2009 British Council activity report Comenius and Erasmus · Comenius and Erasmus are two parts of the European Union’s Lifelong Learning Programme (LLP), which supports European

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2009 British Council activity reportComenius and Erasmus

YEARLY REPORT ON PROGRAMME IMPLEMENTATION

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2009 British Council activity reportComenius and Erasmus

Contents

Yearly report on programme implementationThis report provides a summary of the activities carried out in 2009 by the British Council, as the UK National Agency for the Comenius and Erasmus programmes. It has been divided into four sections:

n Section A provides an introduction to the Comenius and Erasmus programmes and details the British Council’s role as National Agency.

n Section B looks at key achievements in 2009.

n Section C looks at key themes for Comenius and Erasmus in 2009.

n Section D details how the programmes were implemented and what the impact has been in 2009.

A Introduction 4

B Key achievements in 2009 5

C Key themes: widening participation and skills for life 8

D The impact: programme implementation and results 12

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Comenius and Erasmus are two parts of the European Union’s Lifelong Learning Programme (LLP), which supports European education and training activities at school, at college, at university, in the workplace and in the community. As part of this:

n Comenius targets schools and further education colleges and is designed to provide opportunities for UK schools and colleges to introduce or strengthen the European dimension in their curriculum, and to develop links with partners in other European countries.

n Erasmus is the European Union’s flagship exchange programme for higher education students, staff and institutions. It enables UK students to study or work in another European country as part of their degree. Erasmus also provides funding support for teaching or training visits for UK university staff to other institutions and enterprises in Europe.

n The BritishCouncilis the United Kingdom’s international organisation for cultural relations and educational opportunities. The British Council connects people worldwide with learning opportunities and creative ideas from the UK and builds lasting relationships between the UK and other countries. In 2006 the British Council was appointed by the UK Government as the UK national agency for the management of the Comenius and Erasmus programmes, following a public tender. The British Council’s contract for the management of the programmes runs from 2007 to 2013.

The LLP also includes the Leonardo programme, for vocational education; the Grundtvig programme, for adult education; and the Transversal programme, for professionals across the education sector. The UK national agency for these programmes is ECOTEC.

A. An introduction to Comenius, Erasmus and the British Council

B. Key achievements in 2009

ComeniusFor Comenius, the main event of 2009 was the launch of Comenius Regio. This new strand of Comenius, which supports bilateral partnerships between European regions, has proved to be very popular with local education authorities across the UK. After a year of intense promotion it was fantastic to see such a high level of take-up. Indeed, in the launch year one-third of all Regio partnerships across Europe involved a UK partner.

The advent of Comenius Regio has not only supported European co-operation in schools education between regions, it has also helped to galvanise involvement in Comenius in-service training for language teachers. A good example of this was the work undertaken by the North Eastern Education and Library Board in Northern Ireland. They had an existing link with Spain that they went on to develop through Comenius Regio and, in 2009, they sent large numbers of their teachers on targeted Comenius in-service training to extend this link:

‘We have long been convinced of the benefits of region-to-region collaboration. It provides a firm framework for supporting developmental work, school links and teacher training opportunities on scales that would otherwise be difficult to achieve. We were therefore delighted when Comenius Regio was announced. Already our link with Castilla-la-Mancha has yielded work-shadowing opportunities for 40 of our teachers – with a similar number due to go to Spain next year. Host partner schools were found for us very quickly and efficiently by partners whom we find we can rely on. The face-to-face meetings funded by Regio promote these solid working relations.’

Bill Brodie, North Eastern Education and Library Board

In total, 39 local authorities in the UK were successful in securing funding in the first year of Comenius Regio. Regio enables them to work with partners locally,

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as well as with their counterparts across Europe (UK partnerships involving 17 different countries have been supported in the launch year). Project themes are wide ranging, and include issues around migrant communities, violence in schools, maths education, environmental sustainability and youth obesity. Local organisations involved in partnerships include universities, libraries, the police, fire and rescue services, environmental organisations, youth groups, museums, an art gallery and even a Tudor mansion.

Erasmus The year was again a positive one for Erasmus in the UK. With another increase in the numbers of students and staff taking part in the programme, this was the third successive year of growth. The overall total of UK Erasmus outgoing student mobilities grew by six per cent from the previous year with a growing level of participation in work placements and an increase in take-up of short-term placements. We also saw an increase in staff mobility of nine per cent from the previous year.

There was more positive news relating to the UK success in the Erasmus Mundus and Tempus programmes. The UK had 18 successful Erasmus Mundus applications in 2009, 13 more than the previous year. This can be partly attributed to changes to the programme, notably the introduction of joint doctorate programmes. The selection of successful projects from round two of Tempus IV applications was completed and the UK did very well, second only to Germany in the number of projects selected and in the number of institutions involved.

Continuing with the theme of growth, there was an increase in the number of Erasmus University Charter holders in the UK; of 17 applicants, 14 were successful, 13 of which came from FE/HE sector.

We worked with several sector bodies and national agencies in collaborative projects to promote and inform, and also to improve our understanding of mobility through research. We held Bologna Expert conferences in Scotland, Wales and Northern Ireland, based on the theme of the European dimension and curriculum development, and collaborated with the Higher Education Academy (HEA) subject centres to promote effectively to teaching staff. We were successful in our bid for a two-year contract from July 2009 for the UK team of Bologna experts.

We continued with our promotional efforts to raise awareness of the programme, particularly to sixth form pupils and students. Online and print advertising, press coverage, web activities and mailings allowed us to reach a potential audience of five million. A national competition, now a regular slot on the Erasmus calendar, was held for the best Erasmus essay and photographic portfolio, with the awards being presented to Nuala McKay from Queen’s University Belfast and Georgina Dietrich from Bradford University respectively.

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Comenius and widening participation The British Council is committed to ensuring that participation in Comenius is equitable and supports UK central and devolved governments’ widening participation and community cohesion agendas.

It is important to ensure that all schools have equal access to the Comenius programme, and that we encourage applications from new schools. This commitment not only informs our promotional strategy, it is also demonstrated by additional weighting being given to applications from new schools during the selection process.

It is also important that all regions of the UK have equal access to Comenius. In 2009 we identified the areas of the UK that were less active. London, the East of England, the South East and North West are all currently under-represented. We are using targeted promotion work to address this imbalance. For example, in December 2009 we ran workshops in each of these priority regions showing how Comenius and eTwinning could contribute to the educational objectives of the DCSF Children’s Plan. We involved eTwinning and Comenius ambassadors (teachers who act as advocates for the programmes) to demonstrate to the audiences of interested schools and local authorities how the programmes can support community cohesion.

We have also worked to make sure that all types of organisation have equal access to Comenius. Colleges of further education, for example, are not fully represented. In 2009 we produced targeted promotional literature aimed squarely at this group (downloadable here). In 2009, we also set a national priority giving additional weighting to school partnerships ‘focused on students at 16 and above, including in secondary, vocational and/or further education.’

Finally, it is important to ensure that the most vulnerable groups in society have access to opportunities afforded through Comenius. We are particularly keen to encourage applications from special schools. We have produced targeted promotional literature (downloadable here) and in November a partner-finding seminar for special schools was held in Durham. This was attended by 42 participants from 17 countries, and resulted in seven partnership groupings.

C. Key themes in 2009

As well as working to promote equality of access to the programme, we also encourage activity from the existing Comenius user base that addresses issues around widening participation. In 2009, we actively encouraged the first round of Regio projects to address this area, and there are a number that are specifically addressing these themes, with titles such as Community Cohesion through Collaboration (UK/Finland); A Partnership Approach to Inclusion, Equality and Diversity of Different Ethnic Groups of Pupils (UK/Sweden); and Training and Enterprise to promote Social Community and Economic Cohesion (UK/France).

Many school partnerships are also working actively on issues around widening participation. In 2009, this was encouraged by setting as a national priority school partnership applications that ‘proactively support schools’ and colleges’ duty to ensure full participation in all educational activities by all of their students and to promote community cohesion.’

In September 2009, with the Polish Embassy and the Polish Ministry of Education, we delivered a thematic monitoring event: Movement of school children in the European Union: five years of Polish experience in the UK. To an invited audience of schools and local authorities, we ran workshops where Comenius practitioners from Wales and Lincolnshire demonstrated how they were using Comenius Regio to successfully integrate migrant children into school and into the community. These projects, as well as many ordinary school partnerships working with migrant populations, are by definition explicitly reaching out to students for whom English is not their first language.

On the same theme, we have seen in 2009 that schools with large numbers of migrant children have found that hosting a Comenius assistant from the same country helps greatly with the process of integration. Ruskin Sports and Language College hosted Grzegorz Słabon from Poland:

‘Polish pupils were given a sense of identity and worth within the Ruskin community.’

The school partnerships reporting in 2009 provided some statistical evidence of the impact of Comenius activity on community cohesion, and on school engagement with

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http://www.britishcouncil.org/comenius-fe-flyer.pdf

http://www.britishcouncil.org/comenius-a-special-school_s-story.pdf

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the wider community in general. As a result of participation in school partnerships, 76 per cent of teachers reported an increase in the participation of parents in school activities, 44 per cent reported an increased level of engagement with other schools in the local area, and 28 per cent reported an increased level of engagement with the local community more broadly.

Erasmus and skills for lifeLearning new skills and developing personally, academically and professionally are the key benefits of studying or working abroad through the Erasmus programme. It enables our UK students to manage their lives within another culture, providing them with the life skills needed to help them gain the competitive edge in a difficult economic climate. Studies have shown, most recently in a HEFCE 2009 study on attainment, that a period spent abroad or a work placement not only enriches students’ lives in the academic field but that they are also more confident, self-reliant and have better degree results, better career prospects and are more likely to have above-average salaries than the general HE student population.

The Council for Industry and Higher Education (CIHE) 2008 report, Global Horizons and the Role of Employers, concurs. They state that global businesses are increasingly recruiting globally and graduates who have international experience are highly employable because they have demonstrated that they have drive, resilience and intercultural sensitivities as well as language skills. The search for those who had initiative, a get-up-and-go quality, an ability for self learning and self development and the drive needed to help transform an organisation led them to look increasingly for those graduates who had demonstrated these qualities through overseas study as well as work experience.

‘Shortly after returning home I realised just how much Erasmus increased my chances of finding a job. I applied for a year-long industrial placement with the fourth largest oil and gas operator in the world, Total, and I began a placement as a buyer in the procurement department. I honestly believe that my study overseas differentiated me from the other applicants due to the wide range

of subjects I was exposed to, as well as my attempts to undertake a foreign language and the experience I gained while living away from home. I believe employers see bravery, enthusiasm and confidence in those who venture further from home.’

Nicola Jamieson, former Erasmus student

‘The transferable skills and competencies that students gain through the Erasmus programme can bring graduates the added value that employers are looking for. Plus, it also happened to be the most fun year I had at university! It helped me develop some of the key skills that employers are looking for and provided me with a lot of interesting anecdotes to bring up during applications and interviews in support of my competencies. Ultimately, Erasmus helped me win my PhD scholarship and land a job with Deloitte.’

Elisa Chami-Castaldi, former Erasmus student

‘I put a lot into my year overseas, studied hard, took risks, led a diverse and enjoyable social life and I feel that I reaped the rewards of the experience ten times over. Since graduating from Glasgow University School of Law I have regularly had cause to thank my good fortune at having taken part in the Erasmus programme.’

Gavin Simpson, former Erasmus student

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ComeniusIn 2009 over 215,000 pupils and 14,500 teachers and educational staff participated in the Comenius programme throughout the UK. There were 1,075 School Partnerships running, including 540 that began in 2009. There were 46 Regio Partnerships supported, and 1184 Comenius In-Service Training Grants were awarded. 145 UK schools and colleges successfully applied to host a Comenius Assistant, and 105 intending teachers were awarded assistantships in other European countries.

In September 2009 around 480 school partnerships submitted their final project reports. These reports provided both quantitative and qualitative data on the impact of these two year partnership projects. The benefits were not limited to individual participants. There is also evidence of benefits being felt at an institutional level. 77% of teachers participating in school partnerships reported improvements in teaching practice as a result of participation. 49% reported organisational improvements. In 2009 it was also encouraging to see that 36% of schools embarking on school partnerships and 38% of schools hosting a Comenius assistant were already involved in eTwinning.

MotivationNearly all participating teachers reported an increase in their own skills (97% responded positively) and motivation (87%) and a corresponding increase in the skills (97%) and motivation/self-confidence (93%) of their pupils, as a result of participation in the school partnership.

These findings are backed up anecdotally in the qualitative reporting. For example St Ann’s Primary School in South Ayrshire, on their Comenius school partnership, ‘Healthy Living’ said:

‘This project was highly successful in motivating teachers to teach basic subjects but in an interesting and ambitious way. Pupils were able to develop their research skills on the internet. They increased their knowledge of other

D. Programme implementation and impact

countries, geography, cultures and traditions. There is no doubt that the partnership had a positive impact on the pupils, staff and the wider community.

As a very small rural school, the project allowed us to widen our knowledge and develop a great interest beyond our small school and community. The pupils previously had little knowledge – or even interest – in other countries or ethnic groups.’

Intercultural AwarenessAn increase in intercultural awareness was widely reported (93% of teachers recognised this development in their pupils, and the same percentage recognised it in themselves) as a result of participation in a Comenius school partnership. Where schools hosted a Comenius Assistant, a similar impact on pupils’ intercultural awareness was reported.

Yardley Gobion Primary School, Northamptonshire, on their Comenius Assistant Seyma Dogru:

‘She was able to teach the children about her faith and culture both in class time and also at an after school club that she ran. This club was hugely popular as she taught cooking, dancing and also Turkish language. The children have really benefitted from this as we are predominately a White British school and we wanted the children to learn about another faith and culture from someone of that faith and culture. We have a ‘prayer tree’ in school and Seyma often wrote prayers for our assemblies, addressing them to Allah. The children were able to understand that Allah and God are the same and that people from other faiths pray as we do. The children were always respectful of Seyma’s religion as she was of theirs. This can only lead to improved tolerance as the children grow up and go out into the world.’

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LanguagesMany primary schools hosting a Comenius Assistant found the experience an invaluable support in their (often newly introduced) delivery of foreign languages. This observation from Brookfield Primary School in North London was typical.

‘French language teaching has become consolidated in Key Stage 2. The teachers feel much more confident teaching lessons with the assistant there. The children have really enjoyed getting to know her and learning about her country. The whole profile of French has been raised throughout the school.’

The year saw Comenius in-service training continue to play a key part in developing teachers’ confidence to teach languages. 935 of the 1184 in-service training grants approved in 2009 supported national language strategies (79%). Of the 540 school partnerships that began in 2009, 36% supported national language strategies. This figure might be considered low, but since the working language of partnerships tends to be English, it is encouraging that at least a moderate proportion of UK schools are able to use partnership work to add value to their delivery of foreign languages.

Qualitative reporting from UK Comenius Assistants placed in schools in other European countries also points to a positive impact on the language skills of the participants:

‘The assistantship has had a huge impact on my language skills. I left England speaking only English and very bad French. I now have good conversational Norwegian, a confidence in my ability to learn other languages, and a will to do so. I can now tutor maths and physics reasonably confidently in Norwegian.’

Matthew Tupling, Norway.

ErasmusThe six per cent increase in the number of overall UK Erasmus outgoing student mobilities meant that 10,843 students from the UK benefited from the Erasmus programme in 2009. All of this increase is accounted for by increases in work placement mobility, which represents a 25 per cent (679 mobilities) increase

on the previous year, with growth across all UK countries. Relative growth has been particularly apparent in Wales where absolute numbers, though small, have grown threefold, and which has begun to recover its position in terms of the proportion of take-up (four per cent) relative to the proportion of student population (six per cent). Northern Ireland, with six per cent of take-up of work placement mobility, exceeds by some way its proportion of UK HE student population (two per cent).

The fall in study mobility, although small (88 mobilities, or one per cent of the 2007/08 figure) is disappointing after two years of growth in this area. The fall has been most marked in Scotland, where institutions reported 140 fewer study mobilities, a decline of 12 per cent on Scotland’s figure in the previous year. Wales has also seen a decline, albeit more modest (28 mobilities – a six per cent fall on 2007/08), while England and Northern Ireland both reported increases. Despite the fall in numbers, Scotland continues to send a greater proportion of the total UK Erasmus study mobility numbers (13 per cent) than its national proportion of UK HE student population (nine per cent).

It seems likely that some of the changing balance in outgoing UK student mobility is accounted for by the attractiveness of work placement ‘drawing’ students from study mobility.

Student work placementsThe increase in work placement mobility is reflected in increases in numbers to most host countries – in the case of many of the countries with smaller numbers of incoming students from the UK, uptake has almost doubled. Even for the most popular countries – now France, Spain, Germany, in that order – there are increases of 14 per cent, 39 per cent and 15 per cent respectively. A significant proportion of the overall increase in placement numbers is accounted for by the languages subject area (almost 400 of the 679); of these it is likely that many are language assistants, or at least undertook their work placement in schools. Nevertheless, there are encouraging proportional increases in most subject areas, and especially in art and design, business studies, education and teacher training, humanities, mathematics, natural sciences and social sciences. Mathematics now has a greater number of mobilities in work placement (98) than in study (75). The gender imbalance of roughly

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2:1 female to male, which has applied to the study mobility numbers for many years, is apparent also in the breakdown of work placement numbers, with the proportion of women in the work placement cohort increasing this year from 66.8 per cent to 68.4 per cent. Analysis of the breakdown of work placement students’ work sector reveals notable increases in the areas of information and communication, health and social work, arts and entertainment and other service activities. All of this indicates that the new possibilities for work placement in Erasmus under the LLP have been warmly welcomed by UK students and the sector generally. Indeed, the UK’s outgoing work placement mobility numbers were the second highest of all participating countries (led by France), despite the very poor economic environment.

‘I was lucky enough to spend my residence abroad in central Paris working for three very well known advertising agencies during the course of the year and, as I study media, this was a huge benefit to me. Not only did I learn about three different job roles, I got to really understand exactly how the advertising industry works, meet lots of people from all over the world and have a look at what working life is like, which made me decide exactly where I see myself after finishing my studies at university. Working in France has also enhanced my CV and employability as a graduate. In hindsight, my Erasmus year really helped me to develop professionally and personally, particularly with regards to my level of French. There is no doubt that my Erasmus year was an opportunity of a lifetime, and it’s an experience that will stay special to me forever. I think I have become a lot more open to different cultures and more motivated towards my final year at university.’

Amy Ashken, former Erasmus student

Student study mobilityWith the exception of Spain and France, which saw a decline of 60 and 49 mobilities respectively, UK study mobility to most countries has been relatively stable; slightly less than half of participating countries have seen small increases in numbers. As noted above, it is likely that the opportunity of work placement has a part to play in the very localised decline in numbers. There has been a decline in study numbers

in languages but also, disappointingly, in law, and in art and design. There have, however, been notable increases in education and teacher training, medical sciences and social sciences. Also noteworthy is the arrest in decline, and modest increase, in business studies.

‘My Erasmus experience has been the single most important educational experience of my life to date. It has inspired me to explore new avenues of business, culture and learning that I continue to explore on a daily basis.’

Daniel Emmerson, former Erasmus student

Staff mobilityThe overall increase in staff mobility of 9.6 per cent on the figure for 2007/08 represents an increase of three per cent in teaching visits and 90 per cent in staff training, a new opportunity in Erasmus introduced under the LLP. The increase in teaching mobility reflects increases in England and Wales, with the status constant in Scotland and Northern Ireland. The take-up of both activities is broadly representative in each country of its proportion of students in the total UK HE population. There is a decline in frequency of teaching visits to the most popular hosts – Germany, France and Spain – but marked increases to other already popular destinations (Italy and Finland, for example) and to some less popular ones (Czech Republic, Denmark and the Netherlands). For staff training there are increases to almost all countries, the most marked being those to Germany, France and Spain. Notable changes in the subject area for teaching visits include a marked fall in education and teacher training, but increases in several areas, including engineering, medical sciences, social sciences and law.

‘It has benefited me enormously, providing a great opportunity to meet staff and students from universities abroad, to see how they teach and how they can work together. It has allowed me to see the way in which different scientists think about projects and I have also greatly enjoyed meeting people outside of the university, learning about their cultures and appreciating life from their perspective.’

Dr Dennis Francis, Cardiff University, staff mobility

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Population statistics (2008) England Scotland Wales N Ireland Total

Population (numbers) 51,446,200 5,168,500 2,993,400 1,775,000 61,383,200

Population (percentage) 83.8% 8.4% 4.9% 2.9% 100%

Partnerships (multilateral and bilateral)2007 all applications England Scotland Wales N Ireland Total

Number of applications 976 93 139 125 1333

Percentage of applications 73.2% 7.0% 10.4% 9.4% 100%

Number of approvals 493 48 66 88 695

Percentage of approvals 70.9% 6.9% 9.5% 12.7% 100%

Percentage success rate 50.5% 51.6% 47.5% 70.4% 52.1%

2008 all applications England Scotland Wales N Ireland Total













Comenius 2007 to 2009: application statistics

Regio partnerships







In-service training2007 total year applications England Scotland Wales N Ireland Total






2008 total year applications England Scotland Wales N Ireland Total






2009 total year applications England Scotland Wales N Ireland Total






20 21

Comenius assistants (mostly base university)2007 all applications England Scotland Wales N Ireland Total


















Comenius assistants: host schools



















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Preparatory visits

2007 total year England Scotland Wales N Ireland Total





Percentage success rate 89.6% 100.0% 100.0% 97.4% 91%













School partnerships

UK

Application numbers by year

Received Approved

2007 1333 695

2008 777 535

2009 770 540

England


Received Approved

2007 976 493

2008 610 426

2009 566 386

Scotland


Received Approved

2007 93 48

2008 43 27

2009 54 46

Wales


Received Approved

2007 139 66

2008 67 45

2009 91 61

Northern Ireland


Received Approved

2007 125 88

2008 57 37

2009 59 47

24 25

In-service training

UK

Received Approved

2007 1392 1071

2008 1244 1024

2009 1257 1184

England

Received Approved

2007 1160 879

2008 1015 854

2009 960 900

Scotland

Received Approved

2007 72 65

2008 100 70

2009 123 115

Wales

Received Approved

2007 29 27

2008 57 47

2009 62 60

Northern Ireland

Received Approved

2007 131 100

2008 72 53

2009 112 109

Assistants

UK

Received Approved

2007 254 96

2008 118 78

2009 181 105

England

Received Approved

2007 174 66

2008 81 52

2009 138 105

Scotland

Received Approved

2007 63 19

2008 24 15

2009 33 25

Wales

Received Approved

2007 8 5

2008 5 5

2009 8 5

Northern Ireland

Received Approved

2007 9 6

2008 8 6

2009 2 2

26 27

Host schools

UK

Received Approved

2007 242 122

2008 102 83

2009 207 145

England

Received Approved

2007 169 91

2008 84 67

2009 149 110

Scotland

Received Approved

2007 20 11

2008 3 2

2009 25 19

Wales

Received Approved

2007 6 3

2008 6 6

2009 10 6

Northern Ireland

Received Approved

2007 47 17

2008 9 8

2009 23 10

Preparatory Visits

UK

Received Approved

2007 348 318

2008 404 394

2009 304 254

England

Received Approved

2007 279 250

2008 315 312

2009 224 184

Scotland

Received Approved

2007 8 8

2008 23 22

2009 36 34

Wales

Received Approved

2007 23 23

2008 28 26

2009 23 22

Northern Ireland

Received Approved

2007 38 37

2008 36 34

2009 21 14

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Comenius impact statistics

School partnershipsHaving completed our assessment of the c480 final reports for 2007 two-year partnerships:

As a result of participation in school partnerships, teachers report an increase in:

Their own skills/abilities 97%

Their own motivation/self awareness 87%

Their own intercultural/European awareness 93%

Skills/competences among pupils 97%

Pupils’ self confidence/motivation 93%

Pupils’ intercultural awareness 94%

Teaching improvements 77%

Organisational improvements 49%

Participation of parents 76%

Co-operation with other local schools 44%

Co-operation with local communities 28%

Support and participation of other local/regional actors 47%

Partnerships support national language strategies (NB results taken from approved 2009 partnerships)

36%

In-service trainingAssessment of the 2008 final reports (the most recent year with a full dataset currently available) for IST provides the following evidence:

As a result of the training, teachers report an increase in:

Self confidence/motivation 84%

Self awareness of own skills/development needs 90%

Intercultural awareness 68%

Improved access to information and resources needed 89%

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Home Institution Work Placements Study Periods Total

Anglia Ruskin University 29 46 75

Aston University 116 46 162

Bangor University 18 65 83

Bath Spa University 11 11

Birmingham City University 3 19 22

Birmingham College of Food, Tourism & Creative Studies

22 22

Bournemouth University 37 4 41

Brunel University 10 10

Buckinghamshire New University 16 16

Canterbury Christ Church University 27 27

Cardiff University 31 223 254

Chesterfield College 9 9

City University London 4 14 18

Cleveland College of Art & Design 2 2

Coatbridge College 2 2

Coventry University Belfast 13 28 41

Cranfield University London 3 6 9

Cumbernauld College 12 12

Dartington College of Arts 14 12 26

De Montfort University 2 10 12

Dundee College 4 4

Edinburgh College of Art 1 29 30

European Business School 3 101 104

Glasgow Caledonian University 4 35 39

Goldsmiths’ College 1 6 7

Guildhall School of Music & Drama 9 9

Heriot-Watt University 3 89 92

Heythrop College 4 4

Imperial College of Science, Technology and Medicine

3 55 58

Keele University 13 23 36

King’s College London 148 148

Kingston University 17 63 80

Lancaster University 56 68 124

Leeds College of Art & Design 3 3

Leeds Metropolitan University 30 23 53

Liverpool Hope University 7 7

Liverpool John Moores University 6 38 44

London Metropolitan University 1 39 40

London School of Economics 1 1

London South Bank University 5 5

Loughborough University 24 40 64

Manchester Metropolitan University 34 170 204

Middlesex University 2 39 41

Moray College 2 2

Napier University 4 42 46

New College Durham 5 5

Newcastle University 78 160 238

Newman College of Higher Education 5 3 8

North East Wales Institute of Higher Education

3 3

Norwich School of Art & Design 6 6

Nottingham Trent University 48 57 105

Oxford Brookes University 19 36 55

UK outgoing Erasmus student mobilities by institution for 2008/9

32 33


Queen Margaret University 1 1

Queen Mary, University of London 21 60 81

Queen’s University Belfast 133 70 203

Roehampton University 1 25 26

Rose Bruford College 38 38

Royal Academy of Music 2 2

Royal College of Music 5 5

Royal Holloway 53 91 144

Royal Northern College of Music 2 2

School of Oriental and African Studies 3 3

Sheffield Hallam University 49 43 92

Southampton Solent University 2 30 32

St Mary’s University College Belfast 22 22

St Mary’s University College London 1 1

Staffordshire University 3 3

Stranmillis University College 24 24

Swansea University 45 82 127

The Arts Institute at Bournemouth 8 8

The Glasgow School of Art 4 27 31

The Robert Gordon University 25 50 75

The Royal Scottish Academy Of Music and Drama

11 11

The School of Pharmacy - University of London

25 25

The Scottish Association for Marine Science 2 2

The University of the Arts London 74 66 140

Trinity Laban 2 2

University Campus Suffolk 7 7

University College Falmouth 16 16

University College for the Creative Arts 11 11

University College London 17 225 242

University College Northampton 2 2

University of Aberdeen 21 76 97

University of Abertay Dundee 3 3

University of Bath 175 158 333

University of Bedfordshire 7 7

University of Birmingham 12 240 252

University of Bolton 1 1

University of Bradford 4 15 19

University of Brighton 8 27 35

University of Bristol 204 227 431

University of Cambridge 27 63 90

University of Central Lancashire 11 37 48

University of Chester 19 19 38

University of Chichester 7 7

University of Cumbria 4 4

University of Derby 20 20

University of Dundee 11 27 38

University of Durham 132 120 252

University of East Anglia 2 71 73

University of East London 1 21 22

University of Edinburgh 19 235 254

University of Essex 28 28

University of Exeter 90 183 273

University of Glamorgan 8 8

University of Glasgow 83 127 210

34 35


University of Gloucestershire 1 4 5

University of Greenwich 3 11 14

University of Hertfordshire 16 47 63

University of Huddersfield 20 18 38

University of Hull 37 78 115

University of Kent 18 185 203

University of Leeds 152 189 341

University of Leicester 8 123 131

University of Lincoln 16 16

University of Liverpool 107 82 189

University of Manchester 178 224 402

University of Northumbria at Newcastle 54 76 130

University of Nottingham 215 210 425

University of Oxford 106 47 153

University of Paisley 5 5

University of Plymouth 13 46 59

University of Portsmouth 16 81 97

University of Reading 13 103 116

University of Salford 39 89 128

University of Sheffield 65 269 334

University of Southampton 25 87 112

University of St Andrews 61 32 93

University of Stirling 42 42

University of Strathclyde 44 140 184

University of Sunderland 2 4 6

University of Surrey 50 30 80

University of Sussex 11 110 121

University of Teesside 2 2

University of the West of England, Bristol 42 64 106

University of Ulster 55 51 106

University of Wales Institute, Cardiff 4 4

University of Wales, Aberystwyth 28 41 69

University of Wales, Newport 4 4

University of Warwick 94 186 280

University of Westminster 5 61 66

University of Wolverhampton 51 51

University of Worcester 6 6

University of York 28 39 67

Writtle College 12 12

York St John University 12 12

Total 3399 7428 10827

36 37

UK outgoing Erasmus staff mobilities by institution for 2008/09Home Institution Staff Training Teaching Mobility Total

Anglia Ruskin University 1 32 33

Aston University 2 12 14

Bangor University 8 8

Bath Spa University 2 4 6

Birkbeck College 4 4

Birmingham City University 17 17

Birmingham College of Food, Tourism & Creative Studies

5 5

Bournemouth University 1 8 9

Bradford College 5 5

Brunel University 8 8

Buckinghamshire New University 3 3

Canterbury Christ Church University 23 23

Cardiff University 2 17 19

Chesterfield College 1 1

City University London 4 20 24

Cleveland College of Art & Design 1 1

Coatbridge College 5 5

Colchester Institute 1 1

Coventry University 4 5 9

Cranfield University 8 8

Cumbernauld College 4 4

Dartington College of Arts 5 4 9

De Montfort University 25 25

Dundee College 5 5

Edinburgh College of Art 5 5

Edinburgh Napier University 11 11

European Business School, Regent’s College

1 1 2

Glasgow Caledonian University 18 18

Goldsmiths’ College 4 4

Guildhall School of Music & Drama 4 4

Harper Adams University College 5 5

Heriot-Watt University 4 4

Heythrop College 4 4

Imperial College of Science, Technology and Medicine

2 2

Institute of Education 22 22

Keele University 5 22 27

King’s College London 6 6

Kingston University 13 16 29

Lancaster University 6 6

Leeds College of Art & Design 1 1

Leeds Metropolitan University 1 1

Leeds Trinity and All Saints 1 2 3

Liverpool Hope University 8 19 27

Liverpool John Moores University 9 9

London Metropolitan University 18 18

London South Bank University 7 7

Loughborough University 6 6

Manchester Metropolitan University 33 33

Middlesex University 15 28 43

Moray College 1 5 6

New College Durham 2 5 7

Newcastle University 3 8 11

38 39

Home Institution Staff Training Teaching Mobility Total

Newman College of Higher Education 2 2

North East Wales Institute of Higher Education

1 14 15

North West Regional College 3 3

Norwich University College of the Arts 2 2

Nottingham Trent University 11 31 42

Oxford Brookes University 15 15

Preston College 4 1 5

Queen Margaret University 3 3

Queen Mary, University of London 5 5

Queen’s University Belfast 9 9

Roehampton University 1 12 13

Rose Bruford College 3 3

Royal Academy of Music 4 4

Royal Holloway 2 2

Royal Northern College of Music 5 5

School of Oriental and African Studies 5 5

Sheffield Hallam University 3 28 31

Southampton Solent University 14 14

St Mary’s University College Belfast 1 3 4

St Mary’s University College London 1 1

Staffordshire University 2 2

Stevenson College Edinburgh 2 2

Stockport College 3 3

Stranmillis University College 3 3

Swansea University 7 18 25

Thames Valley University 3 3

The Arts Institute at Bournemouth 1 1 2

The Glasgow School of Art 2 3 5

The Robert Gordon University 2 36 38

The Royal Scottish Academy Of Music and Drama (RSAMD)

3 3

The School of Pharmacy - University of London

2 2

The Scottish Agricultural College 2 2

The Scottish Association for Marine Science 2 2

The University of Northampton 5 5

The University of the Arts London 2 8 10

Trinity College Carmarthen 2 2

Trinity Laban 4 4

University College Falmouth 2 4 6

University College for the Creative Arts 2 9 11

University College London 12 12

University of Aberdeen 7 7

University of Abertay Dundee 3 3

University of Bath 8 8

University of Bedfordshire 1 1

University of Birmingham 2 2

University of Bolton 4 4

University of Bradford 1 8 9

University of Brighton 33 33

University of Bristol 2 5 7

University of Cambridge 5 5

University of Central Lancashire 23 23

University of Chester 1 21 22

40 41

Home Institution Staff Training Teaching Mobility Total

University of Chichester 5 5

University of Cumbria 3 3

University of Derby 4 4

University of Dundee 5 11 16

University of Durham 13 13

University of East Anglia 5 5

University of East London 25 25

University of Edinburgh 1 14 15

University of Essex 26 26

University of Exeter 3 3

University of Glamorgan Higher Education Corporation

3 3

University of Glasgow 16 16

University of Gloucestershire 12 12

University of Greenwich 21 21

University of Hertfordshire 19 19

University of Huddersfield 3 3

University of Hull 4 7 11

University of Kent 1 17 18

University of Leeds 10 10

University of Leicester 10 10

University of Lincoln 6 6

University of Liverpool 5 5

University of Manchester 9 16 25

University of Northumbria at Newcastle 3 18 21

University of Nottingham 7 7

University of Oxford 2 2

University of Plymouth 15 15

University of Portsmouth 37 37

University of Reading 6 29 35

University of Salford 31 39 70

University of Sheffield 4 29 33

University of Southampton 6 6

University of St Andrews 6 6

University of Stirling 2 2

University of Strathclyde 19 19

University of Sunderland 3 5 8

University of Surrey 1 6 7

University of Sussex 9 9

University of Teesside 5 5

University of the West of England, Bristol 19 19

University of The West of Scotland 4 12 16

University of Ulster 10 10

University of Wales Institute, Cardiff 2 5 7

University of Wales Lampeter 1 1

University of Wales, Aberystwyth 10 10

University of Wales, Newport 3 3

University of Warwick 6 24 30

University of Westminster 12 12

University of Wolverhampton 1 17 18

University of Worcester 11 11

University of York 4 4

Writtle College 2 4 6

York St John University 9 5 14

Total 217 1516 1733

*Total staff teaching mobilities includes 9 incoming enterprise staff

42 43

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Austria 1 2 9 5 1 3 8 2 1 1 9 42

Belgium 1 2 1 3 4 2 1 1 5 3 23

Bulgaria 3 5 3 4 4 2 2 12 2 37

Cyprus 2 2 2 2 6 1 15

Czech Republic

1 5 10 2 7 3 7 6 7 3 5 2 7 3 68

Germany 3 8 20 23 10 24 8 12 29 16 13 2 8 14 2 7 199

Denmark 4 1 7 8 2 2 4 4 1 9 4 6 52

Estonia 3 4 1 3 1 3 2 17

Spain 1 2 11 13 14 1 2 4 33 18 10 11 14 6 3 4 147

Finland 5 16 17 17 3 3 2 4 4 5 22 1 13 7 1 120

France 2 5 6 35 6 25 3 3 19 22 9 3 4 17 1 3 163

Greece 2 1 1 6 6 2 2 1 1 18 3 2 9 1 4 59

Hungary 2 7 1 2 2 1 1 3 2 1 22

Ireland 1 1 1 1 1 5

Iceland 2 1 1 1 1 6

Italy 1 6 6 8 11 3 9 31 6 4 6 6 13 5 3 118

Lithuania 4 4 3 1 2 2 2 1 1 3 23

Latvia 3 2 1 2 8

Malta 2 2 4 1 1 4 1 15

Netherlands 1 10 12 11 2 2 5 8 5 1 7 14 4 4 86

Norway 2 7 4 3 2 1 14 1 3 37

Poland 8 11 4 9 3 3 3 3 8 5 7 4 68

Portugal 2 2 1 1 1 2 7 3 2 3 1 25

Romania 5 2 2 5 4 2 1 4 1 2 1 29

Sweden 2 1 7 10 3 1 2 2 5 5 13 4 15 6 76

Slovenia 1 1 1 2 1 2 8

Slovakia 1 3 2 6

Turkey 2 2 4 2 3 1 1 1 2 5 3 1 4 2 33

Total 16 40 125 189 110 121 36 69 159 111 116 122 65 157 28 43 1507

UK outgoing Erasmus staff teaching mobilities (subject and countries) for 2008/9

44 45

UK outgoing Erasmus student – work placements (subject and countries) for 2008/9

Country of work placement A

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Austria 2 1 5 2 60 3 6 6 85

Belgium 10 20 2 8 6 3 2 2 18 71

Bulgaria 1 2 3

Cyprus 7 1 2 2 12

Czech Republic

1 1 1 1 1 1 4 10

Germany 4 44 106 17 3 432 6 7 1 25 20 2 667

Denmark 11 1 2 2 2 1 3 22

Estonia 3 1 4

Spain 7 103 2 4 6 8 527 3 1 4 1 18 5 689

Finland 1 1 5 7

France 2 2 43 170 1 19 2 14 1056 8 9 1 16 43 2 2 1390

Greece 1 3 2 4 4 14

Hungary 1 1 2

Ireland 5 59 15 59 1 2 6 147

Italy 27 9 4 3 1 64 7 3 14 1 133

Lithuania 1 3 2 6

Luxembourg 7 1 8

Latvia 2 2

Malta 12 1 4 17

Netherlands 7 14 20 4 1 3 2 2 16 4 73

Norway 1 1 1 2 1 1 7

Poland 2 2

Portugal 1 2 4 2 9

Romania 1 1

Sweden 2 1 1 1 1 3 4 1 14

Slovenia 1 1

Slovakia 1 1 2

Turkey 1 1

Total 2 19 168 524 19 68 9 31 2155 26 98 17 88 139 13 23 3399

46 47

UK outgoing Erasmus student study mobilities (subject and countries) for 2008/9

Country Of Study A

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Austria 1 6 18 16 5 6 1 57 10 4 3 1 9 4 2 143

Belgium 6 13 7 8 4 43 22 3 1 9 2 118

Bulgaria 3 3

Cyprus 5 1 1 7

Czech Republic

6 16 13 1 15 1 14 13 8 2 5 21 2 10 127

Germany 15 89 91 3 29 12 50 462 96 18 16 25 78 5 989

Denmark 10 11 45 8 4 7 11 8 24 7 2 32 3 172

Spain 3 9 68 289 9 27 17 33 942 81 9 22 30 137 13 7 1696

Estonia 17 1 1 2 21

France 1 12 69 323 12 57 12 43 973 288 27 43 51 223 11 2 2147

Greece 1 10 1 1 7 3 3 2 6 3 37

Hungary 7 1 2 1 1 1 1 2 16

Italy 2 7 28 46 1 19 2 16 438 23 2 20 13 58 675

Ireland 1 6 1 1 6 6 1 3 25

Iceland 3 1 7 3 3 17

Lithuania 5 1 6

Latvia 1 1

Malta 2 5 2 1 2 2 10 3 27

Norway 9 5 8 2 6 3 8 7 1 32 5 6 7 99

Netherlands 10 6 39 70 25 6 10 19 26 83 23 4 26 20 367

Portugal 8 2 1 48 4 19 4 10 1 97

Poland 9 8 2 4 8 1 7 6 1 4 1 17 68

Romania 1 9 1 2 2 3 18

Sweden 1 22 20 24 25 40 5 10 12 41 2 39 19 27 1 13 301

Finland 1 44 24 33 10 1 10 12 41 9 19 12 1 217

Slovenia 2 2

Slovakia 4 2 1 7

Turkey 1 3 2 2 2 1 2 3 1 8 25

Total 21 101 510 980 145 214 99 213 3071 707 76 299 168 701 67 56 7428

48

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2009 British Council activity report Comenius and Erasmus · Comenius and Erasmus are two parts of the European Union’s Lifelong Learning Programme (LLP), which supports European