Socrates programme

Dissemination Partner No 152 (proposed by Maribor)

Full legal name of the institution in the national language	University of Primorska
Type of institution¹:	EDU 4	Country²	SI	Town / City	Koper
Family and first name of contact person	Mr Ms Dr  Prof  Other Family name : Darovec First name : Darko
Telephone (including country and area code) Fax	+00386 5 663 77 40 +00386 5 663 77 42
E-mail	[e-mail]
Website

Dissemination Partner No 153 (proposed by Maribor)

Full legal name of the institution in the national language	Annales - Anali za istrske in mediteranske studije
Type of institution¹:	OTH	Country²	SI	Town / City	Koper
Family and first name of contact person	Mr Ms Dr  Prof  Other Family name : Klemencic First name : Matjaz
Telephone (including country and area code)	00386 5 663 77 00 Fax:[phone]
E-mail	[e-mail]
Website

Dissemination Partner No 154 (proposed by Bratislava

Full legal name of the institution in the national language	Slovak academy of sciences
Type of institution¹:	EDU 4	Country²	SK	Town / City	Bratislava
Family and first name of contact person	Mr Ms Dr  Prof  Other Family name : Kowalska First name : Eva,
Telephone (including country and area code)	[phone]
E-mail	[e-mail]
Website	http://www.sav.sk/

Dissemination Partner No 155 (proposed by Bratislava)

Full legal name of the institution in the national language	Historický časopis
Type of institution¹:	OTH	Country²	SK	Town / City	Bratislava
Family and first name of contact person	Mr Ms Dr  Prof  Redactor Family name : Kováč First name : Dušan
Telephone (including country and area code)	[phone]
E-mail	[e-mail]
Website

Dissemination Partner No 156 (proposed by Ankara)

Full legal name of the institution in the national language	The Economic and Social History Foundation
Type of institution¹:	ASS 1	Country²	TR	Town / City	Ankara
Family and first name of contact person	Mr Ms Dr  Prof  Other Family name : Güvenç First name : Murat
Telephone (including country and area code)	[phone] Fax: [phone]
E-mail	[e-mail]
Website	http://www.tarihvakfi.org.tr

Dissemination Partner No 157 (proposed by Fatih)

Full legal name of the institution in the national language	Toplumsal Tarih
Type of institution¹:	OTH	Country²	TR	Town / City	Istanbul
Family and first name of contact person	Mr Ms Dr  Prof  Other Family name : Güvenç First name : Murat
Telephone (including country and area code)	90 [phone] Fax: [phone]
E-mail	[e-mail]
Website	http://www.tarihvakfi.org.tr/toplumsaltarih/tt122/tt122.asp

Dissemination Partner No 158 (proposed by Istambul)

Full legal name of the institution in the national language	Mustafa Kemal Universitesi
Type of institution¹:	EDU 4	Country²	TR	Town / City	Antakya-Hatay
Family and first name of contact person	Mr Ms Dr  Prof  Other Family name : Ornektekin First name : Sermin
Telephone (including country and area code)	[phone] / +90 - 326 – 221 33 00
E-mail	[e-mail]
Website	http://www.mku.edu.tr/

Outside Dissemination Partner No 159 (proposed by Basel)

Full legal name of the institution in the national language	Universität Luzern
Type of institution¹:	EDU 4	Country²	CH	Town / City	Luzern
Family and first name of contact person	Mr Ms Dr  Prof  Other Family name : Groebner First name : Valentin
Telephone (including country and area code)	+ 41 041 228 55 38
E-mail	[e-mail]
Website	http://www.unilu.ch/

8. Planning of activities (maximum 2 pages)

1. 
   Describe and justify the overall working methods the partnership intends to use when carrying out the project (management procedures, research and pedagogical methods, joint design, types of meetings, teleconferencing etc.).
   

Management procedures: The central management is taken care off by the Central Coordinator, Ann Katherine Isaacs, and the ‘Pisa Management Team’. A t this time this consists of Dr Laura Burgisano, project assistant, Razvan Adrian Marinescu, webmaster, and several part-time student helpers, paid partly from the CLIOHnet grant and partly by the University of Pisa. The financial administration is now handled by Ms Federica Fruzzetti, on contract to the central administration of the University of Pisa.

Coordinating Committee: The Central Coordinator is constantly assisted by e-mail communication and feed-back from the Coordinating Committee, which meets formally and informally when possible, necessary and when the budget allows it. The Coordinating Committee meets the day before each Plenary Meeting and at a ‘halfway meeting’ in spring. Each member has specific responsibilities, and there are members of the Coordinating Committee in each Task Force in order to ensure synergy, feed-back and coherence of the project.

Financial Options: The financial management is organised according to two options: partners according to the way their own universities are organised, can opt to be reimbursed by the University of Pisa for the travel and other approved expenses made for the project as per prior agreement (according to Socrates TN rules); or else they may opt to receive a sum that they manage and account for (again according to the rules) for the priorly agreed expenses for the project.

Research and Pedagogical Methods: These consist of common elaboration, discussion and finalisation of materials, tasks and projects: Most materials are produced in collaboration across the Network. Usually the Central Coordinator or a Task Force sends a questionnaire to all partners to gather information on a specific area or matter of interest; the answers are put together and presented in draft form for discussion and then finalised. When translation is needed for brief documents, the text is sent to one Coordinator from each country with the request that it be translated and sent back to the Central Coordinator. This method was used to produced the CLIOHnet brochure in 24 languages, and will be used again to produce the multilingual information products for the dissemination year.

Types of Meetings:

Working Plenary Meetings: as explained above we attempt always to have two Plenary meetings per year, one in spring and one in fall (normally May and October). This is because our meetings – in sharp contrast to some TN meetings – are not spectator conferences with external key speakers, etc., but are real working and business meetings in which work, planning and coordination are done and decisions are taken. The typical meeting includes presentation of ppts (then placed on the site so that partners can download them, translate them if necessary and use them in their own context) to illustrate the state of affairs; break up into small groups, Task Forces or other ad hoc committees, report to the Plenary, discussion, decision; further small group meetings, report, discussion, decision, final decisions and end of meeting. Conference materials are always prepared and distributed so that each Coordinator has the written documentation available for informed decisions.

Public Meetings associated with Plenary Meetings: The Plenary Meetings are also accompanied by press conferences – to try to make the TN and TNs in general better known – and by a session to which the public (academics, students, other interested parties) is invited.

Student Conference associated with Plenary Meetings: In the dissemination year, as part of our participation in the ‘Exogamie’ Pilot Project, we will hold a student conference on a topic that we believe is of fundamental importance for the TN in general (National Languages: see below under point 10), in order to give students too the opportunity for meaningful, enlightening interaction: they will then participate in several phases of the Plenary meeting including the small work group discussions.

Coordinating Committee meetings: as explained above these take place in conjunction with the Plenary Meetings, at the ‘halfway meeting’ and on other occasions if necessary.

Task Force Meetings and conferences: the Task Forces work together during the Plenary meetings, their task is the analyse the current situation in the area of endeavour and to take action to improve the situation, through recommendations and

National Meetings (and Bi- and Tri-national Meetings): By the end of the third year of the TN, all countries will have held National Meetings. These are different in format according to the structure of the academic community in each specific country. In some cases a representative comes from each University n the country, in others a relevant theme is dealt with in a conference to which all those interested can come. In other cases, a CLIOHnet session is held in national meetings of historical associations or in annual Deans’ of Faculties meetings.

Directories: each country has, or will have by the beginning of the dissemination year, prepared a directory containing contact data for all academic historians and departments in their country, and also associations, reviews and other interested parties, These directories are used to organise the National Meetings. Updated and organised as much as possible in the same format, they will be used to consolidate the national working groups during the dissemination Year.

Use of website for communication: the CLIOHnet website is the constitutes the ‘memory’ of the Network: messages and newsletters are placed on it; documents and information can be downloaded.

National CLIOHnet websites: Several countries have already produced national CLIOHnet sites; the others will be encouraged to do so.

2. 
   Indicate how and to what extent information and communication technologies and /or open and distance learning will be used in the dissemination of the project results.
   

The ICT aspect of the dissemination year is fundamental. At the end of the third year we will have electronic directories of all academic historians in Europe and many associations, reviews and other interested parties. On this basis, in each country it will be easy to send by e-mail information of various sorts, such as information about CLIOHnet and the dissemination year, invitations to the national meetings and conferences, to the public meetings in those countries or macro-regional areas in which the Plenary meetings are held. The ICT and paper information material will direct those interested to the website based resources, both the www.clioh.net site and the linked national websites. We will promote the formation of new national CLIOHnet websites for those who have not yet produced them.

3. 
   Indicate the working methods envisaged in order to produce each of the dissemination project? Products?
   

Website	The website is managed by the Pisa team. All members may propose new contents and are asked to send all handouts, translated materials, posters, invitations, power points and so forth that they develop, so that they are available for information, inspiration and use of all. The directories which are now partially available and in different formats are being re-elaborated in a common format, although their size will make it necessary to keep them separate. National groups are encouraged to create their own CLIOHnet site, as CZ and FI have already done and GR and IT are doing. These sites can be hosted on the University of Pisa server through the www.clioh.net domain when this is most convenient; or a link can be made to their local site. In the coming months the on-line free download of the all the Clioh’s Workshop books will be accomplished and will be possible through the www.clioh.net site.
New brochure	The new brochure, which will update the existing one, will be somewhat larger in order to contain new information. As in the first edition, the method will be to write the common text, circulate it to people outside the Network to see if it is clear, clarify, improve, send the improved text to a selected Coordinator in each country who will translate it personally, place the translation on the www.clioh.net website, print. We now know that we must reproduce some languages photographically to avoid problems with special characters which beset us the first time.
Report on History and recommendations	The report on the status of history teaching-learning and research is based on the preparatory materials of two kinds. There is a great deal of material gathered through questionnaires, much of which can already be seen on the www.clioh.net site clicking on CLIOH/CLIOH-DISS and then on ‘History and History of the European Universities’ (http://www.stm.unipi.it/programmasocrates/cliohnet/clioh/map/europe.htm). The other material is the thematic material elaborated by the single Task Forces on their specific theme. The technique envisaged to complete the report for publication is the following: the table of contents has been established and the responsibilities for the chapters have been distributed. The overall control for coherency and correctness is carried out by the Central Coordinator with the assistance of the Coordinating Committee.
Enhanced CLIOHnet-Tuning publication including information and recommendations on T/L assessment and quality approaches	A similar method to the above is envisaged for the enhanced CLIOHnet-Tuning book. Here too a part of the material is already visible and available in the Tuning 1 report which is accessible through the TAO site or through the Europa server. Other material is in the preparatory data, in ms or draft form. The Tuning 2 project is now being completed and work on t/l and assessment methods is on-going. During the coming months this material will be available in draft and subsequently finalised
Clioh’s Workshop I and II books, videos, DVDs and further publications (Citizenship, Languages)	The existing 9 books are already printed and have been widely distributed. There are still several thousand copies of most of them which can be disseminated. However we see as a more reasonable way to disseminate the volumes on the very large scale we foresee that of making them available for free download on-line, which our partner Edizioni Plus will do. As to the DVDs and videos, we foresee making them available free of charge in a certain number to all coordinators, who can use them for dissemination in their national meetings or with their dissemination partners. The new books will be made in a way analogous to the existing nine, on the basis of the ‘Citizenship ‘ IP now to be held in Madrid and the conference on National Languages planned to be held in Pisa in May 2005. These will be placed in pdf for free download, and if financing permits, also printed.
National meetings	In the dissemination year it is planned that in each country there will be a national meeting to follow up, expand and consolidate the ones held, 9 or 10 per year, during the IP. It will be the first CLIOHnet National Meeting in Turkey. The Coordinators of the organising institutions are responsible for choosing the format best suited to their country, as explained elsewhere in this proposal. The Coordinators are invited to organise Bi and Tri National meetings with neighbouring countries where this is useful.
Dissemination partnerships with institutions	A particularity of this proposal is the large group of ‘dissemination partners’. These are in the first place Universities, or HE centres or institutions chosen, one by each partner, for special dissemination efforts. We plan that the Coordinator of each partner university or institution will plan for two ‘CLIOHnet days’, co-organised with their dissemination partner. We see this as a way or doubling the impact of all the other initiatives and of reaching out to possible new motivated active partners, to be involved in future activities.
Dissemination partnerships with associations and reviews	In the case of reviews, the Coordinators of the CLIOHnet partner institutions are asked to prepare material, on the basis of texts supplied and personal knowledge, in the national language, asking the review to publish them. The reviews and the contact persons have been chosen because of their already declared willingness to do so and because of their national relevance and usefulness in dissemination. The associations, according to their nature, are also to be involved in a ‘CLIOHnet information session’ and distributing information as is appropriate, normally similar to that prepared for the national reviews.
Public meetings during Plenary meetings	During the two Plenary meetings planned for the dissemination year, there will be as in the past, a session (usually 2 hours) to which the public of the host city-country is invited. These are sessions in which the ‘products’ of CLIOHnet are shown and distributed. When necessary translation is provided. Press conferences are held in conjunction with the plenary meetings.
Student conference and meetings	The planned student conference, in the context of the ‘Exogamie’ pilot project, will take place in the days before and during the plenary spring meeting to be held in Pisa, we plan, in May 2005. The didactic approach will be that used by CLIOHnet throughout its activities (creation of a multilingual, multinational active learning environment with presentations by teachers and student work-groups. It will also allow the students to interact with the Network and, hopefully, to found a CLIOHnet-Youth section.
Work in Archipelago team	The Archipelago team (five persons: the Coordinators from IS Reykjavik, ES Madrid Aut., IT Bologna, CZ Prague and TR Istanbul) will work together, each responsible for one of the five Archipelago strands, in order to interface with the Archipelago itself and to disseminate information and gather insights from CLIOHnet. The team will have two separate meetings, one before and the other after the planned Archipelago event in November 2004 and will be responsible for the information placed on the CLIOHnet-Archipelago link site.

3. 
   Describe any plans or intentions you may have for establishing links with other projects and / or networks, within Socrates or beyond.
   

CLIOHnet has already developed links with some TNS: Athena, ACUME, TNP3 particularly. At present a much wider ranging project is under way, that of the European Archipelago of Humanistic Thematic Networks, to which we refer under point 10 below.

3. 
   Set out any strategy you may have for seeking to ensure that the activities conducted by the network can be continued when the financial support from Erasmus is reduced or phased out completely (sustainability strategy).
   

Our basic strategy is to implement an association which has already been formed informally in 2000: we have prepared a statute which has already been debated and approved in plenary session, and when the formal problems, recently discussed at the TN Coordinators meeting have been resolved, the Association will be legally set up. Thanks to the ‘Exogamie’ project we hope to be able to set up an active student section of the Association.

8.6 On the basis of the above, provide an overall work plan, preferably in table format. To this end, please:

• 
  Divide the project into relevant stages which you envisage in order to produce the project outputs identified;
  
• 
  Show within each stage, what activities the partnership will undertake, which partner(s) will be responsible for each stage, how many persons (person / days or person / months) each activity will require and by when each activity will have been completed.
  

See following page
Work Plan

Project:
Stage in life of project	Outputs: By the end of this stage we will have achieved / produced	Activities leading to this output	Activity to be started by this date and completed by this date	Partners / Persons involved	Time input (person / days or person / months)
0. preparatory phase	[Further reflection and preparation of partners; production of materials in different languages; production of directories in 10 countries, up-dating directories in other countries; Tuning activities and production of a CLIOHNET-Tuning booklet; work on website]	Final year of existing TN: 10 national meetings, 2 plenary meetings, Tuning and Task Force activities 10 partners (CY, DE, DK, GR, LT, MT, NO, PL, SK, UK Scotland) will hold national meetings; IP on citizenship held by Madrid; plenary meeting in BG in May 2004	Until 30 Sept 2004	ALL
1.Start up	Further detailed planning completed and materials ready for national meetings and ‘events’	Project begins Coordinating Committee meeting; Fall plenary meeting including Task Force meetings; place to be designated but probably Thessaloniki	1 Oct 2004 31 Oct 2004	All Coordinators	9 person months
2. First Dissemination Phase	First national meetings Dissemination and discussion of CLIOHNET reports and materials Knowledge of CLIOHnet Tuning findings Distribution of CLIOHNET-Tuning booklet	Countries involved: CLIOHNET members, other institutions, journals, associations, national agencies if possible. Members of other TNs As above	Nov 04- Jan 2005	All Coordinators. National meeting organisers as specified elsewhere in this proposal	20 person months
Jan 2005	Possible beginning of 6FP project, CLIOHRES.net
3. Halfway Point	Evaluation and adjustment of work-plan Coordinating Committee half-way point meeting	Coordinating Committee meeting	Feb 2005	Coordinating Committee	1 person month
4. Dissemination phase 2	Countries involved: CLIOHNET members, other institutions, journals, associations, national agencies if possible. Members of other TNs As above	Dissemination and discussion of CLIOHNET reports and materials Knowledge of CLIOHnet Tuning findings	Feb 2005 –May 2005	Alll	20 person months
5.Spring Plenary Meeting	Spring plenary meeting, including Coordinating Committee meeting and Task Force meetings; planned to be held in Pisa in conjunction with Student Conference on Historical Context of Formation of National Languages Communication about and evaluation activities; formation of new knowledge about language issue, cooperation with other networks	Coordinating Committee Entire network, students, in conference including non-historians; Structured link with language and geography TNs	May 2005	All	20 person months
6. Final Dissemination Phase	Any further national meetings or events Dissemination and discussion of CLIOHNET reports and materials	Countries involved: CLIOHNET members, other institutions, journals, associations, national agencies if possible, members of other TNS	June –Sep 2005	All	9 person months
Evaluation and final report	Coordinating committee assisted by other coordinators an experts as necessary	Final recommendations and report taking into consideration interaction and debate during the dissemination year activities	Sept 2005-December 2005	Coordinating Committee and Evaluators

9. 
   Contribution to transversal policies (maximum 1 page)
   

In terms of (a) the impact of the project on the target group and (b) participation in the project itself, please specify where applicable how and to what extent the project will actively:

 promote equal opportunities between women and men;

 promote equal opportunities for disabled persons;

 contribute to the fight against racism and xenophobia;

 promote social and economic cohesion;

 promote ICT in education and eLearning;

 promote language learning and linguistic diversity;

 prepare the enlargement of the Union;

 promote sustainable development;

 promote stability and security;

 tackle the future challenges to education and training systems and lifelong learning;

 promote the European Year of education through sport 2004.

9. 
   Other aspects (maximum 1 page)
   

Please state any other aspects of the proposed project which you feel the Commission should take into account when assessing your proposal.

First of all, we would like to state that although the grant request we are making is somewhat higher than in the previous years, we feel this is justified because of the complexity and the breadth of the activities to be taken in the dissemination year. In the first contractual year we received a high grant which we were able to use only partially because of the difficulties of the start-up phase and also because we received the grant quite late respect to our work-plan. In the second and third years we received the grant earlier, which was a great facilitation, but it was for a smaller amount. In the proposed dissemination year, we feel it is important to consolidate and utilise fully the momentum we now have, and would like to ask the Commission to consider benevolently our request.

Furthermore we wish to explain that we are asking for special extra funding, for three specific activities which have been mentioned en passant under the points above, but which we wish to make explicit here. These activities are not exclusively for dissemination of products already produced in the previous years of Network activity, but represent important steps ahead in reaching outwards and pioneering new directions for all the TNs including our own.

The three specific activities are:
1. CLIOHnet-Tuning:

CLIOHnet started its activities in the same year that the ‘Tuning Educational Structures in Europe” was launched and History was one of the five original subject areas. All members of the Tuning History Subject Area group on History are CLIOHnet members; the group was chaired by the Central Coordinator of CLIOHnet who is also a member of the Tuning Management group and, now, a Tuning adviser. CLIOHnet itself has played a very active role in Tuning, particularly in discussing the competences and reference points and in carrying out and evaluating the various consultations. CLIOHnet also ensured that academics from what were then the accession countries were consulted. CLIOHnet has continued the close collaboration in Tuning 2. At this time all Thematic Networks are invited to ‘tune’ and to ask for specific funding for this activity, including a Tuning counsellor. Obviously in the case of CLIOHnet this would not be necessary. However we believe that CLIOHnet does have a particular role to play, in this phase, in ‘extending’ Tuning and its results. For this reason we too are asking for 4000€ ‘earmarked’ for Tuning activities. We will not need to spend for a ‘Tuning counsellor’, rather we propose to use this amount to extend to the new member states, to Turkey and to the candidate countries represented the consultations carried out with students and employers, and in a more formal way then it was possible to do during the Tuning project, to academics in those countries. We intend on this basis to produce a broader and more complete report on the specificity of competences and learning outcomes as related to employment, in the academic sector and in other sectors, for history students in all European countries. We were able to observe in fact from the data already gathered that situations are quite different in some cases. We would use the funds to offset some of the expense of mailing questionnaires and elaborating them, and also of printing a CLIOHnet-Tuning booklet, which would also be supplied on-line, as foreseen in the guidelines to collaboration between TNs and Tuning. We are confident that this booklet-report-guide can serve as a possible model for other TNs too.

2. The European Archipelago of Humanistic Thematic Networks

CLIOHnet has worked hard to make concrete the hypothesis of an ‘Archipelago’ of Humanistic Networks, and indeed regards history as one of the keys to understanding, building and strengthening the relationships between the Humanistic disciplines, which together form the Archipelago. CLIOHnet and its Coordinator, management team and webmaster have organised the exploratory and founding meetings of the new Archipelago and set up the Archipelago website (www.archhumannets.net). We believe that this initiative is vital for many reasons: for increasing the visibility and impact of Thematic Networks, for clarifying the role of the Humanistic Sciences in European culture and their importance for building cohesive citizenship, for creating a planning space which can promote new TNs for ‘missing’ disciplines and emerging themes, and so forth.

For this reason, it has been decided to designate in each TN member of the Archipelago a working group of 5 people to assist the Coordinator in working, from the TN point of view, on the Archipelago themes. In part this will be preparation and follow up for the event we wish to organise in Bruxelles in November 2004, which will be the object of a separate proposal under the Accompanying Measures action. The five people will constitute a CLIOHnet “Archipelago Team”, and will be responsible singularly for working with analogous Archipelago members from the other Thematic Networks and together for involving and informing CLIOHnet as a whole on the common activities. For them to do this we request 6000€ earmarked for 8 trips in order to permit the five to have two extra meetings during the 2004-5 year. This is on the basis that the two meetings will be held in a place where one of the five resides, thus making it necessary for only four members to travel.

The five themes are1. conceptualising, explaining and making visible the reasons for which the Humanistic Sciences are of vital importance -- for citizenship and employment -- and not just 'frills'; 2.defining and promoting cooperation in the archipelago for meaningful collaboration in research; 3. sharing insights and knowledge with respect to learning/teaching strategies; 4. mapping the 'missing' or 'emerging' islands in the humanistic archipelago and encouraging their formation; 5."reaching out" and collaborating with (the) other archipelago/s.

3. The Thematic Network Extension Pilot Project entitled for convenience “Exogamie”.
We, with the proposed TNs for Architecture, Language, Arts, Music and Chemistry, have been asked to participate in a Pilot action to experiment with ways of making TNs more incisive and allowing them to reach out more effectively across the European teaching/learning and, more generally, cultural panorama. The kinds of initiative concerned are the following:

1. Mapping areas of rare and disappearing knowledge

2. Mapping areas of emerging and innovative knowledge

3. Using very short term student mobility to involve students more deeply and more effectively in TN activities

4. Teacher Training
We consider that the above directions are very useful for enhancing the effectiveness of Thematic Networks and are very happy to be involved in the experimental stage. Since this is a Pilot Project, we understand that part of our task is to propose, in concrete terms, how these actions can be accomplished effectively and to make a corresponding grant request.

Here below we will outline the way we propose to develop the 4 lines.

1. Mapping areas of rare and disappearing knowledge: It is our experience that one of the negative aspects that traditional academia feared in the Bologna process has indeed turned out to have a certain weight. Most European HE institutions have because of their own history and socio-economic and political environment some areas or even many areas in which they have a tradition of great expertise and authority. In many cases these are very specialised disciplines in which a small number of highly trained experts have been formed and who, on the basis at times of even a centuries-old tradition, have built up special resources such as libraries or archaeological or artistic objects etc. Often, but not always in the area of history these are associated with ancient times. To give some examples concerning history and related disciplines, certain Universities have consolidated traditions of studies in specific sectors such as Egyptology, Indology, ancient philologies including Sanscrit, Numismatics, Paleography, Papyrology, rare modern languages and literatures, histories of specific periods and themes, and so forth. In redesigning curricula according to the Bologna model, in many cases it has been difficult to preserve the place of these valuable and rare kinds of knowledge, built up in some cases over centuries. In the vision of the optimal ‘map’ of the European Higher Education Area, in our opinion, these precious kinds of knowledge should be enhanced, not penalised. It is obvious that not all Institutions can or even should attempt to develop such sectors, but their existence is part of the European cultural patrimony and should not be allowed to disappear. Mapping such specialised expertise is something which we began to do in the mid 1990s; on some themes the CLIOHnet Task Forces are continuing a mapping activity. However today it is particularly significant to see what is happening as Universities come to grips with new competence based curriculum design and delivery, combined with the economic problems which are widespread in Europe. Our impression is that many valuable resources and traditions risk becoming weaker or disappearing completely. The answer would seem to lie in making known and visible what are the areas of excellence in each HE institution, and which are at risk. This would allow organising programmes including joint degrees and mobility in such a way that demand and supply are put into better communication. In some countries, those in which CLIOHnet has been able to set up national working groups, it will be possible to map the areas at risk in most institutions the country. In others, the CLIOHnet partner will at least be able to map such knowledge at their own and some other institutions. Since the coordination and the organisation of this ‘census’ will be quite complicated, we think that it will be necessary to foresee a contract with a doctoral candidate or other qualified person(s) to help give the material a utilizable final form.
2. Mapping emerging or innovative knowledge.

Naturally with the disappearance or the potential risk of extinction of some valuable kinds of knowledge, naturally there are corresponding areas of innovation. In the field of history and related subjects innovation is continual and we ourselves try to foster it. For example we recommend increasing in all areas of study the number of countries, languages and national perspectives which are taken into account. Furthermore historiography in general proceeds in a dialogic choral manner, in which the debate in part and fashion and opportunity in part define new interests and new problems, not necessarily with the same rhythm in the different countries and institutions. Here again a careful mapping, not only in the Network but in the countries more generally will be a great advantage, as a sort of ‘progress report’ and also as a tool as in the case of rare and disappearing knowledge, for guiding students and institutions in developing mobility, joint degrees and in innovation in general. In this case too, we think that the Coordinators in countries where a national work group is consolidated will be able to map the entire country in this regard if they are given some support; in other countries they will be able at least to map a significant number of institutions.

3. Very short term student mobility.

We salute the initiative of promoting this experimental action. From a general point of view it is ironic that it is very difficult to involve really students in the various activities which have them, the students, as their central target. So far as much as possible CLIOHnet has tried to address this issue by organising Socrates Intensive Programmes, making them coincide with a Plenary meeting, so as to make possible a meeting ‘with’ students. We have links with ISHA, the International Students of History Association, with IHSA, the Irish History students association, with ESIB and with the Eramus Student Association. But definitely this is not sufficient to have real understanding and to involve students fully in the Network activities, gaining the full potential from the interaction. The possibility of arranging short-term target and coordinated mobility seems important to us, and for 2004-5 we propose utilising it in the following manner:

In conjunction with the CLIOHnet Spring Plenary Meeting to be held in May 2005, probably in Pisa, we wish to organise a special conference which will benefit from interaction with TNP3 and Acume on the political and cultural contexts in which the present national languages have been ‘fixed’. This would be held in the days immediately preceding the Plenary meeting and during the Plenary meeting. We are thinking in terms of one student per full partner, or, if this is impossible financially, one per country. The student conference would last five days and would contain presentations by teachers, reports prepared ahead of time by students, and workshops. The entire activity including preparation and a final report, would credited 2 ECTS credits. The results would be, as is our custom, published in book and DVD form and on line for free download. The students would participate in parts of the Plenary meeting and would be encouraged to lay the foundations of a CLIOHnet Student Association or a student section of HEKLA, which could in its own right plan and implement activities such as Youth programmes.

Such a development would be of great importance for the development of TNs and in making the Associations to which they give rise permanent and incisive fixtures on the European Higher Education scene.

4. Teacher Training:

The fourth strand of the proposed ‘Endogamie’ action is that regarding Teacher Training. This will include a mapping phase and a study-recommendation phase. At the moment work is going on in Tuning in the Educational Sciences group which should then be taken up by the various TNs to understand what implications it may have for them. So far what we know is that some countries put emphasis mainly on didactics (i.e. Teachers’ education with little subject specific work of a professional level); others mainly on disciplinary knowledge or skills (i.e. first an advanced degree in the subject, subsequently a teaching degree). Each has its pros and cons which can and should be carefully considered.

However, the direction in which it appears most useful to move in the present context is that of developing an awareness among existing University faculty members of the usefulness of a clear and conscious planning of learning/teaching environments and an ability to take on new attitudes, knowledge and experience – what goes with the synthetic phrase of ‘Educating the Educators’. We think that this is where CLIOHnet can make the largest difference in 2004-5.
The grant request for ‘Endogamie’ is subdivided as follows: for coordination and finalisation of the ‘mapping’ data, €5000 for two mini-contracts. For short term student mobility, participation in the Plenary meeting and conference and founding the Students section of CLIOHnet, using low cost travel and special room rates and relying on the student meals subsidised by the Tuscan Region’s Right to Study programme, €25.000; for the Teacher Training initiative, €5000 to allow a Task Group to work on the problem, create a draft report and publish it.
Finally we would like to point out that CLIOHnet has presented a proposal for a 6th framework Network of Excellence to be entitled CLIOHRES.net. Naturally whether this will be approved or not is uncertain, but if it should be, it will allow CLIOHnet to use its ETN networking expertise to develop one of its main principles, that teaching and research should go hand in hand at all levels of study, and, more specifically, that researchers from all European countries must come into more direct contact, to debate and discuss their projects and results. This activity together with the on-going CLIOHnet activities should lead to a new standard for research as well as teaching in Europe.