ТИПОВОЕ СОГЛАШЕНИЕ О РАЗРАБОТКЕ ПРИГРАНИЧНОЙ ШКОЛЬНОЙ ПРОГРАММЫ (АНГЛ.)
к Конвенции Совета
от 21.05.1980 No. 106
2.14 Model agreement
on the institution of a transfrontier school curriculum
The purpose of this
highly original model agreement is to institute intensive co-operation between
the school authorities on each side of a frontier, in order to set up, with the
assistance of the territorial communities or authorities, transfrontier classes
in which children originating from either side of the frontier attend school
together. These classes will take place at the existing schools, without any new
school being created, through a simple redistribution of resources and an
exchange of staff. The local communities and authorities will participate
directly in this form of co-operation as a driving force, contributing
additional assistance (for instance, funding for school transport or specific
indemnities), and as a partner in the intercultural and bilingual approach to
This type of agreement will therefore be concluded
between school authorities and the competent local authorities on each side of a
The purpose of this agreement is to define the
conditions for the operation of a school curriculum common to children and
pupils from area X (on one side of the frontier) and from area Y (on the other
side of the frontier).
(Optional stipulation: It shall come within the
context of the co-operation agreement concluded between state X and state Y, for
the purpose of promoting transfrontier school exchanges as an extension to the
co-operation agreement between local communities A and B.)
is to enable the children concerned to become highly proficient in the language
and culture of each country concerned, and to acquire academic knowledge
specific to each country"s education system, so as to be able to study in each
of these education systems without any major difficulty.
To this end,
children from the two frontier areas participating in the curriculum shall
attend school together and receive the same education, provided partly on one
side of the frontier and partly on the other side by teachers from the two
school authorities concerned.
The school authorities and the local
communities shall undertake to facilitate the development of this curriculum,
according to their powers and resources.
the transfrontier curriculum shall, from an administrative point of view, be
enrolled as pupils of each country"s respective school systems and shall be
authorised to receive only part of the teaching provided in each country.
A committee composed of representatives of the school
authorities of the two states and of the local communities concerned, as well as
representatives of pupils" parents and, possibly, qualified individuals, shall
manage the curriculum.
Such management shall cover:
selection of children authorised to follow the curriculum,
- the stages
of development of the curriculum,
- approval of teachers and outside
contributors involved in the curriculum,
- definition of the content of
the teaching and the other school activities,
- appointment of the
persons administratively and educationally responsible for the curriculum,
- co-ordination and harmonisation of the different outside contributors,
- the practical organisation of the curriculum,
- monitorial and
- arbitration in the event of a dispute.
committee"s duties shall include selecting, in accordance with the undertakings
given in the context of Articles 4 and 5, the school activities for which each
authority is to be responsible as well as the premises to be used.
exact composition of the committee is specified in the appendix hereto. To
enable the committee to monitor the above-mentioned aspects, it may set up
sub-committees and working groups. It shall adopt rules of procedure defining
the conditions of its functioning.
The committee shall take decisions by
a 2/3 majority of its members. However, decisions involving the provision of
resources additional to those specified in the appendices mentioned in Articles
4 and 5, shall be subject to the agreement of the authority or community
required to provide the resources.
The committee"s decisions shall be
implemented by a teacher and an administrator in charge, as well as by their
deputies, who shall ensure that the curriculum is correctly managed. Their
appointments shall be subject to the approval of the school authorities of the
two states. They shall jointly draw up an annual progress report.
In accordance with the content of the curriculum as defined by the
committee provided for in Article 3, each school authority shall be responsible
for part of the teaching by implementing its own school curricula and teaching
methods and, for that purpose, making teachers, teaching materials and premises
available for the transfrontier curriculum.
In the context of this
curriculum, teachers from one country may be seconded to the school
administration of the other country. In that case, they shall be placed under
the authority of the host administration. The secondment agreement shall specify
the conditions of defrayal of the related costs.
Each of the school
authorities of the two states shall make an equivalent contribution to the
development of the curriculum, whatever the number of children from each
An appendix hereto shows the scope of the commitments in terms of
staff, equipment and premises for each school authority.
appendix may provide for the staggered provision of resources, according to the
development of the curriculum.
The local communities who
have signed this agreement undertake to provide material, financial, and, if
appropriate, human support for the implementation of the transfrontier
An appendix specifies the contributions of each
Remark: This assistance may relate to premises, teaching
materials, school transport, accommodation for teachers, financing, secondment
of staff, etc.
The teachers of the school authorities of the
two states and the outside contributors provided by the local authorities
concerned shall form a single teaching team, which shall ensure that its
contributions are co-ordinated and complementary under the guidance of the
representatives appointed by the committee, as specified in Article 3.
The curriculum shall be designed so as to guarantee purity
between the languages, cultures and educational traditions of the two
School activities and the subjects taught shall be allocated
between the two languages. All the pupils following the curriculum shall receive
the same tuition, except in the case of specified coaching needed by certain
pupils and as well as elective subjects.
The first stages of development
are described in the appendices and shall subsequently be specified by the
committee provided for in Article 3.
Remark: Children will as a rule
join the curriculum at the pre-primary school stage. The first classes to be set
up will therefore be nursery classes, with new classes being provided as the
children progress to higher levels of the school system. However, depending on
local circumstances and, in particular, the presence of older bilingual
children, the curriculum could begin at a higher level.
Additional para-school and out-of-school activities shall be organised with
the assistance of the school authorities, local communities and pupils" parents
in order to improve access to the language and culture of the two countries
concerned for the pupils following the curriculum and strengthen relations
between the children.
The school authorities shall, at all
levels of teaching, help pupils who have followed the transfrontier curriculum
to reform the usual school curriculum of either country if their parents so wish
or if they leave the frontier region.
On completion of the pupils"
secondary education, the school authorities and the persons in charge of the
curriculum shall endeavour to help the pupils prepare for each country"s
In the event of damage being
sustained by pupils or teachers during activities relating to the transfrontier
curriculum, the school responsible for the activity during which the damage
arose shall compensate the victim while taking action against any liable third
party, if appropriate.
The appendices hereto specifying the
composition of the committee provided for in Article 3, the stages of
development of the curriculum and the contributions of the authorities of the
signatory communities shall be reviewed annually, no later than three months
before the beginning of each school year, in order to take account of the
progress of the project.
This agreement has been concluded
for a six-year period and is renewable tacitly for further three-year periods.
It may be terminated by any of the parties subject to one year"s prior