions directly involved in cooperation
projects, engaging them in a broader regional discussion on HE harmonisation and convergence. The
project also encourages, in particular at the level of the sub-regional initiatives, a systematic involvement
of governments and non-HE stakeholders (e.g. employers).
This project draws upon a long history of dialogue and cooperation between some of the partners, and has
been inspired by the immediate outcomes of a Europe-LAC University Association Dialogue Conference
organised by EUA, OBREAL, and ASCUN (Cartagena, 3-6 February, 2010), which provided a statement
for the 2010 EU-LAC Summit. It also utilizes the outcomes of two OBREAL led Erasmus Mundus projects
(Bridges-Lac and Promedheu-Lac) which explored the progress and obstacles in the EU-LAC HE Area.
All project partners will be involved in content development and in participating in/hosting a variety of the
project activities (survey development, active participation in events, dissemination of the project results).
A Project Management Team (PMT), will comprise EUA, OBREAL, AGS and four sub-regional LA
organisations (ASCUN, AUGM, CSUCA and OUI). The four LA sub-regional partner organisations will
manage communication with the sub-regional partners and oversee the sub-regional initiatives.
Beyond, partners will contribute their specific experience and capacities: EUA will oversee the European
contribution to the project/ communication with European partners. OBREAL and AGS will serve as
bridging partners between Europe a LA. EUA and OBREAL will jointly share the responsibility of the
overall technical and financial administration. The extensive project experience of EUA in the higher
education sector, combined with that of OBREAL and AGS will provide a strong managerial anchor to the
project. AGS will have a particularly important role in dissemination, given they are the main implementing
partner of the Alfa Observatory. They will also produce and maintain the project website and develop the
survey. Particular partners will take leadership role in sub-regional initiatives, such as the HRK, who has
already worked previously with CSUCA to develop a regional accreditation body in Central America, and
CRUB, who leads a network of internationalisation office in Brazil and will host the fist UAC.
4) Sustainability of the action
Risks that could arise, and how to prevent or counter them:
Phase 1: low response to the survey – in countries with many institutions, the UA would be able to
reshape the sample. In countries with one or few institutions, follow-up will be done by phone and visits of
the UA to ensure response. A hard copy questionnaire will be available in case the on-line survey should
pose obstacles. In individual cases, structured interviews could replace questionnaires.
Phase 2: low or inappropriate participation in the events, no or low participation of e.g. low-income
countries/rural universities – sufficient funding provision and intensive follow-up to ensure participation of
less-resourced universities. Invitations and follow up communications will be produced in local languages
to avoid language misunderstandings. UA are used to follow-up invitations.
Phase 3: poor government/institutional uptake – project outcomes would indeed be more efficient if
supported by government, as HE reform entails political will and resource support. At institutional level,
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faculty can also be resistant. This requires a long-term effort to change systems, and will last beyond the
project. The project will help to jump start the process at the sub-regional level, involving all stakeholders.
Risks during the entire project:
Drop out of partner organisations or their individual staff members (natural disaster, political unrest or
financial difficulty): the consortium is large enough to replace and stand in for others. Most consortium
partners have a solid HR basis, and in addition they can rely on their university members. Important tasks
are generally shared within teams comprising staff from several partners. A partnership agreement will lay
out the procedure for mitigating such cases. In the unfortunate case that a country would drop out of
project entirely, the project results would still be valid for the other participating countries, and with a
certain restriction, for the region and the sub-region.
The sustainability of this project entails three aspects:
1) The sustainability, continuance and consolidation of the sub-regional initiatives in Mercosur,
Andean Community and Central America/Mexico,
The sub-regional initiatives are designed to support specific activities that contribute to a wider subregional strategy for HE integration, driven in by the sub-regional university associations (CONSUAN,
CSUCA, AUGM, OUI). The fact that the sub-regions have already committed to sub-regional HE
harmonisation prior to the project demonstrates ownership and shows a continuation beyond the project
timeline. The project is clearly enhancing the prospects that the sub-regional initiatives succeed, as its
provides information, good practices and international expertise on the issues, and in particular
addresses the involvement of the university community, governments, and other stakeholders (quality
agencies, employers) as a critical condition to the success of the initiatives.
The consultation of universities, government and other relevant stakeholders such as quality agencies
and students are crucial for the development of a sub-regional framework for QA. It also ensures
synergies between the 3 subregions, enhances the chances for compatible developments and connects
these developments to a wider regional discussion. It will generate better understanding among all
partners to continue cooperation and exchange beyond the project timeline.
2) The sustainability of university association dialogue forums for contribution to the EU-LA
Higher Education and Knowledge Area
The two UACs that will be organised under the project are an important means to continue and enhance
regional LA and the LA-EU HE dialogue and to connect policy and practice: for example, Alfa projects
experiences in supporting aspects of HE integration, such as common curriculum development, QA
mechanisms, etc need to be showcased to policy makers.
Presently, there is already considerable interest to plan and organise EU-LA dialogue events at the UA
level, and precedent exists. For example, EUA, OBREAL and ASCUN, with contributions from donors
such as the Colombian Ministry of Education, the Erasmus Mundus programme, organised a successful
EU-LAC UA conference in January 2010 which became an inspiration for launching this project. This
model, whereby a European and LA partner take the lead and mobilise additional donor funding, could be
continued in the future. At the end of this project, a sustainability strategy for the UAC will be designed
and endorsed by partners. This will include and analysis of possible future funding models. It will also look
at stakeholder contributions to other bi-regional policy processes and the role of higher education: The
ASEM process and the newly launched ASEM Education Process and the EU-Africa Partnership, where
EUA and the Association of African Universities have lobbied for wider university consultation.
3) The continued capacity growth of university associations to support the internationalisation of
their membership and general HE harmonisation at regional and sub-regional level
The project activities will enhance the capacity of Latin American UA with regards to policy contribution,
membership services and international connectivity. Beyond concrete information and training tools, the
sub-regional initiatives, supported by partners from the LA region and Europe, will strengthen the
capacity of the secretariats at the UA and improve their visibility, outreach and impact. The European
partners will gain deeper knowledge on LA cooperation and enhance their international contacts.
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II. CHECKLIST FOR CONCEPT NOTE
PUBLICATION REFERENCE: 129-877 TITLE OF THE CALL: ALFA III BUDGET LINE: 19.09.01
ADMINISTRATIVE DATA
To be filled in by the applicant
Name of the Applicant
European University Association
EuropeAid ID number
BE-2010-GOP-1905798888
Nationality4/Country5
registration
and
date
of Belgian, Belgium, 15-02-2002
Legal Entity File number6
6000075437
Legal status7
Non-profit Organisation(ASBL)
Partner 1
Name/EuropeAid ID number:
The European Union – Latin America Observatory (OBREALEULARO) /ES-2007-DSL-2711392064
Nationality/Country of registration:
Spanish/ Spain
Legal status:
Non-profit Organisation
Name/EuropeAid ID number:
Asociacion Grupo Santander (AGS)/ ES-2007-DSO-2711406160
Nationality/Country of registration:
Spain
Legal status:
Non-profit Association
Name/EuropeAid ID number:
Asociación Colombiana de Universidades (ASCUN)/
Partner 2
Partner 3
CO-2009-EMG-1901888165
Nationality/Country of registration:
4
5
6
7
Colombian/ Colombia
For individuals
For organisations
If the applicant has already signed a contract with the European Commission
E.g. non profit making, governmental body, international organisation…
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Partner 4
Partner 5
Partner 6
Legal status:
Non-profit organisation (Asociacion academica sin animo de lucro)
Name/EuropeAid ID number:
Asociación de Universidades "Grupo Montevideo" (AUGM)/
UY-2010-FTO-2005819536
Nationality/Country of registration:
Uruguayan/ Uruguay
Legal status:
Non-profit NGO (Organización civil no gubernamental sin fines
lucro)
Name/EuropeAid ID number:
Universidad Veracruzana/ MX-2008-AXV-2602932233
Nationality/Country of registration:
Mexican/ Mexico
Legal status:
Public University
Name/EuropeAid ID number:
Consejo Superior Universitario Centroamericano (CSUCA) /
GT-2008-DEV-0206270927
Partner 7
Nationality/Country of registration:
Guatemalan/ Guatemala
Legal status:
Organización sin fines de lucro (non profit organisation)
Name/EuropeAid ID number:
Consejo Interuniversitario Nacional (CIN) /
AR–2008–FCA– 1404132639
Partner 8
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Nationality/Country of registration:
Argentinean/ Argentina
Legal status:
Autonomous Public Institution
Name/EuropeAid ID number:
Consejo de Rectores de Universidades Brasileras (CRUB)
BR-2010-DQL-0406961188
Nationality/Country of registration:
Brasilian/ Brasil
Page 12 of 96
de
Partner 9
Legal status:
Civil non-profit association
Name/EuropeAid ID number:
Universidad Nacional de Asuncion/
PY-2008-FMR-2705248645
Partner 10
Partner 11
Nationality/Country of registration:
Paraguaian/ Paraguay
Legal status:
Non-profit organisation
Name/EuropeAid ID number:No PAdor
Consejo Nacional de Educaciòn Superior de Ecuador
(CONESUP)/
Nationality/Country of registration:
Ecuadorian/ Ecuador
Legal status:
Non-profit organisation
Name/EuropeAid ID number:
Asamblea Nacional de Rectores del Perú (ANR) /
PE-2010-CXS-2805906184
Partner 12
Nationality/Country of registration:
Peruvian/ Peru
Legal status:
Public autonomous body (Organismo público autónomo)
Name/EuropeAid ID number:
Comité Ejecutivo de la Universidad Boliviana (CEUB)/ BO2008-BWU-2605238858
Partner 13
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Nationality/Country of registration:
Bolivian/ Bolivia
Legal status:
Central Organism of the Bolivian University system, article 185 of
the political constitution of the State
Name/EuropeAid ID number:
Consejo de Rectores de las Universidades Chilenas
(CRUCH) / CL-2010-EXN-0106941828
Nationality/Country of registration:
Chilean/ Chile
Legal status:
Non profit organisation, law No. 11575 of the Ministry of Education
Page 13 of 96
Partner 14
Partner 15
Partner 16
Name/EuropeAid ID number:
Asociación Nacional de Universidades y de Instituciones de
Educaión Superior (ANUIES)/ MX-2010-DRF-0906988262
Nationality/Country of registration:
Mexican/ Mexico
Legal status:
Civil assocition
Name/EuropeAid ID number:No Pador
Consejo de Rectores de Panamá (CRP)
Nationality/Country of registration:
Panamanian/ Panama
Legal status:
Non-profit organisation
Name/EuropeAid ID number:
Consejo Nacional de Rectores (CONARE) /
CR-2010-EMS-0906989257
Partner 17
Nationality/Country of registration:
Costa Rican/ Costa Rica
Legal status:
Independent organisation
Name/EuropeAid ID number:
Universidad Nacional Autónoma de Honduras /
HN-2008-FOE-1405195851
Partner 18
Partner 19
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Nationality/Country of registration:
Hondurian/ Honduras
Legal status:
University
Name/EuropeAid ID number:
Conference of Rectors of Academic Schools in Poland
(CRASP) / PL-2010-AZK-2605872744
Nationality/Country of registration:
Legal status:
Polish/ Poland
Association, Law on Higher Education act of 27 July 2005
Name/EuropeAid ID number:
Conselho de Reitores das Universidades Portuguesas
(CRUP)/ PT-2010-BZD-1406016980
Nationality/Country of registration:
Portuguese/ Portugal
Legal status:
Registered non-profit association, created by decree law no. 283/93,
Page 14 of 96
18th August 1993
Partner 20
Conférence des présidents d’Université (CPU)/
Name/EuropeAid ID number:
FR-2010-CYZ-0706971614
Partner 21
Nationality/Country of registration:
French/ France
Legal status:
Association, loi 1901 d’utilité publique
Name/EuropeAid ID number:
Hochschulrektorenkonferenz (HRK) /
DE-2010-CFR-1006996186
Partner 22
2008
106766243
Nationality/Country of registration:
German/ Germany
Legal status:
Non-profit association
Name/EuropeAid ID number:
Conferencia de Rectores de las Universidades Españolas
(CRUE)/ ES-2010-CIP-1006996708.
Nationality/Country of registration:
Legal status:
Spanish/ Spain
Non-profit organisation, established in 1994 by Spanish law
Page 15 of 96
To be filled in by
the applicant
BEFORE SENDING YOUR CONCEPT NOTE, PLEASE CHECK THAT EACH OF THE FOLLOWING
COMPONENTS IS COMPLETE AND RESPECTS THE FOLLOWING CRITERIA :
Title of the Proposal:
Yes
PART 1 (ADMINISTRATIVE)
1. The instructions for concept note, published for this call for proposals, have been followed
2. The Declaration by the applicant has been filled in and has been signed
x
3.
The proposal is typed and is <in English, French, Portuguese or in Spanish>
x
4.
One original and <3 copies> are included
x
5.
An electronic version of the concept note (CD-Rom) is enclosed
x
No
x
PART 2 (ELIGIBILITY)
6. The action will be implemented in an eligible country(ies)
7. The duration of the action is equal to or lower than 36 Months (the maximum allowed)
x
8.
The duration of the action is equal to or higher than <X months> (the minimum allowed)
x
9.
The requested contribution is equal to or higher than 1,500,000 EUR (the minimum allowed)
x
10. The requested contribution is equal to or lower than 3,000,000 EUR (the maximum allowed)
x
x
11. The requested contribution is equal to or higher than < NA %>of the total eligible costs (minimum percentage x
required)
12. The requested contribution is equal to or lower than 80 % of the total eligible costs (maximum percentage
x
allowed)
x
13. The present Checklist and the Declaration by the applicant are filled in and sent with the Concept Note
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III. DECLARATION BY THE APPLICANT FOR CONCEPT
NOTE
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IV. ASSESSMENT GRID FOR CONCEPT NOTE
(FOR THE USE OF THE CONTRACTING AUTHORITY ONLY)
YES
NO
1. The submission deadline has been respected
2. The Concept Note satisfies all the criteria specified in part 1 of the Checklist (Section II of the Concept Note).
The administrative verification has been conducted by:
Date:
DECISION 1: The Committee has decided to recommend the Concept Note for Evaluation after having passed the
Administrative check.
DECISION 2:
The Committee has approved the Concept Note and asked pre-selected applicant to submit a full proposal
after having pre-selected the best Concept Notes.
The evaluation of the Concept Note has been conducted by:
Date:
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PART B. FULL APPLICATION FORM
I. THE ACTION
Reference of the Call for
Proposals
129-877
Title of the Call for Proposals
ALFA III
Name of the applicant
European University Association (EUA)
N° of the proposal8
Number/not applicable (open procedures)
N° of the Lot
Lot 2
1.
DESCRIPTION
1.1. Title
ALFA-PUENTES:
Building Capacity of University Associations in fostering Latin-American regional
integration
1.2.
(s)
Country(ies), region(s), town(s):
All eligible Latin American countries and all eligible European countries
1.3. Cost of the action and amount requested from the Contracting Authority
Total cost of the action (A)
3,563,785.68 EUR
Amount requested from the
Contracting Authority (B)
2,753,241 EUR
% of total eligible cost of action
(B/Ax100)
% 77.26
[Where the financing in full of the action by the Contracting Authority is allowed by the Guidelines for
Applicants, justify your request to benefit from such financing in full, by showing that it is essential to
carry out the action]
8
For restricted procedures only; the proposal number as allocated by the Contracting Authority and notified to the
applicant at the time of the Concept Note opening and administrative check.
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1.4. Summary (max 1 page)
Total duration of
action
Objectives of the
action
36 Months
Overall objective: To strengthen the Latin American HE Area as well as the EU-LA
Higher Education and Knowledge Area processes through enhanced mechanisms
for modernization, reform and harmonization of education systems at regional level
in Latin America
The specific objectives are: 1) To enhance the capacity of LA university
associations (UA) to support their members on institutional higher education
modernisation and internationalization/ contribute to HE system development as
important interlocutors between their constituencies and governments 2) To boost
subregional and regional convergence processes that include quality assurance
reform, enhancing recognition of degrees, qualifications frameworks and increased
academic mobility, through mutual learning initiatives among LA and European
associations and their members 3) To assess the prospects of utilizing them as
building blocks for wider regional convergence.
Partner(s)
EUA, OBREAL, AGS, ASCUN, AUGM, U. Veracruzana (presidency of OUI),
CSUCA, CIN, CRUB, UNA, CONESUP, ANR, CEUB, CRUCH, ANUIES, CRP,
CONARE, UNH, CRASP, CRUP, CPU, HRK, CRUE
Target group(s)9
University associations in LA and their members (HEIs), government agencies and
other bodies (QA agencies, student associations) and representatives of society
(employers, unions) that impact HE regulation and development. European
university associations and their constituencies are also targeted,
Final
HEIs and their members (staff and students), and society as such, through
beneficiaries10
dissemination of outcomes and tangible structural change in HE systems of the LA
region, which is also expected to contribute to social cohesion/economic growth
Estimated results 1) Analysis of the current state/needs of LA universities and UA 2) Improved
capacity of LA UA to contribute to policy development, institutional development
and international cooperation 3) Improved understanding of concepts of
recognition, QA, qualifications frameworks, mobility tools, at the level of UA and
there members, and enhanced ability to develop and employ them 4) Development
of core features of sub-regional convergence processes in 3 sub-regions 5)
Internationalisation of LA universities and UA/ partnerships with European UA
Main activities
A survey of all university associations (UA) and approximately 150 institutions
across LA region will provide comparable data on how universities are currently
tackling learning and teaching, research, mobility and internationalisation, QA,
and governance/management. Then, a series of four HE integration training
seminars focusing on the core elements of a regional HE framework (quality,
recognition, qualifications frameworks and mobility) will be conducted.
Then three sub-regional initiatives with concrete outputs will be developed: 1) A
quality assurance and recognition framework for the Andean community
(CONSUAN led), 2) An internationalisation and mobility strategy for Mercosur.
(AGUM led) 3) A qualifications framework for Central America/ Mexico
(CSUCA/OUI led). Each of these initiatives will consist of 2 workshops and 2
focus groups that will involve universities and other stakeholders. In addition,
transversal activities linking sub-regions: Two University Association
Conferences and a bi-lateral ‘matching’ exercise where by a LA and European
UA will be paired to carry out site visits/ bilateral meetings.
Where applicable, clearly indicate the sector11, theme, or geographical area specified in the call for
proposals to which the proposed action would apply:
9
“Target groups” are the groups/entities who will be directly positively affected by the project at the Project Purpose level –
See paragraph 2.3 in Section II for the list.
10
“Final beneficiaries” are those who will benefit from the project in the long term at the level of the society or sector
at large.
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1.5. Objectives (max 1 page)
Overall Objective
To strengthen the Latin American HE Area and EU-LA Higher Education and Knowledge Area processes through
enhanced mechanisms for modernization, reform and harmonization of education systems at regional level in Latin
America
Specific objectives (SO)
SO 1: To enhance the capacity of LA university associations
 SO 1.1
To advise and support their members on institutional higher education modernisation and
internationalisation,
 SO 1.2
To contribute to HE system development at national and regional level as important interlocutors
between their constituencies and governments and to enable them to dialogue and act collectively at regional
policy level
 SO 1.3
To enhance their international outreach through structured dialogue and cooperation with sister
organizations within LA, and beyond with European partners.
SO 2: To explore the potential of sub-regional and regional convergence processes that include quality assurance
reform, enhancing recognition of degrees, qualifications frameworks and increased academic mobility, through
mutual learning initiatives among LA and European associations and their members
SO 3: To enhance existing or emerging sub-regional higher education initiatives (Mercusor, Andean Community,
Central America/Mexico), and to build synergies while assessing the prospects of utilizing them as building blocks
for wider regional convergence.
The project identifies university associations as important agents in the modernisation, regionalisation and
internationalisation of higher education, as they have the ability to link top-down and bottom-up approaches, and
cooperate crossborder with partners in the region and beyond. Current sub-regional HE development processes may
offer opportunities to function as building blocks and stepping stones to a wider LA regional convergence process
that would also boost the EU-LAC Higher Education and Knowledge Area. European partners associations have been
involved actively in the Bologna process, and would be able to share hands-on policy and operational experience, and
contribute to establishing realistic expectations towards the convergence processes and the tools that support it.
11
See paragraph 2.2 in Section II for the list of Sectors.
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1.6. Relevance of the action (max 3 pages)
This project departs from the following assumptions and precedents:
*Latin American countries share a common heritage and language, but are highly diverse, also in their higher
education systems. Increasingly they face the common challenge to modernise and internationalise their higher
education systems.
*The Bologna Process in Europe has demonstrated how regional convergence and integration of HE systems can be a
strategic, effective and even necessary way to tackle the modernisation of HE, and to advance its internationalisation.
Bologna has received a lot of international attention, and has ignited discussion is many parts of the world, including
LA.
*The ‘EU-LAC Common HE Area’ has received political attention, particularly at the EU-LAC Heads of States
Summits that occur bi-annually. In 2000, Ministers of Higher Education of Latin America/ Caribbean and European
Union committed to establishing a "common space for higher education in the European Union, Latin America and
the Caribbean- (EULAC)”. This Area would promote reciprocal knowledge of HE systems and enhance mobility and
exchange of students and staff between the two regions. An Action Plan was adopted by Heads of State in 2002
(though no Action Plan has been adopted of revised since), and the will for such an Area confirmed at subsequent
summits and through several supporting initiatives launched or funded by the EC. In 2010 the agenda has been
modified to rather focus on an EU-LAC ‘Knowledge’ Area, in which universities play a key role.
*The ‘LA’ Common HE Area (which is in many ways a logical pre-condition to an EU-LAC HE Area) has also been
taken up by the CRES (Regional Conference for Higher Education), who called for deeper regional integration in
2008: ‘The creation of a Latin American and Caribbean Research and higher education Area (ENLACES in Spanish)
is essential, and must be part of the agenda of the region’s governments and multilateral agencies. This is key to
reaching higher levels of regional integration in its fundamental aspects: greater depth in its cultural dimension; the
development of academic strengths that will promote regional approaches to the world’s most pressing problems; the
use of human resources to create synergies on a regional scale; the bridging of gaps in the availability of professional
and technical knowledge and capacities’ (CRES Declaration 2008).
*The ‘LA Common Higher Education Area’ and the ‘LA Common HE Area HE and Knowledge Area’ have also
been on the agenda of many HE stakeholders across the region for almost a decade. European development
cooperation programmes for Latin America have paid specific attention to regional cooperation and there have been a
variety of projects and initiatives that have taken up certain aspects of the Bologna process, such as defining learning
outcomes for specific disciplines across LA countries/ promoting the alignment of curricula in certain disciplines (the
6x4 project and the Tuning Latin America projects, as well as several discipline specific projects such as INNOVACESAL), and promoting common standards and good practices in Quality Assurance (current Alfa project CINDA).
Other projects have taken a more holistic approach to the concept of a Common HE Area, attempting to link various
initiatives across the region and provide regional workshops and policy dialogue (ENLACES project, driven by
UNESCO, OUI and UDUAL).
*However, despite the positive outputs of many projects and initiatives that have addressed the tools of such a process
(compatible degree cycles, credit transfer systems, regional QA framework, etc.), and the development of institutional
good practice, the LA Common HE Area and the EU-LAC Area seem yet to develop their processes: a dynamic,
multi-level working structure that brings together top-down and bottom-up (policy-institutions).
*University associations and other stakeholder organisations could play an important role in this regards, at the level
of reform policy development, but also in the promotion and implementation of concrete reform measures, at national
and regional level. While this has not yet emerged at regional level, there are interesting developments at sub-regional
level.
*LA has three sub-regional political arrangements: Andean Community-CAN: Integration System for Central
America-SICA, and Common Market of the South – Mercosur12. Though there appears to be a consensus that
stronger cooperation and system harmonisation is strategically desirable, the sub-regional polities have not explicitly
advanced this. However, university associations (UA) have joined forces, established sub-regional university
associations, and commenced developing agendas for a sub-regional convergence processes that – if successful could also inform and instruct a wider Latin American regional move: The Consejo de Universidades Andina
(CONSUAN) has launched discussions on mobility programmes for the sub-region of the Andean Community and set
up a cross-border university (Andean University Simon Bolivar). In Mercosur, the Grupo Montevideo (AGUM)
supports mobility of students and scholars (AGUM ‘Chairs’) in the member institutions. In Central America, the
Consejo Superior Universitario Centroamericano (CSUCA) has been in engaged in projects to foster accreditation
and recognition in the region. CSUCA also has set out an ambitious goal for its ‘Third Plan for Regional Higher
Education Integration in Central America’ defined by curricula harmonisation and improvement of recognition of
degrees to stimulate mobility.
12
Note that the membership of these communities has shifted according to political will and national interest.
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*The three initiatives differ in state of play, but also regarding their strategic approaches and thematic priorities, as
they have put a focus on Quality assurance, recognition and harmonisation of qualifications, and mobility
respectively. However, the themes chosen are equally important, and they appear to be interconnected and mutually
reinforcing. In essence, they all enforce the same the underlying goals, namely the modernisation and
internationalisation of HE systems and institutions. It has therefore been agreed to pursue them jointly under this
project, to use the opportunities for synergies and mutual learning, also with regards to the potential of building a
wider regional LA HE area, and the enhancement of the EU-LAC relations.
* From their active involvement in the Bologna Process, the European associations can thus share their experience
with Latin American colleagues, not only regarding the tools that the Bologna process utilized, but also regarding the
contribution of stakeholders to reform development and implementation at regional, national and institutional level.
One important issue is clearly to develop agendas which are ambitious but also realistic, and take into consideration
actual needs and interests of stakeholders, but also resources and infrastructural means available and required to
realise them. It will be important to ensure that the ambitions do not focus solely on technical objectives, but advance
tangible improvement in teaching and learning, and recognition/ accessibility across borders.
*The rationale for this project and its partnership approach and composition have been drawn up on the basis of a
continued bi-regional dialogue. EUA and its members and the Latin American university associations have convened
bi-regional dialogue meetings in 2004, 2006 and 2008 (http://www.eua.be/eua-work-and-policyarea/internationalisation-of-he-and-research/regions.aspx). OBREAL has led two EU projects that have focused on
taking forward EU-LAC dialogue on HE reform and international exchange
(http://www.obreal.org/obreal/promhedeu.php, http://www.bridges-lac.org/). Most recently, EUA, OBREAL and
ASCUN convened European and LAC university associations in Cartagena to generate an input statement for the EULAC Summit (http://www.eua.be/Libraries/W_P_Internationalisation_Regions/Cartagena_Input_Statement__EN_1.sflb.ashx
*At the Cartagena Conference, there has also been an intensive discussion on the role of university associations
(rectors’ associations) in the region, and on the role that they play in Europe at national level as interlocutors between
governments and universities, and at regional level (through the EUA) as facilitator for European level university
debate and advocacy. It has been agreed that this has not yet been fully used for enforcing the LA HE Area, and that
in particular the current initiatives of the 3 sub-regions would be a core opportunity to explore it.
Relevance of action (to Alfa programme and objectives of Guidelines):
The project contributes to the general and specific objectives of the Alfa Programme, as it aims at modernising LA
Higher Education and contributing to its internationalisation, which would make it more relevant and socially
inclusive. It has a strong focus on strengthening the process of regional integration in the LA Higher Education Area
and on promoting its synergies with the European Higher Education Area. It does this specifically by empowering
university umbrella organisations to be more proactive in policy discussions and in supporting reform at institutional
level.
It will deliver a major contribution to the specific goals of Lot 2 Structural projects: ‘discuss and design
mechanisms to promote modernisation, reform and harmonisation of education at regional level in LA’, as the goal
is indeed to enhance the responsibility of national and regional university for facilitating the discussions on HE
systems’ reform and institutional development, with the university community, governments, and other
stakeholders, and to become a driver in development and implementation of concrete activities, both grass roots and
policy level. The project identifies already concrete means and ends for regional integration that would first be
carried forward by sub-regional associations in their sub-regional context.
These are fully in line with the themes mentioned explicitly in the Guidelines for this project call:
1) Strategic plans for modernisation of HE in LA - as the project will address the current pressures on tertiary
education (growing knowledge societies, developing compatible research agendas, internationalising) and how subregional/regional HE integration can help to address these demands.
2) Governance of HEIs in the LA region with a view to contributing to the process of consolidation of a Common
Higher Education Area - will be a core topic, given the focus on the role of UA as interlocutors between
governments and their university members. Sub-regional initiatives will also highlight the governance and
management capacity of UA and universities as a condition for implementing reforms
3) Curricular convergence at regional level, particularly in light of the challenges posed by the knowledge-based
society - The project will go beyond curricula alignment, which has been explored in several initiatives (6x4,
Tuning), and focus on creating sub-regional frameworks to advance degree equivalence, and recognition at a wider
system level (under which curricula alignment would fall).
4) Common practices at regional level for quality evaluation, accreditation, academic credits and other relevant
subjects.- One focus of the project is to enhance common understanding of and shared procedures for QA within and
between the sub-regions and to develop tools at the sub-regional level for QA and recognition.
.
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The approach of this project will be one of mutual learning between LA and European partners by the sharing of best
practices and experiences.
Target groups:
This project will target national and sub-regional university associations and empower them to contribute to HE
policy development at national and regional level, to develop international outreach, and to strengthen their university
members. In addressing this particular target group, the project complements the many projects and initiatives that
have contributed to the ‘Latin American Higher Education Area’ and the ‘EU-LAC Common HE Area’, which have
been driven by universities.
There is a general trend in contemporary higher education systems towards increasing the level of autonomy granted
to universities. This enables them to fulfil their complex missions in an efficient and effective manner. On the other
hand, it raises the question of how the relationship between the universities and the state will be defined, and how the
interests of universities will be tabled to government. In this regard, university associations have an important to role
to play as buffers and interlocutor bodies that voice the collective opinion of their members, and contribute to HE and
research policy discussions. They can also support institutional development of their members through best practices,
shared guidelines and codes etc.. The example of the Bologna Process, where core elements of HE reform have been
developed by or in cooperation with the university community, also suggests the critical importance of close
cooperation between governments, national and regional university associations and other stakeholder organisation.
The project thus assumes that university associations, both at the sub-regional level and national level in Latin
America, have a critical role to play in bridging institutional priorities with those of government and that their role in
the LA integration process must be cultivated.
In involving university associations at both the national and sub-regional level, the project most importantly targets
their constituencies. Thus the individual university members of the associations will benefit, as will their students,
faculties and administrators. Whereas the university associations will be the primary project partners and
participate in capacity building activities with European colleagues, their actual university membership will be
strongly involved throughout the project in a cross-regional survey, workshops events, focus groups, sharing of best
practice and other mutual learning exercises. Some universities will benefit from the outputs as they will undergo a
trial application of project outcomes. In the Andean Community for example, project partners are committed to
building a regional QA and recognition framework that will then be promoted and implemented across the sub-region
through the support of the national university associations. The outputs from the sub-regional activities will be
promoted at regional level to the universities involved in ALFA projects by the Alfa Observatory, which the AGS
(Santander Group -a project partner) manages. These tools and activities will enhance the work of the universities in
these projects, and provide them fora to share good practice in joint course and curricula development, mobility and
recognition, etc (all of which are brought through various Alfa projects benefiting individual universities at the
institutional level).
The project will also target to a certain extent government agencies and other stakeholders (employers) in LA:
some officials and stakeholders will be invited to events, and they will also be involved at the level of the national
and sub-regional dissemination of project outcomes. Policy makers will be addressed by the sub-regional initiatives
and employers also be included in some of the sub-regional focus groups, as their input and support to some of the
issues is eminent.
While the above described benefits will be mainly on the LA side, the five European university associations and
their constituencies will benefit from strengthened partnerships with LA associations opportunities to build tools and
enhance exchange between universities in LA and Europe. EUA, who works closely with 34 national rectors
conferences across the Bologna countries, has the regional outreach to promote the outcomes and practices across its
membership. Further, certain activities, though driven by the five partners involved, will involve actors across a
broader range of European countries, particularly in focus groups, workshops and the bi-regional university
association conferences (UACs) that will be organised.
In addition to these immediate beneficiaries, there will be a natural spill-over to long term beneficiaries.
As the activities would generally contribute to emphasising the importance of higher education in the societal context,
and develop lessons learned in various areas, they would also benefit higher education institutions, who are not
immediately involved, and not a member of the participating associations and organisations.
Higher education institutions and their constituencies in LA and Europe will benefit from improvements brought
about at LA system and institutional level, as well as by the enhanced compatibility between EU and LA higher
education systems that the project will support.
Students and academics in both continents will benefit from improved recognition practices, and greater
opportunities for mobility. Overall, the sub-regional QA frameworks and also internationalisation is expected to
impact institutional quality. Policy makers at national and regional level will benefit from the knowledge transfer on
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important HE political themes (realised through studies, research, seminars and high level conferences the project will
carry out) and from the clearly voiced policy priorities that will be articulated by stakeholder organisations.
Immediate beneficiaries
Names
LA national and regional
university associations in
project partnership
CIN, AUGM, CRUB,
CRUCH, Universidad de
Asuncion, ASCUN,
CONESUP, ANR, CONUB,
ANUIES, OUI, Panama,
CSUCA, U National
Autonoma de Hondurus,
ADRU, U Cordorba
Private university
associations, Catholic
university networks and
countries not covered in
partnership- (Venezuela)
Contacted through AGS and
the Alfa Observatory
Other national and regional
associations involved in subregional initiative activities
Individual universities
involved in Alfa projects
Relevant organisations
involved in sub-regional
initiative activities
European and EU-LA
networks of universities and
research institutions
European national and
regional university
associations involved in
project consortium
Other European national HE
associations involved in
project activities
Relevant European
organisations and
stakeholders in the Bologna
process that will be involved
in project activities
Approx
20
Invited to participate in sub-regional
initiative activities (survey, workshops
and focus groups) and the two
university association conferences held.
Invited to participate in sub-regional
initiative activities (survey, workshops
and focus groups) and share good
practice
QA agencies, UNESCO10
Invited to participate in sub-regional
IESALC
initiative activities (survey, workshops
and focus groups)
OBREAL, AGS
50
Involved in project managementinstitutio Members will benefit from projects
ns in
activities and general networking with
members LA universities
hip
EUA, HRK, CRUP, CPU,
6 (800
Involved in project partnership and will
CRASP, CRUE
universit take important role in sub-regional
ies in
activities in LA and capacity building
EUA
for LA partners
members Involved in pairing exercise with LA
hip)
associations
National rectors’ conferences 29
Invited to participate in sub-regional
in Europe beyond partnership
initiative activities (survey, workshops
(EUA members)
and focus groups) and the two
university association conferences held.
ENQA, ESU, Council of
7
Invited to participate in four regional
Europe, European
training seminars and some sub-regional
Commission, EURASHE,
initiatives activities
Education International,
Business Europe, IAU, ACA
Ultimate beneficiaries
HEIs in LA not involved
directly in project activities
Students
All EU and LA countries
Policy makers
All EU and LA countries
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Impact How are they reached?
(approxi
mate
number)
16
Involved in project partnershipsStructured through 4 sub-regional
managing partners that will channel
communication and lead sub-regional
activities
Involved in pairing exercise with
European UAs
150
Through dissemination of project outcomes and
tools, through project sustainability
Will benefit from increased possibilities for
exchange and mobility and a framework/tools
helping to ensure their study abroad is recognised.
Through curricula reform
Through the partnership that will be promoted by
the UAs and their members in taking the EU-LA
HE and Knowledge space forward
Page 25 of 96
1.7. Description of the action and its effectiveness (max 14 pages)
Expected Results (R) and outputs and their relation to the project’s special objectives (SO) 13
R1: Analysis of the current state and needs of LA universities and university associations (SO 1)
 A survey gathering statistical data on universities and university associations, with conclusions on thematic
issues, the three sub-regions and individual country national profiles (published as e- and hardcopy, 80- 100
pages- Spanish, English, Portuguese)
 Including SWOT analyses of universities and UA, enabling a needs analysis across national and sub-regional
sectors
 enhancement of research and technical capacities at the university associations to conduct surveys and polls
among its membership
R2: Improved capacity of LA university associations to contribute to policy development in dialogue with
governments, to contribute to institutional development of members, and to engage in international dialogue and
cooperation within the region and beyond (SO1)
 Planning and implementation of workshops (2 per sub-region), focus groups (2 per sub-region) and
trials/pilots at sub-regional level, resulting into dialogue with governments, HE and non-HE stakeholders
and in the formulation of policy and institutional practice measures
 Development of sub-regional strategies, and the allocation of staff and resources at the level of secretariats to
implement them
 Enhanced project management capacity in an international set-up
R3: Improved awareness and understanding of the concepts of recognition, QA, qualifications frameworks,
mobility tools, at the level of UA and there members, and enhanced ability to develop and employ them actively - at
the level of university and UA, in practice and at policy level (SO2)
 Four Regional integration seminars on the core elements of regional HE convergence, which will produce
information training materials will be produced and disseminated for the UAs (manuals, powerpoint
templates, resource lists and links for relevant literature, case studies of good practice)
R4: Development of core features of sub-regional convergence processes in 3 sub-regions, and development of
good practice for LA regional level (SO3)
 3 sub-regional initiatives that will result into
o 3 sub-regional strategies and workplans to implement it,
o development of QA framework in the Andean Community and trial application in 6 universities
o an internationalisation and mobility strategy for Mercosur
o the development of a qualifications framework in Central America
 Tool kits and training material will be produced for university associations and their members on international
collaboration and EU programme opportunities
R5: Internationalisation of LA universities and university organisations, which is clearly also to the benefits for
their European partners (SO3)
 2 EU-LAC University associations conferences
 1 Workshop on the role of UA in internationalisation
 a matching exercise, pairing university associations from Europe and LA
Other outcomes
 Programmes, materials and reports from seminars, workshops and conferences (to be printed/)
13
Results are numbered in accordance with how they meet Specific Objectives 1-3
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 Project website featuring all outcomes (publications and tool kits) and updates on sub-regional initiatives
 A printed online compendium of project outputs, including sub-regional initiatives, outputs, examples of good
practice in LA regional integration, internationalisation, recognition and mobility, etc. (100 pages- Spanish
and English with Portuguese Executive Summary)
 Publications will be widely disseminated across the vast networks of the European and LA associations
involved in the projects, reaching universities across both regions (facilitated by a project website, project
brochure, and featured on the Alfa Observatory).
The expected results will improve the situation of the beneficiaries in a manifold ways: The cross-regional survey
(A2), modelled after the successful Trends study of EUA, covers a wide range relevant issues, enabling institutions
and UA to put them into system’s and institutional context. Though many studies have been conducted on various
elements of higher education in LA, this study will rather aim to present a state of play in how higher education
institutions are coping with the variety of pressures and expectations that are placed on them nationally and
internationally. The survey will specifically be a tool for the national and regional university associations (UAs)
who will drive this project, giving them comparable regional data that will supplement any national data they
collect, and a frame by which to compare higher education change in their own countries with that of other countries
in the region. This will ensure that the actions of the project are designed to meet the needs of the institutions, as
institutional support is critical to any change process, and also inform the discussions on sub-regional and regional
convergence. Generally, the collection of comparable data, with both a qualitative and quantitative dimensions has
become increasingly important for decision making on both institutional strategy and system’s reform development
a in HE.
The sub-regional HE integration initiatives (A5, A6, A7) with workshops, focus groups, and trials are built on
existing priorities of sub-regional university associations and their constituencies. The project will provide an
impetus to politically and practically advance on these objectives, while placing them in a wider regional integration
context. The national and regional UA will have the driving role in this, in particular in linking universities with
policy makers and non-HE stakeholders.
The regional integration seminars, two university association conferences, a workshop on the role of UA in
internationalisation, and matching exercises transversal activities will encourage sub-regional initiatives to be
shared and contrasted: different sub-regions can learn from each others’ experiences. These activities will ensure a
wider regional coherence to the project. Furthermore, the capacity of university associations to drive regional
integration will be enhanced. University associations, as collective bodies reaching a wide pool of universities, will be
given a number of tools and opportunities to strengthen the connection both to their own membership, the European
associations and to government. They will become critical communicators regarding regional and sub-regional HE
harmonisation and support their members in implementing the changes that quality assurance, curricula reform and
recognition require.
Overall, the project will encourage university associations and their constituencies to take up more responsibility for
strategising higher education reform. It will demonstrate that strengthening mobility, improving recognition,
enhancing quality assurance, reforming degrees must be addressed in context and in view of the actual benefits for
the university community, in particular for students, and the world outside the institutions, with regards to societies
and economies. While there are a number of projects and initiatives under the Alfa programme that contribute to
various aspects HE modernisation (for example, Tuning degree structures in the past, building ‘ALCUE’ units in
some universities, and strengthening dialogue on QA), this project would complement them in very structured,
strategic and sustainable manner.
Multiplier Effects:
The design of the project partnership in ensures a wide multiplier effect: University associations work closely with
their membership, the higher education institutions. Their objective is to improve the situation of all of their
members, as opposed to simply benefiting some. It will particularly those national university associations, that are
less well resourced, as they will have access to HE debate and information and to international contacts through subregional associations like AUGM and the CSUCA, and well as cross-regional association such as OUI. Furthermore,
the Santander Group (AGS) is in a unique position promote the project results to the Alfa project beneficiaries
(institutions across LA). In managing the Alfa observatory, they can promote project products and tools to
institutions directly involved in cooperation projects, engaging these institutions in a broader regional discussion on
HE harmonisation and convergence.
The fact that the sub-regional initiatives are built upon pre-existing objectives and projects, identified by the
sub-regional associations, ensures the long-term commitment of the partners carry this work forward. The objective
is not to set up a new structure, agency or working method that cannot be sustained beyond the funding duration of
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the Alfa, but rather to engage in several sub-regional activities that will either develop or enhance the action plans of
the sub-regions to move forward in QA, recognition, degree reform and mobility. Some of the outcomes that are
developed, such as a quality framework in the Andean Community, will be piloted in a sample of universities, by
which wider application and general feasibility can be assessed. This will allow the sub-regional partners to assess
caveats or road blocks and re-asses the design of such tools going forward. The piloting will also demonstrate that it
is not enough to design such a framework: it must be promoted to institutions, governments and agencies and
supported by institutions, governments and agencies.
The project also encourages the sub-regions to take up each other’s approaches and lessons learned.
European associations in the project will share their experience in this, and help LA associations to consider the
long-term commitment needed to consolidate such reforms. Other Alfa projects that focus on joint curricula
development and certain subjects, quality assurance or other issues, will be enhanced by this project and their good
practice will be shared. Finally, the partnerships that will be built by between the European and LA UAs will likely
lead to spin-off projects and strategic partnerships that may generate future initiatives (matching exercise).
Summary of activities
The project will support three emerging sub-regional initiatives for HE modernisation and systems convergence,
driven by the universities associations, which aim at modernizing teaching and learning, improving recognition and
QA and fostering mobility. The project activities have been designed and structured in 3 phases. An Inception Phase
and Phase-Out Phase will provide a transition into and out of the project from a management and consolidation
perspective:
Inception Phase (M1-3)
Phase 1: Comparative information collection for the LA higher education area (M3-12)
Phase 2: Europe-LA training for strategic reform (M8-14)
Phase 3: Advancing the LA HE Area through sub-regional initiatives (M12-M32)
Phase-Out Phase (M33-36)
While the phases indicate the sequence of events and the implementation logic, note that they have to overlap, as
preparations (conferences, seminars) and wrap-up (survey publication) of some activities is of longer duration.
In close cooperation with all partners, a major survey (A2) 14of institutions and university associations (UAs) will be
developed and carried out in the three sub-regions (Mercosur, Andean Community and Central America/ Mexico).
The survey would facilitate a needs-analysis, and evoke comparison on how universities are currently tackling
learning and teaching, research, mobility and internationalisation, QA, and governance and management, and also
assess awareness of and motivation to progress toward greater regional collaboration and convergence in HE.
Regional and country level conclusions will be drawn from the survey and used as a basis for the development of
strategies and concrete means at the level of the sub-regions.
Then, a series of four Regional Integration Seminars (A3) on the core elements of a regional HE integration, as
identified priorities by the UA at sub-regional level (Quality assurance, recognition, qualifications frameworks and
mobility), will be conducted, bringing together current LA state of play and international experience, originating
mainly from the European Bologna Process. The seminars would also be an occasion to compare and reflect the
results of the survey among the sub-regions, to identify concrete needs of the universities, clarify the governance and
management issues at the level of the HE system’s and institutions, distinct responsibilities of governmental agencies,
universities and university associations, and assess the prospects for systems and institutional change.
Taking into consideration the experience of the seminars and the results of the survey, the three sub-regions will
devise a strategic plan that will guide their specific sub-regional initiative (A4) to be carried out in Phase 3. This
will include the development of a workplan, identifying working priorities and concrete measures to be taken up with
members and other stakeholders.
The sub-regional initiatives will be interconnected by transversal activities (A8), which will also enhance the
national university associations as actors in the policy dialogue process and leaders in international cooperation:
 The first university association conference (UAC -A8.1) will take stock of the survey results, discuss the
progress of sub-regional initiatives and the role for university associations in building the LA HE area.
 In matching exercises European and LA associations will be paired (A8.5) and will conduct site visits and
targeted bi-lateral meetings in order to exchange professional experience, and to enhance understanding and
cooperation.
14
Activities have been numbered to correspond to Results and specific objectives: A1.1.1 refers to SO 1, R1.1,
Activity 1.1.1 as in the log frame
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 A final University Association Conference/ dissemination conference (A8.4) will assess progress made at
sub-regional level, outline strategic and operational approaches to feed into regional LA HE Area and LACEurope common Area of HE and Knowledge.
Detailed description of activities:
Inception Phase (M1-3): A kick-off meeting (Bogota) will be held to align all project partners, establish key
contacts, finetune the management approach and the division of tasks, and elaborate the workplan and the time line.
The PMT will draft a consortium agreement that will lay out responsibilities and commitments. Report templates
and financial guidelines will also be developed. The Advisory Board will also be nominated in this phase and their
terms of reference drawn up (see Section 1.4 for more details on the Advisory Board)
Phase 1 (M3 – 12): Survey - comparative Information Collection for the LA HE Area (A2)
Phase 1 will consist of a cross regional survey of higher education development institutional trends and system
reforms, taking into account issues that will be critical to the regional and sub-regional discussions
It will gather information on (preliminary outline):
o profile of the institution/organization (size, strategic goals, partnership, international outreach)
o learning and teaching:
 current state of HE provision,
 identification of good practice in curricula development and learning approaches with
regards to student centered learning, skills and learning outcome focus, employability
LLL/continued learning provision, student services, access and retention issues of
disadvantaged groups
 internationalisation of teaching/learning, new forms of degree delivery (joint degrees)
 recognition, inter- and intra-regional mobility opportunities and flows
o research capacity and strongholds
 type and size of graduate education provision
o relations with international partners and non-HE partners
o QA as a contribution to recognition and transparency
 Structures for QA, approaches and methods used
 relation of internal and external QA procedures
 regional dimension in QA, to be developed by UA and their members
o governance and management
 Relation to state, degree of autonomy
 Capacity to redesign institutional governance
o A self analysis of the institution/organization re strength/weaknesses – opportunities and threats
(SWOT)
The objective of the survey will be to enhance the reflection on HE issues at institutional and UA level, allow
comparison between institutions and countries, inform the discussion at the events in phase 2+3, and the subregional strategies that are to be developed or enhanced.
Overview of survey methodology:
 The survey will be modeled after the bi-annual ‘Trends’ survey that EUA conducts since 10 years across its
membership in Europe (http://www.eua.be/publications.aspx#c399).
 Two separate questionnaires will be designed: One will target the national university associations (to get an
overall country perspective) and one the individual universities. They will be multiple choices and
structured into several thematic sections as outlined above. The survey for university associations will
include more generic system level questions, as well as questions on involvement in region cooperation
initiatives and methods of data collection across membership. The survey will also include a SWOT
analysis, i.e. a self- evaluation of the institution/ organization.
 The survey will be done in Spanish and Portuguese. It will be put on-line. A Word version is made available
for any respondents that cannot respond electronically
 A matrix and guidelines for the selection of a representative sample of universities will be developed. This is
a complex issue, as it will have to consider the system diversity regarding types and size, public private, the
per-country number of participating universities (which may have to reflect the size of the national HE
system). Depending on the country, it may also include non-university HEI. Each UA will suggest
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institutions for participation accordingly. It is assumed that the survey will capture at least 150 individual
universities and 15 UA in LA 15 countries.
 The survey will be tested by 8 universities across LA. Adjustments made to meet feedback of testing phase.
 The questionnaires will be sent to institutional leadership (Rector), which will be asked to fill it out in
consultation with vice rectors and faculty where appropriate.
 Sub-regional associations tasked with the survey release with a two month response period. They will followup and ensure an appropriate response rate. Participation in future project activities will be an incentive. A
Frequently Asked Questions tool for respondents will be made available online to support respondents.
 During the entire process, the PMT will keep track of the different steps, and monitor the timely
implementation: Draft questionnaires will be developed by the PMT, and consulted with all partners. EUA,
AGS, OUI supported by experts nominated by consortium partners will collect data and provide a first
overall analysis on the basis of results. The survey will be administered in the sub-regions through the subregional managers.
 The processed data will be conveyed to sub-regional initiative managers and national UA, for a detailed and
sub-region specific analysis. In the end, it will yield a three-tier data and conclusion set at regional level,
sub-regional level, and country level. Conclusions will be consulted with all partners.
 The survey will be supplemented by a desk study on other HE development in LA. This will also consider
data collected by UA, if accessible.
 The final publication of the study analysis (A2.3) will be produced in English and Spanish with an
executive summary in Portuguese (approx 80-100 pages).
 The survey results will feed into Regional Integration Seminars and will be presented to a wider public the 1st
and 2nd EU-LA University Association conference (UAC A8.1+8.4) of the project would be the place for
presentation outcomes and a broader discussion.
Phase 2: Europe-LA training for strategic reform (M8 –14)
In phase 2, four Regional Integration Seminars (A3) will be organized
on core elements essential to regional HE convergence, which respond to the declared interest of the 3 sub-regions:
 Seminar 1: Quality Assurance in a regional dimension (A3.1)
 Seminar 2: Recognition frameworks (A3.2)
 Seminar 3: Qualifications Frameworks (QFs – A3.3)
 Seminar 4: Mobility and internationalisation (A3.4)
All four themes are interconnected, and the seminars will present them in their interrelation and discuss them in the
context of
 The results of the survey regarding the specific topic
 Selected SWOT analyses of UA and individual university case studies
 Concrete information on international best practices and lessons learnt on the issue (mainly from LA and
Europe).
Each seminar will be will include approximately 50-60 participants: mainly LA senior executive staff from the UA
(SG, deputy SG, head of departments and section in charge for the particular issue) and from the universities (rector
or vice-rector, head of departments and section in charge for the particular issue) and some European experts from
university level, association level, agency level, etc as resource persons.
Seminars will be organized in Latin America; they last 1.5 days each and will be hold in pairs back-to-back, as a
cost saving measure, but also to allow for an intensive discussion process among senior leadership and alternating
participation of specialists on the specific theme. Seminars will be conducted in Spanish with English translation.
The seminars will allow the sub-regions to present, discuss and further develop their respective integration projects,
showcase pilot initiatives and best practices (taking into consideration other Alfa projects) and share the European
experience under Bologna. Each seminar will provide dedicated parallel sessions for reflection on what the role and
position of the UA’s on this issue could be, and how that is best transmitted to their membership and brought to
national and sub-regional policy level.
The seminars would ultimately render the following results:
 a substantiated needs analysis among the UA from the same sub-region regarding the areas of discussion
(quality, recognition, qualifications frameworks, mobility)
Strategic Plans for HE integration and a revised work plan of the 3 sub-regional initiatives detailing
o the goals, the overall strategic approach, and the concrete means and measures to achieve them
o analysis of available and necessary resources (including finance) and infrastructure
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o
o
o
o
identification of active contributors (governments, agencies, partner organizations, universities)
a strategy of how to inform members, promote the issue and lobby governments and other
important parties
potential synergies and exchange with the other sub-regional initiatives and European partners
Monitoring and assessment procedures and time-line
From each event, outcome reports will be produced as well as an information ‘tool kit’ consisting of an
information manuals, powerpoint presentations, good practice examples of implementation of recognition
agreements, QA frameworks, credit transfer system, etc, and links to literature. These tools will be distributed to UA
partners, and other UAs not included in the partnership, and featured on the project website and Alfa Observatory
website.
Phase 3 (M12-M32): Advancing the LA HE Area through sub-regional initiatives (A5/A6/A7)
In the third phase, each sub-region, led by the sub-regional UA’s, will implement the strategic plan and work
plans to take forward the specific sub-regional initiative in consideration of how this contributes towards wider subregional integration.
The following means will be provided, which each sub-region will use at individual pace, in line with the specific
workplan developed in phase 2:
 2 Workshops a 30-50 participants
 2 focus groups a 8-20 participants
 trail applications/ pilots/ feasibility pilots
 participation in transversal activities
What follows are the indicative work plans of the sub-regional initiatives:
CONSUAN: Sub-regional initiative in the Andean Community - Building a Quality Assurance
Framework (A5)
Justification/Precedent: The members of CONSUAN expressed an interest in creating a sub-regional Andean ‘HE
Area’ that would advance the recognition of degrees and facilitate exchange with Europe and other regions. The
development of a sub-regional quality framework is perceived as an eminent step to stimulate academic mobility
and recognition in the region. . The CONSUAN Council met in February 2010, in Cartagena de Las Indias to
analyse the topic of quality assurance and accreditation and how different agencies function in the different
countries of the Andean sub-region. It was concluded that a more information was needed on different models and
options. A mapping has been suggested with the purpose to analyse and discuss existing quality assurance processes
in the region, and that in the other sub-regions (Mercosur and Central America/ Mexico) and Europe. ASCUN, as
the current president of the CONSUAN was charged to develop a project under the framework of the Alfa
programme.
Activities of sub-regional initiative:
 1 workshop (A5.1) to:
o Analyse of QA systems in CONSUAN member countries and institutions, expanding upon the
results of the initial survey and the training seminars. This will highlight possibilities for
harmonization and modernization within the Andean Community, indentify possible challenges,
and look at how a sub-regional QA framework and/or QA Standards and Guidelines may support
this. It will also summarize the work of other regions and the present work of regional
associations like RIACES
o Develop specific framework/standards and guidelines for regional QA (incorporating experts from
across the region)
(WS approx 40 people, 70% universities and HE stakeholders from Andean Community, 20% European
experts, 10 % other LA experts)
 2 Follow up focus groups of regional stakeholders (A5.2+3)
o to endorse QA framework/ Standards and Guidelines and discuss implications for sub-regional
recognition which will include
o to conduct interviews with QA agencies, government and institutions and mapping of the role of
each in carrying forward the QA framework
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o
for collection of commitments from institutions to engage in a trial application- Nomination of 6
institutions for trial
(Each approx 12 people- including QA agencies, government, students, employers, etc.)
 Trial application of regional QA framework and Standards and Guidelines (A5.4): 6 institutions do internal
consultations on implementing QA framework and report back to sub-regional manager and National
university association
 1 Workshop (A5.5) to present outcomes of trial application and focus groups, discuss feasibility and
disseminate results to other universities in the region
(WS approx 40 people, 70% universities and HE stakeholders from Andean Community, 20% European
experts, 10 % other LA experts)
AUGM: Sub-regional initiative in Mercosur - Supporting strategic internationalisation and developing
a regional mobility strategy (A6)
Justification: The AUGM has been the primary network for cooperation across major universities in the four
Mercosur countries. It is guided by strategic scientific and academic cooperation and supports regional LA
cooperation (AUGM support statement for the CRES Conference 2008). Recognition of degrees as a means to
facilitate mobility and general institutional internationalization have been identified as key priorities both for
the AUGM universities of the Region. AUGM already has hands-on experience with supporting regional
mobility through scholarship programmes. The Brazilian association partner (CRUB) has expressed a need to
trace and demonstrate good practice in internationalisation as building block towards a regional integration
framework.
Activities of Sub-region:
 Mapping study (A6.1 -as a feeder for the focus groups) of institutional internationalisation strategies in the
region and support structures within the university for internationalisation (On the basis of the Survey data
3-5 institutions per country will be asked to provide case studies)
 Focus group 1 to (A6. 2)
o Discuss mapping study
o Develop ‘How to’ recommendations to guide universities in building a mobility strategy as an
aspect of internationalisation
o Identifying factors that impact mobility (recognition issues, credit and degree system, etc)
o identify regional good practice and prime discussion on a policy initiative for improving
internationalisation in Mercosur
(12 people from institutions, 2 Europeans, 2 from another LA region)
 Workshop 1 (A6.3) to
o Share good practice on collaborative approach and mobility schemes in the region
o First brainstorm on sub-regional internationalisation strategy: identification of obstacles and
opportunities
(40 participants, incorporating Alfa case studies, 70% LA and 30% European)
 Focus group 2 (A6.4) to
o Develop sub-regional internationalization strategy
o Produce concrete recommendations on how to take it forward
(senior level representatives from institutions, QA agencies, government-foreign and education
ministries)
 Workshop 2 (A6.5) to
o Presenting and disseminating results of strategy to institutions and government
(40 participants from institutions and government, 15% from Europe)
CSUCA: Sub-regional initiative in Central America, Mexico - Toward a regional Qualifications
Framework (QF) for Central America and Mexico ( A7)
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Justification/ Precedent: CSUCA, based on its work plan 2009, Third Action Plan and statutes has launched an
ambitious three year objective to establish a common credit system, align diplomas and curricula, establish a
regional mobility programme, and sensitize/ train institutions in the region to adhere to the changes. Attempting to
develop an overriding qualifications framework would be an important exercise to elucidate the challenges in
aligning curricula across the region and would contribute to their ambitious strategy. CSUCA would value the Alfa
project as a considerable contribution to the further development of their sub-regional integration strategy and the
elaboration of a concrete workplan. Furthermore, given the ambitious nature of this strategy, it would be able to
assess the feasibility of such a framework, and what the challenges will be in terms of institutional acceptance and
government support.
Activities of sub-region:
 Workshop 1 (A7.1) to
o Discuss current initiatives that would support a regional QF, constraints in its development and
implementation, and a strategy for consultation and development. Tools and information acquired
from LA survey and training seminars will be used.
o Set up working group to draft QF
(40 people, 70% Central America/ Mexico Vice Rectors, 15% other stakeholders, 15% European
experts)
 Focus groups/ working groups 1 and 2 (A7.2+3) to
o Design/draft an overarching regional QF.
(12 people- Institutions, Governments, students, employers)
 QF consulted with universities and other stakeholders electronically (A7.4)
 Workshop 2 (A7.5) to
o share experience of trial universities and discuss next steps in adapting and implementing the QF
if feasible.
(40 people, regional UAs and members plus 15% European and other LA experts)
 Trial/ country validation (A7.6):
o Central American countries (via consultation with UA, government and other relevant
stakeholders) assess prospects for implementation of QF at national level (aligning their current
degrees to it) and feasibility for wider application. Each national university association prepares a
report on how to translate this into a National qualifications framework
Transversal activities (A8):
The transversal activities enable exchange of practices between the sub-regional initiatives, and ensure that their
experience feeds into the LA regional dimension of the project, contribute to the LA Higher Area. In addition, they
strengthen internationalisation, in particular with regards to the role of the UA. A series of traversal, cross-region
activities have been designed to unite actors within the project, share practice across regions, and generate regional
level political messages.
The first EU-LA university association conference (UAC) (A8.1) will be an occasion for stocking-taking of the
sub-regional initiatives, and to discuss on how the UA can take the regional integration agenda, and the EU-LA
process forward.
It would also put focus on the role of UA as an interlocutor or bridge between state agencies and universities at
national, sub-regional and regional level. It would be a high level occasion for the UA of both regions, but in
particular for the sub-regional LA UA, to demonstrate their commitment to the LA HE area and the EU-LAC HE
Area, and their active contribution to policy development in dialogue with governments and a wide range of
stakeholders.
This conference will be driven by both LA and European Associations, with the aim to produce multi-level
recommendations that a) support the sub-regional associations and their members in continuing projects to build
sub-regional integration, b) define the role of different actors - higher education institutions, governments, QA
agencies, students, etc. in bringing the process forward. It will target 180 participants, representing UA, universities,
governments and organizations of the LA region, and European partners and resource persons.
In conjunction, the third phase will include other cross-cutting regional activities that will highlight the role of UA
in international cooperation. This will consist of the following:
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 A Peer-learning exercise (A82) whereby two LA UA will be paired with one European UA and exchange
site visits. These visits can lead to enhanced future cooperation, possibly via bi-lateral agreements and spin
off projects. Pairings will be done in parallel sub-regional activities (workshops, focus groups) and
streamlined throughout project. The Peer learning exercise is designed to add very targeted, face-to face
meetings between individual UAs in Europe and LA. University associations are increasingly providing
platforms for their members to participate in international projects and dialogues. These platforms are a
result of strategic discussions with partner organizations in regions. It will be designed to accompany other
project activities (as side activities). Each UA participating in the project will select two potential, new
national partners from Europe (European UAs can come from beyond the 5 in the partnership- EUA will
facilitate this). Then, one-day site visits will be organised that will consist of a series of meetings, joint
presentations of activities and organization, priorities for partnerships, etc. Each UA will write a short
report on the matching exercise, detailing potential synergies, possible future collaboration, and next steps
(partnership agreements and MoUs may be taken if appropriate).
o A working group that will develop a tool kit for promoting EU-LA cooperation opportunities (A8.2) that
will gather resources, training tools and critical products from other Alfa projects/ funding information. The
idea will be to equip university associations with a wide range of tools that they can use to promote EU-LA
partnership, and ultimately internationalization across their members. It will be a means to further promote
funding opportunities and some of the good practice that has emerged from Alfa projects. The Alfa
Observatory, and the AGS, who already have considerable experience in collecting good practice across
Alfa university partnerships, will assist in consolidating this information into very practical communication
tools (template for partnership agreements, links and instructions for grant applications, presentation
templates on funding programmes, etc).
o A workshop (back-to-back with the final conference) on the role of UA’s in supporting the
internationalization (A8.3) of their members and in driving international dialogue: outcomes of some of
the pairing exercises presented. Tool kit will also be presented. Internationalisation has been deemed an
important issue for all university associations. HE modernization and regional convergence are in many
ways a means to address the need to internationalise. However, internationalization requires support
structures, resources and flow of information.
The project will culminate in a final UA conference (A8.4) to disseminate results and discuss progress to a wider
stakeholder community (180 participants), and gather future commitments. This event will be structured similarly to
the first UA conference. Prior to it will be the one-day workshop (as described above) on the role of universities
associations in supporting internationalisation across their membership, that will promote the internationalisation
‘tool kit’ and the results of the matching exercise.
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Phase-Out Phase (M33-36)
During the phase out, the final outcome reports and final project compendium will be published and distributed and
the sustainability strategy agreed at the second UAC will be consolidated. Sub-regional partners will feed their final
reports from the sub-regional initiatives into this strategy and the advisory board report will contribute input. The
continuation of website will also be secured, as it will be a valuable repertoire of documents and tools from the
projects. One option would obviously be to fuse it with or connect it to the Alfa Observatory site, another one that
EUA jointly with Obreal and one LA partner would host it.
Capacity of partners15:
The Project Management Team (PMT), led by EUA, OBREAL, AGS and four sub-regional LA organisations
(ASCUN, AUGM, CSUCA and OUI) will be a robust body, comprising experienced staff members, with
longstanding working experience in an international environment. All Latin American partner work in Spanish, but
have considerable number of staff members that are proficient in English. All PMT partners will be supported by the
home offices of the organisations involved and will co-finance the project in staff time.
EUA reaches to over 800 institutions and 35 national rectors conferences in Europe and. There are 35 staff in the
secretariat in Brussels, divided into units that deal with Quality Assurance, Higher Education Policy, Research
Policy, and Autonomy and Governance. EUA also utilises and extensive network of experts on European HE. EUA
has long-standing experience with projects funded by DG Education and Culture, DG Research and EuropeAid
(EUA led a 1.4 million Euro Asia- Link project between 2007-9 and manages 1.5 million Euro FP7 project at
present). .
EUA’s mandate in the Bologna process, contribution to EU research policy-making, and relations with
organisations from across Europe and European institutions, ensure its capacity to debate issues which are crucial
for universities in relation to higher education, research and innovation.
15
For detailed break-down of tasks by partner, see table in section 1.4 Methodology
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In 2006, EUA launched its International Agenda, which created a strategic framework for dialogue and partnerships
with university organisations around the globe. EUA currently entertains exchange and cooperation relations with
partners in the Americas, Asia, and Africa. It has carried out interregional dialogue events for university leadership
and also a number of mainly European Union funded projects, funded by both DG EAC and EuropeAid, benefiting a
wide range of stakeholders.
EUA has successfully implemented projects, generally as the project lead that resulted in tangible enhancement of
higher education policy and institutional practice. Its vast experience in holding high-level European conferences
and seminars and disseminating its research outcomes through publications are crucial for the present project.
Since 2004, EUA has specifically organised a number of dialogue events with Latin American university
associations
(http://www.eua.be/eua-work-and-policy-area/internationalisation-of-he-andresearch/regions.aspx#c2420 ), the most recent of which was co-organised by OBREAL and ASCUN in Cartagena
Colombia and produced conclusions that have guided the design and objectives of this project.
EUA also manages a quality assurance programme called the Institutional Evaluation programme that conducts
voluntary institutional audits all over the world. These audits are based on the premise that institutions should asses
their own goals and means to achieve goals. The IEP has become a strategic tool for change and EUA has been
solicited to do whole system reviews in Portugal, Ireland and Slovakia (http://www.eua.be/iep.aspx). In Latin
America, EUA has done IEPs in the following institutions:
Federal University of Belem
Brazil
1998/1999
Federal University of Pernambuco
Brazil
1996/1997
State University of Rio de Janeiro
Brazil
1997/1998
University of Talca
Chile
1999/2000
University of Talca
Chile
2003/2004
Universidad de Rosario
Colombia
2005/2006
Universidad del Norte
Colombia
2007/2008
Universidad El Bosque
Colombia
2009/2010
EUA is committed to helping its members establish enduring cooperation with Latin American higher education and
will invest considerable co-financing via staff resources.
OBREAL’s main goal is to promote dialogue and synergies between governmental, academic and social sectors in
Europe and Latin America. In this context, it sets out to "identify and develop all the opportunities offered by the
partnership between the two regions to create a better understanding of the regional and sectoral problems which
shape policymaking". OBREAL activities point to create long-lasting relationships between institutions of both
regions. Between 2004 an 2007, research of OBREAL was organized into five thematic areas: trade and financial
relations and regional integration, Democracy, human rights and the rule of law, Social and development
cooperation, Global governance and multi-regionalism and Civil society and institution building. Since 2008,
OBREAL re-defined its former thematic areas and included two new areas: Audiovisuals and Cooperation in
Communication and Higher Education, Citizenship & LAC-EU Space. In this new context, and keeping its main
goals, OBREAL concentrated its actions in project managing, incorporating new members and supporting
institutions to the network. Created as a Commission initiative, has considerable experience with EU- LA project
work in a variety of sectors (see recently the Erasmus Mundus funded PROMHEDEU-LAC project). OBREAL has
a reliable network of research institute partners (23) across LA and Europe and has partnered with EUA, ASCUN
and OUI on previous EC funded projects under the Erasmus Mundus programme. OBREAL has also served on the
advisory board of the current VERTEBRALCUE Alfa project.
ASCUN is the current president of CONSUAN, the regional university association body of the Andean Community:
The objectives of the CONSUAN are coordinate regional programmes and activities in order to generate regional
integration process in the Andean community. They aim to help foster exchange of students and staff and promote
curricula harmonisation and recognition of studies. ASCUN itself is a leader in the Andean higher education
community and has led/ been involved in the following projects:
 Operated at the National Tuning Center in the first Phase of the Tuning LA project
 Prepared project “Proyecto Internacional sobre Responsabilidad Social Universitaria” with other university
associations of the región
 Association partner of the Project COOPEN (Erasmus Mundus)
 Responsible for Mobility project financed by SOCICAN (CAN-EU)
 Official partner of the Alfa Observatory
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ASCUN has a large project and event planning staff and has recently hosted and organized the workshop ‘Taking
forward research and higher education cooperation between universities in Latin America and Europe’ (4-6
February 2010, Cartagena, Colombia) with partners EUA and OBREAL.
Grupo Montevideo (AUGM): The Asociación de Universidades Grupo Montevideo is an association of
universities from Uruguay, Argentina, Brasil, Paraguay and Chile that aims at contribute to the HE integration of the
countries of South America by strengthening internationalization and research. In particular, the AUGM has a long
tradition of cooperation with Europe. They also manage a regional mobility scheme for students and doctoral
candidates, facilitate dialogue among rectors, support young researchers and provide a platform to develop joint
projects across members.
OUI-IOHE-University Veracruzana, Mexico: The Inter-American Organization for Higher Education is a nonprofit association that seeks to pursue educational goals by establishing collaboration activities with universities and
Higher Education Institutions in the Americas. In this project, they will be represented by the University of
Veracruzana in Mexico, where their current presidency is. The IOHE is comprised of approximately 300 higher
education institutions and university associations, which represent over 6 million students, 500,000 professors, and
600,000 support staff members. In addition, the organization is a forum for reflection on the academic and social
role of Higher Education Institutes (HEI) in the Americas, which includes both managerial and organizational
issues. IOHE’s activities are centred on three main programs: The Institute for University Management and
Leadership (IGLU), The College of the Americas (COLAM), which establishes various academic training networks
and CAMPUS, which aims to develop doctoral research and establish a critical mass of scientists through the
organization of Collaborative Doctoral Program and Research Incubator Meetings (CDPRI). The aim of the
CDPRI meetings is to establish physical and virtual areas of convergence that promote inter-university
collaboration.
OUI-IOHE has been operating within the field of LAC Higher Education for more than three decades. Over this
period, it has established solid interregional and intraregional networking partnerships among higher education
institutions by promoting training, research, best practices, capacity building and internationalization. Its level of
expertise in the field of Latin American and Caribbean Higher Education is exemplified by its landmark agreements
with key decision makers and policy makers in HE. These agreements have led to the creation of important
initiatives such as the Latin American and Caribbean Common Area of Higher Education (ELES) and Collaborative
Doctoral Programs and Research Incubators. In addition, its programs have contributed to the development of key
activities such as specialist training courses, online fora, short academic stays, seminars, workshops and
international conferences. During the is project OUI will be represented on all matters by the University
Veracruzana, Mexico, which has currently the presidency and will also be the legal project partners.
CSUCA: CSUCA is the University Council of Central America. They have been central in design a common
accreditation system for the region and have worked with DAAD and HRK to put this accreditation body in place.
They have been a strong dialogue partner with other associations in the region.
Santander Group (AGS): The Santander Group is a non –profit association of European universities, registered
under Spanish Law, composed of almost 35 universities from 16 European countries. It has 20 years of experience
in international co-operation in the field of education and research with both European and non-European
universities. It co-operates with its members and partners to increase quality and cohesion of the higher education
system in Europe by providing leadership, recognition and standards of excellence.
AGS is integral to the project activities and dissemination of results. They have been coordinator of the AlBan
Programme (2000-2010) which offers high level scholarships to Latin American students wishing to study in
Europe (EU Contribution 83 million Euros). Also, the AGS is the only European partner in the Alfa III
Observatory project that is responsible for identifying/promoting synergies among all 14 projects selected in the
scope of the first Call for Applications of the Alfa programme. Both these projects are funded by the European
Union. This long-standing cooperation enabled the Group to sign agreements with three major Latin American
networks:
FAUBAI – the Forum of Brazilian Association of International Relations Offices (175 members)
UDUAL – the Union of Universities of Latin America and the Caribbean (180 members)
ASCUN – the Colombian Universities' Association (80 members)
With the above mentioned experience The AGS is highly capable of managing international projects in terms of its
financial credibility, operational facilities, access to expertise, extended relations with organisations of higher
education within and outside Europe. It can thus positively contribute to the realisation of the set objectives of the
present proposal.
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Over the 8 years of intensive relations with Latin America on the implementation of both the AlBan and the Alfa
projects, The AGS has collected a significant volume of statistical information about the trends and expectations of
the Latin American Higher Education, together with a large number of working relationships with HEIs and
individuals in LA. The AGS is willing to share this information within the scope of the present project for the
benefit of LA Higher Education. The AGS can also play a crucial role in project activities requiring an access to
previous knowledge and contacts e.g. for the purpose of the Trends survey, formulation of recommendation or good
practices, which can be of instrumental help for the success of this project.
The AGS has also developed an established experience in producing and maintaining websites and developing all
required computer tools to work online for inquiries and surveys, online registration of events,
distribution/collection of information, etc. It can also deal with regional stakeholders in Spanish and Portuguese.
Other projects partners: The other project partners are national university associations in LA and in Europe. Their
role will be in content development and in participating in/hosting a variety of the project activities. They will also
be key to the realization of the LA survey, and overall dissemination of the project results.
European associations (CRUP, CRASP, HRK, CRUE, CPU) in particular will be critical to the sub-regional
initiative activities. They can present both the challenges and successes in implementing aspects of the Bologna
process, such as aligning curricula to a common credit system, designing a QA framework, and reform QA. They
will highlight good practice and strategic commitment to promoting these changes to university leaders and faculty.
Of few examples of what some of the other project partners can contribute in terms of capacity are the following:
HRK has led a joint project of CSUCA, the German Academic Exchange Service DAAD to foster the development
of evaluation, management and accreditation of quality in higher education in Central America and, which aimed at
the regional integration of higher education systems in Central America (2004-2007 followed by several post-project
activities to ensure the sustainability of the action). The HRK also has formal higher education cooperation
agreements with Brazil, Chile, Mexico, Colombia, Central America which contain recommendations for the
admission and placement of students at higher educations institutions in either country at various levels of study and
for doctoral studies. In addition, these agreements provide recommendations for cooperation between institutions, in
particular in the fields of study and research, and for the exchange of information, consultations and cooperation
relating to issues of higher education policies between the HRK and the respective foreign partner institution.
The CRUB has launched the Forum of the International Relations Officers of Brazilian Universities (FAUBAI) and
will be a leader in carrying out one of the UACs and in the Metrcosur sub-regional initiative. CRUCH has also
recently expadnded their capacity extensively as a ntaionl actor in revising and internationalising Chilean degrees
and currcula. They will host at leadt one event in the Andean region.
A table attached in Annex describes partners’ memberships outreach and past project experience (more detailed
information is contained in the PADOR).
Finally it should be noted that several Associated partners have been included in the project from strategic
dissemination puposes. This includes:
1) the Bolivian Private University Association -ANUP- Asociación nacional de universidades privadas
2) the ADU -Dominican University Association
3) University de Cordoba (Argentina)- to reinforce capacity of the CIN
The reasoning is two-fold: In a system like Bolivia, the private university sector is also very prominent. ANUP will
support the project survey and sub-regional activities and help spread results to the private institutions as well. For
ADU, it should be noted that while the Caribbean is not eligible for this call, they have been included in the EULAC Heads of State Summit and previously in the stated ‘EU-LAC HE Area’. Thus the consortium finds it
important to have an arm into the Caribbean and to disseminate results in this region.
1.8. Methodology (max 4 pages)
Overall methodology (approach):
The project will contribute to relating furthering the regional HE convergence and harmonisation agenda by the
following approach
1) bringing together university associations as the representative bodies of universities of both regions with a
considerable outreach and impact regarding policy making and development of higher education sectors
and institutions at national, regional and international level.
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2) drawing on the European and LA specific experience of building up structures and capacities for the
development of higher education institutions within national and regional HE systems. (sharing best
practices, pooling resources, mutual learning and peer exchange, stakeholder dialogue/ responsible
partnership), but also to impact policy change and systems development (advocate interests, respond to the
actual challenges at national and regional level policy level). It will also address the challenges and
opportunities that institutions in countries and regions with less developed structures
3) addressing clearly identified needs and demands of stakeholders of both regions while considering also the
specific regional and national policy and economic environment. The project will start from priority areas
as identified by partners at previous existing dialogue meetings, and develop further develop thematic
priorities in working groups and conferences, involving a large range of HE stakeholders, policy makers
and external stakeholders
4) assessing the state of play and opportunities for regional HE integration so far in LA, and consider how to
best advance them from the sub-regional level up. The idea is to take existing strategies and initiatives that
have been developed in Mercosur, the Andean Community and Central America/ Mexico and provide an
impetus to take them forward tangibly. The concrete projects would set an example and bring inspiration
for the structural and thematic foundations of HE harmonisation
5) Complementing the sub-regional initiatives with cross cutting transversal activities that will reinforce
institutional internationalisation and build university association capacity in this regard (UACs, producing a
tool kit for Europe-LA cooperation, Europe and LA UA matching/ peer learning exercise).
How the action is intended to build on the results of this previous action:
The project builds on a long standing dialogue among most of project partners. Regular meetings of European and
LA rectors and representatives of rectors associations took place in 2004, 2006, and 2008 resulting in joint
declarations in http://www.eua.be/index.php?id=33 (Barcelona Declaration, 27 March 2008).
More recently, EUA, ASCUN and OBREAL organised an EU-LAC University association dialogue in Cartagena
Colombia that provided an input statement for the EU-LAC Heads of State Summit 2010
(http://www.eua.be/Libraries/W_P-_Internationalisation_Regions/Cartagena_Input_Statement__EN_1.sflb.ashx).
This statement was endorsed by all participants and called for a concrete stock-taking of the EU-LAC HE and
Knowledge Area, and road map for future implementation based on this stock-taking, and an increased role in
stakeholder consultation at regional level. Region forums were critical and should serve as a bridge between
institutional practice and government policies. Core priorities for cooperation have been identified, including the
enhance role of university associations as interlocutor between policy and institutional level, and the progress made
in sub-regional HE convergence, also with regards to the EU-LAC process. The project is also intended to build on
the result of the OBREAL led Erasmus Mundus projects: PROMEDEU_LAC and BRIDGES _LAC.
This project would support and develop synergies with a variety of other initiatives:
Official International Openness Strategy of the Bologna process: As of 2007, the minister for higher education in
Europe endorsed and official Strategy for ‘The Bologna process in a Global Setting’. This was in response to the
need to engage in global dialogue on Europe’s Bologna process reforms and communicate its elements. The strategy
entails 1) promoting policy dialogue with other regions, 2) promoting the attractiveness of European HE to the rest
of the world, 3) promoting recognition between European degrees and those from the rest of world and 4) promoting
global partnerships in HE.
In 2009, the first Bologna Policy Forum was held in conjunction with the European ministerial meeting where
ministers from around the globe were invited to attend and express their interests and concerns with Bologna and
how it is relevant to their regions. EUA contribute the ‘Global Setting’ working groups and had attended both
Global Policy Forums (one was repeated in 2010). This current project is seen as a means to contribute to the
overriding Bologna in a Global Setting Strategy.
Synergies with other projects
Alfa Observatory: The AGS, who runs the Observatory, is a project partners and part of the PMT. The strategic
alignment of this project to the Observatory ensures that the results will be promoted widely and that Alfa
beneficiary institutions will be widely exposed to the outputs, which may benefit their further development.
Tuning Latin America: This project was supported by the Alfa programme and contributed to aligning the
curricula of some universities in some LA countries and generating and interest in learning outcomes. This project
has not been continued but many institutions are still interested in developing a common framework for degrees and
in designing joint curricula. Alfa –Bridge will provide a more structural project in which to embed Tuning-like
projects. It will develop a regional and sub-regional structure that will promote and support such micro-level
curricular and faculty targeted projects
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Vertebralcue: This current Alfa projects aims to develop ‘ALCUE’ promotion units in certain LA universities. The
universities that have hosted such units will be incorporated into the project activities and share good practice/
experiences.
‘Aseguramiento de la Calidad’: This current Alfa project focuses on developing regional coherence in QA. It will
be important to incorporate the results into the Training seminars and the sub-regional initiatives, particularly that of
the Andean Community (CINDA in Chile is leading this)
Methods of implementation and management
It is proposed as follows:
 Programme Management Team
o Given the high number of participants, a central project management team (PMT) will ensure
the overall coordination and administration. This will provide a clear distinction between tasks of
the technical and financial management of the project, under the responsibility of the PMT, and
the more content and policy related issues, in which all partners in this large consortium should get
involved in line with their interests and their capacities.
o The PMT was selected to represent a transatlantic balance, and consist of senior managers of
EUA, Obreal, AGS, and the 4 LA sub-regional partner organisations (AUGM, CSUCA,
CONSUAN represented by its presidency ASCUN, Colombia and OUI represented by its
presidency University Veracruzana, Mexico). Each partner will delegate a senior manager.
o The PMT will be in charge of the overall strategy of the project, reporting, monitoring of progress
and results. Within the PMT, tasks for mid-term and final evaluation, information tools (website),
dissemination of outcomes, visibility and promotion and communication flows among all partners,
will be shared. The PMT will communicate regularly via phone conferences and physical
meetings.
 Project lead and overall responsibility: EUA will as an applicant will have the project lead, and the overall
responsibility for technical and financial administration, and for reporting to the EC. It will be supported on
this by Obreal.
 Consortium level:
o All consortium partners nominate a senior manager and a person on project officer level as focal
persons for the coordination on all issues regarding the project.
o With the exception of the kick-off meeting, consortium meetings would take place back-to-back
with the events, involving usually the focal people, but for policy and strategy discussions also
senior representatives (SG, President)
 Regional and sub-regional level: Beyond, there will be special responsibilities for communication within
region and sub-regions as follows:
o EUA will oversee the European contribution to the project/ communication with European
partners.
o Each sub-regional UA will be in charge of the sub-regional initiative, and all matters of
coordination and communication within their sub-regions.
o The OUI will assist specifically with the Central America management (given its presidency at
University Veracruzana; Mexico)
o OUI as an overarching LA network, and OBREAL and AGS, with their strong contacts in Latin
America and Europe will support the overall cohesiveness of project activities, advice on
dissemination of tasks to the appropriate actors, contribute to follow-up and information
dissemination etc.. OBREAL and AGS will serve as bridging partners between Europe a LA.
AUGM, CSUCA, ASCUN will manage communication within their sub-regions and be in charge
of the sub regional projects.
 Sub-regional initiatives: The sub-regional UA will take full responsibility for planning, implementing and
administrating the sub-regional initiatives. They will appoint 3 sub-regional initiative managers, who will
be in charge for operational planning and reporting
 Special tasks: special tasks such as the execution of research, and the hosting and organization of events will
be allocated by the PMT. Given the capacities of the consortium, they would usually be implemented by
one or several consortium members or their members.
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Internal and external evaluation:
Monitoring and internal and external evaluation will be critical for the overall success and quality of outputs. The
following approach will be taken:
1) Updated workplans and progress reports will be presented to an Advisory board (AB) consisting of
a. Members of the consortium members (usually rectors, presidents of UA)
b. Parties external to the project consortium (European Commission, Alfa Structural projects,
UNESCO, IAU, stakeholder organisations).
It will meet 3 times physically during the project duration, but can be consulted via electronically.
The advisory board would in particular be of value in ensuring that the project’s approach and outcome are
valid for both the policy as well as at stakeholder level. It will serve also as a sounding board for the overall
strategy and goals. As an added value, the members would contribute to the dissemination of results, and to
the visibility of the project. The advisory board will meet twice throughout the course of the project, in
conjunction with other sub-regional initiative activities. They will deliver a short report after each meeting,
summarising the discussions and conclusions.
2) The PMT will be in charge for monitoring process, and for internal evaluation. Where appropriate, they may
task a team of specialists to assess outcomes. It will consider in particular
a. Research outcomes
b. Reports and feedback sheets from the events
c. Provide feedback on strategies and workplans of the sub-regional initiatives
d. Assess sub-regional progress reports by sub-regional initiative managers
3) Regular PMT meetings- both in LA and Europe, planned in conjunction with project events (3 per year)
4) European Commission will be invited to attend 1-2 PMT meeting and all project events (Delegation will be
invited in LA)
5) Evaluation forms will be collected after all seminars, workshops and conferences
Attitudes of all stakeholders towards the action in general and the activities in particular;
The project fits perfectly well the mission goals all partners of the projects. As explained previously, the project will
build on previous contacts and working relations, as well as on a growing commitment at the sub regional level to
foster HE harmonisation. These priorities of the sub-regions - such as a joint understanding of quality issues,
mobility schemes, qualifications framework and credit systems, are equally important at the regional level, where
all partners are present in dialogue forums. Therefore, project initiatives and their outcomes would be synergised
with those already undertaken by all partners individually or in cooperation in their regular work programmes. This
is also expected to have a strong positive impact on the dissemination of results and the networking of partners, and
also on the sustainability of project outcomes.
Roles of partners in Activities (Task Distribution)
Task
Management (A1)
Overall budget management
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Partners
OBREAL and EUA
Timing
throughout
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Reporting submission to EC and correspondence with EC
Preparing sub-regional reports for bi-annual reporting periods
Website set-up
Website content input
Host PMT/Kick-off meeting 1
Host PMT meeting 2
9 additional PMT/ management meetings (intra-European), 9
intra-LA meetings attached to project events – 7 additional PMT
meetings in LA
Mid-term reporting to PMT (Sub-regional managers prepare
progress reports of sub-regional initiatives to be submitted to
PMT)
Survey(A2)
Survey design
Survey upload (online)
Translation Spanish and Portuguese
Survey testing
Survey distribution
Survey analysis
Preparation of survey results and analysis in English
Preparation of sub-regional analyses
Regional Integration Seminars (A3)
Preparation/ content for training seminars on QA, recognition (1 +
2)
Host training seminars 1 and 2
Managements of invitations/ registration for training seminars 1
and 2
Preparation/ content for training seminars on QFs and mobility (3
and 4)
Host training seminar 3 and 4 and invitation management
Sub-regional initiatives- CONSUAN (A5)
Europe-Andean workshops to develop regional standards and
guidelines for QA
Side events back-to-back to workshop: Pairing of CONSUAN and
European UAs (bi-lateral meetings/ site visit to CONESUP and
Ecuador universities)
Follow-up focus groups to draft sub-regional QA Framework,
including visits to ministries and QA agencies
Above paired with UA pairing/matching exercise
Nomination of trial universities for implementation. 6 institutions
do internal consultations on feasibility of implementing
framework
Institutional dissemination workshop and QA framework:
Sub-regional initiative- Mercosur (A6)
Mapping of institutional internationalization strategies
Focus group on building mobility strategies and recommendations
for institutions (‘how to’)
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EUA and OBREAL
AGUM, ASCUN, OUI/CSUCA
EUA/OBREAL/ AGS
AGS and PMT
ASCUN
CSUCA (Guatemala)
tbc locations- linked to project event
Bi-annual
Bi-annual
N+3
throughout
N+1
N+6
throughout
Collected and reviewed by EUA and
OBREAL
N+20
EUA proposes draft to PMT: then
consulted by all partners
AGS
OBREAL and AGS arrange
PMT distribute to 2 universities each
All partners disseminate to members,
collection managed by AUGM, CSUCA,
OUI, ASCUN
AGS, in conjunction with AUGM,
ASCUN, CSUCA for sub-regional
analysis
EUA and AGS
AUGM, ASCUN, OUI,CSUCA
N+2-N+3
EUA and HRK
N+4 – N+8
AUGM (Uruguay)
ASCUN, OBREAL, EUA (for European
contributions)
EUA and AGS
N+9
N+6-N+8
Guatemala (CSUCA)
N+11
Content managed by ASCUN, EUA,
CRUE hosted by CONESUP (Ecuador)
All CONSUAN UAs and 5 European
UAs
N+14
All CONSUAN UAs, organized by
ASCUN, European experts for focus
groups nominated by EUA, additional
experts from Alfa nominated by
Santander
European UAs visit CONSUAN UAs in
conjunction with focus groups
Hosted by CRUCH, 6 institutions report
to national UAs
N+16
AUGM
CRUB (Brasil), content managed by
EUA, AUGM
N+11 -13
N+15
N+4
N+3
N+4
N+4
N+6- N+8
N+8
N+9
N+6-N+11
N+14
N+16
N+20-28
(trial)
N-30 (WS)
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Side UA pairing activities with CRUB and European UAs
Workshop on joint degrees and other practice in cooperation
Focus group on designing regional internationalization strategy
European UAs and CRUB
Hosted by AUGM (Uruguay) content
managed by EUA, AGM and OUI
Side pairing activities with European UAs and Mercusor UAs
Workshop to debate and endorse regional internationalization
strategy
Argentina (CIN) host, supported by
EUA, AGS
N+ 22
AUGM
N+30
Hosted by Panama: Content organized by
CSUCA, HRK and OUI
Costa Rica and Honduras
N+ 14
Side UA pairing activities in Paraguay, Uruguay and Argentina
Synthesis of sub-regional initiative (regional mobility strategy)
and preparation of recommendations for UA Conference
Sub-regional initiative: Central America and Mexico (A7)
Workshop for academic vice rectors on bringing forward a subregional QF
2 Focus groups to design QF
Parallel UA pairing exercise
N+ 18
N+14 –
N+22
European and Central American UAs,
pairing facilitated by EUA and CSUCA
CSUCA, OUI to oversee
N+22-N+28
OUI
ANUIES host
N+20
N+31
PMT consulted, managed by EUA,
OBREAL, CRUP (Portugal) and AGS
CRUB (Brasil)
N+21
N+21
Second Advisory Board Meeting
Cross-cutting exercise: Workshop to discuss role of UAs in
supporting internationalization/ present tool kit
Final UA Conference/ dissemination (A8.4)
Facilitated by EUA/OBREAL, coupled
with sub-regional initiative event
Chaired by AGS, facilitated by CPU,
CRUECouple with project event
EUA and OBREAL facilitate
Held day prior to UAC, AGS and OUI
facilitate
Hosted by OUI/ANNUIES- Mexico
Outputs, publications
Publication of Latin American survey study with country and
regional annexes
Two sets of recommendations published after each UA
conference
Project compendium publication
OBREAL coordinates publication in
conjunction with OUI
CRUB, OUI and ANUIES coordinate
(drafting by PMT)
EUA, OBREAL, ACUN, OUI
N+11
Online consultation of QF and organize trial application in
Central America countries
Prepare report/recommendations for UA Conference
Workshop to share trial application experiences and assess
challenges going forward
First UA Conference (A8.1)
Content preparation, programme, invitations
Host
Meet project external advisory board meeting
Cross-cutting exercise: working group to develop tool kit for
EU-Cooperation promotion
N+24- N+28
N +32
N+33
N+33
N+23 and
N+34
N+34
Supplies:
The project will require the purchase of few additional supplies given that the consortium members will co-finance
with the secretariat infrastructure. However, given the high travel requirements of the PMT, a project laptop will be
required for each PMY partner. PMT will also have the option to update conference call equipment to facilitate
phone meetings.
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1.9. Duration and indicative action plan for implementing the action
The duration of the action will be 36 months.
*Note that the work plan has been divided into phases for Year One, though some times the phases
overlap due to the fact that preparation of an activity may start in a previous phase.
Year 1
INCEPTION PHASE
M
1
2 3
Semester 1
4
5
6
7
8
Semester 2
9
10 11
12
Activity 1.1.1: Kick-off
partnership meeting
Preparation: PMT
prepares draft
consortium agreement,
budget break-down and
management guidelines
for projects
Execution Activity: 1.5
day meeting in Bogota:
Presentation of project
workplan, time-line/
strategy and management
documents for discussion
Activity 1.3.2: Project
Logo/ promotion
material
Preparation: Quotations
from design companies,
company selected, logo
designs presented
Execution:
Logo
selected/ approved by
consortium
partners,
brochure, letterhead and
PP template produced
Activity
1.2:
PMT
meeting - Brussels
Implementing body
PMT – EUA prepares
English
draft,
OBREAL translation
ASCUN
Host,
Chaired by EUA and
OBREAL,
all
partners attend
EUA/OBREAL
EUA/OBREAL
All partners consulted
Organised by EUA
and OBREAL- PMT
attends
Year 1
PHASE 1
Activity 1.3.1: Project
website
Preparation: Obtain
quotation from web
design companies and
contract web designer
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1 2
3
Semester 1
4
5
6
7
8
Semester 2
9
10 11
12
Implementing body
EUA,
OBREAL
AGS,
Page 44 of 96
Execution: Web content
designed, translated to
Spanish and uploaded
EUA,
OBREAL,
AGS (web design)
All
partners:
consultation
on
content
AGS: Upload content
Input
from
all
partners
Execution: Updates to
website
Activity 2: LA HE
survey
Preparation:
Survey
content design
EUA,
AGSconsulted with all
partners
Facilitate
by
OBREAL and AGS
AGS
Preparation: Translation
to Spanish/ Portuguese
Preparation:
Survey
uploaded
Preparation:
Survey
tested
Execution:
launched
PMT distributes it to
two LA universities
each
All
partners
to
recommend sample
per
country
and
disseminate
EUA,
OBREAL,
AGS
AUGM,
ASCUN
OUI do sub-regional
analysis
EUA,
OBREAL,
AGS
Survey
Execution:
Survey
analysed,
preliminary
results published online
Execution:
Survey
analysis translated and
published (spill over into
year 2)
Activity
1.2
PMT
meetings: Uruguay and
Brussels
PMT
Semester 1
PHASE 2 (entails some
overlap with phase 1)
Activity
3.1+3.2:
Regional
Integration
Seminars on QA and
recognition
Preparation: Inviting
speakers and preparing
training tools, drafting
programme
Preparation: host makes
local hotel and venue
arrangements
Execution: First training
seminars 1+2 (back to
back)
Activity
1.1.2
Consortium meeting
Activity
3.3+3.4:
Regional
Integration
Seminars on QFs and
mobility
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1 2
3
4
5
6
7
8
Semester 2
9
10 11
12
Implementing body
Example
EUA and HRK
AUGM
(Uruguay)
host
AUGM, EUA, HRK,
OBREAL
+
all
partners invited
Page 45 of 96
Preparation: inviting
speakers and preparing
training tools, drafting
programme
Preparation: host makes
local hotel and venue
arrangements
Execution: seminars
(back to back)
Activity
Consortium
(optional)
EUA and AGS
CSUCA (Guatemala)
EUA, AGS, CSUCA,
OBREAL
+
all
partners attend
1.1.2
meeting
Semester 1
PHASE 3 (start- some
overlaps with Phase 2)
Activity 5, 6, 7: Subregional initiatives
Develop and finalise subregional strategies and
workplans
Preparation of subregional (A5,6, 7) and
transversal activities
(A8)
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1 2
3
4
5
6
7
8
Semester 2
9
10 11
12
Implementing body
PMT
AUGM,
ASCUN
(CONSUAN),
CSUCA, OUI
AUGM,
ASCUN
(CONSUAN),
CSUCA, OUI +PMT
Page 46 of 96
Remaining 2 years of project execution (Phase 3):
Sub-regional
initiative: Semester 3
Andean
CommunityRegional QA and recognition
framework
4
5
6
Activity 5.1: Andean
Community workshop 1 to
develop QA framework for
region
Activity 5.2: Focus group 1 on
QA Framework
Activity 8.5: Matching exercise
of European and Andean UAs
(site visits and side meeting to
sub-regional events
Hosted by CONESUP, content
managed by EUA, CRUE,
ASCUN
ASCUN
All Andean UAs and selection
of European UAs. Matching
coordinated by EUA and
ASCUN, visits arranged by
local UA partners (ANR,
CONESUP, CEUB)
Organised by ASCUN
Activity 5.3: Focus groups 2 on
QA Framework
Activity 5.4: 6 trials for
implementation at institutions
(internal
consultations
conducted)
Activity 5.5: Dissemination
workshop 2 for the QA
framework and nomination of 6
institutions for trail
Sub-regional
initiative:
Mercosur - regional mobility
strategy
6 institutions nominated report
to national UA
Hosted by CRUCH
Semester 3
4
5
6
Activity 6.1: Mapping good
practice in internationalisation
strategies at institutions
Activity 6.2: Focus group 1 on
building mobility strategies at
institutional level and ‘tool kit’
Activity 6.3: Workshop 1 on
joint degrees and mobility
Activity 7.1: Workshop 1 on
bringing forward a sub-regional
QF
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Implementing body
AUGM
CRUB, content supported by
EUA, AGS, AUGM
Hosted by AUGM-in Buenos
Aires-, content supported by
AGS, EUA, OUI
Organised by CRUB and
AUGM
and
local
host
universities for site visits
CIN
(Argentina),
content
supported by EUA, AGS,
OBREAL
Host Paraguay
Activity 8.5: Matching exercise
of European UAs and Mercosur
UAs
Activity 6.4: Focus group 2 on
regional
internationalisation
strategy
Activity 6.5: Workshop 2 to
disseminate Internationalisation
strategy and endorse
Sub-regional initiative: Central
America/Mexico- Towards a QF
Implementing body
Semester 3
4
5
6
Implementing body
Hosted by Panama, Content
organised by CSUCA, OUI,
HRK
Page 47 of 96
Activity 7.2/3: Focus groups
1+2 to design QF
Hosted by Costa Rica and
Honduras. Supported by OUI,
CSUCA
CSUCA and OUI facilitate
selection of trial institutions,
overseen by national UAs
Pairing facilitated by EUA and
CSUCA, local host universities/
UA organise site visits
Costa Rica
host, OUI
coordinates content
Activity 7.4: Online
consultation of QF
Activity 8.5: Matching exercise
of Central America and
European UAs
Activity 7.5: workshop 2 to
share trail outcomes of QF
applications and discuss next
steps with institutions and
government
Activity 7.5: Trial; validation at
national level
Transversal activities (A8)
PMT Meetings (A1.2)
Activity 8.1: first University
Association Conference
Consortium meeting (A1.1.2)
Meeting of project Advisory
Board for progress review
(A1.4.1)
Working group on role of UAs
in supporting
internationalisation and tool kit
(A8.2)
Workshop on to discuss role of
UAs in supporting
internationalisation (preworkshop to final UAC) (A8.3)
Second Advisory Board
Meeting (A1.4.1)
Second University Association
Conference (A8.4)
Consortium meeting (A1.1.2)
Publication of LA Survey study
(A2.3)
Online publication final project
compendium (A1.3.4)
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Facilitated by national UAsinvolving
selection
of
institutions and government
Semester 3
4
5
6
Implementing body
Eu/lac
Content,
programme,
invitations managed by EUA,
CRUP
and
AGS
and
OBREAL
Hosted by CRUB: Brazil
PMT + all partners
Coupled with sub-regional
activity, EUA and OBREAL
facilitate
Chaired by AGS, facilitated
by CRUE and CPU
Facilitated by AGS
ANUIES. Mexico.
and
Coupled with sub-regional
event, EUA and OBREAL
facilitate
Content
programme,
invitations managed by OUI,
EUA, OBREAL. Hosted by
ANNUIES
PMT + all partners
OBREAL
coordinates
production in conjunction with
OUI
EUA, OBREAL
Page 48 of 96
1.10. Sustainability (max 3 pages)

Risk Analysis:
The following table identifies potential physical, environment, political, economic and social risks associated with
the project and list ways that the consortium would mitigate these risks
Activity
Risk
Insufficient response rate from
institutions
Mitigation
Survey response period would be extended- New
channels would be used to disseminate surveys
(beyond national university associations) such as
through the AGS network in LA and Alfa projects.
Possible incentives could be offered to institutions
(participation in project events).
Data proves difficult to
analyse
statistically
or
questionnaires
are
insufficiently answered
Possible follow-up interviews with selected
institutions to substantiate qualitative information.
UAs can be asked to provide more detailed national
reports based on their own statistics and
consultations. Results are qualified and future project
activities are used to gather more qualitative
information from institutions that participate
Institutions do not have access
to internet to reply to
questionnaire
Back-up Word version provided
Event must be cancelled due
to natural disaster in host
country or political instability
PMT will reschedule event in timely fashion,
assessing which partner would have the capacity to
host. Contracts with venues or hotels will include
force majeure clauses and reimbursement
arrangements. Given the size of the consortium, and
number of members that each partner has, transfer of
the event into another region or country may be
possible. Otherwise, it might be able to postpone the
event.
Cancellations
of
a
considerable
number
of
presenters or participants due
to force majeure
PMT and hosting partner will collect powerpoints in
advance and be prepared to seek appropriate fill-in
speakers from the participant pool. Possibility of
streaming the event live online for those who cannot
attend
Sub-regional
initiatives
Desired
outcome
proves
impossible to achieve in
project time frame (for
example, QA framework for
the Andean Community or QF
for Central America is not
finished after the rounds of
consultation planned in the
project)
Developing QA frameworks and the regional and
national QFs in Europe, for example, is a lengthy and
complicated process that requires vast stakeholder
consultation. Problems with such frameworks and
could come out in the trial/pilot phase that this
project foresees in some cases. Such frameworks
would then require additional consultation and a
wider trial across universities. Regional and national
UAs would then continue discussions with
government regarding resources to implement it.
What is important is that a process has been
launched, and the strategy and mandate to carry it
through pre-exists
Management
A partner is unable to continue
on the project, due to resource
The consortium is sufficiently large, to ensure that
other partners respectively staff members would
LA Higher Education
Survey
Regional Integration
Seminars,
subregional workshops
and UACs
2008
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Page 49 of 96
constraints
instability
or
political
stand in. Most of the partner organisations are
sufficiently large to replace a staff member. The fact
that work at and between partner organisations is
generally organised in teams, ensures that this will
happen rather smoothly.
The PMT comprises several partner organisations. If
it is a member of the PMT in LA, an alternate subregional manager will be selected based on an open
call to the remaining partners in the region. This will
require approval by the EC and amendment to the
contract. If the Partner is European, either EUA,
OBREAL or AGS will absorb the management tasks
and financial implications. This will be laid out in a
partnership agreement
Sustainability:
The sustainability of this project can be broken down as follows:
Enhanced capacity of UA’s to contribute to policy dialogue and institutional development, and to engage in
international dialogue and cooperation.
Enhancing capacity of the UA is a clear goal of the project, and the insights and skills gained will of course remain
after the project. Every organisation that benefits from the project should establish a portfolio of policy initiatives,
membership services and international activities that has been transmitted to new colleagues and updated frequently.
These portfolios should render over the years tangible benefit to members and contribute to policy change is a
critical task.
It is assumed that the project activities will a) provide university associations with a variety of tools that can be
utilised beyond the project time-line in promoting international cooperation opportunities to their members
(internationalisation tool kit and training seminars) and b) allow for the possible development of bi-lateral
partnership agreements between European and LA associations that could render concrete cooperation possibilities
for their members and spin-off projects (matching exercise). UAs and their members would assess the feasibility of
applying for future funding to support these partnerships (at national level or via European funding). Reports will be
drawn up from the mapping exercises/ site visits on next steps.
The sustainability, continuance and consolidation of the sub-regional initiatives in Mercosur, Andean
Community and Central America/Mexico,
The sub-regional initiatives are designed to support specific activities that contribute to a wider sub-regional strategy
for HE integration, driven in most cases by the sub-regional university associations (CONSUAN, CSUCA, AUGM,
OUI). In some cases, this strategy has already been developed prior to this project- in other cases, the strategy will
be elaborated and refined during the project. The fact that the sub-regions are already strategically committed to subregional HE harmonisation demonstrates that stakeholder ownership already exists and will be continued beyond the
project timeline. The project is simply an impetus to move some of the sub-regional plans forward in a concrete
manner, and to connect these developments to a wider regional discussion.
Of critical importance to the sub-regional initiatives is the emphasis on consultation of institutions, government and
other relevant stakeholders such as quality agencies and students. In developing a regional framework for quality
assurance and recognition, for example, the various workshops and focus groups will be designed to gather the
opinions of the institutions that would eventually implement such a framework, and generate government and
agency support. This will create a will and an alliance of partners to continue such a process beyond the project
timeline.
The sustainability of a bi-regional dialogue forum for the university association contribution to the EU-LA
Higher Education and Knowledge Area
This forum (two UACs will be organised throughout the course of the project), is an important means to create a
wider regional LA-EU dialogue on the LA HE integration process and on the progress of the EU-LA HE and
Knowledge Area. It will also be a way to connect policy and practice: for example, Alfa projects experiences in
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Page 50 of 96
supporting aspects of HE integration, such as common curriculum development, QA mechanisms, etc need to
inform policy and be showcased to policy makers.
Presently, there is already considerable interest to plan and organise EU-LAC dialogue events at the university
association level. EUA, OBREAL and ASCUN, with contributions from donors such as the Colombian Ministry of
Education, the Erasmus Mundus programme, the French Foreign Affairs and others, organised a successful EULAC university association conference in January 2010 which became an inspiration for launching this project. This
model, whereby a European and LA partner take the lead and mobilise additional donor funding, could be continued
in the future. At the end of this project, a sustainability strategy for the UAC will be designed and endorsed by
partners. This will include and analysis of possible funding models in the future. It will also look at stakeholder
contribution to other bi-regional policy processes and the role of higher education: The ASEM process and the
newly launched ASEM Education Process (EUA is a partner is organising bi-annual ASEM rectors’ conferences
that provide university input) and the EU-Africa Partnership, where EUA and the Association of African
Universities have lobbied for wider university consultation.
1.11. Logical framework
Please fill in Annex C16 to the Guidelines for applicants.
2.
BUDGET FOR THE ACTION
Fill in Annex B (worksheet 1) to the Guidelines for applicants for the total duration of the action and for
its first 12 months. For further information see the Guidelines for grant applicants (Sections 1.3, 2.1.4 and
2.2.5).
3.
EXPECTED SOURCES OF FUNDING
Fill in Annex B (worksheet 2) to the Guidelines for applicants to provide information on the expected
sources of funding for the action.
Please note that there are two different sheets to be completed
[Please mention here below the contributions in kind to be provided (please specify), if any (maximum 1
page).]
16
Explanations can be found at the following address:
http://ec.europa.eu/europeaid/reports//index_en.pdf
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4.
EXPERIENCE OF SIMILAR ACTIONS
Maximum 1 page per action. Please provide a detailed description of actions managed by your organisation over the past three years
This information will be used to assess whether you have sufficient and stable experience of managing actions in the same sector and of a comparable scale to the
one for which a grant is being requested.
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Project title: Bologna
Promoters
Location of
Cost of the
the action
action (EUR)
Sector (see section 2.2 of section II): Higher Education
EU Europe
EUA
689.360
(actual cost)
Objectives and results of the
action
lead manager
or partner
Donors to the action (name)17
European Commission SOCRATES Europe-wide
Participation Projects contributing to the realisation of
the European Higher Education Area
Amount
contributed (by
donor)
689.360
(funding EC 100%)
Dates (from
dd/mm/yyyy to
dd/mm/yyyy)
15/12/2005 to 15/06/2007
As a result of the successful tender submitted by EUA to the European Commission, EUA carried out in close cooperation
with its partners EURASHE, EAIE, ESIB and Tuning and service project between January 2006 and June 2007.
The Information Project on Higher Education Reform aimed at supporting European higher education institutions in
implementing reforms, through the dissemination of reference material and the training of Bologna Promoters active at
national level. Bologna Promoters are experts designated in each Bologna signatory country by the Ministry for Education, in
agreement with the Socrates National Agency and the Rectors' Association (more information below).
The project objectives as defined by the European Commission were to:
 Increase awareness about the Bologna Process amongst stakeholders in the 25 EU Member States, EEA
countries and Candidate countries.
 Design and implement a mechanism of information, communication and coordination ensuring a smooth
functioning of the National Teams of Bologna Promoters, including the organisation of training sessions
and meetings.
In addition, upon EUA's request, Bologna Promoters from other signatory countries (outside the EU) were invited to events
organised in the frame of this project and had access to any relevant information. EUA also pursued complimentary activities
for the countries which have joined the process recently.
The management of the Bologna Promoters group was an important EUA project because of the mere size (300 experts) and
scope of the expert pool involved, as well as the political importance of this activity in the implementation of the current
higher education reforms. Various materials were developed such as web pages on higher education reforms on the European
Commission’s website, brochures and casebooks, as well as ready-made PowerPoint presentations on Bologna objectives,
priorities and action lines. In addition, a virtual working space that would facilitate communication and exchange of practice
between the national teams of Bologna Promoters was implemented.
17
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
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Project title: Doc Carreers II
Cost of the
Location of
action (EUR)
the action
EU Europe
330.800
(budgeted)
Sector (see section 2.2 of section II): Research / scientific institutions
lead manager or partner
Amount contributed
Donors to the action (name)18
(by donor)
EUA
European Commission (FP7) 2008
295.000
PEOPLE Work Programme
(budgeted)
Dates (from dd/mm/yyyy to
dd/mm/yyyy)
01/10/2009 to 01/02/2012
Objectives and results of the The project “Promoting Collaborative Doctoral Education for Enhanced Career Opportunities” (DOC-CAREERS II) has been
action
conceived as an exploratory action to test the feasibility of Regional Workshops as an instrument to foster universitybusiness/enterprise collaboration. DOC-CAREERS II, a follow-up to the DOC-CAREERS I project that EUA ran, looks at
how universities work with their regional partners in doctoral education across Europe.
The specific objectives are:
- To disseminate the outcomes of DOC-CAREERS I in the framework of the “open innovation” model. This consists of
sharing strategies and good practices on university-industry relations; developing models for university-industry doctoral
schemes; generating employability of doctorate holders and transferable skills; sharing good practices in the tracking of
doctorate holders.
- To broaden evidence of good practices validating DOC-CAREERS I outcomes and identifying new models of universityindustry collaboration.
- To identify strategies and good practices used by SMEs and other local partners to approach universities and address how
their access to university research could be enhanced.
- To bring into the dialogue SMEs who might not be “convinced” of the added value and benefits of university-industry
cooperation to identify specific issues to be addressed at local level.
- To explore the perspectives of employability of doctorate holders in the region, mobility opportunities and its relation to
regional efforts to reinforce doctoral employability considering the benefits of employing creative workers and their
professional expectations.
The expected general outcomes: achieving greater awareness of skill developments and mobility strategies in doctoral training
in Europe with a view of career development and employability; promoting the benefits of tracking doctorate holders´ careers;
gaining empirical insights for reforming doctoral programmes; improving regional cooperation and networking in a dialogue
with different potential employers; widening the dialogue with potential employers; fostering greater ability for doctorate
holders to choose courses according to the needs and demands of different sectors and multiple careers; building lasting
partnerships, networks and joint initiatives aimed at improving collaboration between private and public sectors.
18
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: EUIMA
Cost of the
Location of
action (EUR)
the action
Europe EU
Europe nonEU
1.355.235.20
(budgeted)
Objectives and results of the
action
19
Sector (see section 2.2 of section II): Higher education/ Research / scientific institutions
lead manager or partner
Amount
Donors to the action (name)19
contributed (by
donor)
EUA
European Commission (FP7) 2009 Capacities 1.355.235.20
- Science in Society Work Programme
(budgeted)
The Evolving Role of Universities
Dates (from dd/mm/yyyy to
dd/mm/yyyy)
01/01/2010 to 01/01/2012
In order to remain leading world institutions, European universities must face many new challenges. The EUIMA project
(2010-2011) aims to address challenges by focusing on two crucial elements of the Modernisation Agenda for Universities:
 Assessment of University-based collaborative research
 Implementation of Full-Costing in financial management of universities
 Enhance sharing of good practice from successful initiatives and promotion of expertise through case studies, workshops
and study visits
 Address regional or national contexts as well as institutional cultures
 Monitor latest developments to provide feedback for policy makers
 Draw on empirical evidence from several projects previously undertaken by EUA and European partners
Assessment of University-based collaborative research: This part of the project aims to identify good practices in the strategic
development of university research collaboration with external partners. It also aims at proposing ways to take into account
related activities and outcomes in university assessment methodologies with respect to their strategic missions. Particular
attention will be given to ways of implementing collaborations and how to sustain them to create long term relationships
fostering innovation and mutual benefits. Regional contexts will be examined to consider specific characteristics. Also,
potentially transferable good practices will be considered that may benefit universities wishing to improve their activities in
collaborative research.
Implementation of Full-Costing in financial management of universities: The EUIMA – Full Costing part of the project aims
to contribute to the development of full costing in European universities by helping them to better identify the costs of all
their activities and projects, thus improving the sustainability of university funding. The project will promote the exchange of
experience and expertise in the implementation of full costing, while paying special attention to the diversity of national and
institutional contexts.
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: EU-Asia Higher
Education Platform EAHEP
Cost of the
Location of
action (EUR)
the action
Asia and EU 1.400.000
(total cost)
EU Europe
Objectives and results of the
action
Sector (see section 2.2 of section II): Higher Education
lead manager or partner
EUA
Donors to the action (name)20
European Commission
EuropeAid/AsiaLink (EDF)
Amount contributed (by
donor)
1.400.000
Dates (from dd/mm/yyyy
to dd/mm/yyyy)
21/12/2007 to 21/12/2009
The EU-Asia Higher Education Platform (EAHEP) is a European Union sponsored initiative to promote cooperation in higher
education between Asian and European countries. This initiative compliments a series of completed and ongoing projects that
contribute to the development and internationalisation of higher education in both regions. It aimed to:
- Provide a means for enhancing information exchange, dialogue, and cooperation in higher education and research between
the two regions;
- Develop best practices for institutional development and cooperation, and foster mobility of students and academics between
the two regions;
- Draw attention to the role and situation of universities in developing countries.
The project consists of a series of thematic, multi-stakeholder events across Asia and Europe, including round tables,
workshops, European higher education fairs and symposia. The purpose of the project was to establish a sustainable platform
for the enhancement of EU-Asia higher education cooperation and exchange in various areas. Special emphasis is put on
mobility and higher education in least developed countries. Deliverables of the project include the implementation of 2 round
tables (100 people), 4 workshops (40 people), 2 European Higher Education Fairs in Bangkok and New Delhi (to promote
Study in Europe) and the establishment of a complementary web portal. One of the tasks of the project was to devise a
strategy for the sustainability of the project and its activities. Themes explored were university partnerships, student/faculty
mobility, university governance and management, developing graduate studies, curriculum development and bi-regional
cooperation projects, and the external impacts of the Bologna Process, Europe’s 46 country higher education reform process.
The EU-Asia Higher Education Platform was implemented by the European University Association (lead), the German
Academic Exchange Service (DAAD) and the Netherlands Organisation for International Cooperation in Higher Education
(Nuffic). EUA has maintained and refreshed the project website (www.eahep.org) and the project outcomes have
fed into the newly launched ASEM Education Process as a stakeholder input.
20
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
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Project title: Access to
Success
Location of
Cost of the
the action
action (EUR)
Sector (see section 2.2 of section II): Higher Education
Sub-Saharan
Africa and
Europe EU
EUA
364.750
(total budget)
Objectives and results of the
action
21
lead manager or partner
Donors to the action (name)21
European Commission Erasmus
Mundus Action 4- Enhancing
Attractiveness 2008
Amount contributed (by
donor)
272.337.00
(75% EC contribution)
Dates (from
dd/mm/yyyy to
dd/mm/yyyy)
01/11/2008 to
01/11/2010
The European Commission, Erasmus Mundus Action 4 Project "Access to Success: Fostering Trust and Exchange between
Europe and Africa" aims to bring together universities from Europe and Africa to discuss critical aspects of higher education
development and promote partnership.The goal of the project is not only to map institutional and national good practices and
identify case studies, but also establish a better understanding among the participating institutions and people on how
institutions shape their missions in response to specific socio-economic contexts and environments. By doing so, it aims at
enhancing institution's capability to cooperate and exchange, in particular with regards to student and staff mobility schemes
and capacity building partnerships. The project is expected to develop a catalogue of good practices and recommendations,
which should be of interest to institutions as well as government agencies and donor organisations.The project will bring
awareness about the current conceptions and realities of HE access in both Europe and Africa, improve information about
European HE opportunities for African students and vice versa, and foster sensitivity in the European ‘attractiveness' and
promotion campaign on issues such as brain drain. It will deliver a concrete and tangible outcome for enhanced HE
cooperation between Africa and Europe by the development and dissemination of a white paper of policy recommendations
on the subject. This will be fed into the EU-Africa Partnership and highlight the role of universities in development
cooperation. The project activities include:
 A target questionnaire on access and retention policies and strategies at European higher education institutions
 A targeted questionnaire on access, retention and completion at African higher institutions, identifying societal demand
for higher education and institutional challenges/obstacles as well as interesting practices in meeting these challenges
 Gathering information on student perspective regarding access in Europe (in conjunction with the European Students
Union) and Africa (in conjunction with the African student unions)
 3 Workshops bringing together African and European universities and students (end 2009, and carry through 2010).Topics
featured are access and retention, capacity building partnerships and donor coordination, and intra and inter regional
academic mobility
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: QAHECA
Location of
Cost of the
the action
action (EUR)
Europe EU
293.794.09
(total cost)
Sector (see section 2.2 of section II): Higher education
lead manager or
Donors to the action (name)22
partner
EUA
European Commission, LLP
Erasmus Modernisation of HE
Objectives and results of the
action
Quality Assurance for the Higher Education Change Agenda (QAHECA)
EUA and its partners ACQUIN, the Higher Education Academy and the National University of Ireland, Maynooth, launched
a project at the beginning of 2007: Quality Assurance for the Higher Education Change Agenda (QAHECA).QAHECA aimed
to explore what kind of institutional quality processes for teaching and learning, both internal and external, will support
creative and innovative higher education institutions and seeks to limit the potentially problematic effects of these processes.
The project is built upon institutional and quality assurance agency experience in order to address the balance between the
requirement to have quality assurance processes as tools for institutional governance and external accountability and the need
to ensure creativity and innovative practices in higher education. Project participants focused on the institutional capacity for
change and explored how an enhancement orientation and forward-looking perspective can be incorporated into processes
that are, by their very nature, retrospective (e.g. largely based on data about past performance). The project publication
containing the main conclusions and recommendations are available on the EUA website.
Representatives of institutions and agencies participated in a series of three seminars, organised by the consortium. The first
two seminars were dedicated to developing a draft quality methodology through a variety of activities. After the second
seminar, each HEI and agency was invited to review and test the draft methodology within their own context and design an
implementation plan. The third seminar was dedicated to analysing participants’ preliminary experience with the draft
methodology and their implementation plans as well as formulating recommendations for the project publication. The
consortium invited higher education institutions (HEI) and quality assurance agencies from across Europe to apply for
participation in the project. A combined total of 29 institutions and agencies were selected under a call for interest. At the end
of the testing phase each participant prepared a short report on their experiences. The reports were asked to include a
presentation of one existing practice and a practice that the participant had tested during the testing phase (see further
information on the testing phase in the project publication). These reports, in an unedited format are available here. Some of
these reports have been included in the project publication under an edited format.
22
Amount contributed
(by donor)
197.402.99
(total granted by EC)
Dates (from dd/mm/yyyy to
dd/mm/yyyy)
01/10/2007 to 30/09/2009
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: SIRUS
Sector (see section 2.2 of section II): Higher education
Location of the
Cost of
lead manager or partner
Donors to the action (name)23
action
the action
(EUR)
Europe
346.975
EUA
European Commission, LLP Erasmus
(including EU,
(total
Modernisation of HE
EEA and
budgeted)
candidate
countries
Objectives and results of
the action
23
Amount
contributed
(by donor)
259.791
(budgeted
contribution)
Dates (from dd/mm/yyyy to
dd/mm/yyyy)
01/10/2009 to 30/09/2011
Shaping Inclusive and Responsive University Strategies – SIRUS EUA, in a Consortium with the European Association of
Distance Teaching Universities (EADTU), the European University Continuing Education Network (EUCEN) and the
European Access Network (EAN), launched a project entitled ‘Shaping Inclusive and Responsive University Strategies
(SIRUS)’, to support Europe’s universities in implementing the commitments made in the European Universities’ Charter on
Lifelong Learning and thus assist them in developing their specific role as lifelong learning institutions forming a central pillar
of the Europe of Knowledge.
This project offers universities with different profiles and interests in lifelong learning (LLL), and which are at different stages
of LLL implementation, an opportunity to develop and enhance their strategic LLL approaches, in interactive discussion with
colleagues from all over Europe. At the same time, it will allow them to contribute to the development of policy
recommendations for the European Higher Education Area. Project Objectives
 Supporting universities in developing and enhancing lifelong learning strategies
 Implementing and testing the commitments adopted in the European Universities’ Charter on Lifelong Learning
 Ensuring the wide dissemination of existing best practices in the field to universities, governments and stakeholders
 Contributing to the further development of policy recommendations.
A group of 29 universities in 18 European countries were selected through a competitive call for participation. They will
participate in a series of meetings (four in total) between March 2010 and February 2011 and will work together to develop and
enhance their institutional LLL strategy. Please click here for a short project description and a list of participating universities.
The project will publish in the summer of 2011 a compendium based on the experiences of the participating universities and
aiming at sharing good practices on university LLL strategies at the European level. This compendium will be presented to a
larger audience at a dissemination conference in September 2011.
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: Quality Forum
Location of
Cost of the
the action
action (EUR)
Europe EU
279.430.76
(total cost)
Sector (see section 2.2 of section II):
lead manager or
Donors to the action (name)24
partner
EUA
European Commission, LLP Erasmus
Modernisation of HE
Objectives and results of the
action
Europe, like most other regions of the world, has the legitimate ambition to strengthen its higher education institutions,
which are seen as central to the development of the knowledge society. This aspiration has a wide range of implications,
particularly for quality assurance. Indeed, there have been a range of initiatives that seek to strengthen accountability in
higher education. These include the emergence of quality labels and ranking schemes, as well as a focus on learning
outcomes linked to the development of qualifications frameworks. The idea of a European Quality Assurance Forum was
proposed by EUA to the “E4 Group” (ENQA, ESU, EUA, and EURASHE) in 2003. The proposal for an annual European
QA Forum grew from the observation that the dialogue among QA agencies, higher education institutions and students
was happening at national rather than at European level. Thus, it seemed important to create an annual European event that
gathers all actors in order to discuss quality issues in the context of the changing higher education landscape, examine
European and international QA trends, and improve the articulation between quality culture and external accountability.
The 3rd European Quality Assurance Forum will explore European and international trends in quality assurance. It will
examine the implications of these developments for quality assurance in European higher education and internationally
and ask, specifically, if these developments increase quality levels in higher education. Following the success of the first
two European Quality Assurance fora, the third forum, co-organised by ENQA, ESU, EUA and EURASHE and supported
by the Lifelong Learning Programme of the European Commission, is hosted by Corvinus University (Budapest, Hungary)
on 20 – 22 November 2008. The forum provides a platform for discussion and exchange of experiences among the main
stakeholders in quality assurance. Specifically, the forum is of interest to rectors and vice-rectors responsible for QA, QA
officers in higher education institutions, students, QA agency staff, Bologna Promoters, employers and researchers
working on higher education or quality assurance.
The specific objectives of this third forum are:
 To gain an understanding of how higher education institutions and QA agencies are responding to new forms of
accountability
 To analyse whether these new forms of accountability have the desired impact on quality levels and to examine their
unintended consequences
24
Amount contributed
(by donor)
221.496.75
(total EC contribution)
Dates (from dd/mm/yyyy to
dd/mm/yyyy)
01/10/2007 to 31/05/2009
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: MORESS –
Mapping of Research in
European Social Sciences and
Humanities
Location of
Cost of the
the action
action (EUR)
Europe EU
751.264.23 (Total
cost)
Sector (see section 2.2 of section II): Higher Education
Objectives and results of the
action
MORESS is an important contribution to the endeavor to establish a European Research Area in the social
sciences and humanities. It has been conceived, organized and coordinated by the EUA with the aim to improve
access to information on research in social sciences and humanities. Through bringing together multiple sources
of information in Europe into an integrated structure, MORESS aims to provide useful tools for interested
researchers and decision-makers, and to enhance the future quality of European research.
lead manager or
partner
EUA
Donors to the action (name)25
European Commission, 5th
Research Framework
Programme
Amount contributed (by
donor)
751.264.23 (Total cost)
Dates (from dd/mm/yyyy
to dd/mm/yyyy)
11/04/2003 to 01/09/2005
Involving partners from 25 European countries, MORESS fulfilled two principal objectives:
1) To promote better cooperation and networking among the social science research community, in the interest
of developing a European knowledge-based economy and society;
2) To assist EU-accession countries in the development of social science research as a key instrument in the
process of democratic transition and European integration.
The project focused on the construction of a web-based cataloguing system whose purpose is to support
collection, storage and linking of information about existing social science and humanities research databases.
25
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: Trends V
Location of
Cost of the
the action
action (EUR)
Sector (see section 2.2 of section II):
lead manager or
Donors to the
partner
action (name)26
Europe EU 206.253
Europe non- (Total cost)
EU
EUA
European
Commission –
DG EAC – Life
Amount
contributed (by
donor)
88.709.42
Dates (from dd/mm/yyyy to dd/mm/yyyy)
01/11/2005 to 30/09/2007
Long Learning
Objectives and results of the
action
Trends V Report analyses the present state of implementation of the Bologna Process and reports on the main
challenges faced by institutions. Trends V is seen as a necessary complement to the governmental stocktaking
exercise, and thus constitutes one of EUA’s main contributions to the Bologna Process. For the first time it has
been possible to underpin the analysis through the use of comparable data thanks to the 900 and more
institutions that provided answers to questions which mirrored those asked in 2002/3. The data analysis has been
further supplemented by information gathered during site visits and the views expressed in numerous focusgroup discussions.
Trends V report aims to provide more than a snapshot of the state of European higher education. Indeed this
report, based on both quantitative and qualitative research, assesses the extent of progress made by Europe’s
higher education institutions in implementing Bologna reforms, as well as the impact that changes are having.
The report aims therefore not only to show the situation of European higher education today, but also, through
comparison with the outcomes of earlier Trends projects, to measure and assess the progress that has taken
place. The report will be presented to EUA’s Lisbon Convention in March 2007 and then to the Bologna
Ministerial meeting in London in May 2007
26
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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Project title: Trends 2010
Location of
Cost of the
the action
action (EUR)
Europe EU 342.963
Europe nonEU
Objectives and results of the
action
27
Sector (see section 2.2 of section II):
lead manager or
Donors to the
partner
action (name)27
EUA
European
Amount contributed (by
donor)
150.000
Dates (from dd/mm/yyyy to dd/mm/yyyy)
01/10/2008 to30/09/2010
Commission –
DG EAC
The Trends 2010 report – A decade of change in European Higher Education (the sixth in the series) was
published in March in 2010, the year of the official launch of the European Higher Education Area. Based on the
qualitative information and quantitative analysis of longitudinal data from higher education institutions across
the 46 countries of the European Higher Education Area, it has the following objectives:
 To provide an overview of progress towards the European Higher Education area from 2007 to 2010
 To assess the achievements and impact of the Bologna process over the past decade from a university
perspective
 To analyse the impact of globalisation and international trends on European higher education in the past
 To set an agenda of priority actions for the next decade building on the achievements of the last.
The findings and conclusions of the Trends 2010 report will make a direct contribution to the discussion on the
achievements of the past decade of Bologna Process, of the challenges ahead and of the priorities to be set for
the future.
If the Donor is the European Union or an EU Member State, please specify the EU budget line, EDF or EU Member State.
2008
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II. THE APPLICANT
EuropeAid ID number28
BE-2010-GOP-1905798888
Name of the organisation
EUROPEAN UNIVERSITY ASSOCIATION
Information requested under this point need only be given in cases where there have been
modifications or additions as compared to the information given in the Concept note form.
1.
IDENTITY
Legal Entity File number29
6000075437
Abbreviation
EUA
Registration Number (or
equivalent)
477216541
Date of Registration
17 MAY 2004
Place of Registration
Brussels
Official address of Registration
Rue d’Egmont 13, 1000 Brussels
Country of Registration30/
Nationality 31
Belgium
E-mail address of the
Organisation
info@eua.be
Telephone number: Country code
+ city code + number
+32 2 230 55 44
Fax number: Country code + city
+32 2 230 57 51
code + number
Website of the Organisation
28
29
30
31
http://www.eua.be/
This number is available to an organisation which registers its data in PADOR. For more information and to
register, please visit http://ec.europa.eu/europeaid/work/onlineservices/pador/index_en.htm
If the applicant has already signed a contract with the European Commission
For organisations. If not in one of the countries listed in section 2.1.1 of the Guidelines, please justify its
location
For individuals. If not in one of the countries listed in section 2.1.1 of the Guidelines, please justify its
location
2008
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Point 2, 3 and 4 o section II below must only be filled in by applicants who have been granted
derogations from registration in PADOR.
All other applicants must encode this information under their PADOR registration.
2.
PROFILE
Points 2, 3 and 4 have been deleted as the applicant is registered in the PADOR
3.
CAPACITY TO MANAGE AND IMPLEMENT ACTIONS
4.
LIST OF THE MANAGEMENT BOARD/COMMITTEE OF
YOUR ORGANISATION
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III. PARTNERS OF THE APPLICANT
PARTICIPATING IN THE ACTION
1.
DESCRIPTION OF THE PARTNERS
This section must be completed for each partner organisation within the meaning of section 2.1.2 of
the Guidelines for Applicants. Any associates as defined in the same section need not be mentioned.
You must make as many copies of this table as necessary to create entries for more partners.
Partner 1
EuropeAid ID number32
ES-2007-DSL-2711392064
Full legal name
Observatorio de las relaciones Europa-América Latina OBREAL
Partners that are registered in PADOR do not need to fill in the rest of this section which is marked
in grey.
Date of Registration
Place of Registration
Legal status33
Official address of
Registration34
Country of Registration35/
Nationality 36
Contact person
Telephone number: country
code + city code + number
Fax number: country code +
city code + number
E-mail address
32
33
34
35
36
This number is available to an organisation which registers its data in PADOR. For more information and to
register, please visit http://ec.europa.eu/work/europeaid/onlineservices/pador/index_en.htm
E.g. non profit making, governmental body, international organisation
If not in one of the countries listed in section 2.1.1 of the Guidelines, please justify its location
For organisations
For individuals
2008
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Number of employees
Other relevant resources
Experience of similar
actions, in relation to the
role in the implementation
of the proposed action
History of cooperation with
the applicant
Role and involvement in
preparing the proposed
action
Role and involvement in
implementing the proposed
action
Important:
This application form must be accompanied by a signed and dated partnership
statement from each partner, in accordance with the model provided.
Partner 2
EuropeAid ID number
ES-2007-DSO-2711406160
Full legal name
ASOCIACIÓN GRUPO SANTANDER
Partner 3
EuropeAid ID number
CO-2009-EMG-1901888165
Full legal name
ASOCIACIÓN COLOMBIANA DE UNIVERSIDADES -ASCUN
Partner 4
EuropeAid ID number
UY-2010-FTO-2005819536
Full legal name
ASOCIACIÓN de UNIVERSIDADES ‘GRUPO MONTEVIDEO’
Partner 5
EuropeAid ID number
MX-2008-AXV-2602932233
Full legal name
UNIVERSIDAD VERACRUZANA
Partner 6
EuropeAid ID number
GT-2008-DEV-0206270927
Full legal name
Consejo Superior Universitario Centroamericano
Partner 7
2008
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EuropeAid ID number
AR–2008–FCA– 1404132639, Argentinean
Full legal name
Consejo Interuniversitario Nacional (CIN)
Partner 8
EuropeAid ID number
Full legal name
BR-2010-DQL-0406961188
Consejo de Rectores de Universidades Brasileras
Partner 9
EuropeAid ID number
PY-2008-FMR-2705248645
Full legal name
Universidad Nacional de Asuncion
Partner 10
EuropeAid ID number
Full legal name
No Pador- See Exception granted at end of list
CONSEJO NACIONAL DE EDUCACION SUPERIOR
Partner 11
EuropeAid ID number
PE-2010-CXS-2805906184
Full legal name
Asamblea Nacional de Rectores del Perú
Partner 12
EuropeAid ID number
BO-2008-BWU-2605238858
Full legal name
Comité Ejecutivo de la Universidad Boliviana
Partner 13
EuropeAid ID number
CL-2010-EXN-0106941828
Full legal name
Consejo de Rectores de las Universidades Chilenas
Partner 14
EuropeAid ID number
MX-2010-DRF-0906988262
Full legal name
Asociación Nacional de Universidades y de Instituciones de
Educaión Superior
Partner 15
EuropeAid ID number
Full legal name
No Pador – See exception granted (attached in Annex)
Consejo de Rectores de Panamá
Partner 16
EuropeAid ID number
2008
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CR-2010-EMS-0906989257
Page 68 of 96
Full legal name
Consejo Nacional de Rectores
Partner 17
EuropeAid ID number
HN-2008-FOE-1405195851
Full legal name
Universidad Nacional Autónoma de Honduras,
Partner 18
EuropeAid ID number
PL-2010-AZK-2605872744
Full legal name
Conference of Rectors of Academic Schools in Poland
Partner 19
EuropeAid ID number
PT-2010-BZD-1406016980
Full legal name
Conselho de Reitores das Universidades Portuguesas
Partner 20
EuropeAid ID number
FR-2010-CYZ-0706971614
Full legal name
Conférence des présidents d’Université
Partner 21
EuropeAid ID number
DE-2010-CFR-1006996186
Full legal name
Hochschulrektorenkonferenz
Partner 22
EuropeAid ID number
ES-2010-CIP-1006996708
Full legal name
Conferencia de Rectores de las Universidades Españolas
2.
2008
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ANNEXES FOR ECUADOR AND PANAMA (EXEMPTION PADOR)
Page 69 of 96
3.
PARTNERSHIP STATEMENT
A partnership is a relationship of substance between two or more organisations involving shared
responsibilities in undertaking the action funded by the EUROPEAN COMMISSION (Contracting
Authority). To ensure that the action runs smoothly, the Contracting Authority requires all partners to
acknowledge this by agreeing to the principles of good partnership practice set out below.
1.
All partners must have read the application form and understood what their role in the
action will be before the application is submitted to the Contracting Authority.
2.
All partners must have read the standard grant contract and understood what their
respective obligations under the contract will be if the grant is awarded. They authorise
the lead applicant to sign the contract with the Contracting Authority and represent them
in all dealings with the Contracting Authority in the context of the action's
implementation.
3.
The applicant must consult with its partners regularly and keep them fully informed of the
progress of the action.
4.
All partners must receive copies of the reports - narrative and financial - made to the
Contracting Authority.
5.
Proposals for substantial changes to the action (e.g. activities, partners, etc.) should be
agreed by the partners before being submitted to the Contracting Authority. Where no
such agreement can be reached, the applicant must indicate this when submitting changes
for approval to the Contracting Authority.
6.
Where the Beneficiary does not have its headquarters in the country where the action is
implemented, the partners must agree before the end of the action, on an equitable
distribution of equipment, vehicles and supplies for the action purchased with the EU
grant among local partners or the final beneficiaries of the action.
I have read and approved the contents of the proposal submitted to the Contracting Authority. I
undertake to comply with the principles of good partnership practice.
Name:
Organisation:
Position:
Signature:
Date and place:
*Signed Partnership Statements are included in following pages (printed) and in a separate file for the
electronic version
2008
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IV. ASSOCIATES OF THE APPLICANT
PARTICIPATING IN THE ACTION
This section must be completed for each associated organisation within the meaning of section 2.1.2 of
the Guidelines for Applicants. You must make as many copies of this table as necessary to create
entries for more associates.
Entidad colaboradora 1
Denominación legal completa
Asociación Dominicana de Rectores de
Universidades, Inc. (ADRU)
N° de identificación EuropeAid (EuropeAid ID):37
AECDazfr09
País de Registro
República Dominicana
Estatuto jurídico38
Sin fines de lucro
Dirección oficial
República Dominicana
Persona de contacto
Ángel Hernández
Número de teléfono: código del país + código de la
localidad + número
+ (809) 683-0003
Número de fax: código del país + código de la
ciudad + número
+ (809) 565-4933
Dirección de correo electrónico
adru@codetel.net.do
Número de trabajadores
5
Otros recursos pertinentes
Amplio Local, medios informáticos,
apoyo de las instituciones miembros de
la ADRU.
Experiencia en acciones similares, con respecto a
la función desempeñada en la ejecución de la
acción propuesta
Ninguna
Historial de cooperación con el solicitante
Ninguna
Papel y participación en la preparación de la
acción propuesta
Dirección de futuras propuestas
37
Este número se facilita a las organizaciones que se registran en la base de datos PADOR. Para mayor
información
y
para
registrarse,
visite
la
siguiente
dirección
de
internet
http://ec.europa.eu/europeaid/work/onlineservices/pador/index_es.htm
38
P.ej: sin ánimo lucrativa, organismo gubernamental, organización internacional.
2008
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Papel y participación en la ejecución de la acción
propuesta
Ejecución a futuros
Entidad colaboradora 2
Denominación legal completa
Organización Universitaria Interamericana
N° de identificación EuropeAid (EuropeAid
ID):39
País de Registro
Costa Rica
Estatuto jurídico40
Asociación de Derecho Privado sin fines de
lucro
Dirección oficial
Barrio Escalante, Calle 25, Avenidas 23 y 24,
San José, Costa Rica
Persona de contacto
Roberto Beltrán Zambrano
Número de teléfono: código del país + código de
la localidad + número
Número de fax: código del país + código de la
ciudad + número
Dirección de correo electrónico
Número de trabajadores
Otros recursos pertinentes
(593) 7 2 587 809 / (593) 7 2 570 275 Ext.:
2975 – 2971
(593-7) 2584-893
campus@oui-iohe.org
8
266 miembros y 45 asociados (instituciones y
asociaciones de educación superior). Apoyo de
personal e instalaciones de 11 instituciones de
educación superior de Canadá, México,
República Dominicana, Costa Rica, Ecuador,
Colombia, Perú y Argentina. Financiamiento
de actividades a través de la Agencia
Canadiense de Cooperación Internacional y la
Organización de Estados Americanos.
Alianzas estratégicas con: Buró Canadiense de
Educación Internacional (CBIE), Consejo de
Rectores de Universidades Brasileñas (CRUB),
Asociación Nacional de Universidades e
Instituciones de Educación Superior
(ANUIES), Consorcio para la Colaboración en
Educación Superior de América del Norte
(CONAHEC), Asociación Mexicana para la
Educación Internacional (AMPEI), Ministerio
39
Este número se facilita a las organizaciones que se registran en la base de datos PADOR. Para mayor
información
y
para
registrarse,
visite
la
siguiente
dirección
de
internet
http://ec.europa.eu/europeaid/work/onlineservices/pador/index_es.htm
40
P.ej: sin ánimo lucrativa, organismo gubernamental, organización internacional.
2008
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de Relaciones Exteriores y Comercio
Internacional de Canadá, Consejo Superior
Universitario Centroamericano (CSUCA),
Foro de Asesorías de Universidades Brasileñas
para Asuntos Internacionales (FAUBAI) y
Grupo Coimbra de Universidades Brasileñas.
Experiencia en acciones similares, con respecto
a la función desempeñada en la ejecución de la
acción propuesta
La OUI opera 10 redes de cooperación
académica en la que participan más de 100
instituciones y organizaciones de educación
superior del continente americano. Promueve
la creación del espacio latinoamericano y del
caribe de educación superior, en diferentes
foros de la región, así como la gestión de
doctorados de tiempo compartido e
incubadoras de investigación.
Historial de cooperación con el solicitante
La OUI tiene un largo historial de
cooperación con OBREAL participando
activamente desde 2008 de los proyectos
BRIDGES-LAC y PROMHEDEU-LAC.
Papel y participación en la preparación de la
acción propuesta
La OUI ha participado activamente de las
reuniones de BRIDGES-LAC y de
PROMHEDEU-LAC así como de la
conferencia de Cartagena dónde se ha
gestado el proyecto. A su vez, la OUI en
persona de su presidente ha comentando y
participado en el diseño de la propuesta.
Papel y participación en la ejecución de la
acción propuesta
La OUI tendrá una participación doble. Por
un lado, actuará a través de la Universidad
Veracruzana como universidad que aloja la
presidencia de la OUI. Por otro lado, esta
participación se complementará con la
participación de la secretaria técnica y del
programa CAMPUS que actuarán en
carácter de asociados. Ambos de manera
coordinada sumarán esfuerzos para la
coordinación regional del proyecto y la
coordinación subregional a nivel
México/Centro América.
2008
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Entidad colaboradora 2
Denominación legal completa
Universidad Nacional de Córdoba
N° de identificación EuropeAid (EuropeAid
ID):41
AR-2008-FCA-1404132639
País de Registro
Argentina
Estatuto jurídico42
Universidad Pública. Estatutos
Universitarios.
Dirección oficial
Rectorado, Segundo piso, Pabellón Argentina,
Avda. Haya de la Torre s/n. Ciudad
Universitaria. CP 5000 Córdoba. Tel.0054
4334072/78.
Persona de contacto
Dra. Roxana Patiño (Prosecretaria de
Relaciones Internacionales)
Dra. Mariel Agnese (Coordinadora de
Cooperación Internacional)
Trad. Dolores Hernández (Programa
ALFA)
Número de teléfono: código del país + código de
la localidad + número
Prosecretaría de Relaciones Internacionales
(PRI) + 54 - 0351 – 433 2076 /1085
Número de fax: código del país + código de la
ciudad + número
Prosecretaría de Relaciones Internacionales
(PRI) + 54 - 0351 – 433 2076 /1085
Dirección de correo electrónico
rpatino@pri.unc.edu.ar
magnese@pri.unc.edu.ar
dhernandez@pri.unc.edu.ar
Número de trabajadores
Cargos docentes: 8722
Cargos no-docentes: 2805
Otros recursos pertinentes
La Universidad Nacional de Córdoba cuenta
con 12 facultades, 3 centros de estudios de
posgrado, 98 centros e institutos de
investigación, 20 bibliotecas, 14 museos, 2
observatorios
astronómicos,
hospitales
universitarios, 2 colegios de nivel medio y
41
Este número se facilita a las organizaciones que se registran en la base de datos PADOR. Para mayor
información
y
para
registrarse,
visite
la
siguiente
dirección
de
internet
http://ec.europa.eu/europeaid/work/onlineservices/pador/index_es.htm
42
P.ej: sin ánimo lucrativa, organismo gubernamental, organización internacional.
2008
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terciario y un taller general de imprenta.
La Universidad Nacional de Córdoba posee
175 convenios vigentes con instituciones
educativas del exterior. Los acuerdos, en su
mayoría convenios marco, se realizan con
universidades de los siguientes países.

Alemania, Bélgica, Bolivia, Brasil,
Canadá, Chile, China, Colombia,
Corea, Costa Rica, Cuba, Ecuador,
España, Estados Unidos, Francia,
Holanda, Honduras, Irlanda, Italia,
Japón, México, Perú, Polonia, Puerto
Rico, Reino Unido, República Checa,
Rusia, Suecia, Uruguay, Venezuela.
Actualmente, la Universidad Nacional de
Córdoba participa activamente en las
siguientes redes de cooperación internacional:

Asociación de Universidades del
Grupo Montevideo (AUGM), Unión
de Universidades de América Latina
(UDUAL),
Organización
Universidades Iberoamericana (OUI),
Asociación
Columbus
de
universidades de Europa y América
Latina; Red de Cooperación de
Consejos de Universidades MéxicoArgentina (ANUIES - CIN)
En Argentina, forma parte del Consejo
Interuniversitario Nacional (CIN), el principal
organismo coordinador de políticas
universitarias que, desde 1985, reúne a los
rectores de las universidades públicas y de la
red de Cooperación de Córdoba Ciencia, del
Gobierno de la Provincia de Córdoba.
Experiencia en acciones similares, con respecto
a la función desempeñada en la ejecución de la
acción propuesta
Participación de la UNC en proyectos ALFA
2004/2008
ALFA II
Título: Tunnig: América Latina
Duración: 2004-2008
Coordinadores: Universidad de Deusto/
Universidad de Goningen
2008
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ALFA III 1º fase 2008
Título: USo+I: Universidad, Sociedad e
Innovación. Mejora de la pertinencia de la
educación en las ingenierías de Latinoamérica:
Solicitante: Universidad de Alcalá de Henares
Contrato n º: DCIALA/19.09.01/08/19189/160-922/ALFA III-9
Fecha inicio: 29 de noviembre de 2008
Historial de cooperación con el solicitante
La UNC no registra historial de cooperación
con el solicitante
Papel y participación en la preparación de la
acción propuesta
La UNC participó de las discusiones de
preparación del proyecto a través de su
representación en el CIN
Papel y participación en la ejecución de la
acción propuesta
Se espera que la UNC aporte su
experiencia y capacidad de acción en los
proyectos ALFA apoyando el trabajo del
CIN en la Argentina. A su vez, se espera
que la UNC se convierta en una caja de
resonancia del proyecto en la segunda
provincia más importante de la Argentina.
Por tanto, la UNC apoyará las actividades
del proyecto y, en particular, apoyará
técnicamente al CIN potenciando al
proyecto en Argentina y en el Mercosur.
Entidad colaboradora 4
Denominación legal completa
Universidad Nacional de Córdoba
N° de identificación EuropeAid (EuropeAid
ID):43
AR-2008-FCA-1404132639
País de Registro
Argentina
Estatuto jurídico44
Universidad Pública. Estatutos
Universitarios.
43
Este número se facilita a las organizaciones que se registran en la base de datos PADOR. Para mayor
información
y
para
registrarse,
visite
la
siguiente
dirección
de
internet
http://ec.europa.eu/europeaid/work/onlineservices/pador/index_es.htm
44
P.ej: sin ánimo lucrativa, organismo gubernamental, organización internacional.
2008
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Dirección oficial
Rectorado, Segundo piso, Pabellón Argentina,
Avda. Haya de la Torre s/n. Ciudad
Universitaria. CP 5000 Córdoba. Tel.0054
4334072/78.
Persona de contacto
Dra. Roxana Patiño (Prosecretaria de
Relaciones Internacionales)
Dra. Mariel Agnese (Coordinadora de
Cooperación Internacional)
Trad. Dolores Hernández (Programa
ALFA)
Número de teléfono: código del país + código de
la localidad + número
Prosecretaría de Relaciones Internacionales
(PRI) + 54 - 0351 – 433 2076 /1085
Número de fax: código del país + código de la
ciudad + número
Prosecretaría de Relaciones Internacionales
(PRI) + 54 - 0351 – 433 2076 /1085
Dirección de correo electrónico
rpatino@pri.unc.edu.ar
magnese@pri.unc.edu.ar
dhernandez@pri.unc.edu.ar
Número de trabajadores
Cargos docentes: 8722
Cargos no-docentes: 2805
Otros recursos pertinentes
La Universidad Nacional de Córdoba cuenta
con 12 facultades, 3 centros de estudios de
posgrado, 98 centros e institutos de
investigación, 20 bibliotecas, 14 museos, 2
observatorios
astronómicos,
hospitales
universitarios, 2 colegios de nivel medio y
terciario y un taller general de imprenta.
La Universidad Nacional de Córdoba posee
175 convenios vigentes con instituciones
educativas del exterior. Los acuerdos, en su
mayoría convenios marco, se realizan con
universidades de los siguientes países.

Alemania, Bélgica, Bolivia, Brasil,
Canadá, Chile, China, Colombia,
Corea, Costa Rica, Cuba, Ecuador,
España, Estados Unidos, Francia,
Holanda, Honduras, Irlanda, Italia,
Japón, México, Perú, Polonia, Puerto
Rico, Reino Unido, República Checa,
Rusia, Suecia, Uruguay, Venezuela.
Actualmente, la Universidad Nacional de
Córdoba participa activamente en las
2008
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siguientes redes de cooperación internacional:

Asociación de Universidades del
Grupo Montevideo (AUGM), Unión
de Universidades de América Latina
(UDUAL),
Organización
Universidades Iberoamericana (OUI),
Asociación
Columbus
de
universidades de Europa y América
Latina; Red de Cooperación de
Consejos de Universidades MéxicoArgentina (ANUIES - CIN)
En Argentina, forma parte del Consejo
Interuniversitario Nacional (CIN), el principal
organismo coordinador de políticas
universitarias que, desde 1985, reúne a los
rectores de las universidades públicas y de la
red de Cooperación de Córdoba Ciencia, del
Gobierno de la Provincia de Córdoba.
Experiencia en acciones similares, con respecto
a la función desempeñada en la ejecución de la
acción propuesta
Participación de la UNC en proyectos ALFA
2004/2008
ALFA II
Título: Tunnig: América Latina
Duración: 2004-2008
Coordinadores: Universidad de Deusto/
Universidad de Goningen
ALFA III 1º fase 2008
Título: USo+I: Universidad, Sociedad e
Innovación. Mejora de la pertinencia de la
educación en las ingenierías de Latinoamérica:
Solicitante: Universidad de Alcalá de Henares
Contrato n º: DCIALA/19.09.01/08/19189/160-922/ALFA III-9
Fecha inicio: 29 de noviembre de 2008
Historial de cooperación con el solicitante
La UNC no registra historial de cooperación
con el solicitante
Papel y participación en la preparación de la
acción propuesta
La UNC participó de las discusiones de
preparación del proyecto a través de su
2008
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representación en el CIN
Papel y participación en la ejecución de la
acción propuesta
Se espera que la UNC aporte su
experiencia y capacidad de acción en los
proyectos ALFA apoyando el trabajo del
CIN en la Argentina. A su vez, se espera
que la UNC se convierta en una caja de
resonancia del proyecto en la segunda
provincia más importante de la Argentina.
Por tanto, la UNC apoyará las actividades
del proyecto y, en particular, apoyará
técnicamente al CIN potenciando al
proyecto en Argentina y en el Mercosur.
2008
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Page 79 of 96
V. CHECKLIST
PUBLICATION REFERENCE: 129-877 TITLE OF THE CALL: ALFA III BUDGET LINE: 19.09.01
ADMINISTRATIVE DATA
Name of the Applicant
European University Association
EuropeAid ID number
BE-2010-GOP-1905798888
Nationality45/Country46
registration
and
date
of Belgian, Belgium, 15-02-2002
Legal Entity File number47
6000075437
Legal status48
Non-profit Organisation(ASBL)
Partner 1
Name/EuropeAid ID number:
The European Union – Latin America Observatory (OBREALEULARO) /ES-2007-DSL-2711392064
Nationality/Country of registration:
Spanish/ Spain
Legal status:
Non-profit Organisation
Name/EuropeAid ID number:
Asociacion Grupo Santander (AGS)/ ES-2007-DSO-2711406160
Nationality/Country of registration:
Spain
Legal status:
Non-profit Association
Name/EuropeAid ID number:
Asociación Colombiana de Universidades (ASCUN)/
Partner 2
Partner 3
CO-2009-EMG-1901888165
Nationality/Country of registration:
45
46
47
48
Colombian/ Colombia
For individuals
For organisations
If the applicant has already signed a contract with the European Commission
E.g. non profit making, governmental body, international organisation…
2008
80
Partner 4
Partner 5
Partner 6
Legal status:
Non-profit organisation (Asociacion academica sin animo de lucro)
Name/EuropeAid ID number:
Asociación de Universidades "Grupo Montevideo" (AUGM)/
UY-2010-FTO-2005819536
Nationality/Country of registration:
Uruguayan/ Uruguay
Legal status:
Non-profit NGO (Organización civil no gubernamental sin fines
lucro)
Name/EuropeAid ID number:
Universidad Veracruzana/ MX-2008-AXV-2602932233
Nationality/Country of registration:
Mexican/ Mexico
Legal status:
Public University
Name/EuropeAid ID number:
Consejo Superior Universitario Centroamericano (CSUCA) /
GT-2008-DEV-0206270927
Partner 7
Nationality/Country of registration:
Guatemalan/ Guatemala
Legal status:
Organización sin fines de lucro (Non-profit Organisation)
Name/EuropeAid ID number:
Consejo Interuniversitario Nacional (CIN) /
AR–2008–FCA– 1404132639
Partner 8
Partner 9
2008
106766243
Nationality/Country of registration:
Argentinean/ Argentina
Legal status:
Autonomous Public Institution
Name/EuropeAid ID number:
Consejo de Rectores de Universidades Brasileras (CRUB)
BR-2010-DQL-0406961188
Nationality/Country of registration:
Brasilian/ Brasil
Legal status:
Civil non-profit association
Name/EuropeAid ID number:
Universidad Nacional de Asuncion/
Page 81 of 96
de
PY-2008-FMR-2705248645
Partner 10
Partner 11
Nationality/Country of registration:
Paraguaian/ Paraguay
Legal status:
Non-profit organisation
Name/EuropeAid ID number:No PAdor
Consejo Nacional de Educaciòn Superior de Ecuador
(CONESUP)/
Nationality/Country of registration:
Ecuadorian/ Ecuador
Legal status:
Non-profit organisation
Name/EuropeAid ID number:
Asamblea Nacional de Rectores del Perú (ANR) /
PE-2010-CXS-2805906184
Partner 12
Nationality/Country of registration:
Peruvian/ Peru
Legal status:
Public autonomous body (Organismo público autónomo)
Name/EuropeAid ID number:
Comité Ejecutivo de la Universidad Boliviana (CEUB)/ BO2008-BWU-2605238858
Partner 13
Partner 14
2008
106766243
Nationality/Country of registration:
Bolivian/ Bolivia
Legal status:
Central Organism of the Bolivian University system, article 185 of
the political constitution of the State
Name/EuropeAid ID number:
Consejo de Rectores de las Universidades Chilenas
(CRUCH) / CL-2010-EXN-0106941828
Nationality/Country of registration:
Chilean/ Chile
Legal status:
Non profit organisation, law No. 11575 of the Ministry of Education
Name/EuropeAid ID number:
Asociación Nacional de Universidades y de Instituciones de
Educaión Superior (ANUIES)/ MX-2010-DRF-0906988262
Nationality/Country of registration:
Mexican/ Mexico
Legal status:
Civil assocition
Page 82 of 96
Partner 15
Consejo de Rectores de Panamá (CRP)
Name/EuropeAid ID number:No Pador
No Pador- see exemption
Partner 16
Nationality/Country of registration:
Panamanian/ Panama
Legal status:
Non-profit organisation
Name/EuropeAid ID number:
Consejo Nacional de Rectores (CONARE) /
CR-2010-EMS-0906989257
Partner 17
Nationality/Country of registration:
Costa Rican/ Costa Rica
Legal status:
Independent organisation
Name/EuropeAid ID number:
Universidad Nacional Autónoma de Honduras /
HN-2008-FOE-1405195851
Partner 18
Partner 19
Partner 20
Nationality/Country of registration:
Hondurian/ Honduras
Legal status:
University
Name/EuropeAid ID number:
Conference of Rectors of Academic Schools in Poland
(CRASP) / PL-2010-AZK-2605872744
Nationality/Country of registration:
Legal status:
Polish/ Poland
Association, Law on Higher Education act of 27 July 2005
Name/EuropeAid ID number:
Conselho de Reitores das Universidades Portuguesas
(CRUP)/ PT-2010-BZD-1406016980
Nationality/Country of registration:
Portuguese/ Portugal
Legal status:
Registered non-profit association, created by decree law no. 283/93,
18th August 1993
Name/EuropeAid ID number:
Conférence des présidents d’Université (CPU)/
FR-2010-CYZ-0706971614
2008
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Partner 21
Nationality/Country of registration:
French/ France
Legal status:
Association, loi 1901 d’utilité publique
Name/EuropeAid ID number:
Hochschulrektorenkonferenz (HRK) /
DE-2010-CFR-1006996186
Partner 22
2008
106766243
Nationality/Country of registration:
German/ Germany
Legal status:
Non-profit association
Name/EuropeAid ID number:
Conferencia de Rectores de las Universidades Españolas
(CRUE)/ ES-2010-CIP-1006996708
Nationality/Country of registration:
Legal status:
Spanish/ Spain
Non-profit organisation, established in 1994 by Spanish law
Page 84 of 96
BEFORE SENDING YOUR PROPOSAL, PLEASE CHECK THAT EACH OF THE FOLLOWING
COMPONENTS IS COMPLETE AND RESPECTS THE FOLLOWING CRITERIA:
To be filled in by
the applicant
Yes
Title of the Proposal: ALFA-BRIDGE: Building a stronger stakeholder community fostering the LA and the EU-LA higher
education integration process
PART 1 (ADMINISTRATIVE)
1. The correct grant application form, published for this call for proposals, has been used
2. The Declaration by the applicant has been filled in and has been signed
X
3.
The proposal is typed and is in English
X
4.
One original and 3 Copies are included
X
5.
An electronic version of the proposal (CD-Rom) is enclosed
X
6.
Each partner has completed and signed a partnership statement and the statements are included
X
7.
The budget is presented in the format requested, is expressed in € and is enclosed
X
8.
The logical framework has been completed and is enclosed
X
X
PART 2 (ELIGIBILITY)
9. The duration of the action is equal to or lower than 36 months (the maximum allowed)
10. The duration of the action is equal to or higher than (NA) months (the minimum allowed)
X
11. The requested contribution is equal to or higher than <1,500,000 EUR> (the minimum allowed)
X
12. The requested contribution is equal to or lower than <3,000,000 EUR> (the maximum allowed)
X
X
13. The requested contribution is equal to or higher than <X %>of the total eligible costs (minimum percentage N/A
required) – NA
14. The requested contribution is equal to or lower than 80 % of the total eligible costs (maximum percentage X
allowed)
2008
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No
VI. DECLARATION BY THE APPLICANT
2008
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List of Abbreviations and Terminology
Partners
Europe
EUA
OBREAL
AGS
HRK
CPU
CRUP
CRASP
European University Association
Observatory of Relations between the European Union and Latin America
Asociacion Grupo Santander
Hochschulrektorenkonferenz (German rectors’ Conference)
Conférence des Présidents d'Universités
Portuguese National Conference of Rectors
Conference of Rectors of Academic Schools in Poland
Andean Community
CONSUAN
ASCUN
CONESUP
CEUB
CRUCH
ANR
Conseja Universitario Andino (Presidency with ASCUN)
Asociación Colombiana de Universidades
Consejo Nacional de Educaciòn Superior de Ecuador
Comité Ejecutivo de la Universidad Boliviana
Consejo de Rectores de las Universidades Chilenas
Asamblea Nacional de Rectores del Peru
Central America
CSUCA
CRP
UNH
CONARE
Consejo Superior Universitario Centroamericana
Consejo de Rectores de Panamá
Universidad Nacional Autónoma de Honduras
Consejo Nacional de Rectores de Costa Rica
Mexico
OUI
ANUIES
Organizaciòn Universitaria Interamericana (Universidad Veracruzana acting on
behalf)
Asociación Nacional de Universidades y de Instituciones de Educaión
Superior
Mercusor
AUGM
CRUB
CIN
Asociación de Universidades "Grupo Montevideo"
Consejo de Rectores de Universidades Brasileras
Consejo Interuniversitario Nacional (Argentina)
UNA
Consejo de Universidades de Paraguay
2008
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Terms
HE- Higher Education
HEI- Higher Education Institution
EU-LAC Higher Education and Knowledge Area – As has been politically defined through
a sequence of EU-LAC Heads of States Summits. The most recent terminology in the summit
declaration of 2010 refers to an EU-LAC Knowledge Area, however the European
Commission, in their input communication to the Summit refer to ‘EU-LAC Higher education
and knowledge area’ to encompass both research/innovations collaboration and higher
education collaboration in general.
QF- Qualifications Framework –This describe the qualifications of an education system and
how they interlink. National qualifications frameworks describe what learners should know,
understand and be able to do on the basis of a given qualification as well as how learners can
move from one qualification to another within a system. Regional QFs provide a general
framework, of ‘descriptors’, that National frameworks can then be matched to. The
overarching framework makes recognition of qualifications easier since specific qualifications
can be related to a common framework. The Bologna process has developed and overarching
QF
for
the
European
Higher
Education
Area:
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/actionlines/QF_three_cycle_system.ht
m
Standards and Guidelines in Quality Assurance:
In the Berlin Communiqué of 19 September 2003 the Ministers of the Bologna Process
signatory states invited the European Network for Quality Assurance in Higher Education
(ENQA), through its members, in cooperation with the EUA, EURASHE, and ESIB, to
develop an agreed set of standards, procedures and guidelines on quality assurance and to
explore ways of ensuring an adequate peer review system for quality assurance and/or
accreditation agencies or bodies, and to report back through the Bologna Follow- Up Group to
Ministers in 2005. This was endorse in 2005 by ministers and can be found at
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Standards-and-Guidelinesfor-QA.pdf
In this project, a ‘QA Framework’ refers to commonly agreed stipulations and/ or procedures
that guide internal and external QA within a institution, a country or a region. This could be
e.g. “guidelines” or “standards”.
.
2008
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2008
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2008
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List of Partners, Membership and Past Project Experience (not exhaustive)
Sub-region
Website
Number of
members
Other project involvement
MERCOSUR - ARGENTIN Consejo
América del Sur A
Interuniversitario
Nacional -CIN
http://www.cin.edu.ar/
47 Universities
Tuning LAC
MERCOSUR - URUGUAY
América del Sur
Asociación de
Universidades
"Grupo Montevideo"
AUGM
http://www.grupomontevideo.ed
u.uy/
22 universities
ALFA III Observatory, Mobility programme
(Argentina, Bolivia, with the Coimbra Group
Brasil, Chile,
Paraguay y Uruguay)
MERCOSUR - BRASIL
América del Sur
Consejo de Rectores
de Universidades
Brasileras - CRUB
http://www.crub.org.br/
144 universities
MERCOSUR - PARAGUA
América del Sur Y
Consejo de
Universidades de
Paraguay
http://www.una.py
5 public and 6
private universities
CONSUAN/
COMUNIDAD
ANDINA
COLOMBI
A
http://www.ascun.org.co/
82 universities
CONSUAN/
COMUNIDAD
ANDINA
ECUADOR
Asociación
Colombiana de
Universidades ASCUN
Consejo Nacional de
Educaciòn Superior
de Ecuador CONESUP
http://www.conesup.net/
75 and 287 institutos
superiores técnicos y
tecnológicos
CONSUAN/
COMUNIDAD
ANDINA
PERU
Asamblea Nacional
http://www.anr.edu.pe/
de Rectores del Perú,
ANR
72 universities
CONSUAN/
COMUNIDAD
ANDINA
BOLIVIA
Comité Ejecutivo de
la Universidad
Boliviana -CEUB
12 universities
2008
106766243
Country
Organisation
http://www.ceub.edu.bo/
Creation of the Forum of the International
Relations Offices of Brazilian Universities
(FAUBAI)
Erasmus Mundus External Cooperation
Window- Brazil
Red de Buenas Practicas (Alfa III)
Alfa III Observatory, VERTEBRALCUE,
Tuning LAC, focal point Alban
Tuning LAC (Alfa), RONDON (regionally
funded)
Page 91 of 96
CONSUAN/
COMUNIDAD
ANDINA
CHILE
Consejo de Rectores
de las Universidades
Chilenas -CRUCH
http://www.cruch.cl/
25 universities
MEXICO
MEXICO
http://www.anuies.mx/
154 universities
MEXICO
MEXICO
Asociación Nacional
de Universidades y
de Instituciones de
Educaión Superior ANUIES
Organizaciòn
Uinversitaria
Interamericana -OUI
http://www.oui-iohe.org/english/
300 institutions
national university
associations
América Latina,
Canadá y Estados
Unidos
PROMEDHEU-LAC (Erasmus Mundus)
OUI- Campus, IGLU and COLAM
programmes
CENTRO
AMÉRICA
PANAMA
http://www.pa/consejo/
20 publica and
private universities
Alfa Tuning Phase One and Two
CENTRO
AMÉRICA
GUATEMA
LA
Consejo de Rectores
de Panamá CNRECTORE
Consejo Superior
Universitario
Centroamericano CSUCA
http://www.csuca.edu.gt
Regional Accreditation body, developed with
HRK and DAAD
CENTRO
AMÉRICA
COSTA
RICA
Consejo Nacional de
Rectores - CONARE
http://www.conare.ac.cr
19 Universities in
Guatemala, Belize,
El Salvador,
Honduras,
Nicaragua, Costa
Rica, Panamá y
República
Dominicana
5 universities
CENTRO
AMÉRICA
HONDURA
S
https://www.unah.edu.hn/
1 university
http://www.cnu.edu.ni/
52 universities
CENTRO
AMÉRICA
2008
106766243
Universidad
Nacional Autónoma
de Honduras
NICARAGU Consejo Nacional de
A
Universidades de
Nicaragua
National and regional initiatives towards
education quality, and integration of HE
systems, such as its participation in the
Comisión Técnica de la Invalidez, La
commission Especial para el Reconocimiento
de títulos del extranjero; Comisión nacional de
estadística, etc
Tuning LAC, VERTEBRALCUE, nodal
contact for Alban, Erasmus Mundus window
Tuning LAC (Alfa)
Page 92 of 96
EUROPA
EUROPA
SPAIN
PORTUGA
L
Conferencia de
Rectores de las
Universidades
Españolas - CRUE
http://www.crue.org/crue/
50 public universities
and 24 private
Student Mobility Agreements with different
LA countries
Conselho de Reitores http://www.meioclique.com/CR
das Universidades
UP/index.htm
Portuguesas - CRUP
EUROPA
FRANCE
Conférence des
présidents
d’Université- CPU
http://www.cpu.fr/Accueil.1.0.ht
ml?&no_cache=1
81 universities, 3
universités
technologiques, 3
Instituts Nationaux
Polytechniques, 3
Ecoles Normales
Supérieures, 2
Instituts Nationaux
des Sciences
Appliquées, 2 écoles
centrales et 15
Grands
EUROPA
GERMANY
Hochschulrektorenko http://www.hrk.de/de/home/hom
nferenz - HRK
e.php
http://www.hrk.de/de/download/
dateien/Organigramm.pdf
258 member
institutions at which
more than 96 per
cent of all students in
Germany are
registered.
EUROPA
POLAND
CRASP
2008
106766243
http://www.krasp.org.pl/
Several agreements and meetings with LA
Rectors and rectors associations
Several bi-lateral agreements with LA
Rectors’ conferences : Chili (1999 and 2004),
Mexico (1999 and 2006), Argentina (2007)
and exchaneg agreements with ASCUN and
ANR.
Member of Streerinf Committee of Doctoral
College (Chili/ Brasil)
Joint project of DAAD CSUCA and HRK to
foster the development of evaluation,
management and accreditation of quality in
higher education in Central America (20042007 followed by several post-project
activities to ensure the sustainability of the
action)
107 higher education Partner of EUA on Autonomy Scorecard
institution members project (FP7 funded)
(including 11 nonRuns ‘Study in Poland’ campaign with
public schools) and 5 Perspektywy Foundation.
institutions have the Organised a Delegation of Polish Universities
status of an
to visit CRUCH
associated institution
Page 93 of 96
EUROPA
Europe
EUA
www.eua.be
800 universities and
34 national rectors’
conferences in 46
European countries
3 dialogue meetings of LA-Europe Las (EUA
and CUIB- Guadalajara, Asturias and
Barcelona Declarations)
Associated partner to PROMEDEHEU-LAC
and jointly organised dialogue conference of
UAs (2010, Cartagena Colombia)
EUROPA
Spain
OBREAL
www.obreal.org
23 research institute
members in LA and
Europe
BRIDGES-LAC (Erasmus Mundus Action 4)
PROMEDEHUE-LAC (Action 4)
Advisory Board of VERTEBRALCUE (Alfa)
EUROPA
Spain
Asociacion Grupo
Santander (AGS)
http://sgroup.be/glowna.html
35 universities in 16
European countries
Coordinator of Alban programme (2000-2010)
Alfa Observatory lead partner
2008
106766243
Page 94 of 96
2008
106766243
Page 95 of 96
VII.ASSESSMENT GRID
(TO BE USED BY THE CONTRACTING AUTHORITY)
YES
STEP 1: OPENING SESSION AND ADMINISTRATIVE CHECK
1. The submission deadline has been respected
2. The Application form satisfied all the criteria specified in part 1 of the Checklist (Section
V of Part B of the Grant application form).
The administrative verification has been conducted by:
Date:
DECISION 1:
The Committee has recommended the Concept Note for Evaluation after having passed the
Administrative check.
STEP 2 : EVALUATION OF THE CONCEPT NOTE
DECISION
2:
The Committee has approved the Concept Note and decided to proceed with the evaluation
of the full proposal after having pre-selected the best Concept Notes.
The evaluation of the Concept Note has been conducted by:
Date:
STEP 3: EVALUATION OF THE FULL APPLICATION FORM
DECISION
3:
A. The Committee has recommended the proposal for Eligibility verification after having
been provisionally selected within the top ranked scored proposals within the available
financial envelope.
B. The Committee has recommended the proposal for Eligibility verification after having
been put on the reserve list according to the top ranked scored proposals
The verification of the proposal has been conducted by:
Date:
STEP 4: ELIGIBILITY VERIFICATION
3. The Application form satisfied all the criteria specified in part 2 of the Checklist (Section
V of Part B of the Grant application form).
4. The supporting documents listed hereunder, submitted according to the Guidelines
(Section 2.4), satisfied all the eligibility criteria of the applicant and its partner(s) (if any)
a. The applicant's statutes
b. The statutes or articles of association of all partners
c. The applicant's external audit report (if applicable)
<to be inserted when the Contracting Authority is the European Commission>
d. The Legal Entity File (see annex D of the Guidelines for Applicants) is duly
completed and signed by the applicant and is accompanied by the justifying documents
requested.
<to be inserted when the Contracting Authority is the European Commission>
e. A Financial Identification form (see annex E of the Guidelines for Applicants).
f. Copy of the applicant’s latest accounts.
The assessment of the eligibility has been conducted by:
Date:
DECISION 4:
The Committee has selected the proposal for funding after having verified its eligibility
according to the criteria stipulated in the Guidelines.
2008
106766243
Page 96 of 96
NO