PROMIS logo.jpg

PROMIS is a project sponsored by Tempus Program.
Project number: 544319-TEMPUS-1-2013-1-FR-TEMPUS-JPCR

It is a continuation of ERAMIS project. More information on ERAMIS available here.

PROMIS stands for PROfessional network of Master’s degrees in Informatics as a Second Competence.

Project duration: December 2013 – June 2017.

Project’s main Goals were:

  • Extension of ERAMIS network in Central Asia
  • Improvement of the academic quality of the network
  • Improvement of the vocational focus of the master degrees in computer sciences in different ways
  • Establishment of strong relationships between companies and universities
  • Adapting teaching process to the students working in parallel of the studies
  • Improvement of the network by sharing courses and pedagogic material

The project wass performed by:

  • 5 universities from Europe;
  • 9 universities from Central Asia;
  • 3 enterprises from Europe;

Complete list of partners can be found here.


The PROMIS Tempus project was a continuation of the ERAMIS Tempus project, which realized the creation of a network of “Informatics as a Second Competence” (ISC) Masters Programs in four universities in Russia, three in Kazakhstan and two in Kyrgyzstan. Its broader objective was to extend this network in Central Asia and make it a network of excellence, while significantly strengthening the professionalism of the masters programs, and improving university-business relationships.

The project planned the creation of ISC masters programs in Uzbekistan, Tajikistan and Turkmenistan (2 per country) as well as two new ISC masters in cities not yet concerned by ERAMIS in Astana (KZ) and in Osh (KG).

In order to strengthen university-business relations, local companies had to be involved very early in the creation of these masters programs, taking the example of European companies involved in the project: participation in the steering committee for training, lessons carried out by company employees, internship proposals.

Reverse teaching which consists of privileging teacher-student interaction on the practical level, while the students acquire the theoretical part of teaching personally, has been partially integrated in the first year of the master’s program, in order to adapt the training to the special status of student employees. Likewise, alternating training have been strongly encouraged in the second year of the Master’s program: the student works part-time in a company and his professional experience acquired in the second year is the basis of the Master’s dissertation.

Summary of the main results of the project

1 – Creation of new Informatics as a Second Competence (ISC) masters programs in all Central Asian countries

  • Needs analysis in relation to job opportunities in the concerned regions, in the 5 Central Asian countries Involved in the project: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan.
  • Creation of the teaching teams of the future ISC masters programs: each beneficiary university has appointed a head of the ISC master’s program created. Around this leader were formed educational teams composed of teachers from these universities, people from the professional world and doctoral students.
  • Writing accreditation files by the 8 universities concerned. All masters programs follow the same timetable for basic courses.
  • Establishment of procedures for the selection of the candidates for future master’s program
  • Equipment: purchase of the necessary equipment for the implementation of the masters programs
  • Creation of 6 new “Informatics as Second Competency” (ISC) Masters programs of the 8 planned in the 5 Central Asian countries in Osh (KG), Astana (KZ), Tashkent (UZ), Ashgabat (TM), Dushanbe and Khujand (TJ). Five of them started in September 2015, the sixth (Dushanbe) started in September 2016 because no students had been recruited in 2015. The University of Bukhara (UZ) did not obtain the accreditation. A special one-year training course, designed for lifelong learning people, was created with the support of regional authorities.
  • Very good professional integration: almost 90% of graduates were hired as soon as they graduate. The courses are adapted to the lifelong learning students, which constitute about 30% of the recruited students.
  • Organization of 10 thematic and methodological seminars (workshops) in the 5 European partner universities on all the basic courses of ISC masters programs: production of reference teaching materials for these courses, in English and Russian languages.
  • Collaborative creation of teaching material in English and in Russian for the 10 core courses of the ISC masters programs and the preparation of colleagues to improve these lessons through exchanges made during the workshops.
  • Implementation of the necessary tools for the implementation of the reverse pedagogy in all the masters programs of the network: the pedagogical documents produced are shared from a Moodle platform managed by the University of Grenoble (UGA) and accessible to all partner universities.
  • Implementation of the reverse pedagogy in 57 lessons of created programs.

2 – Professionalization of the masters programs

All partners have set up a cell (more or less developed) in charge of the relations with industrial partners. Development of courses or parts of courses by local business people: each partner has integrated at least one person from the industrial world who participates in teaching.

3 – Internationalization and student mobility

  • More than 30% of lessons delivered in English: funding for English language training for all partners, in accordance with the work plan.
  • Adoption of the same calendar of common courses for all masters programs, to promote student mobility.
  • 16 student mobilities of two weeks of training organized in Berlin in Grenoble.
  • Following the project, 10 students from Kazakhstan and Kyrgyzstan came to study for one semester in Grenoble, as part of an Erasmus International Mobility project. They followed the lessons of the semester 3 of the ISC master’s program of Grenoble, in English language.

4 – Sustainability of the network

10 framework agreements signed between consortium partners.

5 – Dissemination and communication of results

  • Website of the project realized and regularly updated; many downloadable documents; a second website presenting the project in Russian language has also been produced: http://promis.enu.kz/
  • Information and publication of the results of the project: a dozen papers at international conferences with acts, production of information material on the PROMIS project (Flyers and Posters),
  • Production of communication materials on masters (flyers, brochures, masters websites)
  • Organization in Central Asia of 5 conferences on university-industry relations.

6 – Quality Assurance

  • Establishment of a monitoring committee and appointment of a quality manager for the project
  • Realization of an internal monitoring of the partners by the monitoring committee
  • Production of a project impact report for the partners by an independent expert

7 – Project Management

  • 7 coordination and project management meetings were organized
  • Permanent management of the project: coordination, regular administrative and financial management, coordination between teams and dissemination of information, preparation of reports, ongoing project secretariat, logistical support, accounting follow-up, drafting project progress reports.

8 – Selection of scientific publications describing project activities

Enhancing and integrating employability of students for IT
Agathe Merceron, Jean-Michel Adam, Heike Ripphausen-Lipa, Petra Sauer, Daniel Bardou.
Contemporary Educational Researches Journal (CERJ), Vol. 8 (1), February 2015, 7 pages.

Challenges in large international projects – findings from ERAMIS and PROMIS projects
Marek Milosz, Agathe Merceron, Kestutis Kapocius, Sergio Luján-Mora, Jean-Michel Adam
In Proceedings of INTED 2016: 10th International Technology, Education and Development Conference INTED, 6-9 March 2016, Valencia, Spain, Candel Torres I., Gomez Chova L., Lopez Martinez A.(Eds) – IATED Academy, 2016, pp.103-111.

Pedagogy sharing in the PROMIS project
Daniel Bardou, Jean-Michel Adam, Marek Milosz, Agathe Merceron, Heike Ripphausen-Lipa, Kestutis Kapocius, Arto Toppinen.
In Proceedings of EDUCON 2015: The IEEE Global Engineering Education Conference, 2015, Tallinn, Estonia. pp.587-593, 2015

The PROMIS project (professional Network of Master’s Degrees Informatics as a Second Competence): halfway state of progress
Jean-Michel Adam, Daniel Bardou, Anna Goloubtsova
Tempus IV in Uzbekistan, Tempus book 2015, National Erasmus+ Office, Tashkent, Uzbekistan, pp. 173-179, 2015.

The complete results of the project were presented during the final conference in Astana in June 2017:

The PROMIS Project (PROfessional network of Master’s degrees Informatics as a Second competence) main results
Jean-Michel Adam, Daniel Bardou
In proceedings of VI International, Scientifical and Practical Conference Informatization of Society, Astana, June 2017, pp.8-15.

The corresponding paper is here.

Presenatation bellow gives some more information about the project.