ERASMUS Student and Teacher Mobility 2005/2006

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1 DRAFT: LLP/NA/ERA/11/7 ERASMUS Student and Teacher Mobility 25/26 Overview of the National Agencies' final reports 25/26 1 Contents SUMMARY OF ERASMUS STUDENT AND TEACHER MOBILITY ERASMUS STUDENT MOBILITY STUDENT MOBILITY SINCE 1987 AND THE FUTURE OUTGOING MOBILITY INCOMING MOBILITY SUBJECT AREAS AND DURATION DURATION GRANTS DISABLED STUDENTS ZERO-GRANT STUDENTS COMPLEMENTARY FUNDING ERASMUS TEACHER MOBILITY TEACHER MOBILITY SINCE OUTGOING MOBILITY INCOMING MOBILITY SUBJECT AREAS DURATION GRANTS DISABLED TEACHERS...26 ANNEX: STATISTICS This paper is based on the final reports of the Erasmus National Agencies of the 31 countries participating in Erasmus. The final reports contain the statistical and financial results of the Erasmus mobility activities in 25/6 and a narrative report. 1

2 Summary of Erasmus Student and Teacher Mobility LLP/NA/ERA/11/7 Students The National Agencies reports show that the total number of Erasmus students was in 25/6, an increase of 7.21% compared to the previous year. Germany is the biggest sender followed by Spain, France and Italy. All the countries, except Denmark, Ireland, Italy, the Netherlands, Finland, Sweden, UK and Iceland experienced a growth in outgoing student mobility. The growth rate is highest in Turkey in their 2 nd year of participation followed by Cyprus. In general there is a high growth rate in the new member states and the candidate countries or on average around 23%. There was a rise in incoming students in all the 31 countries in 25/6 except Malta. Spain, France and Germany receive most Erasmus students. In 25/6, about.76% of the total EU31 student population were mobile Erasmus students. However, taking into account the average study duration of approximately 5 years, and the fact that first year students are ineligible for Erasmus grants, it may be estimated that around 3% of European students receive an Erasmus grant at some stage during their studies. The imbalance between incoming and outgoing students is a problem in many countries but the situation is improving and the gap is narrowing. Education/Teacher training and Medical Studies are the most underrepresented subject areas of Erasmus, relative to their share in total student population. Average duration of Erasmus mobility has in 25/6 was 6.5 months. The average Erasmus student grant was 157 average per month and increased by 12% compared to 24/ disabled students participated in the Erasmus programme in 25/6. In 25/6 students without an EU grant ('zero-grant' students) were 4% of all Erasmus students. 2

3 LLP/NA/ERA/11/7 Teachers The number of Erasmus teachers has been steadily increasing in recent years. In 25/6 the number was , a 12.3% increase compared to the previous year. All countries except Denmark and Liechtenstein experienced a growth in outgoing teacher mobility. The annual increase was high in Turkey, Cyprus and THE Slovak Republic. In 25/6 Erasmus teacher mobility was 2.1% of the total academic staff population in EU31, a higher proportion than in student mobility. Malta, Czech Republic and Lithuania stand out as the countries with the highest proportion of outgoing Erasmus teachers. Germany, Spain and France receive the most Erasmus teachers. The highest annual increase was in Turkey, Slovak Republic and Latvia. When compared to student mobility, Erasmus teachers are relatively more mobile in subject areas such as Education/Teacher training and Law and much less mobile in Business/Social sciences. The average grant for teacher mobility is 597, for an average duration of 6.4 days. 3

4 1. Erasmus Student Mobility LLP/NA/ERA/11/7 1.1 Student mobility since 1987 and the future During a 19 year period from the academic year 1987/88 till 25/6 more than 1.5 million students have benefited from the Erasmus programme (see table 1 in the annex). More than 78. students have participated in Socrates II which will last till the end of the academic year 26/7. France (15.73%), Germany (15.71), Spain (14.1%) and Italy (11.37%) have proportionally moved most number of students from The aim is to reach 2 million students by 28 and a total of 3 million individual participants in student mobility by 212. It is estimated that 65% of Erasmus students are undergraduate students, 34% graduate students and 1% doctoral students. 2 Approximately 6% of Erasmus students are females. This percentage is slightly higher than the proportion of female 3 students of the total EU student population ( 55%). Chart Erasmus student mobility 1987/88-25/ Number of students / / /9 199/ / / / / / / / / / 2/1 21/2 22/3 23/4 24/5 25/6 Total number Since the start of the Erasmus programme in 1987 numbers have increased every year, with the exception of 1996/97. 4 The growth rate was obviously highest in the beginning (chart 1). The increase in 25/6 compared to the previous year was 7.21% (5.91% in EUR25, 8.78% in the EFTA-EEA 5 and 43.25% in the candidate countries 6 ). 2 See European Doctoral Mobility, Irving Mitchell, 22. Undergraduate is equivalent to the Bachelors level and graduate to the Masters level. 3 See Europe in figures Eurostat yearbook 26/ /97 was a year of preparation for the Institutional Contract the successor of the ICP - which may have contributed to a decrease in mobility that year. 5 EFTA-EEA stands for the EFTA countries that are a part of the European Economic Area: Iceland, Liechtenstein and Norway. 6 In 25/6 the candidate countries were BG, RO and TR. 4

5 LLP/NA/ERA/11/7 The annual increase in budget (21.8%) is again higher than the increase in mobility (7.2%) (chart 2). Chart 2 Erasmus student mobility 19987/88-25/6 and budget: Annual increase/decrease 1, 9, Number of students 8, Budget 7, 6, % 5, 4, 3, 2, 1,, -1, 1988/ /9 199/ / / / / / / / / / 2/1 21/2 22/3 23/4 24/5 25/6 Number of students 25,6 96,2 43,4 3,1 42,4 2,6 17,7 15,3-5,6 7,7 13,5 1,3 3,2 3,9 7,4 9,4 6,2 7,2 Budget,4-5,8 32,1 8,4 4,9 2,3 4,,6 17,7 21,8 1.2 Outgoing mobility In the academic year 25/ students ( from the EUR25, from the EFTA-EEA countries and from the candidate countries) took part of their studies in another European country as Erasmus students. This represent a growth rate of 7.21% compared to the previous year. Most outgoing students come from Germany (15.44%), Spain (14.82%), France (14.57%), and Italy (1.61%). The growth rate was, by far, highest in Turkey in their second year of Erasmus participation or around 15%. The growth rate was also high in Cyprus (43.1%), Lithuania (29.67%) and Luxemburg (25.86%). In general there is a high growth rate in the new member states and the candidate countries or on average about 23%. Of the 31 participating countries, 8 experienced a decline in numbers, i.e. Denmark (- 6.19%), Ireland (-.32%), Italy (-.31%), the Netherlands (-5.31%), Finland (-2.6%), Sweden (-6.23%), UK (-1.15%) and Iceland (-2.51%). The decrease has been most dramatic in UK where the outgoing student numbers have decreased by almost 21% since 2/1. Looking at the past 6 years five countries (DK, IE, SE, UK and IS) have been experiencing stagnation or reduction in general terms (chart 3). 5

6 DRAFT: Chart 3 Outgoing Erasmus students from EUR31: 2/1-25/6 Number of students /1 21/2 22/3 23/4 24/5 25/6 BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR 2/ / / / / /

7 DRAFT: Chart 4 shows that if one compares the latest Erasmus data (25/6) with the latest EU31 student population data (24) the number of Erasmus students as a proportion of the student population is on average.76% in EUR31.7 However, taking into account the average study duration of approximately 5 years, and the fact that first year students are ineligible for Erasmus grants, it may be estimated that around 3% of European students receive an Erasmus grant at some stage during their studies. To reach the target of a 1% participation rate specified by the Socrates II decision (meaning that 1% of a Masters graduation cohort (or equivalent) should have gone on an Erasmus mobility), the proportion of Erasmus students of the total student population should be 2% annually (based on the assumption of a 5 year average total study period). Only Liechtenstein (5.6%) and Luxembourg (4.9%) can claim to have reached that target. Out of the 31 participating countries 19 match or are above the EU average and 12 countries are below the average (GR, CY, LV, HU, PL, SK, SE, UK, NO, BG, RO and TR). These counties should have the potential to increase their outgoing mobility and that would contribute to reach the 3 million target by 212. Chart 4 Erasmus students as proportion of the student population: EUR31 6, 5, % in 25/6 Average in 25/6 4, 3, 2, 1,, BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR % in 25/6 1,3 1,5,8 1,,8,5 1,2 1,,8,8,6,5 1, 4,9,6 1,9,8 1,7,5 1,1,8,7 1,3,6,3 1,3 5,6,7,4,5,1 Average in 25/6,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8,8 7 Here, Erasmus students are divided by the total student population in each country. Another method would be to divide the number of Erasmus students with the student population that is eligible for Erasmus, i.e. excluding students in their first year. One could also compare Erasmus students to the number of graduates (Bachelor and Masters levels). Graduates in 24 were over 3.8 million in the EUR31. If we compare that figure with the number of Erasmus students in 24/5, than Erasmus students can be said to be about 4% of all graduates. Source of student and graduate population data: Eurostat. 7

8 LLP/NA/ERA/11/7 1.3 Incoming mobility Chart 5 shows that the increase in Erasmus mobility has resulted in a rise in incoming students in all the 31 participating countries except Malta (-6.25%). The number of incoming students in the UK increases after five years of decline. Spain (17.23%) is the most popular destination followed by France (17.23%), Germany (11.58%) and the UK (1.61%). 8 (See table 2 in the annex). The new member states and the candidate countries are without doubt attracting more incoming students each. The growth rate of incoming students since last year was by far highest in Turkey (176.9%), Slovak Republic (78.9%) and Latvia (72%). Since 2/1 the growth rate in EUR31 has been 39%. 8 If compared to OECD data from 24 on student mobility (defined as international students who travelled to a country different from their own for the purpose of tertiary study) ranks low or number 16 out of 16 countries. Of the EUR31 countries, the UK (13%), AT (11%) and IE (7%) receive the largest share of international students from other OECD countries. Education at a Glance, OECD Indicators 26. 8

9 DRAFT: Chart 5 Incoming Erasmus students EUR31, 2/1-25/ TOTAL /1 TOTAL 1/2 TOTAL 2/3 TOTAL 3/4 TOTAL 4/5 TOTAL 5/6 Number of students BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR TOTAL / TOTAL 1/ TOTAL 2/ TOTAL 3/ TOTAL 4/ TOTAL 5/

10 DRAFT: Chart 6 shows the imbalance in terms of incoming and outgoing students. Of the EUR31 there are a number of countries with a big imbalance in terms of incoming and outgoing numbers. For example Denmark, Ireland, Sweden, Malta and UK have 2 or more incoming student for every outgoing student. Chart 6 Outgoing-Incoming Erasmus students EUR31: 25/ Outgoing students Incoming students 2. Number of students BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR Outgoing students Incoming students Czech Republic, Germany, Greece, France, Italy, Latvia, Lithuania, Luxemburg, Hungary, Poland and the candidate countries have significantly more outgoing students than incoming. Reciprocity continues to be a challenge for the new member states and candidate countries. For example in Romania for every incoming student there are 5 outgoing students and this ratio is higher than 1:3 in Lithuania, Poland, Bulgaria and Turkey. Of the new member states Malta is the only country that has more incoming than outgoing students. Chart 7 provides interesting information on the potential of countries to receive students, in other words on their absorption capacity. For each country, the chart presents: a) the country s student population as a percentage of the EUR31 total student population; b) the country s number of incoming Erasmus students as a percentage of the EUR31 Erasmus students. 1

11 DRAFT: Chart 7 Share of incoming Erasmus students 25/6 as proportion of student population % of student population % of incoming students % BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR % of student population 1,9 1,6 1,1 11,4,3 2,9 9, 1,6,9 9,7,1,6,9, 2,1, 2,7 1,2 1, 1,9,5,8 1,5 2,1 11,,1, 1, 1,1 3,4 9,7 % of incoming students 3,3 1,7 2,8 11,6,2 1,2 17,2 13,9 2,5 9,4,1,2,4, 1,,2 4,5 2,4 2, 2,9,4,3 3,7 4,6 1,6,2, 1,5,2,4,5 11

12 DRAFT: The chart shows the big potential the new member states and candidate countries have of receiving more incoming students. Note for example the low percentage of incoming students in Turkey and Poland compared with its percentage of the student population. Greece is in a similar situation: it has the potential to receive more incoming students. On the other hand, about 45% of the participating countries have a higher percentage of incoming students than their percentage of the student population. The most salient contrasts are in ES, BE, DK, IE, FI and SE. 1.4 Subject areas Arts/Humanities/Languages are over-represented in Erasmus if compared with the subject areas of the general student population (chart 8). Education/Teacher training, Medical Sciences, Mathematics/Computing are underrepresented. More effort could be made to increase mobility within these disciplines. 9 Chart 8 Erasmus subject areas 25/6 compared with subject areas of student population (EUR31) 35 3 Erasmus Student population 25 2 % Business, Social Sciences Arts, Engineering, Humanities, Architecture Languages Law Natural Sciences Medical Sciences Education Maths, Computing Other areas 9 Here Geography/Geology is part of Natural sciences (not of Other subjects as in chart 9). 12

13 LLP/NA/ERA/11/7 Subject areas seem very stable when it comes to mobility. Chart 9 illustrates that little has changed in recent years in terms of how mobile subject areas are. During the period from 2/1 there has been a increase in Erasmus student of Business Management/Social Science, Engineering/Architecture, Medical Sciences and Math and Computing but a decrease in Arts, Humanities and Languages, Law, Natural Sciences and Law 1. (See table 4 in the annex). Chart 9 Subject areas: Increase/decrease 2/1-25/ Business, social sciences Art, humanities, languages Engineering, architecture Other subjects % Law Medical sciences Natural sciences Education Maths, computing 2/21 21/22 22/23 23/24 24/25 25/26 Business, social sciences 31, 31,5 31,7 32, 32,2 31,8 Art, humanities, languages 25,6 24,9 24,7 24, 23,5 23,5 Engineering, architecture 13,7 13,8 14,1 14,2 14,4 14,6 Other subjects 6,8 7,2 7,4 7,5 7,7 7,7 Law 7,9 7,6 7,1 7,1 6,7 6,6 Medical sciences 4,8 4,9 5, 5,2 5,2 5,4 Natural sciences 4,1 4, 3,9 3,8 3,7 3,7 Education 3,7 3,7 3,4 3,2 3,2 3,1 Maths, computing 2 2 2,8 3,1 3,2 3,4 1.5 Duration Average duration of Erasmus mobility has changed little since 1994/95. A student spends on average 6.5 months on Erasmus mobility. The EFTA-EEA and candidate countries have on average a shorter duration than the EUR25. The average duration ranges from 4 months to 7.7 months. Spain, Ireland, France and Italy have the longest duration (between 7.7 and 7 months) and Malta, Bulgaria, Latvia, Lithuania and Slovakia the shortest (4.8 months or less) (see table 6 in the annex). 1 Other subjects comprise Agricultural sciences, Geography/Geology, Communication/Information sciences and other areas of study. 13

14 LLP/NA/ERA/11/7 Chart 1 Average duration per student 1994/95-25/ Months 4 3 Months Months 6,4 6,4 6,3 6,4 6,7 6,7 6,7 6,6 6,6 6,6 6,5 6,5 1.6 Grants After many years of decline the average monthly Erasmus grant increased by 12% from the previous year. The average grant in EUR31 is 157 compared to 14 last year. The average grant in EUR25 was 153, 188 in EFTA-EEA and 262 in the candidate countries. (see table 5 in the annex). Chart It should be noted that the grant calculation for 2/1 to 23/4 takes account of all Erasmus students (grant and zero-grant students), while the calculation for 1994/95 to 1999/ was done on the basis of grant-students only. Thus if the same method had been used for the 2/1 to 23/4 as in the past, the monthly grant rates would be even lower. 14

15 LLP/NA/ERA/11/7 Average EU grant per student/month 2/1-25/ Average grant/month Months /21 21/22 22/23 23/24 24/5 25/6 Average grant/month Students receive very different amounts in EU grant depending on their home country. The budget a country receives from the EU varies (depending on criteria like size of student population, cost of living, travel distance etc.) and National Agencies have different student allocation policies. Austria, Czech Republic, Spain, and France allocate on average an EU grant of less than or around 1 per month. In Cyprus, Bulgaria and Latvia the average grant is more than 4 per month. Of EUR31 14 countries are already giving an average grant to students above 2 /month. One of the aims in the LLP (28-213) is to maintain an average grant of 2 /month throughout the programme. Chart 12 5 Average EU grant per month per country 25/6 45 Average grant per month Average total Euros BE CZ DK DE EE EL ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR Average grant per month Average total

16 LLP/NA/ERA/11/7 1.7 Disabled students During the academic year 25/6 117 disabled students participated in Erasmus this represent a.8% of the all Erasmus students and an increase of 25% from the previous academic year. The average duration of disabled students was 6.5 months and the average grant/student was around 3 or around 47 /month. 1.8 Zero-grant students There are also Erasmus students who receive no EU grants. The majority of the countries practice a zero-grant policy, giving a student the status of Erasmus student without an EU grant. The proportion of zero-grant students has been gradually declining. In 1997/98 students without an EU grant were 8.8% of all Erasmus students, in 25/6 they were 4.% (see table 3 in the annex). The total number of zero-grant students was mainly students from France (48.26%), Austria (18.14%) and Finland (1.73). More than 2% of the zero-grant students studied in Spain and about 15% in UK. 1.9 Complementary funding In most of the countries the EU student grant is complemented by a national, regional or institutional grant. In the table below is listed the principal source of complementary public/institutional funding per country. (Note that countries can have more than one type of complementary funding; here only the main type is listed). Obviously this tells us little about the amount of funding, which can vary considerably even between countries with the same type of systems: Type of complementary funding Public student loan/grant systems Special national/regional funds Funding from HEIs Phare funds Country DE, DK, CY, FI, IE, IS, MT*, NL, NO, UK, SE, LU, RO AT, BE(fr), BE(fl), CZ, EE, ES, FR, IT, CY, LV, LT, LI, PT, SK DK, ES, FR, PL, GR, IT, HU, NL, AT, FI, BG, TR RO, SI * Only for undergraduate students. 16

17 LLP/NA/ERA/11/7 2. Erasmus Teacher Mobility 2.1 Teacher mobility since 1997 Chart 13 shows that the number of Erasmus teachers has steadily increased over the last 9 years, from in 1997/98 to in 25/6 ( in EUR25, 37 in EFTA-EEA and in the candidate countries). The growth rate in 25/6 is 12.3% which is similar to the previous academic year (see table 7 in the annex). Chart 13 Erasmus teacher mobility 1997/98-25/ Total EUR31 Number of teachers / / / 2/1 21/2 22/3 23/4 24/5 25/ 6 Total EUR Outgoing mobility Majority of the outgoing teachers came from Germany (11.77%) and Spain (1.3%). Teacher mobility has grown in 25/6 to a greater or lesser extent in all the participating countries except in Denmark (-2.5%) and in Liechtenstein (-14.3%). Chart 14 it shows clearly that in majority of the participating countries the numbers have been growing in recent years. There are some signs of stagnation in a few countries (DK, IE, NL and IS). Of the EUR31 the highest relative increase is in Turkey (71.4%), Cyprus (51.3%) and Slovak Republic (31.6%). 17

18 DRAFT: Chart 14 Outgoing Erasmus teachers from EUR31, 2/1-25/6 Number of teaching staff /1 21/2 22/3 23/4 24/5 25/6 25 BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TK 2/ / / / / /

19 DRAFT: The relationship between teacher and student mobility does not appear to be simple. Chart 15 compares the percentage increase/decrease in student mobility (SM) and teacher mobility (TS) in 25/6 and the result is a variety of relationships. The majority of the countries have an increase both in SM and TS (some have considerably higher growth rate in TS, others in SM). In Denmark there has been a decrease in both student and teacher mobility. In a number of countries the TS and SM are growing in opposite directions (IE, IT, NL, FI, SE, UK, IS and LI). The chart shows high increase in both SM and TS in Turkey (221%), Cyprus (94%) and Slovak Republic (51%). Chart 15 SM and TS mobility: increase/decrease 25/6, EUR % TS SM BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR TS 13, 21, -2,5 7,2, 14,9 11,2 2, 2,1 12,6 51,3 19,5 13,5 2,6 12,3,3 13,6 24,9 16,8 2,9 31,6 5,1 3,7 7,3 3,7-14,3 4,4 19, 21,9 71,4 SM 2,9 13,1-6,2 6,3 15,1 9, 1, 4,4 -,3 -,3 43, 12,2 29,7 25,9 14,8 14,6-5,3 4,3 18,9 12,1 18,5 19, -2,1-6,2-1,2-2,5 15,4 1,4 13,2 1,1 149,7 19

20 DRAFT: About 2.1% of academic staff population in EU31 went on a teaching assignment with Erasmus in 25/6. Proportionally more teachers than students are mobile within Erasmus (the average proportion of student mobility in EUR31 is.76%, see chart 16). Of the EUR31 Malta (14.1%), Czech Republic (9.3%) and Lithuania (6.4%) have the highest ratio of outgoing Erasmus teachers. Ten countries, including Turkey, Germany, Italy, Sweden and the UK, have relatively low numbers of outgoing teachers (chart 16). Chart Erasmus teaching staff as proportion of academic staff population: EUR31 14, % in 25/6 12, Avergarge in 5/6 1, 8, 6, 4, 2,, BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR % in 25/6 5,6 9,3 2,5 1,5 5,4 2,3 1,9 1,7 1,6 1,3 4,7 5,7 6,4, 3,1 14, 1,9 4,8 1,9 2,3 4,4 3,5 5,8 1,5 1,5 4,7 4,7 2,3 2,7 3,2,7 Avergarge in 5/6 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 2,1 12 The teacher population data is from 24 (Source: Eurostat). 2

21 DRAFT: The narrative reports do not often provide much information on reasons behind trends in teacher mobility. The most frequently mentioned obstacles to teacher mobility are that an Erasmus assignment is not valued by university/government as part of the career development of the teacher, lack of complementary funding and incompatible home and host academic calendars. 2.3 Incoming mobility Chart 17 shows that Germany (11.78%), Spain (1.35%) and France (9.1%) are the three most popular destinations during the academic year 25/6. The increase in teacher mobility seems to have spread rather evenly to the countries. The increase in incoming mobility 25/6 in the EUR31 was 12.3% and has increased by 63% since 2/1. The annual increase in EUR31 is highest in Turkey (11.8%), Slovak Republic (86.3%) and Latvia (65.9%). Only 3 of the EUR31 countries have not benefited from the increase in terms of more incoming teachers, i.e. Luxembourg (-44.4%), Finland (- 1%) and the UK (-4.2%) where there is a clear decreasing trend since the academic year 2/1. 21

22 DRAFT: Chart 17 Incoming teachers EUR31, 2/1-25/ /1 21/2 22/3 23/4 24/5 25/6 Number of teachers BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TR 2/ / / / / /

23 DRAFT: The numbers of outgoing and incoming teaching staff mobility is balanced in Germany, Hungary, the Netherlands, Austria, Iceland and Norway. Several countries receive considerably more teachers than they send (DK, GR, IE, MT, PT and SI). In about one third of the participating countries the number of outgoing teachers is higher than the number of incoming teachers this is the case for example in Czech Republic, Poland and Lithuania (chart 18). Chart 18 Outgoing and incoming teachers, EUR31, 25/6 25 Outgoing teachers 25/6 Incoming teachers 25/6 2 Number of teachers BE CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT SI SK FI SE UK IS LI NO BG RO TK Outgoing teachers 25/ Incoming teachers 25/ Subject areas The subject areas that have the most Erasmus teachers are Languages and Philological Sciences with 13.5% of the total, Engineering and Technology and Business studies (see table 9 in the annex). Chart 19 is one of more or less straight lines, revealing, as in student mobility, the consistent relationship between subject areas and mobility. The main changes between the academic year 24/5 and 25/6 is a decrease in student mobility in Art, humanities and languages, Business and social sciences, engineering and architecture and Natural Sciences. There has been a 2% decrease in Natural sciences since 2/1. 23

24 LLP/NA/ERA/11/7 13 Chart 19 Erasmus teachers subject areas: 2/1-25/6 % Art, humanities and languages Business and social sciences Engineering and architecture Other subjects Education and teacher training Medical sciences Natural sciences Maths and computing Law 2/1 21/2 22/3 23/4 24/5 25/6 Art, humanities and languages Business and social sciences Engineering and architecture Other subjects Education and teacher training Medical sciences Natural sciences Maths and computing Law If compared with the student subject areas, the main differences are on the one hand with Business Management/Social Sciences and Art and humanities - subject areas more popular among Erasmus students - and on the other hand with Education/Teacher training and Law which are more popular among the teachers (chart 2). In 24/5 Art, humanities and languages and Law were more popular amongst students. Chart 2 Student and teacher subject areas Student mobility Teacher mobility 25 2 % Business and social sci. Art, humanities and Engineering and architecture Other subjects Student mobility Teacher mobility Law Medical sciences Natural sciences Education and teacher training Maths and computing 13 In chart 19, other subjects comprise Agricultural sciences, Geography/Geology, Communication/ Information sciences and other areas of study. 24

25 LLP/NA/ERA/11/7 2.5 Duration Chart 21 shows that the average duration of an Erasmus teaching assignment has decreased from 6.9 days in 2/1 to 6.4 days in 25/6. However there was a slight increase between in 25/6 from 6.2 day to 6.4 days. The average duration in the three candidate countries was 8.2 days. Duration varies between countries, ranging from about 1 days (IS) to 3 days (LI) (see table 1 in the annex). Chart 21 Average duration of teachers, 2/1-25/6 7,4 7,2 7 Nr. of days 6,8 Number of days 6,6 6,4 6,2 6 5,8 5,6 2/1 21/2 22/3 23/4 24/5 24/5 Nr. of days 6,9 7,2 6,7 6,4 6,2 6,4 2.6 Grants Chart 22 shows that the average grant per teacher has remained fairly constant since 2/1 or around 6. The average EU Erasmus grant for a teacher in 25/6 is 597, 6 in EUR25, 771 in EFTA-EEA and 531 in the candidate countries (compared to 5 in 2/1). There are differences between the countries ranging from more than 1.2 (Iceland) down to about 22 (Czech Republic) 14. (See table 1 in the annex). According to the narrative reports, where teachers have received complementary grants they have almost exclusively come from university sources. Only a few countries mention other sources, such as national or Phare funds. 14 This does not take into account that duration may be different between countries. Other factors also play a role, e.g. different travel and living costs etc. 25

26 LLP/NA/ERA/11/7 Chart 22 Average grant per teacher, 2/1-25/6 9 8 Total Euros /1 21/2 22/3 23/4 24/5 25/6 Total Disabled teachers During the academic year 25/6 four disabled teachers participated in Erasmus, two from Italy, one from Germany and one from Poland. The average duration of disabled teachers was 5.5 days and the average grant/teacher was around

27 Annex: Statistics LLP/NA/ERA/11/7 Tables: Table 1: Timeseries: Erasmus student mobility: 1987/88 to 25/26 Table 2: Erasmus student mobility 25/26: Total number of students by country Table 3: Erasmus student mobility 25/26: Zero-grant students Table 4: Erasmus student mobility 25/26: Subject areas Table 5: Erasmus student mobility: Average grants 1994/95 to 25/6 Table 6: Erasmus student mobility: Average duration 1994/95 to 25/6 Table 7: Erasmus teacher mobility, 1997/98 to 25/6 Table 8: Erasmus teacher mobility 25/6: Number of teachers by country Table 9: Erasmus teacher mobility 25/6: Subject areas Table 1: Erasmus teacher mobility 25/6: Average grant and duration 27

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