Frequently Asked Questions: ERASMUS Programme, facts and figures

MEMO/06/467

Brussels, 7 December 2006

1. What were the main findings of the analysis of Erasmus Mobility activities?

•ERASMUS has given families an instrument that allows their children to open their horizons through a period abroad. More then 80 % of the students having benefited from an Erasmus study period abroad are the first in their family to have had the possibility to study abroad.

•Close to 90% of students have reported as positive or very positive the results of their stay and study abroad under ERASMUS.

•The students themselves achieved greater linguistic competences during their ERASMUS experience, and the percentage of students being able to work in a second language increased from the 40% to 65% compared to those that did not participate in the ERASMUS mobility scheme.

•A large number of students declare that the period abroad allows them to start or improve their skills in a third or even a fourth foreign language

•In spite of the great effort in enlarging the participation of the lower-income social groups, 50% of students still declare their financial difficulties as a real obstacle for their involvement in ERASMUS. Nevertheless, the participation of students from lower income groups did increase from 50% to 60% during the period 2000/2005.

•80% of ERASMUS students considered that the learning agreement they signed with their institution had been respected, and that due recognition was given to the activities they had successfully achieved during their ERASMUS experience.

2. What were the main findings of the analysis of the impact of Erasmus Mobility activities on access to the labour market?

•Most of the students participating in ERASMUS evaluated as positive or even very positive the impact of the ERASMUS experience on their personal development. They not only experienced developed a more open attitude and approach towards society, but also developed a better and clearer perspective for their subsequent studies or professional life.

•Participation in ERASMUS shortens the period during which the young graduate looks for a first job. 60% of the respondents to the survey considered language skills to be among the strong points that led to their first successful recruitment. 50% of respondents cited the element of international experience offered by ERASMUS, and almost 40% of the respondents felt that the ERASMUS period itself was directly responsible.

•75% of the students interviewed declared as positive the relation between their studies and the period of mobility under ERASMUS. They found coherence in what they have achieved, and some 40% of them found strong links between their period of Erasmus mobility and the content of the activities in their job.

•All in all, a period of Erasmus mobility is seen as one of the keys to facilitating a graduate's employability, and 50% of the representatives of the labour market (enterprises, administrations, etc.) confirm that the ERASMUS students are normally recruited into jobs with an international context.

3. What was the total number of students by country taking part in ERASMUS Student Mobility in 2004/2005?

[ Figures and graphics available in PDF and WORD PROCESSED ]

4. How many teachers took part in ERASMUS teacher mobility between 1997/1998 and 2004/05?

[ Figures and graphics available in PDF and WORD PROCESSED ]

5. What is the current occupation of Erasmus students?

[ Figures and graphics available in PDF and WORD PROCESSED ]

6. What were the most popular sending and receiving institutions for Erasmus students?

7. What were the most popular sending and receiving institutions for Erasmus teachers?

More information, including the studies mentioned in this document : ERASMUS @ 20 WEBPAGE

http://ec.europa.eu/education/erasmus20_en.html MEMO/06/466