Erasmus Facts, Figures & Trends The European Union support for student and staff exchanges and university cooperation in 2013-2014
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Erasmus Facts, Figures & Trends The European Union support for student and staff exchanges and university cooperation in 2013-2014 Education and Training
Acronyms for country names ISO Code Country Name AT Austria LT Lithuania BE Belgium LU Luxembourg BG Bulgaria LV Latvia CH Switzerland MK Former Yugoslav Republic of Macedonia CY Cyprus MT Malta CZ Czech Republic NL Netherlands DE Germany NO Norway DK Denmark PL Poland EE Estonia PT Portugal GR Greece RO Romania ES Spain SE Sweden FI Finland SI Slovenia FR France SK Slovakia HR Croatia UK United Kingdom HU Hungary TR Turkey IE Ireland IS Iceland IT Italy LI Liechtenstein Disclaimer The data used in this report has been provided by the higher education institutions and validated by 10 October 2015 by the National Agencies of the 34 countries participating in the Erasmus programme (Erasmus decentralised actions) and by the Education Audiovisual and Culture Executive Agency (Erasmus centralised actions, Erasmus Mundus, Jean Monnet and Tempus) by 10 October 2015. The European Commission makes its best efforts to ensure the accuracy of the data, but cannot be held responsible for any errors the source data may nevertheless contain. © European Commission, 2015 Responsible editor: Unit B1 ‘Higher education’, Directorate-General for Education and Culture, European Commission, Brussels
Table of In a nutshell: Erasmus and international
contents higher education programmes (2007-2013) . . . . . . . . 4
Erasmus Student Mobility . . . . . . . . . . . . . . . . . . . . . . .6
Erasmus Staff Mobility . . . . . . . . . . . . . . . . . . . . . . . . 10
Erasmus Intensive Programmes . . . . . . . . . . . . . . . . .14
Erasmus Intensive Language Courses . . . . . . . . . . . . 16
Erasmus Higher Education Cooperation Projects . . 18
Erasmus Mundus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Jean Monnet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Tempus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Annexes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
In a nutshell: Erasmus+, now already in its second year, has started
delivering promising results, including a higher
28 EU Member States, Iceland, Liechtenstein, Norway,
Switzerland, Turkey and for the first time, the former
Erasmus and recognition rate for ECTS credits earned abroad by
students, a higher quality of mobility with better
Yugoslav Republic of Macedonia. With a budget of
over €580 million in 2013-2014, the highest annual
international linguistic preparation and better accessibility. By
removing barriers to mobility, Erasmus+ will open
amount of the seven-year period, 272 000 students
and over 57 000 staff spent time abroad.
higher education the minds of another two million students, who
will be better equipped to build a more cohesive
Erasmus mobility, with its focus on skills development
for employability and active citizenship, is a
programmes and competitive society. Built on foundations laid
by Erasmus, Erasmus+ provides opportunities for
central element of the European Commission’s
strategies. Mobility contributes to combatting
(2007-2013)
stronger cooperation between higher education
youth unemployment, an objective which features
institutions and their stakeholders. This will increase
prominently in the Europe 2020 strategy for growth
innovation and enhance social inclusion, which is
and jobs. It also equips the new generation with social,
an essential factor in preventing radicalisation and
civic and intercultural skills, an essential element of
terrorism.
the 2015 Paris Declaration following the terrorist
Although it is still too early to measure the impact attacks in Paris and Copenhagen.
of Erasmus+, we can learn a lot from the previous
Student mobility contributes to individuals’ personal
programme. This brochure not only presents the
and professional development and equips them
results of the last academic year 2013-2014, but also
with transferable skills that are valued by employers
provides an overview of the main achievements of
and society. Students certainly improve their foreign
Erasmus under the EU’s Lifelong Learning Programme
language skills and develop greater intercultural
(LLP) during 2007-2013.
awareness; but they also develop soft skills, such
With a budget of €3.1 billion Erasmus provided grants as being able to quickly adapt to changes and
to 1.6 million students to study and train abroad new situations, solve problems, work in teams,
and to 300 000 academic and administrative staff think critically, be tolerant of different views and
to teach and learn new practices abroad. Overall, by communicate effectively. A 20141 study showed that
the end of the academic year 2013-14, the Erasmus the risk of long-term unemployment at least halved
programme had supported 3.3 million Erasmus for mobile students compared to those who stay at
students and 470 000 staff since its launch home. Mobility boosts job prospects, encourages
27 years ago. labour market mobility and opens minds to different
cultures. A third of former Erasmus students now live
In 1987, 3 244 students from 11 countries spent a
with a partner of a different nationality.
study period abroad on Erasmus. During 2013-14,
some 34 countries took part in the programme: theI N A N U T S H E L L : E R A S M U S A N D I N T E R N AT I O N A L H I G H E R E D U C AT I O N P R O G R A M M E S (2007-2013) | 5
Since its launch in 1987, the Erasmus programme But Erasmus is more than just student and staff contributed to its modernisation, and paved the way
has seen not only a constant increase in the number exchanges. Funding around 460 transnational for the Bologna Process. It contributes substantially
of students taking part, but also in the quality and cooperation projects and networks since 2007, to the EU target that by 2020 at least 20 % of
diversity of the mobility activities on offer. Traineeships it has also enabled higher education institutions to all graduates should have spent a period of time
abroad were introduced in 2007. Since then, the improve the quality, relevance and accessibility of studying or training abroad. The annual number
number of students receiving their first professional their programmes. Out of this total, some 80 projects of Erasmus students accounts for almost 5 % of
experience through Erasmus has tripled and more than were funded in 2013-14 and supported higher all graduates, thus contributing to a quarter of the
60 000 students seized this opportunity in 2013-14 education institutions in working together to address benchmark, and cooperation projects can serve as a
(22 % of all Erasmus students). Overall, 290 000 the EU higher education priorities. During 2007-2013, catalyst for institutions to include student mobility in
students have undertaken an Erasmus traineeship the EU also supported approximately 550 Tempus their curricula.
since 2007 in companies, almost 80 % of them cooperation projects, 700 Erasmus Mundus joint
Every year, the European Commission compiles
being SMEs. One in three were offered a job by their degrees and international mobility projects (since
Erasmus statistics from the Erasmus National
host and one in ten went on to create their own 2004) and 1 200 Jean Monnet teaching and research
Agencies in the participating countries and publishes
company, according to the same 2014 study. With projects.
a statistical overview online, providing an overall
Erasmus+, recent graduates can also receive support
These different forms of cooperation have been picture of the different types of actions funded, with
to undertake a traineeship abroad as a route into the
instrumental in improving key areas, such as the a comparison of a given year’s results with those of
labour market.
quality and diversity of higher education in terms previous years. Basic data from the other EU higher
Higher education teachers and other staff, such as of learning and teaching, the recognition of study education programmes now complement the picture.
a university’s international relations officers, can periods abroad and the provision of student support We hope you will find this information useful.
also benefit from EU support to teach or be trained services. Among such advances are developments in
abroad, and higher education institutions have the institutional management, links with the labour market
opportunity to invite staff from companies to come and access to learning environments, which promote
and teach at their institutions, a number that grew innovation and creativity. In particular, Erasmus
11-fold over the LLP period. Teachers coming from cooperation projects have led to long-term structural
institutions or from businesses in other countries changes and strategic initiatives. These include the
allow a wider number of students, including those European Credit Transfer and Accumulation System
who cannot go abroad, the chance to be exposed that promotes the transparency and transferability
to other teaching practices, other cultures and to of study credits in European higher education, the
the labour market in an international setting before ‘tuning’ of academic degree programmes based
graduation. All in all, the Erasmus community on learning outcomes and the many joint curricula
included over 4 900 higher education institutions developed over the years.
¹
“The Erasmus Impact Study. Effects of mobility on the skills and employability
(HEIs) holding the Erasmus University Charter in
At a more general level, mobility and cooperation of students and the internationalisation of higher education institutions”
2013-14, of which almost 3 600 were active in
projects supported by Erasmus have promoted the http://ec.europa.eu/education/library/study/2014/erasmus-impact_en.pdf
sending or receiving students and staff. The number
internationalisation of European higher education,
of sending HEIs increased by 65 % over the LLP period.6 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Erasmus Erasmus is the world’s most successful student
mobility programme. Since it began in 1987-88,
• The average monthly EU grant received by
students (including both studies and work
Student the Erasmus programme has provided over
three million European students with the
placements) was € 274 – the level of the
previous year.
Mobility opportunity to go abroad and study at a higher
education institution or train in a company. In 2013-
• The number of zero EU-grant students (9 722)
represents around 3.6 % of the total number
14 students accounted for around 80 % of the
of student mobility periods. This shows that the
annual Erasmus budget.
Erasmus ‘branding’ has a leverage effect. For
• In the 2013-14 academic year, 272 497 students example, in situations where the national Erasmus
went to another European country to study or budget for an academic year has already been
train, which represented a year-on-year increase allocated, additional students can benefit from
of 2 %. With this new record number of student all the advantages of being an Erasmus student
mobility the total number of Erasmus students (such as non-payment of tuition fees to the host
has reached 3.3 million. institution) without receiving EU funding.
• As in the previous academic year, Spain sent the • The average duration of student exchanges was
most students abroad with 37 235 students six months. This has remained constant over the
leaving for another country. France supported past decade.
the second highest number of students going
abroad, followed by Germany, Italy and the
• Erasmus also actively supports the participation
of students with special needs by offering a
United Kingdom.
supplementary grant. The number of students
• Compared with the latest available data on the with special needs taking part has increased in the
size of national student population, in 2012-13 the past few years. In 2013-14, some 401 students
highest numbers of outgoing Erasmus students with special needs received additional funding
in relative terms were reported in Luxembourg, to participate in Erasmus, a 3 % increase on the
Liechtenstein, Latvia, Lithuania and Spain. previous year. Although this remains a relatively
low figure, it reflects the low participation rates of
• The most popular destination among European students with special needs in higher education in
students was Spain, which received 39 277
general.
students, followed by Germany, France, the United
Kingdom and Italy.ERASMUS STUDENT MOBILITY | 7
• Some 3 456 European higher education Student mobility in figures in 2013-2014
institutions sent students abroad through
Erasmus in 2013-14, out of a total of 4 919
Type of student mobility Total
institutions holding an Erasmus University Charter
(EUC) that year. If we add to this number the higher Work placements
Studies Student mobility
education institutions that received students (traineeships)
without sending any themselves, the number of Total number of Erasmus students 212 208 60 289 272 497
institutions participating in student mobility totals
to 3 720. Average EU monthly grant (€) 255 367 274
Mobility for Studies Average duration (months) 6.2 4.4 5.8
Erasmus offers students the possibility of studying Number of grants for special
at another higher education institution. Erasmus 331 70 401
needs students
Student Mobility for Studies, which is the most
common action, enables students to spend a study Top sending countries
ES, DE, FR, IT, TR FR, ES, DE, UK, IT ES, FR, DE, IT, UK
period of 3 to 12 months abroad. It aims to provide (absolute numbers)
students with the opportunity of studying in another Top sending countries (% share of
country, to promote cooperation between institutions LU, LI, ES, LT, CZ LV, LT, MT, LI, SI LU, LI, LV, LT, ES
the student population)
and help enrich their educational environment, and
to contribute to building a pool of well-qualified, Top receiving countries ES, FR, DE, UK, IT UK, ES, DE, FR, IT ES, DE, FR, UK, IT
open minded and internationally experienced young
Bachelor 70 % Bachelor 56 % Bachelor 67 %
people.
Master 28 % Master 31 % Master 29 %
Level of studies (% share)
• In 1987-88, some 3 244 students went abroad Doctorate 1 % Doctorate 3 % Doctorate 1 %
to study with an Erasmus grant. Out of the Short-cycle 1 % Short-cycle 11 % Short-cycle 3 %
272 497 Erasmus students in 2013-14, 212 208
student exchanges for studying were supported, Average age of students (years) 23.4 23.9 23.5
which roughly corresponds to the result of the
previous year. Number of higher education
2 407 2 829 3 456
institutions sending students
Gender balance (% of women) 60.2 % 61.6 % 60.5 %8 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Spain sent the most students for a study period Work placements in companies abroad have been • The average duration of work placements, which
abroad followed by Germany, France and Italy. supported through Erasmus since 2007 (they had is generally lower than for study periods, was
These countries also have the largest student been previously managed within the Leonardo 4.4 months, compared to 6.2 months for studies.
populations in Europe. The same countries together da Vinci programme for vocational education and The average monthly grant for work placements
with the United Kingdom, which receives almost training) and are increasingly popular. By 2013-14, remained at around same level as in the previous
twice as many students as it sends, make up the grants have already been awarded to more than year, € 367.
most popular destination countries, namely 290 000 students for this purpose.
Spain, France, Germany, the United Kingdom
• A total of 42 361 students did a placement at
Grants enable students to spend a period of 3 to enterprises across Europe in 2013-14, a 4.6 %
and Italy.
12 months (or 2 to 12 months in the case of short- rise (up from 40 480 in the previous year). Around
• The average length of stay was 6.2 months, while cycle higher education) doing a work placement 44 % of the placements were done at small, 17 %
the average monthly grant remained at the level abroad. Spending time in a company abroad helps at medium-sized and 18 % at large enterprises.
of the previous year, at € 274. students to adapt to the requirements of the labour
market and develop specific skills. It also boosts
• Students of social sciences, business and law
• Students of social sciences, business and law cooperation between higher education institutions
made up the biggest share (29 %) of trainees.
made up the biggest share (41 %) of those The second biggest share was that of students
and companies.
on exchanges. The second biggest share was of humanities and arts (17 %), closely followed
made up of students of humanities and arts • Out of the 272 497 Erasmus students, 60 289 by students of engineering, manufacturing and
(22 %). Students of engineering, manufacturing went on work placements abroad in 2013-14. construction, who represented 16 % of all trainees.
and construction (15 %); science, mathematics This represents an annual increase of 9 %. Since
and computing (7.5 %); and health and welfare its inclusion in the Erasmus programme, work
• To support work placements abroad, higher
education institutions can create consortia for
(6 %) continue to participate actively, though in placements abroad have grown rapidly, and today
placements. These consortia comprise higher
proportionately lower numbers compared to the the annual number of placements is more than
education institutions and other organisations,
overall number of students taking these subjects. three times higher than the number of placements
such as companies or associations. A total of 93
in 2007-08.
Mobility for Work Placements Erasmus Placement Consortia organised 8 187
(Traineeships) • Placements represented a 22 % share of all work placements in 14 countries during 2013-
Erasmus student mobility periods in 2013-14. 14. Work placements organised through consortia
Erasmus also benefits students who do traineeships thus made up over 14 % of all work placements
in companies. By temporarily working in a company • France sent the most students abroad for work abroad under Erasmus.
– or an organisation – abroad students gain a better placements, followed by Spain, Germany, the
understanding of other economies as well as the United Kingdom and Italy. The top destinations
chance to develop specific skills. for students on work placements were the United
Kingdom, Spain, Germany, France and Italy.ERASMUS STUDENT MOBILITY | 9
for work placements
areas in mobility
No
Share of subject
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pecifi
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in 2013-14
Services | 8.
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Share of subject
or un
specifi
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Servic d | 0.83 %
es | 2.6
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in 2013-14
for studies
Health and We
lfare | 6.06 %
| 1.50 %
Agriculture and Veterinary
turing
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| 0.1 %
nufac
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eerin n ram
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Social S1 0 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Erasmus Staff mobility for teaching has become a very
popular action since its introduction in 1997. With
The five most popular destinations were Spain,
Germany, Italy, the United Kingdom and France.
Staff the creation of the Lifelong Learning Programme
in 2007, staff mobility was extended to include
• Some 2 510 European higher education
Mobility
institutions sent staff abroad through Erasmus
staff training as well as the possibility for higher
in 2013-14. If we add to this number the higher
education institutions to invite staff from companies
education institutions that received staff without
to come and teach at their institutions.
sending any themselves, the number of institutions
Since its launch, over 470 000 staff exchanges for participating in staff mobility totals to 2 832.
teaching and training have been supported. Staff
mobility aims to enrich the experience of participating Teaching Assignments
staff, to contribute to the internationalisation Staff mobility for teaching assignments enables staff
and modernisation of higher education through from higher education institutions and enterprises
cooperation among higher education institutions to spend a teaching period of a minimum of one day
and staff, and to encourage student mobility. The (or at least five teaching hours) up to six weeks at a
staff mobility budget accounts for approximately higher education institution in another participating
7 % of the overall Erasmus budget. country in Europe.
• Some 57 488 staff exchanges were supported in • Since its introduction in 1997, the number of
2013-14, a year-on-year increase of 9.2 %. teaching assignments has grown constantly. Out
of the 57 488 staff exchanges, 38 108 were
• The share of teaching assignments was 66.3 %, teaching assignments in 2013-14. This represents
while staff training accounted for 33.7 % of all
an increase of 5.6 % on the previous year.
staff exchanges. This latter share has more than
doubled since 2007-08, when it was only 15 %. • On average, teachers taught 12.7 hours abroad
per teaching assignment, which had an average
• The average duration of a staff mobility period duration of 5.2 days. A small but constant
(including teaching assignments and staff training)
decrease has been observed since 2000-01
was 5.5 days and the average grant was € 733
when the average was 6.9 days. The average
per staff exchange.
grant per staff teaching assignment was € 705,
• Poland sent the most staff abroad, followed by which corresponds to the size of the grant in the
Turkey, Spain, Germany and Romania. previous year.E R A S M U S S TA F F M O B I L I T Y | 11
Staff mobility in figures in 2013-2014
Type of staff mobility Total
Teaching assignments Training Staff mobility
Total number of staff mobility periods 38 108 19 380 57 488
Average duration (in days) 5.2 6 5.5
Average total EU grant (in €) 705 789 733
Number of grants for staff
15 13 28
with special needs
Top sending countries PL, TR, ES, DE, FR PL, TR, ES, RO, DE PL, TR, ES, DE, RO
Top receiving countries ES, DE, IT, FR, PL UK, ES, DE, IT, PT ES, DE, IT, UK, FR
Total number of higher education
2 249 2 027 2 510
Institutions sending out staff
Gender balance (% of women) 44.1 % 65.6 % 51.4 %
• Teachers from humanities and arts spent the Italian. The five most active countries in sending
highest number of periods abroad on teaching teachers abroad on teaching assignments were
assignments. This was followed by teachers Poland, Turkey, Spain, Germany and France.
of social sciences, business and law and then
teachers of engineering, manufacturing and
• Some 619 teaching assignments were undertaken
by staff from companies who were invited to teach
construction. This share has been more or less
at higher education institutions in other European
constant in recent years.
countries. This represents a 17 % increase
• The five most popular destinations for staff on compared to last year.
teaching assignments were Spain, Germany, Italy,
France and Poland. Teachers taught most often in
English, followed by German, French, Spanish and1 2 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Staff Training
In addition to teaching assignments, the
programme has been opened up to allow both administrative and technical staff (22 %) and
administrative and academic staff to participate staff from international offices (15 %).
in different forms of training abroad, such as job-
shadowing or attending job-related workshops
• Most staff received specific training (46 %)
abroad, while 24 % of staff went for job-
and training sessions.
shadowing. Around 13 % of participants used the
Erasmus staff mobility for staff training offers action to participate in workshops, while 17 %
an opportunity to go on training for a period of went abroad for other purposes.
between one week (five working days) and six
weeks in a company or an organisation, such
• Staff from Polish higher education institutions
spent the most periods abroad for training with
as a higher education institution, in another
2 841 staff training periods supported. They were
participating country.
followed by staff from Turkey, Spain, Romania and
• Staff mobility for training continues to increase Germany. The five most popular destinations for
in popularity. Of the 57 488 staff exchanges in staff training were the United Kingdom, Spain,
2013-14, 19 380 were staff training periods. This Germany, Italy and Portugal.
represents a 17.1 % increase over the previous
academic year.
• In 2013-14, 4 873 higher education staff went
on training to companies abroad. This represents
an increase of 33.9 % compared to the previous
academic year. Training in companies thus
constituted 25.1 % of all Erasmus mobility for
staff training.
• Staff went abroad for training for 6 days on
average and received an average grant of € 789
which is 1.7 % higher than the previous year.
• Most training periods abroad were undertaken
by academic staff (41 %), followed by generalE R A S M U S S TA F F M O B I L I T Y | 13
Growth in staff mobility numbers from 2007-08 to 2013-14
65 000
60 000 57 488
55 000 52 627
50 000
46 522
45 000 42 817
40 000 37 776 38 108
36 389 36 071
35 000 33 318
31 894 31 620
28 615 29 031
30 000
27 157
25 000
19 380
20 000
16 556
15 000 13 204
11 197
10 000
8 745
7 774
4 737 Staff mobility periods in total
5 000
Teaching assignments
0
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Staff training1 4 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Erasmus Erasmus also funds Intensive Programmes, which
are short subject-related programmes of study (of
• The highest number of these intensive study
courses (74) was organised by Italy, which
Intensive between 10 days and 6 weeks in length), bringing
together students and teaching staff from higher
represents 13 % of the total number of courses
organised in 2013-14. The Netherlands organised
Programmes education institutions from at least three European
countries. These short study programmes encourage
42 courses, Germany (41), France (35) and
Belgium (28).
multinational learning around specialist topics.
They allow students to draw academic knowledge
• The most popular subject area of Intensive
Programmes were social sciences, business and
from higher education institutions other than their
law (23 %), engineering, manufacturing and
own. They allow teachers to exchange views on
construction (19 %), humanities and arts (16 %),
course content and approaches to new curricula.
and science, mathematics and computing (14 %).
Furthermore, they enable teaching methods to be
tested in an international classroom environment.
• Since 2007-08 Erasmus Intensive Programmes Erasmus Intensive Programmes
have been managed individually by the
participating countries. They have also experienced Number of Intensive
strong growth during this time. Over the seven- 563
Programmes
year Lifelong Learning Programme period, some
Number of
2 917 Erasmus Intensive Programmes were 18 528
participating students
organised. During the academic year 2013-
14, a total of 563 Intensive Programmes were Number of
6 818
organised in 33 countries, which represents a participating teachers
4.6 % increase on the previous year. Top five organising countries IT, NL, DE, FR, BE
Average duration of
• Altogether 18 528 students and 6 818 teachers Intensive Programmes
12.5 days
participated in Intensive Programmes in 2013-14.ERASMUS INTENSIVE PROGRAMMES | 15
Number of Erasmus Intensive Programmes from 2000-01 to 2013-14
600
563
550
538
500
462
450
404
400
384
350
319
300
257
250 232
222
202 203
200
150 178 174 174
100
50
0
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-141 6 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Erasmus Since 1996, Erasmus has financed specialised
courses in the less widely used and taught
• The most popular destination was Italy with
1 142 participants, followed by Poland, Portugal,
Intensive languages for students going abroad as part of the
programme. The aim is to prepare incoming students
Belgium (Dutch-speaking community) and Turkey.
• The highest proportion of incoming Erasmus
Language for their study exchange or work placement through
a linguistic and cultural introduction to the host
students participating in a language course
remained Slovenia, where 15.9 % of the incoming
Courses country. Language courses are not organised for
the most widely taught languages, namely English,
students took part, followed by Romania (12.2 %),
Croatia (10.8 %) and Bulgaria (10.2 %).
German, French and Spanish (Castilian).
• The number of Intensive Language Courses
supported has grown tremendously since their
launch. Over the seven-year Lifelong Learning
Programme period, 2 721 Erasmus Intensive Erasmus Intensive Language Courses
Language Courses were organised. In 2013-14
439 courses were organised in 26 participating Number of courses 439
countries, an increase of 45 % since 2007-08. Number of students 7 169
• A total of 42 400 Erasmus students have Top hosting countries IT, PL, PT, BE (NL), TR
benefited from a language course prior to their
study exchange or work placement during the
Lifelong Learning Programme period. In 2013-14
some 7 169 students participated in an Intensive
Language Course (a similar number to the previous
year). This represents 2.6 % of the total number of
students participating in the programme. If we take
the share of the incoming Erasmus students only
to those countries eligible to organise an Intensive
Language Course, the percentage is around 4.2 %.ERASMUS INTENSIVE LANGUAGE COURSES | 17
Number of Erasmus Intensive Language Courses from 2005-06 to 2013-14
500
465
450 435 439
392
400
361
350
326
300
303
250
200
150
100
50
0
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-141 8 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Erasmus Together with mobility, the Erasmus programme
also fosters the modernisation of European higher
• The number of applications has grown year-on-
year. Some 311 applications were submitted
Higher education through funding joint projects. These
projects, which run from between one and three
in 2013 (up from 250 in 2012). Among these
79 were selected for funding, which represents, on
Education years, aim to stimulate policy reforms through
transnational cooperation among higher education
average, a 25.4 % success rate. This is somewhat
higher than the previous year (22.8 %).
Cooperation institutions and other relevant stakeholders across
Europe. Applications are submitted once every
• Most applications (62 out of 79) have been
approved under the so-called ‘Multilateral Projects’,
Projects calendar year. The available budget in 2013 was
€ 28.6 million, which is substantially higher than in
previous years (€ 20 million).
aiming at developing strategies to support the
modernisation of higher education by promoting
curricular, governance and funding reforms, to
Most of the 2013 funded projects are closely linked improve the cooperation between higher education
to the following EU higher education policy areas: institutions and enterprises and employability
developing mobility strategies and the removal of or address key issues such as excellence and
barriers to mobility in higher education, promoting innovation, mobility learning strategies and social
employability and addressing the social dimension inclusion in higher education.
of higher education. It is important to note that
some of these projects tackle more than one
policy area.E R A S M U S H I G H E R E D U C AT I O N C O O P E R AT I O N P R OJ E C T S | 19
Erasmus Higher Education Cooperation Projects in 2013
Number of
Number of
selected Applications
Type of action applications
applications success rate
received
approved
Quality through mobility and cross-
23 4 17.4 %
border cooperation
Strengthening social dimension of
27 8 29.6 %
higher education
Multilateral Quality and relevance through
Projects cooperation between HEIs and the 135 33 24.4 %
(Priorities) labour market
Improving governance and funding 13 3 23.1 %
Knowledge Alliances 68 14 20.6 %
Total 266 62 23.3 %
Academic Networks 22 8 36.4 %
Accompanying Measures 23 9 39.1 %
Total 311 79 25.4 %2 0 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
• In 2013, applications received as part of • Finally, nine applications have been approved from
cooperation between higher education institutions the ‘Accompanying Measures’ proposals. These
and enterprises or with the aim of establishing are innovative projects with the aim to have a
Knowledge Alliances fostering innovation in higher clear relevance to the European Higher Education
education and business have experienced strong Modernisation Agenda and to raise awareness of
growth: 134 applications altogether as compared relevant target groups or the general public on the
to 67 last year, which represents a more than importance of European cooperation in the field of
100 % year-on-year increase. These projects higher education.
mainly focused on promoting creativity,
competitiveness, entrepreneurial spirit and
• Finland submitted the highest number of proposals
(39), followed by Belgium (37), Spain (33), the
employability; the development of innovative
United Kingdom (30) and Italy (26).
practices; and improving quality and increasing
student and staff mobility throughout Europe. • Belgium was the most successful country in terms
of applications approved, with 15 accepted.
• Eight applications have been selected from the
‘Academic Networks’ proposals, designed to Many of the projects funded under this part of the
promote innovation in a specific discipline, set Erasmus programme have led to important policy
of disciplines, or in a multidisciplinary area, and developments. For example, the European Credit
requiring the participation of higher education Transfer and Accumulation System (ECTS) was
institutions from all participating countries. originally an Erasmus project, before becoming
a major tool to foster mobility that is used
throughout Europe.E R A S M U S H I G H E R E D U C AT I O N C O O P E R AT I O N P R OJ E C T S | 21
Higher Education policy priorities addressed by Erasmus Higher Education Cooperation Projects from 2007 to 2013
100
90
80
70
60
50
40
30 2013
2012
2011
20
2010
2009
10
2008
2007
0
E s n E rs e ing rance ity ngle n
g in H w job gnitio y in H barrie rnanc Fund Assu yabil e tria ensio
ng le
arnin for ne Reco p arenc oval Gove ty Emplo ledg Socia
l dim
Lifelo Skills Tr a n s
ies /
r e m Quali Know
rateg
ity st
Mobil
The columns represent the number of times that a policy priority is covered by projects selected in a specific year.
The same project can cover more than one priority.2 2 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Erasmus The Erasmus Mundus programme was launched
in 2004 with the purpose of supporting academic
Action 3: Promotion projects
Mundus cooperation and mobility between the European
Union and its partner countries.
The purpose of promotion projects is to enhance
the attractiveness of European higher education
worldwide. Projects can aim to promote higher
The Programme has three actions: education or improve accessibility and quality
assurance. They may also serve to improve the
Action 1 – Erasmus Mundus Joint Programmes
recognition of credits and qualifications, to develop
(Masters Courses and Joint Doctorates)
curricula or to improve mobility opportunities.
Joint programmes are operated by consortia of
higher education institutions (HEIs) from the EU and
elsewhere in the world. They provide an integrated Erasmus Mundus (2004-2014)
course and joint or multiple diplomas following
study or research at two or more HEIs. Each year, Projects and clusters
students worldwide can apply for Erasmus Mundus
scholarships to undertake Master and Doctorate Joint programmes 285
studies. Partnerships 308
In the two phases of the Erasmus Mundus Promotion projects and National
programme (2004-2013) a total of 242 Erasmus Structure 98
Mundus Masters Courses and 43 Erasmus Mundus information projects
Joint Doctorates were funded. Clusters 5
A number of these joint programmes have continued Total 696
to offer scholarships in 2014 and beyond, using
Higher education organisations
funding from the Erasmus+ programme.
Higher education organisations
Action 2 – Erasmus Mundus Partnerships 820
from EU countries
Erasmus Mundus Partnerships bring together higher Higher education organisations
education institutions from Europe on the one 1 423
from countries outside the EU
hand and from a particular region in the world on
Total 2 243
the other hand. The partnerships manage student
and staff exchanges between the two regions with
EU-funded scholarships at undergraduate, master,
doctorate and post-doctorate levels.ERASMUS MUNDUS | 23
Sta
ff |
19 Top 20 nationalities: students & staff coming to Europe from 2004 to 2014
%
4500
Student vs. Staff
exchanges in 4000
Action 1 and 2
3500
3000
2500
%
2000
1
|8
ts
en
ud
1500
St
1000
500
0
EU | 17 %
an
Ch n
e
n
n
rb
US
n
Pa ian
Ge ni
M n
n
n
an
ng se
M shi
Tu n
Al n
n
k
be
es
ia
ilia
ia
tia
a
ca
a
ca
sia
ria
ta
Se
Ba me
di
gi
ric
Vi esi
de
ss
in
in
in
So exi
oc
Uz
yp
kis
ge
ni
az
In
or
ra
nt
Af
Ru
n
la
na
or
Eg
Br
do
ge
Uk
h
et
ut
In
Ar
Action 1 Joint Programmes
Action 2 Partnerships
Action 1 Joint Programme scholarships are open to students from all over the
world, while Action 2 Partnerships focus their scholarships on specific countries
Non-EU | 83 %
covered by the EU’s external cooperation instruments.
EU-Nationals vs. Non-EU-Nationals
in mobility in Action 1 and 22 4 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Jean The aim of the Jean Monnet Activities is to develop
EU studies in the Member States and worldwide.
The Jean Monnet Activities also provide operating
grants to designated institutions, which pursue an
Monnet They promote excellence in teaching and research
on the European integration process at higher
aim of European interest and organise studies and
conferences with the purpose of providing policy-
education level – in various disciplines, and for makers with new insights and concrete suggestions.
a range of audiences (including those usually
The debate between the Jean Monnet community
unfamiliar with this subject).
and policy-makers on the policy priorities of the
They support: European Union covers many issues, including the
• Teaching and research (in particular through dialogue between peoples and cultures. In particular,
Academic Modules, Chairs and Centres of the annual Jean Monnet Conference and the Jean
Excellence), which deepens the teaching of Monnet geo-thematic seminars allow decision-
European integration studies within, for example, makers to benefit from academic reflection and
higher education, teacher training and compulsory stimulate new thinking on policies.
education. In addition, these activities involve Over the years the geographical coverage of the
conducting, monitoring and supervising research Jean Monnet Activities has grown consistently.
into EU issues. Today 78 countries from five continents are
• Policy debate with the academic world, through involved in Jean Monnet Activities. Currently, thanks
Networks to enhance cooperation between to specifically targeted actions, participation in EU
universities throughout Europe and around the studies is increasing and new institutions in the EU
world; and Projects that foster innovation sharing neighbouring countries and in other continents are
and widespread discussions about EU issues. expressing a growing interest in EU-related subjects.
• Associations, to organise and carry out activities The focus on traditional disciplines addressing the
dealing with EU studies and EU issues, and to legal, political, economic and historical aspects of
share EU facts with the public in order to enhance European integration has been expanding to include
active European citizenship. new subject areas, addressing wider topical issues
in keeping with the evolution of the European Union
and the study of its processes. The expansion of the
Jean Monnet Activities, which now cover a number
of important subject areas, is supported by a
consistent budget throughout the Erasmus+ period.JEAN MONNET | 25
Modules Jean Monnet projects funded by type of activity from 2007 to 2014
2014 2 360
Chairs
2014 1 040
Centres of
excellence
2007 1 700
2014 233
2007 700 350
2007 105
1998 23
1989 150 1989 Not
1989 46 applicable2 6 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Tempus Tempus stands for “trans-European mobility
scheme for university studies”. It is the EU’s
Tempus promotes capacity building activities and
the voluntary convergence of higher education
external cooperation programme. Tempus has been systems in the partner countries with EU policies and
supporting the modernisation of higher education processes in higher education, including the Bologna
systems in the European Union’s neighbouring Process. In the fourth phase of Tempus (2007-2013)
countries for over 20 years. Launched in 1990, a total of 550 projects were funded, of which 408
shortly after the fall of the Berlin Wall, Tempus were coordinated by a higher education institution
has responded to the modernisation needs of from an EU-country and 142 from a partner country.
higher education in Central and Eastern European
countries. Today Tempus covers 27 countries in
the Western Balkans, Central Asia, Eastern Europe,
Northern Africa and the Middle East1.
1
Tempus partners (2013): Albania, Algeria, Armenia,
Azerbaijan, Belarus, Bosnia and Herzegovina, Egypt,
Georgia, Israel, Jordan, Kazakhstan, Kyrgyzstan, Lebanon,
Libya, Moldova, Montenegro, Morocco, the occupied
Palestinian territory, Russia, Serbia, Syria, Tajikistan,
Tunisia, Turkmenistan, Ukraine, Uzbekistan and Kosovo*.
* This designation is without prejudice to positions on status, and is in line with
UNSCR 1244 and the ICJ Opinion on the Kosovo declaration of independence.TEMPUS | 27
Tempus IV projects by country and by region from 2007 to 2013
Total number of projects in which HEIs from the country are involved**
110
100 96
94
90
84
80
70
60 58
53
49 48
50 47
42 41
40 39
40 35 35
34 33
32 32 31
30 30
30 28
26
21
20 18
15 15
12
10 5
0
us t l ne
nia ria en
ia an vin
a tia yp on
ia gia ae an sta
n vo
sta
n
no
n ya va gr
o co
sti ss
ia
rb
ia ria ta
n
isi
a an ine ta
n
ba ge aij lar go oa Eg ed or Isr rd
kh
so
yz ba Lib ldo ne or
oc
Ru Se Sy kis n ist ra kis
Al Al Ar
m rb Be Cr c Ge Jo Ko Le Mo te ale ji Tu en Uk e
Az
e rze Ma az
a
Ky
rg n M P Ta km zb
He f K Mo Tu
r U
an
d
lico
ia p ub
sn Re
Bo v
osla
g
Yu **The number of projects per country cannot be added up to a total of projects per region, as the same project can be implemented in several countries.
er
r m
Fo2 8 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
The total budget committed under Tempus IV has Tempus Regions Total number
been € 482 million, distributed among the Regions
of projects
participating in the programme as follows:
in which HEIs
from the
Central Asia | 10
region are
Ea
st
involved
er
n
Eu
ro
Eastern Europe and Russia 216
pe
an
d
%
Ru
Northern Africa and Middle East 161
ss
ia
|3
149
9
Western Balkans
%
Central Asia 74
Under Tempus IV 674 HEIs from EU Member
Total budget States participated in the programme. 213 of these
committed organisations were coordinators of one or more
under Tempus IV projects. 893 HEIs from Partner Countries have
ast | 29
%
(2007-2013) been involved in Tempus. 67 of these organisations
iddle E
Africa and M were coordinators of one or more projects.
Northern
%
3
|2
ns
lka
Ba
rn
te
es
WANNEXES | 29
Annexes
Liechtenstein
Outbound student mobility growth
rates between 2007-08 (start of the
Lifelong Learning Programme) and Luxembourg
2013-14
In 3 countries the number of student mobility Malta
has more than doubled (in decreasing order:
HR, CY and TR)
6 countries experienced growth of between > 100 % growth
76 % and 100 % (MT, SK, DK, LV, GR and NL) 76-100 % growth
51-75 % growth
4 countries grew by between 51 % and 75 % 26-50 % growth
(RO, IE, BG and UK) < 25 % growth
14 countries grew by between 26 % and 50 %
(SI, ES, SE, PT, NO, BE, IT, FR, FI, EE, DE, CZ,
LT and AT)
5 countries grew by less than 25 %
(PL, LU, IS, CH and HU)
1 country experienced a decrease (LI) Turkey
112 %
HR joined the Erasmus programme in 2009-10,
CH in 2011-12 and MK in 2013-14
Croatia Cyprus
497 % 160 %50 000
0
100 000
150 000
200 000
250 000
300 000
350 000
1987-88 3 244
1988-89 9 914
1989-90 19 456
1990-91 27 906
1991-92 36 314
1992-93 51 694
1993-94 62 362
3 0 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Reaching the three million mobility goal
1994-95 73 407
1995-96 84 642
1996-97 79 874
1997-98 85 999
1998-99 97 601
1999-00 107 666
2000-01 111 092
2001-02 115 432
Growth in student mobility since the start of the Erasmus programme
2002-03 123 957
1 Million
2003-04 135 586
2004-05 144 037
2005-06 154 421
2006-07 159 324
2007-08 182 697
2008-09 198 523
2 Million
2009-10 213 266
2010-11 231 408
2011-12 252 827
2012-13 267 547
3 Million
2013-14 272 497ANNEXES | 31
Distribution of outgoing students studying or doing work placements abroad in 2013-14
40 000
35 000
30 000
25 000
20 000
15 000
10 000
5 000
0 BE BG CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT RO SI SK FI SE UK HR IS TR LI NO CH MK
1 507 452 1 317 1 129 6 274 294 1 014 6 614 9 838 851 4 442 110 818 1 096 3 966 79 3 407 1 237 4 137 1 632 2 059 515 609 1 230 396 5 328 333 43 2 112 5 108 334 0
6 247 1 305 6 193 2 581 29 983 716 3 456 30 621 26 921 2 121 21 889 285 1 367 2 327 431 3 059 151 7 231 4 556 11 384 5 325 3 683 1 277 2 568 4 339 3 324 10 282 1 070 194 12 948 25 1 558 2 702 89
Mobility for placements
Mobility for studies3 2 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Average monthly EU grant for student mobility (in €) from 2000-01 to 2013-14
300
250 272 274 274
255 254 250 250
200
192
150
157
140 138 135 140
100 125
Average monthly EU grant
for student mobility (in €)
50
0
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011/12 2012-13 2013-14
Growth of Higher Education institutions active in Erasmus from 2003 to 2014
5 500
4 919
5 000 4 651
4 452
4 500 4 131
3 873
4 000 3 579 Number of Erasmus University
3 500 3 161
3 595
Charter (EUC) holders
3 000 2 523 3 329 3 388 Number of higher education institutions
2 374 3 173
2 982
2 500
1 982
2 191
2 746 sending out students and staff
2 568
2 000
2 075 2 182
1 500
1 700
1 570
1 000
500
0
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14ANNEXES | 33
Number of grants for students with special needs in 2013-14
140
130
130
120
110
100
90
80
68
70
60
53
50
41
40
30
20 14 12 11
7 8 7 8 7 6
10
3 5 5 5
3 3 3 1
1
0
BE CZ DE GR ES FR IE IT LT HU AT PL PT RO SI SK FI SE UK TR HR CH
Number of grants for special needs
Note: only countries with at least one special needs grant are displayed in the chart3 4 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Consortia for work placements per country in 2013-14
2 500
2 000
1 500
1 000
500
0
BG CZ DE GR ES FR IT NL AT PL PT SI FI CH
1 2 14 2 20 22 11 1 1 1 15 1 1 1
1 8 109 8 251 123 42 4 6 1 23 6 2 1
67 60 2 381 124 1 135 2 146 832 77 124 47 1 094 38 44 18
Number of consortia
Number of higher education institutions in consortia
Number of placements organisedANNEXES | 35
Erasmus students as a proportion of graduates in 2012-13 (in %)
30 %
25 %
20 %
15 %
10 %
5%
0%
BE BG CZ DK DE EE GR ES FR IE IT CY LV LT LU HU MT NL AT PL PT RO SI SK FI SE UK IS LI NO TR HR CH
Number of Erasmus students in 2012-13, compared to the total number of graduates of the same year (in %)
Average: 4.88 %
Data from Eurostat 2013 (Graduate Population: EDUC_GRAD4)3 6 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Outbound staff mobility growth
rates between 2007-08 (start of the Liechtenstein
Lifelong Learning Programme) and
2013-14
Luxembourg
9 countries grew by more than 100 % 233 %
(in decreasing order HR, LU, TR, RO, SI, PL, SK,
HU and EE)
Malta
Estonia
8 countries grew by between 61 % and 100 % 100 %
(ES, GR, LT, NL, LV, LI, CY and IT)
11 countries grew by between 41 % and 60 %
> 100 % growth
(BG, CH, PT, AT, DE, NO, UK, MT, CZ, BE and SE)
61-100 % growth
41-60 % growth
5 countries grew by less than 40 % Poland
131 % 0-40 % growth
(IE, DK, IS, FI and FR)
Slovakia
HR joined the Erasmus programme in 2009-10, 118 %
CH in 2011-12 and MK in 2013-14.
Hungary
102 %
Romania
161 %
Turkey
207 %
Croatia
731 %
Slovenia
146 %ANNEXES | 37
Number of Erasmus Higher Education Cooperation project applications submitted
and selected per country (coordinators) from 2007 to 2013
175
150
125
100
75
50
25
0
AT BE BG CH CY CZ DE DK EE ES FI FR GR HR HU IE IS IT LI LT LU LV MT NL NO PL PT RO SE SI SK TR UK
56 167 25 4 10 21 96 16 14 122 148 56 60 6 28 15 1 127 0 18 3 8 2 113 9 31 55 18 15 35 19 6 149
15 82 5 1 1 2 32 3 2 40 34 17 16 0 3 5 0 40 0 1 2 1 0 52 4 5 15 7 4 8 4 0 57
Proposals submitted
Proposals selected3 8 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
Participation of countries in Erasmus Higher Education Cooperation projects
(as coordinators and partners) from 2007 to 2013
1 300
1 200
1 100
1 000
900
800
700
600
500
400
300
200
100
0
AT BE BG CH CY CZ DE DK EE ES FI FR GR HR HU IE IS IT LI LT LU LV MT NL NO PL PT RO SE SI SK TR UK
521 1 063 426 125 189 358 1 096 354 305 1 176 712 772 510 118 416 324 104 1 130 30 377 71 243 135 767 238 594 624 511 373 370 252 396 1 196
192 496 180 51 76 152 476 151 144 487 277 338 214 40 172 163 62 479 16 159 32 112 68 330 125 263 284 225 163 144 119 179 540
Submitted as partners or coordinators
Selected as partners or coordinatorsEuropean Commission
Erasmus – Facts, Figures & Trends. The European Union support for student and staff exchanges and university cooperation in 2013-14
Luxembourg: Publications Office of the European Union
2015 — 40 pp. — 25.0 x 17.6 cm
ISBN 978-92-79-52814-9
ISSN: 2363-1325
doi:10.2766/265886
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© European Union, 2015
Reproduction is authorised provided the source is acknowledged.
Printed in the European UnionNC-AK-14-001-EN-C
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4 0 | E R A S M U S - FAC T S , F I G U R E S & T R E N D S
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ISBN 978-92-79-52814-9
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