The respective documents can be downloaded from see-science.eu at /doc/2408.html. Below you find an overview on the impact assessment carried out for the different countries.

Impact of Tempus in Albania

Tempus has contributed to the harmonisation of higher education in terms of the development of unified curricula, with 70% of higher education institutions stating that over half their curricula comply with the Bologna criteria as a result of Tempus. Curriculum development projects also support the development and introduction of credit and accumulation systems in Albanian institutions.
Teaching methods are changing within faculties, particularly through projects that focus on capacity building. Tempus has provided opportunities to improve soft skills and to acquire knowledge on new or different processes, and work is now also commencing on student assessment methods. Tempus is considered an important instrument from a staff motivation perspective; it has also greatly influenced the application of quality assurance in teaching.
All the Tempus projects have led to partnership agreements, and, as a follow-up to cooperation within Tempus, joint degrees are being prepared between Albanian universities and EU institutions.
Students perceive very positively the work being done with the support of Tempus and have noted an improvement in teaching quality. Tempus has also been highly effective in developing human resources and in building capacity in public administration, civil society, and NGOs; it has, moreover, generally led to greater cooperation, not just through Tempus, but more importantly, at the national level.
Tempus has supported and improved university governance and cooperation with ministries, has reinforced structural links between rectorates, faculties,
and central administration, has supported the integration of young academics, nonacademic staff, and students in university decision-making, and has developed international relations services. Tempus has helped students improve their qualifications, and there is evidence of a growing interest in the labour market in graduates.

Impact of Tempus in Bosnia and Herzegovina

Although the framework law on higher education has not as yet been adopted, most universities indicate that Tempus has contributed to a harmonisation of higher education in terms of the development of unified curricula. Many of the Tempus projects involve all universities offering the same course, which has the advantage of ensuring consistent application of the process and compatibility within the country. The same advantages apply to projects addressing university management systems and other reforms taking place within the framework of the Bologna process.
Teaching methods are being updated and Tempus has worked enormously on capacity building, by providing opportunities to improve soft skills and to acquire knowledge on new or different processes. Work has now also commenced on student assessment methods. Student success rates have improved slightly. Teacher evaluations, which are generally a direct consequence of Tempus projects, are particularly appreciated by students.
Systems for continuous networking and teamworking between faculties and universities have been established. The professional benefits of participation in the mobility programme, and in Tempus projects in general, are already evident.
Tempus has been highly effective in developing human resources and building capacity in public administration bodies, civil society, and industry; it as also generally led to greater cooperation, not just through Tempus, but more importantly, at the national level. Tempus has improved cooperation and has developed effective interaction between universities and the business sector, with sectoral partners highly supportive of Tempus developments. Tempus has also influenced universities in terms of governance, international relations, library and student services, and the modernisation of teaching.

Impact of Tempus in Croatia

Tempus has contributed to harmonising higher education in terms of unifying curricula, with 91% of higher education institutions stating that over half their curricula are in line with the Bologna criteria as a result of Tempus.
All institutions apply quality assurance to teaching, and half of the institutions state that Tempus has influenced this process. Tempus has provided an excellent opportunity to improve quality assurance in universities, and is perceived, in fact, as achieving more than national education authorities. The establishment of the Croatian Agency for Quality Assurance, for example, was based on a Tempus project.
New teaching methods are being gradually introduced and work is now also commencing on student assessment methods, with institutions receiving support through Tempus generally making greater progress.
Tempus has had a strong impact on the internationalisation of faculties, with many Tempus projects having developed into partnership agreements.
Tempus has been instrumental in supporting universities and faculties in the significant progress that has been made in reforming higher education and
implementing the Bologna process. The programme is timely in that it closely reflects the real needs and objectives of the universities. The achievements of Tempus include: unification of curricula, development of strategic approaches to staff development, improved cooperation between universities and ministries, improved quality management and assessment systems, detection of weak points in the Croatian higher education system and university governance, reinforcement of (or structural change in) relationships between rectorates, central administration and faculties, modernisation of teaching approaches, and the development of international relations services.

==== Impact of Tempus in the former Yugoslav Republic of
Macedonia

Tempus, which represents the largest input of education projects (second only to the Ministry of Education) in the former Yugoslav Republic of Macedonia, has contributed to a harmonisation of higher education in terms of unifying curricula, with 70% of higher education institutions stating that over half their curricula are in line with the Bologna criteria as a result of Tempus.
Tempus has improved teaching methods and has worked enormously on capacity building. It has provided the opportunities to improve soft skills and to acquire knowledge on new or different processes, and has led to a gradual introduction of quality assurance in faculties. Most Tempus projects have led to partnership agreements, including joint degrees prepared with EU institutions as a follow-up to cooperation in Tempus. Work has recently commenced on the development of student assessment methods. Students perceive very positively the work being done with the support of Tempus and have noted an improvement in teaching quality. Student success rates are improving, in particular within the prescribed study timeframe—which is crucial if faculties are to be able to organise courses more effectively. Tempus has helped students improve their qualifications and there is evidence of a growing labour market interest in the recruitment of graduates.
Tempus has had an important impact on continuing education strategy development. Nearly all the new training courses are still running—most of them integrated into the regular curriculum—and new methods developed have begun to be used in other faculties. Many Tempus projects have
pinpointed innovative ’soft’ solutions for enhancing cooperation with employers in a depressed labour market.
Tempus has not only influenced cooperation with ministries and governance; it has also reinforced structural links within universities.

Impact of Tempus in Montenegro

Tempus projects focusing on curriculum development have led to a review of study programmes (since as early as 2001). Other developments within the framework of the Bologna process include the harmonisation of curricula, the introduction of a credits system and innovative teaching methods, and quality assurance projects. The ECTS has been introduced by balancing out studies according to a credit system, which has had positive results—in terms of the transfer of credits at undergraduate level—in student mobility programmes being implemented through the Tempus and CEEPUS programmes.
Tempus has contributed positively to quality assurance and benchmarking discussions within higher education institutions. Many of the guidelines developed in the framework of Tempus are being used across the board. Initially, the fact that projects were implemented in isolation hampered institutional development, but stronger links have now been forged between the faculties and the University of Montenegro.
The most visible Tempus target groups have been managers, senior academics, and teaching staff representatives. Tempus projects have increased staff confidence and shown them how to reform the system smoothly, in accordance with their needs and other experiences. Younger staff members have used Tempus to upgrade their qualifications. Tempus has assisted educational reform in Montenegro, and has been used by university management to raise awareness and to work on higher education reform and Bologna process issues.
Tempus has also supported the development of the legislative instruments necessary for the implementation of the Bologna process. The more recent Tempus projects reveal that the government—as well as the university—is using Tempus to implement reform.

Impact of Tempus in Serbia

Tempus has contributed to a harmonisation of higher education in terms of unifying curricula, improving teaching methods, and capacity building. It has also provided opportunities to improve soft skills and to acquire knowledge on new or different processes. Work has also started on student assessment methods.
Most projects have led to partnership agreements, and, as a follow-up to cooperation in Tempus, joint degrees are already being prepared between Serbian universities and EU institutions.
Tempus has been instrumental in supporting universities and colleges in the enormous progress achieved in higher education reform and the implementation of the Bologna process. Tempus has also reinforced cooperation between universities and ministries. It has also had a direct bearing on the drafting of the new higher education legislation, the integration of universities and colleges, the drafting of state university statutes, the establishment of integration mechanisms, and the drafting of a democratic student charter.
The promotion of the Bologna principles in Serbia is actively supported by the appointment of Bologna promoters, and senior management staff have been trained to disseminate experiences widely and continuously in the universities. The links between private and public universities have been enhanced, and networking within the Bologna community has been reinforced. Continuity is assured through the establishment of a committee to monitor implementation of the new legislation.

Impact of Tempus in Kosovo

The principles of the Bologna declaration were generally adopted in
2001/2002 and many university departments have reorganised the structure of their study programmes.
Tempus is giving important contributions to the Bologna process in Kosovo, curricula are being updated, new teaching methods are being introduced and capacity in the targeted faculties is being built up but the number of fields is still limited.
Tempus has largely influenced the introduction of quality assurance of teaching which however remains limited across the faculties. Tempus has supported new cooperation and increased international cooperation skills of staff within the Faculties
The students involved in Tempus feel that they have strongly improved
their qualifications compared to fellow students. They have access to laboratories, computers, their studies are EU-compatible and they have noted an improvement in the quality of teaching. Student numbers and success rates are increasing and the drop out rate is decreasing in those faculties where Tempus has been operating.