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Lifelong Learning Programme
ERASMUS in the BALTIC COUNTRIES
2007-2013
A Statistical Overview
2014
1
Contents
Erasmus Key Figures for the Years 2007-2013�� 8
Introduction�� 9
Erasmus Student Mobility�� 10
1.1. General overview of student mobility�� 10
1.1.1. Outgoing Erasmus Student Mobility�� 10
1.1.2. Incoming Student Mobility �� 12
1.1.3.Grants �� 13
1.1.4. Grants for Students with Special Needs �� 13
1.2. Erasmus Student Mobility for Studies�� 14
1.2.1.Introduction�� 14
1.2.2. Outgoing student mobility for studies�� 14
1.2.3. Incoming Student Mobility for Studies�� 15
1.2.4. Subject Areas�� 16
1.2.5. Study Grants �� 17
1.3. Erasmus Student Mobility for Placements�� 18
1.3.1.Introduction�� 18
1.3.2. Outgoing Student Mobility for Placements�� 18
1.3.3. Incoming Student Mobility for Placements�� 19
1.3.4. Placement Sectors�� 20
1.3.4. Placement Sectors�� 22
Erasmus Staff Mobility�� 23
2.1. General Overview of Staff Mobility�� 23
2.2. Staff Mobility for Teaching Assignments�� 24
2.2.1.Introduction�� 24
2.2.2. Outgoing Staff Mobility for Teaching Assignments �� 25
2.2.3. Incoming Staff Mobility for Teaching Assignments �� 25
2.2.4. Subject Areas�� 26
2.2.5. Grants for Teaching Assignments�� 28
2.3. Erasmus Staff Mobility for Staff Training�� 29
2.3.1.Introduction�� 29
2.3.2. Outgoing Staff Mobility for Staff Training�� 29
2.3.3. Incoming Staff Mobility for Staff Training�� 29
2.3.4. Grants for Staff Training�� 30
Erasmus Intensive Language Courses (EILC)�� 32
3.1.Incoming EILC Participants�� 33
3.2. Outgoing EILC Participants�� 33
Erasmus Intensive Programmes (IPs)�� 35
4.1.Number of IPs�� 35
4.2. Participation in IPs�� 36
2
3
List of annexes
Erasmus Programme Budget�� 38
Annex 1
Estonian Higher Education institutions’ participation in Erasmus programme 2007-2013��61
Examples of Best Practices��40
Annex 2
Latvian Higher Education institutions’ participation in Erasmus programme 2007-2013��62
6.1.
6.1.2.
6.1.1.
6.1.3.
6.2.
6.2.1.
6.2.2.
6.2.3.
6.3.
6.3.1.
6.3.2.
6.3.3.
6.4.
6.4.1.
6.4.2.
6.4.3.
6.5.
6.5.1.
6.5.2.
6.5.3.
Students’ Testimonials �� 40
Mr Kārlis Musts (Baltic International Academie, Latvia):�� 40
Ms Pille-Riin Lillepalu (Viljandi Culture Academy of the University of Tartu, Estonia): �� 40
Ms Giedrė Pranaitytė (Vytautas Magnus University): �� 41
Staffs’ Testimonials�� 42
Ms Mairita Folkmane (Daugavpils University)�� 42
Ms Sirje Virkus (Institute of Information Studies in Tallinn University)�� 43
Ms Aušrinė Packevičiūtė (Lithuanian Sports University)�� 44
Most Active/Attractive HEIs�� 45
Tartu Art College (TAC)�� 45
Daugavpils University (DU)�� 46
Vilnius University �� 46
Best Practice in Intensive Programmes�� 48
“Brass & Jazz eliminates boundaries between the classics and jazz” ( Jāzeps Vītols Latvian
Academy of Music)�� 48
“Summer University in Sustainable Rural Tourism“ (Kuressaare College of Tallinn University of
Technology)�� 49
“Contemporary Past“ (Vilnius Academy of Arts)�� 49
Best Practice in Erasmus Intensive Language Courses�� 51
Erasmus Intensive Latvian Language Course (University of Latvia)�� 51
Erasmus Intensive Language Week – EILW in Estonia (Tallinn University of Technology (TUT),
Estonian Business School and Estonian Academy of Security Sciences)�� 52
Erasmus Intensive Latvian Language Course (Lithuanian University of Educational Sciences (LEU))�� 53
Annex 3
Lithuanian Higher Education institutions’ participation in Erasmus programme 2007-2013��63
Annex 4
Outgoing student percentage from total student number per HEI in Erasmus programme 2007-2013��64
Annex 5
Outgoing-incoming Erasmus students per host-home country in Erasmus programme 2007-2013��67
Annex 6
Outgoing staff percentage from total staff number per HEI in Erasmus programme 2007-2013��69
Annex 7
Outgoing-incoming Erasmus staff per host-home country in Erasmus programme 2007-2013��71
Annex 8
Outgoing Erasmus special needs students and staff in Erasmus programme 2007-2013��73
Annex 9
Outgoing- incoming students for Erasmus Intensive Language Courses per host countries in 2007-2013��76
Annex 10
Erasmus Intensive Programmes partner countries in Erasmus programme 2007-2013��78
Other National Initiatives��54
7.1.
7.1.1.
7.1.2.
7.1.3.
7.2.
7.3.
7.4.
7.5.
7.6.
4
Erasmus Student Network (ESN) in Baltic countries�� 54
ESN Estonia�� 54
ESN Latvia�� 55
ESN Lithuania�� 55
Survey - Erasmus students’ satisfaction with different aspects of Erasmus mobility in Latvia�� 56
Survey – Satisfaction of participants of the Erasmus programme in Latvia�� 56
Survey of foreign students who studied under the Erasmus programme in Lithuania�� 57
Erasmus for Lithuanian Schools�� 58
Europe Makes School (EMS) in Estonia 2013 - 2014�� 58
5
List of Charts
Chart 1: Outgoing Erasmus Students per Home Country: 2007-2008 to 2012-2013�� 10
Chart 2: Outgoing Erasmus Students per Study Cycle in the Baltic Countries: 2007–2008 to 2012–2013�� 11
Chart 3: Share of Mobility for Studies vs. Placements in the Baltic Countries: 2007–2008 to 2012–2013�� 11
Chart 4: Erasmus Students as a Proportion of the Student Population in the Participating Countries:
2007–2008 to 2012–2013�� 11
Chart 5: Number of Incoming Erasmus Students from 2007–2008 to 2012–2013�� 12
Chart 6: The Balance of Outgoing vs. Incoming Erasmus Students: 2007–2008 to 2012–2013�� 12
Chart 7: Average EU Monthly Grant per Student Mobility from 2007–2008 to 2012–2013 �� 13
Chart 8: Total Number of Students (Mobility for Studies) from 2007–2008 by Home Country�� 14
Chart 9: Incoming Student Mobility for Studies per Home Country: 2007–2008 to 2012–2013�� 15
Chart 10: Incoming vs. Outgoing Mobility for Studies per Home Country: 2007–2008 to 2012–2013�� 15
Chart 11: Student Mobility for Studies by Subject Areas: 2007–2008 to 2012–2013�� 16
Chart 12: Student Mobility for Studies by Subject Areas per Country�� 17
Chart 13: Average Monthly Grant for Mobility for Studies per Home Country: 2007–2008 to 2012–2013�� 17
Chart 14: Outgoing Students on Placements per Home Country: 2007–2008 to 2012–2013�� 18
Chart 15: Incoming Placements per Country: 2007–2008 to 2012–2013�� 19
Chart 16: Balance of Incoming vs. Outgoing Placements: 2007–2008 to 2012–2013�� 19
Chart 17: Economic Sectors of Placements: Increase-Decrease 2007–2008 to 2012–2013 �� 20
Chart 18: Student Mobility for Placements: Economic Sectors per Country�� 21
Chart 19: Average Monthly Grant for Placements per Home Country 2007–2008 to 2012–2013 �� 22
Chart 20: Growth in Staff Mobility: 2007–2008 to 2012–2013�� 23
Chart 21: Outgoing Staff Mobility per Home Country: 2007–2008 – 2012–2013�� 23
Chart 22: Staff as Proportion of the Staff Population in the Participating Countries: 2007–2008 to 2012–2013�� 24
Chart 23: Outgoing Teaching Assignments per Home Country from 2007–2008�� 25
Chart 24: Incoming Teaching Assignments per Country between 2007–2008 and 2012–2013�� 26
Chart 25: Outgoing and Incoming Staff Teaching Assignments per Country�� 26
Chart 26: Erasmus Staff Mobility for Teaching by Subject Area: 2007–2008 to 2012–2013�� 27
Chart 27: Staff Mobility for Teaching Assignments by Subject Area and by Country�� 28
Chart 28: Average Grant per Teaching Assignments: 2007–2008 – 2012–2013�� 28
Chart 29: Outgoing Staff Mobility for Staff Training per Home Country from 2007–2008�� 29
Chart 30: Incoming Staff Training Visits per Country: 2007-2008 to 2012–2013�� 30
Chart 31: Outgoing-Incoming Staff Mobility for Staff Training by Country: 2007–2008 to 2012–2013�� 30
Chart 32: Average Total Grant for Staff Training per Country: 2007–2008 to 2012–2013�� 31
Chart 33: Number of EILC Course Organising Institutions (OI) between 2007–2008 and 2012–2013�� 32
Chart 34: Incoming EILC Participants per Coordinating Country: 2007–2008 to 2012–2013�� 33
Chart 35: Outgoing EILC Participants per Coordinating Country: 2007–2008 to 2012–2013�� 34
Chart 36: Number of applied IPs between 2007 and 2013�� 35
Chart 37:Number of IPs per Coordinating Country between 2007–2008 and 2012–2013�� 36
Chart 38: Students Participating in IPs per Host Country from 2007–2008 to 2012–2013�� 36
Chart 39: Teachers Participating in IPs per Host Country from 2007–2008�� 37
Chart 40: Erasmus Funds for Mobility Actions per Country: 2007–2008 to 2012–2013�� 38
Chart 41: Share of EU Budget and National Co-Funding per Country: 2007–2008 to 2012–2013�� 38
Chart 42: Budgets per Country for Erasmus Intensive Language Courses: 2007–2008 to 2012–2013�� 39
Chart 43: Budgets per Country for Erasmus Intensive Programmes: 2007–2008 to 2012–2013�� 39
NOTE: Source for all charts - data from HEI’s annual reports to National Agencies of Estonia, Latvia and Lithuania.
Acronyms
ECTS – European Credit Transfer and Accumulation System
EE – Estonia
EILC – Erasmus Intensive Language Courses
EUC – Erasmus University Charter
HEI – Higher Education Institution
LLP – Lifelong Learning Programme
LT – Lithuania
LV – Latvia
IP – Intensive Programmes
SM – Erasmus Student Mobility
SMP – Erasmus Student Mobility for Placements
SMS – Erasmus Student Mobility for Studies
ST – Erasmus Staff Mobility
STA – Erasmus Staff Mobility for Teaching Assignment
STT – Erasmus Staff Mobility for Training
6
7
Erasmus Key Figures for the
Years 2007-2013
35 516 Student mobilities
• Average student monthly grant:
of which:
Eur
• 26 573 students studying abroad
• 8 943 students doing traineeships
(placements) abroad
16 069 Staff Mobilities
of which:
• 10 135 teaching assignments
abroad
497
• Top sending countries: Turkey, Germany,
France
• Top receiving countries: Germany, Spain,
Finland
• Top sending countries: Poland, Latvia,
Turkey
• Top receiving countries: Germany, Finland,
Lithuania
• 5 934 staff training periods abroad
Higher Education Institutions
sent students/staff on Erasmus mobility in:
133 Intensive Programmes with:
• 3 929 students
• 1 214 teachers
8
78
Intensive Language Courses for
1 433
Erasmus students
Introduction
In 1981 the European Commission started a pilot-student mobility action in Europe, which became
a predecessor to the Erasmus programme launched
in 1987. During the first academic year 11 European
countries with almost 3 244 students participated in
the programme. In 1995 Erasmus was merged with
other educational and training programmes and was
named the Socrates programme. In 2000 the programme was prolonged to Socrates II. In 2007 a new
programme called the Lifelong Learning Programme
grew from the previous Socrates.
The Erasmus programme is one of the most famous
success stories of Europe. In 2013 the programme had
reached as many as three million students. Thanks to
personal or indirect contact with Erasmus students,
most people associate the programme mainly with
student mobility. During recent academic years more
than 200 000 students per year have had the possibility to develop their professional and language skills,
gain international experience and broaden their horizons.
Student mobility contributes to individuals’ personal development and thus equips individuals with a
wide range of competences and skills – from foreign
languages to adaptability and greater intercultural
awareness. In these ways, mobility encourages labour
market mobility later in life.
Placements in companies and workplaces abroad
have been supported through Erasmus since 2007 and
have accounted for the largest increases in the number of students in recent years; grants have already
been awarded to nearly 6 000 students to undertake
placements.
Teachers and other staff, such as university international relations officers, can also benefit from EU
support to teach or be trained abroad, and Higher Education Institutions (HEIs) have the opportunity to invite staff from companies to come and teach in their
institutions.
The feedback from participants shows that most often the exchange period exceeded expectations. People are less aware that the Erasmus programme promoted the internationalisation of the European Higher
Education system. Most of the goals of the Bologna
process are tightly related with fostering student mobility. This cooperation process, started in 1999 with
the goal of creating a European Higher Education Area
(EHEA), and major progress was made in harmonising
university degree structures and increasing the compatibility of Higher Education systems. Bologna Ministers also set the goal that by 2020 at least 20 % of all
graduates from the EHEA should have spent a period of
time studying or training abroad.
The Erasmus Charter enabled HEIs to participate
in the programme as a quality assurance not only for
the European Commission but also for other HEIs. The
Erasmus programme has significantly contributed to
the internationalisation process of the HEIs, mainly
through the system of inter-institutional agreements
and development of the curricula. More and more it has
been emphasised that student mobility and exchange
of teachers must be the rule not the exception. Erasmus mobility is a core element of the European Commission’s strategy to combat youth unemployment,
featuring prominently in the Europe 2020 strategy for
growth and jobs and as a central part of the flagship
initiative ‘Youth on the Move’.
This brochure provides a statistical analysis of the
implementation of the Erasmus Programme’s decentralised mobility actions in the 3 participating European countries in the Baltic Area and covers the overall
performance of all the different types of actions funded by the Lifelong Learning Programme (Student and
Staff Mobility, Intensive Programmes, Erasmus Intensive Language Courses) in the period 2007–2013.
Cooperation between Estonia, Latvia and Lithuania
goes back a long time: from the year 2004 common
strategies and events were developed and implemented. Nevertheless – each country has its own strengths
and strides, which were noted in European contexts.
9
Erasmus Student Mobility
Chart 2: Outgoing Erasmus Students per Study Cycle in the Baltic Countries: 2007–2008 to 2012–2013
4603
4278
3755
5554
5144
5427
Bachelor
Master
1.1. General overview of student mobility
702
100
130
130 39
0
2008-2009
2007-2008
1068
900
763
119 74
44
2009-2010
1019
167 96
2010-2011
2011-2012
Doctoral
1138
138 128
Short study
2012-2013
1.1.1.Outgoing Erasmus Student Mobility
Chart 3: Share of Mobility for Studies vs. Placements in the Baltic Countries: 2007–2008 to 2012–2013
The Baltic countries started the Erasmus Programme in 1999–2000 and reached 710 students –
which is 0.7 % of total European students of the same
year.
Since inception of the Lifelong Learning programme,
Lithuania has sent the highest number of students, or
19 151, followed by Latvia with 10 674, and then Estonia with 5 691 Erasmus student participants.
There has been a steady increase in the number of
student mobility periods every year since the beginning
of the LLP in 2007. It exceeded 4 557 for 2007–2008;
while 6 831 students went abroad to study or train in
2012–2013, which represents an increase of 49.9 %.
This year’s growth can be explained by the impact of
national and institutional co-funding.
The highest increase of outgoing students was
noted in Estonia (23 %), followed by Latvia (22 %)
and Lithuania (14 %). The number of Erasmus students increased in all countries with the exception of
the last year for Latvia (-2 %) and Lithuania (-0.6 %).
Chart 1: Outgoing Erasmus Students per Home Country: 2007-2008 to 2012-2013
3417
3000
3550
3529
3002
2653
Lithuania
2194
2194
1092
1153
1959
SMS
SMP
4752
2007-2008
2008-2009
2009-2010
2010-2011
Chart 3 shows the share of Erasmus student mobility for studies versus placements in the Baltic countries. The countries with the highest share of placement students were Latvia (29 %) followed by Estonia
(26 %) and Lithuania (23 %).
4658
1981
1653
1406
1128
602
4855
4271
4082
3955
2011-2012
2173
2012-2013
As absolute numbers for Student Mobility reflect to
a large extent the size of the participating countries,
we can try to obtain relative terms by calculating the
proportion of the number of Erasmus students to the
total student numbers in each country.
Chart 4 compares the Erasmus students’ data with
the student numbers in the Baltic countries. The number of Erasmus students as a proportion of the whole
student population was on average 2.4 % in the Baltic
countries.
Latvia was the best performing country in terms of
outgoing Erasmus student mobility as a proportion of
the total student population (2.6 %), followed by Lithuania (2.5 %), and then Estonia (2.0 %).
The list of outgoing Erasmus student mobility as a
proportion of the total student numbers for each institution in the Baltic countries can be found in Annex 4.
1736
Latvia
Estonia
1187
717
2007-2008
1449
761
939
1029
Chart 4: Erasmus Students as a Proportion of the Student Population in the Participating Countries: 2007–2008 to 2012–2013
3.8
2008-2009
2009-2010
2010-2011
2011-2012
3.4
2012-2013
3.1
2.7
2.5
2.2
81%
of students participating in Erasmus mobility (studies and placements) were Bachelor
students. Students enrolled in Masters Programmes
constituted 16 % of participants, and Doctoral students were 2 % while 1 % of participants were registered in education institutions offering short-cycle
higher vocational education courses (only in Latvia).
1.7
2.5
2.1
1.9
1.9
2.5
Estonia Average
2.0
Latvia Average
1.5
Lithuania Average
2007-2008
10
1.7
1.8
2.2
2.8
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
11
Germany is the most popular destination among
Baltic students in the period 2007–2013 with 3 635
incoming students (10 % share), followed by Spain
with 3 073 incoming students (9 %) and then Finland
with 2 516 students (7 %), France with 2 153 students
(6 %) and Portugal with 2 139 incoming students (6
%).
The trends in the distribution of outgoing Erasmus
student within European countries can be found in Annex 5.
1.1.2.Incoming Student Mobility
Constant growth in the number of incoming Erasmus students for studies and placements is notable in
all Baltic countries during the period from 2007–2008
to 2012–2013. The highest annual growth was in
Latvia (37 %) followed by Estonia (27 %) and then
Lithuania (24 %).
Chart 5 shows the trends in the incoming Erasmus
student numbers since the academic year 2007–2008.
Chart 5: Number of Incoming Erasmus Students from 2007–2008 to 2012–2013
1.1.3.Grants
Erasmus grants are designed to cover part of the
additional costs of living abroad and travel. Erasmus
students do not pay tuition fees at their host institution abroad. The institution can decide on the exact
monthly grant it pays to students within a range set
by the European Commission and National Agency in
the respective country. In all three countries, national
co-financing is a huge support for Institutions and allows increasing the Erasmus grant given by the European Union or numbers of outgoing students.
In the total period of the LLP programme the average monthly grant – including zero-grants – received
by students (including both studies and placements)
was EUR 497. This average is the effect of the different
conditions for study mobility (EUR 452 on average) and
placement mobility (EUR 542 on average).
Chart 7 below shows the development of the average EU monthly grant since the academic year 2007–
2008.
Chart 7: Average EU Monthly Grant per Student Mobility from 2007–2008 to 2012–2013
2326
1877
Estonia SM
1540
1374
1274
1224
Latvia SM
Estonia SM
535
Latvia SM
1084
1051
708
619
2007-2008
Lithuania SM
Lithuania SM
503
436
512
372
570
522
2008-2009
2009-2010
600
534
553
479
372
892
526
480
392
1134
850
767
633
585
463
427
330
650
2010-2011
2011-2012
2012-2013
Chart 6: The Balance of Outgoing vs. Incoming Erasmus Students: 2007–2008 to 2012–2013
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
1.1.4.Grants for Students with Special Needs
Outgoing
Ingoing
19151
10674
5691
Estonia
5302
9392
4074
Latvia
Lithuania
Turkey jumped in the programme and was the best
sending country to the Baltic countries with 2 617
students sent to the Baltic countries (14 % share),
followed by Germany with 2 109 students (11 %) and
12
Chart 6 shows the balance in the different countries
in terms of incoming and outgoing Erasmus students.
The best balance between incoming and outgoing
students was recorded in Estonia (48 %), followed by
Lithuania (33 %) and Latvia (28 %).
then France with 1 995 students (11 %), Spain with
1 924 students (10 %) and Poland with 1 685 students
(9 %) coming to the Baltic countries.
Erasmus also actively supports the participation
of students with special needs by offering a supplementary grant. During the period from 20007-2008 to
2012–2013 35 students with special needs received
additional funding. Most of them were for student mobility for studies.
Students with special needs represented only 0.1 %
of the total number of Erasmus student mobility in the
Baltic countries. Although this is a relatively low figure
in absolute terms, it reflects the limited low participa-
tion of students with special needs in higher education
in general. The number of outgoing Erasmus students
per country and institution who received supplementary grants in the LLP programme can be found in Annex 8.
Lithuania sent out the highest number of students
with special needs or 28 (80 % share), followed by Estonia with 5 (14 %), and Latvia, which sent 2 students
(6 %).
13
1.2. Erasmus Student Mobility for Studies
1.2.3.Incoming Student Mobility for Studies
1.2.1.Introduction
Erasmus offers students the possibility of spending part of their degree studying abroad at another
HEI for three to twelve months. Student Mobility for
Studies, which is the most common action under the
Programme, aims to provide students with the opportunity of studying in another country, to promote cooperation between institutions and help enrich their
educational environment and to contribute to building
a pool of well-qualified, open-minded and internationally experienced young people.
Of students participating in Erasmus mobility for
studies in Baltic countries 83 % were Bachelor students. Students enrolled in Masters Programmes
constituted 15 % of participants, Doctoral students
were 1 %, and 0.4 % of participants were registered
in education institutions offering short-cycle higher
vocational education courses (in Latvia only). Here
the picture is quite different from the share we can
observe under the student mobility for placements,
where Doctoral students and short-cycle students are
more active (see 1.3.1 below).
As could be expected with growth in the outgoing
numbers between years, all Baltic countries saw an increase in the number of incoming Erasmus students
for studies. The highest annual growth rate was in
Latvia (36 %), followed by Estonia (28 %) and then by
Lithuania (24 %).
The average growth in mobility for studies from
2007–2008 is 16 % – up from 1 890 students in 2007–
2008 to 3 976 in 2012–2013. Chart 9 shows the trends
in the incoming numbers since 2007–2008.
Chart 9: Incoming Student Mobility for Studies per Home Country: 2007–2008 to 2012–2013
1983
1603
1328
1.2.2.Outgoing student mobility for studies
Estonia SM
1196
1124
990
930
1074
Latvia SM
919
728
During the LLP programme, out of the 35 516 Erasmus students from the Baltic countries, 26 573 study
mobilities were supported. This represents a 75 %
share.
Chart 8 below shows the total number of students
– by home country – since the academic year 2007–
2008.
546
354
2007-2008
727
658
591
Lithuania SM
536
418
401
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Chart 8: Total Number of Students (Mobility for Studies) from 2007–2008 by Home Country
Chart 10: Incoming vs. Outgoing Mobility for Studies per Home Country: 2007–2008 to 2012–2013
2392
2425
2580
2639
1384
1446
2277
2470
Estonia SMS
Latvia SMS
968
595
1106
551
1269
1399
Outgoing SMS
14783
725
788
770
Icoming SMS
789
Lithuania SMS
4218
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
The annual growth rate was the highest in Estonia
or 31 %, followed by Latvia with 15 % and Lithuania
with 13 %. The annual growth was not positive during the LLP programme period: Estonia had a decrease
4527
3355
2012-2013
Estonia
14
8224
7572
in numbers in 2008–2009 and 2011–2012, Lithuania,
also, had a decrease twice: in 2009–2010 and 2012–
2013 and Latvia sent fewer students in 2012–2013 in
comparison with the previous year.
Latvia
Lithuania
Chart 10 above shows the balance between incoming and outgoing Erasmus students for studies in
individual countries. Latvia and Lithuania had a sub-
stantial imbalance in terms of incoming and outgoing
Erasmus student numbers for studies as their mobility
during the LLP programme period had higher numbers
of outgoing students than incoming. Only Estonia had
7 % higher numbers of incoming Erasmus students for
studies and that is the best balance between the Baltic
countries.
15
Chart 12: Student Mobility for Studies by Subject Areas per Country
1.2.4.Subject Areas
As in the rest of Europe, students of social sciences and business and law made up the biggest share
of those on mobilities from the Baltic countries in the
LLP programme period or 45 %. The second biggest
share was made up of students of humanities and arts
(21 %). Students of engineering, manufacturing and
construction (12 %); science, mathematics and computing (8 %); and health and welfare (5 %) continue
to participate actively, though in proportionately lower
numbers.
Chart 11 below shows the increase and decrease in
the number of Erasmus students in different subject
areas since 2007–2008 while Chart 12 shows the total numbers of Erasmus students per subject and per
country.
29
25
Health and Welfare
336
136
239
106
83
2055
Engineering, Manufacturing and Construction
2010-2011
Not known or unspecified
2009-2010
6
9
1
6
9
Services
0
2007-2008
2568
Humanities and Arts
261
269
264
213
218
158
1658
1418
380
403
124
Education
37
0
4
General Programmes
93
75
69
70
47
74
552
555
600
525
470
493
1.2.5.Study Grants
365
385
379
330
304
300
Chart 13: Average Monthly Grant for Mobility for Studies per Home Country: 2007–2008 to 2012–2013
1859
Latvia SMS
Lithuania SMS
2124
2141
1951
1917
1917
Social Sciences, Business and Law
1126
1048
989
876
819
786
Humanities and Arts
144
158
167
146
161
131
650
513
474
437
408
344
476
452
353
346
2008-2009
2009-2010
497
629
512
499
343 357
349
2010-2011
2011-2012
0
0
0
0
0
41
2007-2008
16
6965
3507
1437
252
232
142
154
135
Science, Mathematics and Computing
General Programmes
1194
550
319
Social Sciences, Business and Law
55
Engineering, Manufacturing and Construction
Education
617
523
Science, Mathematics and Computing
Health and Welfare
Agriculture and Veterinary
2008-2009
Lithuania
911
Chart 11: Student Mobility for Studies by Subject Areas: 2007–2008 to 2012–2013
2011-2012
Latvia
402
364
149
Services
Agriculture and Veterinary
2012-2013
Estonia
32
Not known or unspecified
Estonia SMS
The average monthly grant for mobility for studies
was EUR 452.
The average monthly study grant ranged from EUR
410 in Lithuania to EUR 490 in Estonia (see Chart 13
below – Estonian data for 2012–2013 not presented.).
It should also be pointed out that all the Baltic countries supplement the EU monthly grant with national,
regional and institutional funds and the numbers presented show the total average monthly grant students
receive in individual countries.
2012-2013
17
1.3. Erasmus Student Mobility for Placements
1.3.3.Incoming Student Mobility for Placements
All Baltic countries had an increase in the number
of incoming Erasmus students for placements, except
Estonia in 2009–2010, when the number of incoming
mobilities decreased by 7 %.
1.3.1.Introduction
Erasmus also benefits students who want to do
traineeships in companies abroad. Grants enable students to spend a period of three to twelve months doing a placement abroad. Having working experience
in a company – or an organisation – abroad allows
students to develop specific skills that are valued and
adapted to the requirements of the labour market, and
thus boosts students’ employability. It also strengthens cooperation between HEIs and companies.
Placements in companies abroad have been sup-
ported through Erasmus since 2007 and are increasingly popular. By 2012–2013, grants have already been
awarded to nearly 9 000 students for this purpose.
Of students participating in Erasmus mobility for
placements 75 % were Bachelor students. Students
enrolled in Masters Programmes constituted 17 % of
participants and 5 % were Doctoral students, while 3
% of participants were registered in education institutions offering short-cycle higher vocational education courses (only in Latvia).
Chart 15: Incoming Placements per Country: 2007–2008 to 2012–2013
343
178
117
100
79
73
61
38
2007-2008
Since its inclusion in the Erasmus Programme,
placements abroad have grown rapidly and today the
annual number of placements is almost four times bigger than the number of placements in 2007–2008.
Of 35 516 students 8 943 chose this option and
went on placements abroad. This represents an average annual increase of 32 % between years (up
from 602 students in 2007–2008 to 2 173 students in
2012–2013). Placements represented a 25 % share
of all Erasmus student mobility during the LLP programme.
Chart 14 shows the number of students going on
Erasmus student mobility for placement. Lithuania
sent the most students abroad for placements or 4
368 (49 % share), followed by Latvia with 3 102 placements (35 %), and then Estonia with 1 473 (16 %).
Estonia SMP
274
212
1.3.2. Outgoing Student Mobility for Placements
The average annual growth in mobility for placement from 2007–2008 is 36 % – up from 172 students
in 2007–2008 to 758 in 2012–2013. Chart 15 shows
the trends in the incoming numbers since 2007–08
2008-2009
154
109
2010-2011
2011-2012
Latvia SMP
Lithuania SMP
122
114
108
2009-2010
215
200
165
2012-2013
Chart 16: Balance of Incoming vs. Outgoing Placements: 2007–2008 to 2012–2013
Outgoing SMS
4368
Icoming SMS
3102
Chart 14: Outgoing Students on Placements per Home Country: 2007–2008 to 2012–2013
1473
1168
775
Estonia SMP
1059
Latvia SMP
Lithuania SMP
18
719
725
575
73
837
Estonia
911
748
261
219
122
343
210
214
2007-2008
2008-2009
2009-2010
241
2010-2011
322
2011-2012
Lithuania
750
575
467
Latvia
364
2012-2013
Chart 16 shows the imbalance in terms of incoming and outgoing Erasmus students for placements.
All Baltic countries had higher numbers of students
going abroad for placements than coming to their
respective countries. Lithuania and Latvia sent out
around four times as many placement students as they
received and in Estonia the imbalance is half that of
the neighbouring countries – it sent out twice as many
placement students as it received.
19
1.3.4.Placement Sectors
Chart 18: Student Mobility for Placements: Economic Sectors per Country
Estonia
Most students went to placements in the accommodation and food service sectors; this made up the
biggest share (20 %, or 1 740 trainees). This economic sector overtook the numbers of students sent for the
education sector (13 %, with 1 130 trainees), followed
by the human health and social work activities sector,
that shares 12 % with 1 043 trainees, professional,
scientific and technical activities sector (10 % or 885)
and arts, entertainment and recreation sector (9 % or
780 trainees).
15
8
1
Activities of Extra-Territorial Organisations and Bodies
Activities of Households as Employers; Undifferentiated Goods- and
Services-Producting Activities of Households...
1
1
1
Lithuania
Other Service Activities
Chart 17: Economic Sectors of Placements: Increase-Decrease 2007–2008 to 2012–2013
2012-2013
2011-2012
2010-2011
Activities of Extra-Territorial Organisation and Bodies
Activities of Households as Empoyers; Undifferential
Goods- and Services-Producing Activities of Households...
2009-2010
2008-2009
117
127
124
96
32
194
178
Education
103
40
146
124
133
93
106
12
Professional, Scientific and Technical Activities
99
54
31
240
148
Water Supply; Sewerage, Waste Management and Remediation
Activities
Electricity, Gas, Steam and Air Conditioning Supply
Manufacturing
Mining and Quarrying
Agriculture, Forestry and Fishing
20
24 39
35
18
20
19
27
12
20
10
59
87
59
6068
60
31
26
33
18
7
4
19
3
16
17
10
15
7
9
47
58
60
30
38
29
2
1
0
0
1
1
72
72
38
32
38
16
358
386
104
116
42
6
313
295
864
312
Wholesale and Retail Trade; Repair of Motor Vehicles and Motorcycles
Accommodation and Food Service Activities
Construction
564
88
98
65
46 62
213
134
43
Transportation and Storage
54
46
63
20
14
9
Information and Communication
134
50
22
Accommodation and Food Service Activities
14
9 17
18
4
7
543
289
42
24
3
Information and Communication
182
155
202
193
270
53
Financial and Insurance Activities
53
215
36
Real Estate Activities
363
16
12
30
20
2
10
Administrative and Support Service Activities
Wholesale and Retaip Trade; Repair of Motor Vehicles and
Motorcycles
62
Professional, Scientific and Technical Activities
305
173
375
15
13
250
235
229
483
524
231
Administrative and Support Service Activities
142
65
Transportation and Storage
417
143
166
134153
115
Arts, Entertainment and Recreation
Financial and Insurance Activities
Human Health and Social Work Activities
Public Administration and Defence; Compulsory Social Security
83
78
329
219
232
Education
Arts, Entertainment and Recreation
Real Estate Activities
2007-2008
446
216
33
Arts, Entertainment and Recreation
38
1
6
2
4
02
0
1
0
0
Other Service Activities
Public Administration and Defence; Compulsory Social Security
Latvia
Construction
60
42
70
65
169
40
31
13
Water Supply; Sewerage, Waste Management and Remediation Activities
Electricity , Gas, Steam and Air Conditioning Supply
10
12
Manufacturing
52
73
58
131
3
0
2
Mining and Quarrying
Agriculture, Forestry and Fishing
8
0
77
100
183
200
300
400
500
600
700
800
900
1000
21
Erasmus Staff Mobility
1.3.4.Placement Sectors
The average monthly grant for placements was
EUR 542. Students received very different monthly
grants depending on their home country and home
higher education institution. The average monthly
grant for placements ranged from EUR 460 for students from Latvia to EUR 626 for students coming from
Lithuania.
Chart 19: Average Monthly Grant for Placements per Home Country 2007–2008 to 2012–2013
Estonia SMP
Latvia SMP
Lithuania SMP
827
663
532
617
587
556
568
547
572
556
506
607
505
464
390
2.1. General Overview of Staff Mobility
Staff mobility aims to enrich the experience of participating staff, to contribute to the internationalisation and modernisation of higher education through
cooperation among higher education institutions and
staff, and to encourage student mobility.
It has become a very popular action within the Erasmus Programme since its introduction in 1997. With the
creation of the Lifelong Learning Programme in 2007,
staff mobility was extended to include staff training as
well as the possibility for HEIs to invite staff from companies to come and teach at their institutions. Since its
launch, a total of more than 16 000 staff mobilities for
teaching and training have been supported.
In total 16 069 staff mobilities were supported during the LLP programme with a constant year-on-year
increase of 7 % on average. Although both staff mobility for teaching and staff mobility for training grew
between years, the increase in staff training was considerably higher or 13 % versus 4 % for teaching assignments, and that includes the 8 % decrease in staff
training numbers in 2008–2009.
The share of teaching assignments was 63 %, while
staff training accounted for 37 % of all staff mobilities.
Chart 20 gives an overview of the growth of staff mobility since 2007–08. It shows the share of Erasmus
staff mobility for teaching versus training in the Baltic
countries. The country with the highest share of training visits was Latvia (53 %) followed by Estonia (38
%) and Lithuania (23 %).
397
317
Chart 20: Growth in Staff Mobility: 2007–2008 to 2012–2013
1500
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
1810
1787
1773
1685
1580
STA
1332
1347
2011-2012
2012-2013
STT
1000
790
2007-2008
740
725
2008-2009
2009-2010
2010-2011
Chart 21: Outgoing Staff Mobility per Home Country: 2007–2008 – 2012–2013
Chart 21 shows the total number of staff mobilities from each participating country. Lithuania send
the most staff abroad, or 7
250 (45 % share), followed
by Latvia with 5 937 (37
%), and then Estonia with
2 882 (18 %).
22
1297
988
1128
1348
1310
1280
1300
Estonia ST
1179
1044
Latvia ST
838
692
464
485
2007-2008
2008-2009
783
463
2009-2010
432
2010-2011
491
2011-2012
547
Lithuania ST
2012-2013
23
As absolute numbers reflect to a large extent the
size of the participating countries, we could try to obtain relative terms by calculating the proportion of the
number of Erasmus staff to the total HEIs’ staff numbers in each country.
Chart 22 compares the Erasmus staff data with the
staff numbers in these countries. Unfortunately, Estonia does not collect such data, so this chart concerns
only Lithuania and Latvia. The number of Erasmus staff
as a proportion of the whole staff population was on
average 18.3 % in Latvia and 5.1 % in Lithuania.
The list of outgoing Erasmus staff mobility as a proportion of the total staff numbers for each institution
in the Baltic countries can be found in Annex 6.
The most popular destinations for Erasmus staff
mobility were Germany with 1 484 mobilities (9 %
share), followed by Finland with 1 423 incoming mo-
bilities (also 9 %) and Lithuania with 1 203 mobilities
(7 %) and Poland (1 188 mobilities or 7 %) and Spain
with 913 mobilities or 6 % share. The distribution of
outgoing staff mobilities between host countries can
be found in Annex 7.
Poland was the country with the highest numbers
of incoming Erasmus staff visits to the Baltic countries, with 2 066 incoming staff (17 % share), followed
by Latvia with 1 465 (12 %), Turkey with 1 118 (9 %),
and then Germany with 979 (8 %) and Lithuania with
843 staff visits (7 %).
During the LLP programme, five staff members with
special needs grants participated in Erasmus mobility
for staff visits, all from Lithuania.
2.2.2.Outgoing Staff Mobility for Teaching Assignments
Lithuania had the highest number of Erasmus
teaching assignments or 5 552 (55 % share), followed
by Latvia with 2 791 (28 %) and Estonia with 1 792
teaching assignments (18 %).
Chart 23: Outgoing Teaching Assignments per Home Country from 2007–2008
932
999
986
928
886
Estonia STA
821
395
284
525
342
390
306
296
262
552
307
587
Lithuania STA
Chart 22: Staff as Proportion of the Staff Population in the Participating Countries: 2007–2008 to 2012–2013
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
Latvia STA
337
2012-2013
Latvia
Lithuania
25.2
22.5
19.2
17.1
15.2
10.6
6.5
2007-2008
4.6
2008-2009
4.8
4.8
2009-2010
2010-2011
5.4
2011-2012
4.7
2012-2013
2.2. Staff Mobility for Teaching Assignments
All Baltic countries experienced a decrease in the
number of outgoing Erasmus mobility for teaching over
several years in the LLP programme period. Estonia
had decreases in 2009–2010 and 2010–2011 (-3 %
and -11 %), Latvia had fewer mobilities only in 2008–
2009 (-13 %) and Lithuania had decreased numbers
each year from 2010–2011 (-1 %, -6 % and -5 % respectively).
However, outgoing staff mobility for teaching has
been growing during the period of the LLP programme.
The highest relative increase in outgoing numbers
was in Latvia (49 %), followed by Estonia (19 %) and
Lithuania (8 %).
2.2.1.Introduction
Staff mobility for teaching assignments enables
staff from higher education institutions and enterprises to spend a teaching period from a minimum of
one day (or at least five teaching hours) and up to six
weeks at a higher education institution in another participating country in Europe. It should be noted, that
all numbers of staff mobility for teaching assignments
include numbers of invited staff from enterprises.
24
Since its introduction in the year 2000 the number
of teaching assignments has grown constantly. Erasmus staff mobility for teaching assignments was 293
in 2000–2001; the current 1 810 staff represents a
517 % growth over a twelve-year period. A total of
10 135 teaching assignments have been supported
since in the beginning of the LLP programme in 2007.
2.2.3.Incoming Staff Mobility for Teaching Assignments
All Baltic countries had an increase in the number of
incoming Erasmus teaching assignments in total. The
highest growth rate was in Latvia (56 %), followed by
Lithuania (52 %) and then by Estonia (43 %).
The average growth in mobility for teaching assign-
ments from 2007–2008 was 51 % – up from 1 341
visits in 2007–2008 to 2 030 in 2012–2013. Chart
24 shows the trends in the incoming numbers since
2007–2008.
25
Chart 24: Incoming Teaching Assignments per Country between 2007–2008 and 2012–2013
Chart 26: Erasmus Staff Mobility for Teaching by Subject Area: 2007–2008 to 2012–2013
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
2007-2008
1000
861
814
Estonia SM
658
Not known or unspecified
691
Latvia SM
395
Lithuania SM
455
411
350
38
618
513
592
412
367
356
288
81
79
82
87
65
Services
358
236
2007-2008
12
8
7
7
19
0
2009-2010
2008-2009
2010-2011
2011-2012
2012-2013
141
183
178
164
164
Health and Welfare
119
The flow between outgoing and incoming Erasmus
staff mobility for teaching assignments in the participating countries remains balanced during the entire
period of the LLP programme. In Lithuania the outgoing mobility for teaching assignments was higher than
the number of incoming, in Latvia – numbers were al-
most equal and in Estonia there were more of incoming
mobility. The share of incoming teaching assignments
from the total incoming – outgoing numbers was almost the same in all countries – 53 % in Estonia, 50 %
in Latvia and 45 % in Lithuania.
31
32
27
49
57
50
Agriculture and Veterinary
195
201
202
181
174
Engineering, Manufacturing and Construction
137
Chart 25: Outgoing and Incoming Staff Teaching Assignments per Country
148
154
169
144
118
114
Science, Mathematics and Computing
Outgoing STA
Icoming STA
630
5552
4616
2791
1792
Social sciences, Business and Law
501
505
587
2742
2017
487
489
452
461
Humanities and Arts
Estonia
Latvia
357
Lithuania
2.2.4.Subject Areas
26
and computing (8 %).
Chart 26 below shows the increase and decrease in
the number of Erasmus teaching assignments in different subject areas since 2007–2008 while Chart 27
shows the total numbers of Erasmus teaching assignments per subject and per country.
General Programmes
396
85
87
104
91
82
75
Education
Teachers from social sciences, business and law
spent the greatest number of periods abroad on teaching assignments. These accounted for 33 % of all assignments supported. This was followed by teachers of
humanities and arts (26 % share) and then teachers in
engineering, manufacturing and construction (11 %),
health and welfare (9 %) and science, mathematics
554
552
0
0
0
0
0
23
27
2.3. Erasmus Staff Mobility for Staff Training
Chart 27: Staff Mobility for Teaching Assignments by Subject Area and by Country
Estonia
Latvia
Lithuania
29
41
21
Not know or unspecified
Services
60
2.3.1.Introduction
126
Health and Welfare
208
559
209
181
Agriculture and Veterinary
57
24
Engineering, Manufacturing and Construction
165
709
165
216
Science, Mathematics and Computing
84
575
188
Social sciences, Business and Law
Humanities and Arts
1242
691
709
Education
70
1819
1087
423
227
227
2.3.2.Outgoing Staff Mobility for Staff Training
19
0
4
General Programmes
in a company or an organisation, such as a Higher Education Institution, in another participating country.
Staff mobility for training continues to increase in
popularity. Out of the 16 069 staff mobilities 5 934
were staff training periods. This represented an increase of 70 % up from 790 in 2007–2008 to 1 347 in
2012–2013.
In addition to teaching assignments, the Programme
was opened up from the academic year 2007–2008 to
allow both administrative and academic staff to participate in different forms of training abroad, such as
job-shadowing or attending job-related conferences
and workshops. Erasmus staff mobility for staff training offers an opportunity to go on training for a period
of between one week (five working days) and six weeks
2.2.5.Grants for Teaching Assignments
The average grant, which combines the EU grant
and complimentary national grant for a teaching assignment was EUR 612 per visit. It varies from a EUR
747 grant for teachers from Lithuania to a EUR 553
grant for teachers from Estonia.
They were followed by staff from Lithuania with 1 698
(29 %) and Estonia with 1 090 (18 %).
Staff from Latvian Higher Education Institutions
spent the most periods abroad for training with 3
146 staff training periods (a 53 % share) supported.
Chart 29: Outgoing Staff Mobility for Staff Training per Home Country from 2007–2008
Chart 28: Average Grant per Teaching Assignments: 2007–2008 – 2012–2013
Estonia STA
Latvia STA
Lithuania STA
728
793
658
855
825
180
196
167
179
420
393
424
Latvia STT
210
Lithuania STT
311
180
167
170
184
2009-2010
2010-2011
2011-2012
637
580
436
579
545
400
513
503
2007-2008
518
2007-2008
2008-2009
2008-2009
2012-2013
428
2.3.3.Incoming Staff Mobility for Staff Training
324
28
350
809
771
Estonia STT
519
443
836
713
2009-2010
2010-2011
2011-2012
2012-2013
All Baltic countries had a total increase in the number of incoming Erasmus staff for training, except in
2008–2009 when there was a decrease in the number
of incoming mobilities -18 % in Estonia, -11 % in Latvia
and -10 % in Lithuania. Estonia also experienced a 2 %
decrease in 2011–2012.
29
Chart 30: Incoming Staff Training Visits per Country: 2007-2008 to 2012–2013
Chart 32: Average Total Grant for Staff Training per Country: 2007–2008 to 2012–2013
Estonia SMP
Latvia SMP
Lithuania SMP
428
353
Estonia SM
253
Latvia SM
213
146
Lithuania SM
112
53
60
22
38
117
1018
192
183
157
123
142
981
940
854
89
72
964
923
786
636
577
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
487
522
509
500
512
534
459
402
324
Chart 31: Outgoing-Incoming Staff Mobility for Staff Training by Country: 2007–2008 to 2012–2013
3146
Outgoing STA
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Icoming STA
1698
1505
1090
702
Estonia
As we can see in Chart 31 the Baltic countries sent
more staff on Erasmus staff training than they received. But, if compared with teaching assignments
546
Latvia
Lithuania
balance – staff training remains more balanced with a
39 % share of total incoming-outgoing staff in Estonia
and a 47 % share in Lithuania.
2.3.4.Grants for Staff Training
Staff going abroad for training received an average
grant of EUR 663. Staff training grants are on average
higher than the grants for teaching assignments (EUR
30
612). The average grants varied greatly between countries, ranging from EUR 867 for Lithuanian staff to EUR
526 for staff from Estonia.
31
Erasmus Intensive Language
Courses (EILC)
Since 1996, Erasmus has financed specialised
courses in the less widely used and taught languages for students going abroad as part of the Erasmus
Programme1. The aim of Erasmus Intensive Language
Courses (EILC) is to prepare incoming students for
their study mobilities or company placement through
a linguistic and cultural introduction to the host country. EILCs are organised in the countries where these
languages are used as teaching languages at higher
education institutions and are not organised for the
3.1.Incoming EILC Participants
The EILC are available for students who have been
selected for an Erasmus study or a placement period.
Comenius Assistants may also participate in the EILC if
there is a surplus of places. The aim of the courses is to
most widely taught languages English, German, French
and Spanish (Castilian).
The number of Intensive Language Courses supported has grown tremendously since their launch and
is very popular in the Baltic countries. Some 78 courses
were organised in three countries from 2007–2008,
an increase of 60 % from 10 organising institutions
in 2007–2008 up to 16 in 2012–20132. The highest
number of courses were organised in Lithuania (40)
followed by Estonia (34) and Latvia (22).
prepare incoming students for their Erasmus study or
placement mobility period through a linguistic and cultural introduction to the host country and institution.
Chart 34: Incoming EILC Participants per Coordinating Country: 2007–2008 to 2012–2013
Estonia Incoming
Latvia Incoming
Lithuania Incoming
120
111
101
72
53
106
103
106
100
87
81
74
111
108
68
55
36
37
2009-2010
2010-2011
Chart 33: Number of EILC Course Organising Institutions (OI) between 2007–2008 and 2012–2013
2007-2008
7
6
Estonia Approved OI
5
6
6
6
5
4
Latvia Approved OI
Lithuania Approved OI
6
6
3
3
2
2
2007-2008
2008-2009
4
3
2
2009-2010
2
2010-2011
2011-2012
2012-2013
2008-2009
The highest total increase in number of participants was in Latvia (89 % up from 53 students in
2007–2008 to 100 students in 2012–2013), followed
by Lithuania (48 %) and Estonia (43 %). On the other
hand Latvia had the greatest decrease in the number
of incoming students in 2009–2010 (-34 %) and Estonia had the highest increase in the same year (54 %).
Lithuania received the highest number of students or 598, which represents a 39 % share of all
students participating in the EILC scheme in the Baltic
countries. Estonia received the second highest number
of students (582, which is a 38 % share), followed by
Latvia with 349 students (23 % share).
2011-2012
2012-2013
The highest proportion of incoming students participating in a language course was in Estonia, where
11 % of incoming students took part, followed by Latvia (9 %) and Lithuania (6 %).
Germany was the country with the highest numbers of students that participated in EILC organised
by Baltic countries, with 350 incoming students (23
% share), followed by Italy with 150 (10 %), Poland
and France with 117 and 115 students (8 %), and then
Spain and Turkey with 114 students (7 %) each. The
distribution of incoming students for EILC between
host countries can be found in Annex 9.
3.2. Outgoing EILC Participants
1. Between 1996 and 1999 a pilot phase took place, under the name “Intensive Language Preparation Courses” (ILPC). EILCs were (re)
launched in 2001 and then in 2004 the name “Erasmus Intensive Language Courses” was introduced.
2. The participating EILC countries are: Belgium (Flemish Community), Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland,
Greece, Hungary, Iceland, Italy, Latvia, Lithuania, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Sweden
and Turkey.
32
Some 1 433 students from the Baltic countries
participated in an EILC course. This represents 4 % of
the total number of outgoing students participating in
the Programme.
In absolute numbers, Lithuanian students were by
far the most active participants in EILC courses with
621 participants during the LLP programme period.
This constitutes about 3 % of all mobile Lithuanian
33
Erasmus students. The second highest participation
was from Estonia with 498 participants (9 %) and then
Latvia with 314 students (3 %).
The highest percentage increase in participation
was among Estonian students with an increase of
106 % between the first and the last year. Lithuania
was the only country with decreased numbers in EILC
participation with -21 % from 99 outgoing students in
2007–2008 and 78 students in 2012–2013.
The most popular language for Erasmus students
to learn before studies was Italian – 252 students
went for EILC in Italy (18 % share), followed by Dutch
and Portuguese (14 % each with 198 students in
Dutch-speaking Belgium and 194 students in Portugal). Finland and Sweden were also among the top 5
countries popular for EILC participation (82 students,
6 % each). The distribution of outgoing students for
EILC between host countries can be found in Annex 9.
Estonia Outgoing
Latvia Outgoing
Since the 2007–2008 academic years, IPs have
been managed individually by the countries participating in the Lifelong Learning Programme. They have
also experienced strong growth during this time. A total of 133 Intensive Programmes were organised in
the Baltic countries from 2007–2008 to 2012–2013.
Chart 36 below shows the number of applied IPs per
133
120
120
99
104
102
99
the multinational learning of specialist topics; provide
students with access to academic knowledge that is
not available in one Higher Education Institution alone;
allow learning about course content and new curricula
approaches; and to test teaching methods in an international classroom environment.
Erasmus also funds Intensive Programmes (IPs),
which are short subject-related programmes of study
(of between ten days and six weeks in length), bringing together students and teaching staff from Higher
Education Institutions from at least three European
countries. These short study programmes encourage
4.1.Number of IPs
Chart 35: Outgoing EILC Participants per Coordinating Country: 2007–2008 to 2012–2013
Lithuania Outgoing
Erasmus Intensive Programmes
(IPs)
country and Chart 37 – IPs that has been funded since
2007. The numbers have varied somewhat from year to
year but there has been a steady increase in the number of funded IPs since the beginning of the Lifelong
Learning Programme, except Lithuania in 2012–2013,
which was due to lack of funding.
89
83
78
Chart 36: Number of applied IPs between 2007 and 2013
71
64
22
59
52
49
42
40
Estonia Applied(eligible)
16
16
29
13
12
6
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
8
2007-2008
7
Lithuania Applied(eligible)
8
4
2
2008-2009
2009-2010
2010-2011
2011-2012
The highest number of courses (81) was organised
by Lithuania, representing 61 % of the total number
34
Latvia Applied(eligible)
5
4
2
12
9
9
2007-2008
22
2012-2013
of courses organised. Latvia organised 44 courses followed by Estonia (38).
35
The number of teachers participating in IPs increased from 91 in the academic year 2007–2008 to
295 in 2012–2013, which constitutes an average 29%
Chart 37:Number of IPs per Coordinating Country between 2007–2008 and 2012–2013
Estonia
Latvia
Lithuania
year-on-year increase. Teachers represented 24 % of
participants in IPs.
18
15
Chart 39: Teachers Participating in IPs per Host Country from 2007–2008
12
10
10
10
7
6
6
5
4
Estonia Teachers
Latvia Teachers
Lithuania Teachers
8
6
5
4
185
3
2
2
2007-2008
169
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
126
97
4.2. Participation in IPs
64
41
40
32
Overall 3 929 students and 1 214 teachers participated in Intensive Programmes in the three Baltic
countries during the period from 2007–2008 until
2012–2013 (Note: Estonian data for 2012–2013 is not
available). Out of the total number of participants, students represented 76 %.
18
2007-2008
63
61
54
96
61
51
37
19
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Chart 38: Students Participating in IPs per Host Country from 2007–2008 to 2012–2013
Estonia Students
Latvia Students
Lithuania Students
569
The highest number of partners in an IP was from
Finland with 64 partner institutions, the Netherlands
with 47, followed by Germany with 42. Lithuanian institutions were very active in IP projects in Latvia and
Estonia – 41 partners. Italy had almost the same number with 40 partnerships. Distribution of IPs partnership per countries can be found in Annex 10.
497
407
345
355
212
175
110
92
2007-2008
36
159
117
139 151
200
150
169
82
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
37
Erasmus Programme Budget
staff mobility as well as Intensive Programmes (IPs)
and Erasmus Intensive Language Courses (EILCs).
Chart 40 below shows the evolution of the budget
(in EUR) for Erasmus mobility actions per country since
2007 until 2013. It should be noted, that in the Baltic
countries national co-funding shares are from 9 % (in
Estonia) to 49 % (in Latvia) of the total budget. Total contribution of national co-funding per country is
shown in Chart 41.
The Erasmus Programme experienced a sharp increase in its budget at the onset of the Lifelong Learning Programme in 2007. The funding for the Erasmus
Programme under the Lifelong Learning programme
for the seven-year period 2007-2013 was estimated at
some EUR 3.1 billion. Most of the Erasmus budget approximately 96 % of the total Erasmus budget is used
to fund mobility actions run by the LLP National Agencies in each country. These actions include student and
Erasmus Intensive Language Courses with 0.7 %.
78 Erasmus Intensive Language Courses spent EUR
747 405 from 2007–2008 until 2012–2013 in the
Baltic countries. The average grant per course was
EUR 9 582 and the average cost per student was EUR
489. The total grant spent on the 133 Intensive Programmes organised during the same period was EUR 3
259 005. Each Intensive Programme received on average EUR 24 504.
Lithuania used the biggest budget for Erasmus mobility actions – EUR 49 360 260 or 44 % share of the
Baltic countries in the LLP period, followed by Latvia
with EUR 43 226 072 (39 %) and Estonia with EUR
18 948 157 (17 %). This amounts to 96.5 % of total
budget spend in the Baltic countries for Erasmus activities from 2007–2008 until 2012–2013.
The remainder of the funding went to finance Intensive Programmes, which used 2.8 % of the budget and
Chart 42: Budgets per Country for Erasmus Intensive Language Courses: 2007–2008 to 2012–2013
Chart 40: Erasmus Funds for Mobility Actions per Country: 2007–2008 to 2012–2013
88033,94
Estonia Total
81393,88
9482537,11 9462412,52
8125613,59
Estonia Total
8310051,72
6168004,32
5778728,82
6415085,11
8113895,43
8043878,78
6690277,12
Latvia Total
Lithuania Total
2667642,00
2007-2008
2821980,00
2008-2009
2935750,00
2009-2010
60586,14
3193937,00
2010-2011
3433479,00
2011-2012
3895369,00
70309,51
65096,70
7811641,09
8184207,11
67717,80
35457,00
30546,00
28357,00
2008-2009
2009-2010
35369,00
34441,00
35854,00
32060,00
Lithuania Total
20960,00
18920,00
14175,00
12408,00
2007-2008
Latvia Total
15720,00
2010-2011
2011-2012
2012-2013
2012-2013
Chart 43: Budgets per Country for Erasmus Intensive Programmes: 2007–2008 to 2012–2013
Chart 41: Share of EU Budget and National Co-Funding per Country: 2007–2008 to 2012–2013
488128,67
426661,26
Funding Mobility, EUR National
15 588 281,39
278908,62
Funding Mobility, EUR EC
33 771 978,96
81319,21
21 189 361,41
90225,90
46205,00
1 661 793,00
2007-2008
22 036 710,97
142502,06
106583,26
217439,81
141051,82
123116,37
57785,84
2008-2009
2009-2010
134016,58
Estonia Total
Latvia Total
213716,85
158546,87
216171,76
210766,57
Lithuania Total
125858,92
2010-2011
2011-2012
2012-2013
17 286 364,00
Estonia
38
Latvia
Lithuania
National co-funding for EILC was provided only in
Estonia (24 % share) and Lithuania (54 % share), and
only Lithuania co-funds IPs. This accounted for 14 %
of total IPs budget in Lithuania during the LLP programme.
39
Examples of Best Practices
6.1. Students’ Testimonials
6.1.1.Ms Pille-Riin Lillepalu (Viljandi Culture Academy
of the University of Tartu, Estonia):
• Erasmus student at Amsterdam School of Arts,
Netherlands for 5 months.
• Elected as the 3 millionth Erasmus student from
Estonia.
Ms Pille-Riin Lillepalu doesn´t think of herself as
one of the usual Erasmus students - she was only an
exchange student at her host university. She values
this experience even more – she became more independent and made amazing Dutch friends. She felt that
she had “blended” in with locals and discovered a lot
thanks to her local schoolmates and the crazy work
hours at school. She wanted to discover the weakest
and strongest sides of herself and she thought that often the only possibility to do that is in a totally different
environment, where nobody has any expectations for
you. But the most important motivation to go for Erasmus was the desire to learn and see new perspectives
of making theatre and open the door to international
theatre for herself and maybe then even for others.
All the expectations were fulfilled. She finds the
host institution to be very high quality, the graduates
there were competitive and independently thinking,
professional young producers, who also want to matter and make a difference. The teachers were not only
professionals in their field, but were also famous for
their work and collaborate with the biggest theatres in
the world. On the other hand, she learned to love her
own home university again. Amsterdam – was for her
a total inspiration with its hectic atmosphere, amazing
architecture and spectacular amounts of culture.
She hopes that thanks to her exchange period at
least some people she has been in contact with will
start to look more towards Eastern Europe as an interesting destination to develop cultural relations. She
believes the connections have a great influence on her
and on her actions in the future, so she could be one of
the small but important chain links in the cultural relations between Estonia and The Netherlands. “But why
not with the rest of the world? Dream big, right?” – she
hopes to make her aspirations a reality.
6.1.2.Mr Kārlis Musts (Baltic International Academie, Latvia):
• Erasmus student at Technologiko Ekpedeftiko
Idrima (T.E.I.) Of Athens, Greece for 8 months.
40
“Already during my first year of studies at the Baltic
International Academies graphics design department I
knew that I had to use the wonderful opportunity that
was offered by the ERASMUS programme. Despite the
unstable situation in Greece at that time, I chose the
Technological Educational Institute of Athens as my
hosting university, and, I must add, it’s a decision that I
do not regret in the least.
With the help of my coordinators I dealt with all the
necessary paperwork and was soon packing my bags
for my five-month stay in Athens. Met by the unusually hot Mediterranean climate and hardly believing my
luck, I was standing in front of my new residence – one
of the greenest buildings in the city, with the oldest
Latin dance club in Athens- Folie, lying just at the foot
of it. I was greeted there by the owner and his family
and throughout my stay at his home he showed me the
renowned meaning of Greek hospitality and their way
of life, giving me great insight into Greek culture, history and cuisine.
As the months passed, alongside learning how to
go for a coffee break for two hours, I studied the Greek
language and attended my university courses which,
despite the frequent disruption by the protests, were
quite interesting and engaging. I took every chance
I had to travel around the country, discovering how
spectacularly beautiful and diverse it is, while bonding with my fellow students and future friends from
all around the world. Meanwhile I was staying in touch
with other Latvians by attending events at the Latvian
embassy and the many other gatherings.
By the end of my first semester I understood that
Greece was not going to let me go and would make me
return again, so I had to extend my stay here for a second semester and, eventually, also through most of the
summer, enabling me to explore the country even more
closely and, luckily, saving me from the small ice age
that had taken over the rest of Europe at the time.
In conclusion I can just say that I will probably remember this year in Greece as the best one of my life.
It has really broadened my outlook, allowed me to gain
greater independence and many dear friends around
the world that I will always remember, alongside the
picturesque landscapes, magnificent architecture and
people that I learnt to fall in love with at this cradle of
democracy and western culture. I would urge all other
students to go through this life changing experience –
ERASMUS. “– optimistically concludes Kārlis Musts
6.1.3.Ms Giedrė Pranaitytė (Vytautas Magnus University):
• Erasmus student at University of Bergen, Norway
for 5 months
• Elected as the 2 millionth Erasmus student from
Lithuania
• Erasmus internship at Institute for Cultural Diplomacy in Berlin, Germany for 3 months
Giedrė Pranaitytė evaluates her Erasmus Exchange
studies from the professional perspective - “Due to high
academic results, I was given a chance to spend some
time at the University of Bergen (Norway) as an Erasmus student. I was impressed by the competence of
Norwegian scholars who not only analysed some theoretical insights but encouraged their students to relate
their knowledge to individual researches and practical
activities. As a consequence, I came to the conclusion
that a valuable scholarly analysis is inseparable from
direct involvement in political events and processes.
During my PhD studies I decided to do an Erasmus
internship at the Institute for Cultural Diplomacy in
Berlin, Germany. My major objective was to combine
academic knowledge with some practical skills in the
realm of diplomacy. Three months spent in the capital of Germany taught me to deal courageously with
unexpected challenges. As an intern, I took part at the
international symposium on cultural diplomacy “Culture, Globalisation and International Relations over the
41
Next Two Decades”. It was extremely beneficial for me
to find out how such a large event had to be organised
and what difficulties might sometimes occur on the
way. I was more than happy to visit some important
political and historic locations such as the German Reichstag and the Federal Foreign Office as well as listen
to a variety of insightful speeches made by important
political figures, skilled diplomats and leading scholars.
In addition, I was asked to write an academic article
about Lithuanian cultural diplomacy.
Having returned back from Germany, I decided to
apply my newly developed skills in practice and organised a special conference “Celebrating the 20th
Anniversary of the Restoration of Lithuanian Independ-
ence: Dilemmas of the Past, Challenges of the Present
and Perspectives of the Future” at the Historical Hall
of Vytautas Magnus University where the Cabinet of
the Ministers of Lithuania used to hold meetings until
1940. It should be emphasised, however, that namely
my personal experience as an Erasmus intern at the
Institute for Cultural Diplomacy served as a source of
inspiration to bring all those people together and write
one more article about the development of cultural diplomacy in Germany. At the same time I encouraged
all students present at the conference to forget their
doubts and participate in the Erasmus programme in
order to discover new horizons for the future.”
the interest of the students from other countries about
a region, which is new and unknown to them.
I am very glad of the experience obtained during
the Erasmus mobility programme, as I am interested
in how the study process takes place in other countries
in order to better understand what we need to do to
improve our study quality, as well as making our stu-
dents feel confident that their education is competitive
in their field. Undoubtedly, it was of value to become
acquainted with the culture, art and nature of Turkey.
I am very grateful and satisfied with the experience
I acquired within the Erasmus mobility programme.” –
Mairita Folkmane warmly remembers moments of her
visit.
6.2.2.Ms Sirje Virkus (Institute of Information Studies in Tallinn University)
6.2. Staffs’ Testimonials
• has been participating in Erasmus as a teacher/
staff already from the year 2000
• Erasmus 25 teacher/staff ambassador for Estonia
6.2.1.Ms Mairita Folkmane (Daugavpils University)
• Erasmus lecturer in Mehmet Akif Ersoy
University, Turkey
42
“One of the aims of my visit was popularisation
of Latvian traditional and contemporary ceramics.
The ceramic industry is strongly developed in Turkey,
therefore it was important to launch an exchange of
experience with Turkish colleagues and establish links
of cooperation in arts between the Department of Art
and Design of Daugavpils University and visual arts institutions in Turkey.
In my opinion, the language barrier is the biggest obstacle, as it turned out that the Turkish students have
quite poor English skills, our lectures were translated,
which, of course, made the work and communication
difficult. However, those, who speak English, were interested regardless of the differences in our climate
and culture and possible obstacles they might cause.
From our discussions, I could make a conclusion that
Turkish students are more interested in other European countries as far as they have much more information about them. However, the information that accommodation and food are cheaper in Latvia and nature is
beautiful, and culture is highly developed may arouse
She has been involved in Erasmus already since
1999, when the programme possibilities opened for
Estonia. In the beginning Sirje Virkus acted as an Erasmus departmental coordinator of the TU establishing Erasmus bilateral agreements with more than 15
universities. She has been a lecturer in many partner
universities since 2000. She was one of the most active and efficient promoters of the internationalisation
process of Tallinn University (TU). Sirje Virkus was also
a board member of the university’s fund for internationalisation – the most important decision-making
body in the university, regarding international activities. It is important to note that she was one of the
main contributors to the university’s strategy for internationalisation (2008–2015). Chapters concerning
real and virtual mobility include many of her ideas and
suggestions.
Erasmus mobility has supported various activities
in partner universities: teaching, research as well as
personal development. It has helped to develop many
professional contacts and develop other European
joint research and development projects together. It
has widened knowledge in many professional fields
and about modern teaching and learning methods in
partner institutions, and supported the development
of intercultural competencies. In addition, many good
friends have been acquired in this process. Thus, Erasmus activities have been very beneficial both professionally and personally. One important outcome of the
Erasmus mobility scheme has been that the Institute
of Information Studies has become much more visible
internationally. Erasmus has helped to perceive European issues and developments more personally, to
feel these through personal contacts and experiences. Erasmus activities have been and will be crucial in
43
achieving the internationalisation aims of Tallinn University and the Institute of Information Studies.
The biggest challenges for preparing and implementing mobility were connected with finding a suitable timeframe for mobility, because of teaching activities at the home institution. Thanks to Sirje Virkus´s
participation in a broad range of international activities
she has built a wide professional network. Her contacts
have opened new horizons for the university. It has
opened new partnership possibilities for the university.
She strongly recommends all of her colleagues to take
part in the Erasmus mobility scheme as she regards
this experience as highly valuable.
6.2.3. Ms Aušrinė Packevičiūtė (Lithuanian Sports University)
- started participating in Erasmus during Master studies and continued as Erasmus lecturer
For Aušrinė Packevičiūtė, Lecturer from the Department of Applied Biology and Rehabilitation at Lithuanian Sports University, the first taste of an international
academic experience was during her Master studies.
Being confined to the wheelchair due to her severe
physical disability, Aušrinė did not allow her physical
condition to prevent from taking advantage of opportunities provided through the Erasmus programme. As
the first year Master student, Aušrinė spent her Erasmus study period at the KU Leuven University in 2006
together with other international students following
the course in the European Master’s Degree on Adapted
Physical Activity (EMDAPA). Master’s studies in Lithuania and Belgium helped her to develop competencies
in the area of physical activity for people with different
disabilities and to extend her knowledge in research
theory and methods applied to this broad domain.
From 2008, Aušrinė Packevičiūtė started to work
as a lecturer at the Department of Applied Biology
and Rehabilitation, teaching different courses related to the integration of the disabled through adapted
physical activity and taking part in research activities.
When HAAGA-HELIA University of Applied Sciences in
Finland invited Lithuanian Sports University to set up
the Erasmus partnership and take part in running the
intensive three month course European University Diploma in Adapted Physical Activity (EUDAPA), Aušrinė
44
Packevičiūtė was one of the Erasmus visiting teachers from 14 European Universities who contributed to
the success of this international course for successive
three years (2012 – 2014).
“During these teaching visits I learned that the Nordic countries not only have an advanced training system of professionals in adapted physical activity, but
also have developed an excellent infrastructure for the
organisation of adapted physical activities for people
from different age and social groups. In Lithuania, we
still have to make a long walk to reach recognition
of this important profession. Such international programmes as the EUDAPA not only help to train students,
but also to achieve a wider publicity in the community
and to build sustainable international relations”, says
Aušrinė Packevičiūtė reflecting on her Erasmus teaching visits to Finland.
Participation in the Erasmus staff mobility helped
Aušrinė Packevičiūtė to discover new interactive working methods with students and renew her passion for
teaching.
6.3. Most Active/Attractive HEIs
6.3.1.Tartu Art College (TAC)
The Estonian Ministry of Education and Research
together with the Archimedes Foundation voted TAC
the most successful higher educational institute for
international relations in Estonia in 2009. In 2010 the
EC selected TAC for one of the Erasmus success stories in the category of ‘Erasmus decentralised actions
‘positive effect on the internationalisation processes of
the HEIs’.
Tartu Art College (TAC) offers courses in seven fields
of art. During the 2009-2010 academic years, 303 students studied at TAC, including seven foreign students,
while 26 Estonian students went abroad. The college
first took part in the Erasmus Programme in 2003 and
by 2011 was the most successful educational institute
in Estonia in terms of international relations with the
highest percentage of outgoing students and personal supervision provided in English, Russian or Finnish
to support international students. From year to year
the TAC has been the number one educational institution in Estonia considering the percentage of outgoing Erasmus students. The small size of the institution
(with about 92 staff members) enables an individual
approach and close cooperation between all units. The
Agreement on Good Practices concerning internationalisation of Estonia’s higher education institutions is
signed and steps are taken on every level to provide
international guests and home students/staff with
pleasant academic and personal experiences.
Student mobility: The selection process is transparent and thoroughly explained. The placement process
is closely followed by the coordinator and each trainee
will be provided with a Europass certificate. TACs´ priority is to increase the number of incoming students.
A team of advisors is set up for providing information
before arrival and compiling an individual study plan.
Staff exchanges: The greatest impact of Erasmus
activities is the visible increase in interest in studying/
teaching/being trained abroad, the Ministry’s award for
the extra high Erasmus percentages and appraisal by
the delegation of culture attaches residing in Estonia.
TACs´ staff has been asked to share their Erasmus experiences with staff of other schools. The rector has
emphasised internationalisation as a priority in the
development strategy as contacts with colleagues
abroad and joint exhibitions are the foundation of
sharing best practices.
45
6.3.2.Daugavpils University (DU)
DU has been participating in the Erasmus Lifelong
Learning Programme (LLP) since the academic year
of 1999/2000. It was one of the first higher education
institutions of Latvia to become involved in this EU education cooperation programme.
Initially DU put a greater emphasis on Erasmus activities for students — study and practice mobility programmes; however, quite soon the academic staff was
also involved in the teaching activities for the teachers
of higher education institutions and the staff of invited
companies and foreign higher education institutions.
Before joining the Erasmus programme, several
faculties of Daugavpils University had already established cooperation with higher education institutions
in the Baltic States and other foreign countries. When
joining Erasmus, the international cooperation reached
a new quality, because the availability of grants helped
to organise more frequent experience exchange visits,
common projects, as well as organise mobility programmes for students, teachers and administrative
personnel.
In 2013 Daugavpils University had concluded 88 bilateral agreements in various fields of study with European higher education institutions from 21 countries.
Since 1999/2000 approximately 180 representatives
of the academic staff and administrative personnel
have participated in Erasmus teaching mobility programmes.
The academic staff mobility programme expands
and improves the range and content of the courses offered in Daugavpils University. It enables the students,
who do not participate in Erasmus mobility, to benefit from the knowledge and experience, obtained by
the academic staff of the university during their visit
to partnership higher education institutions. Academic staff mobility promotes the exchange of knowledge
and pedagogical experience and strengthens the link
with partnership higher education institutions in Europe. The contribution of foreign guest teachers is also
of importance. They always bring something new to the
higher education institution - both for the content of
studies and the teaching methods. The guest teachers
also encourage the lecturers, personnel and students
of Daugavpils University to participate in Erasmus mobility by showing their example. Quite often students
decide to go for Erasmus mobility to the universities
of the guest teachers, who have been giving lectures
at the University of Daugavpils. Similarly, guest teachers also attract large numbers of Erasmus students to
Daugavpils University. Useful contacts obtained as a
result of the mobility activities of teachers have helped
to implement new projects within the framework of the
Lifelong Learning Programme both in the capacity of
leading project managers and participants in cooperation partnership and also by actively involving the local
students of Daugavpils University.
6.3.3.Vilnius University
Vilnius University has always seen participation in
the Erasmus programme as both a goal in itself and as
a means to reach higher level of internationalisation
of the university. Participation in the programme has
allowed the strategy of internationalisation, which was
outlined as early as 1995, to be developed and imple46
mented. The university joined the Erasmus programme
in 1999 and at that time could boast only 9 incoming
and about 40 outgoing students while in 2009 these
numbers have grown to 226 and 479 respectively. Participation in the programme has allowed finding new
reliable partners that led to involvement in other EU
educational programmes.
Student exchanges have tremendous impact on
academic quality and curricula reform. In 2010 the
university offers more than 450 courses in English
(compared to 50 in 1999). This provides fair academic
choice for incoming students and allows putting local
and international students in the same classroom.
The most recent influence of mobility extends to the
emerging programmes that provide mobility windows
or those that offer courses only in English during one
out of four years of Bachelor level programmes in order to ensure academic offer for incoming students
and provide local students with adequate language
skills in their own subject area. Active participation
in placement activities saw a great movement of renewing existing curricula in order to integrate student
placements and provide them with strong academic
content and relevance.
Thanks to the Erasmus programme three new joint
programmes were emerging at three different faculties of the university, while several joint modules
have already been integrated. These activities have
conditioned the university to become the first in the
Baltic States to coordinate an Erasmus Mundus Master
course.
The programme has fostered the shift of attitudes
from national to European and Global priorities as well
as significant structural change at the university. It
gave birth to such structures supporting student mobility as the mentor/buddy system, the Erasmus faculty coordinators’ system as well as strengthened student support services and lately, through placement
activities, high-quality career guidance. These new
structures and active implementation of ECTS tools
and their guiding philosophy had great influence in fully solving issues on the recognition of study periods
abroad.
The internationalisation strategy of the university
puts great emphasis on the Erasmus programme on
the one hand, while on the other hand the strategy
itself is dictated by the priorities and activities prominent in the Erasmus programme but extended beyond
the European geographical area.
47
6.4. Best Practice in Intensive Programmes
6.4.1.“Brass & Jazz eliminates boundaries between the classics and jazz”
( Jāzeps Vītols Latvian Academy of Music)
In 2011 the Erasmus Intensive Programme Brass
& Jazz broke down the boundaries between the academic and jazz study programmes. It was a pilot music
project, where almost 90 jazz and academic students
and academic staff from musical higher education institutions of Latvia, Lithuania, Netherlands, Switzerland and Sweden experienced so far unprecedented
intensive courses. The key task of this project was to
change the musical environment, encouraging testing
the talent of each student in another area. As a result
of this the young musicians acquired new knowledge
and experience and learned new skills, the teachers
invited for the project shared their experience widely
while complying with an iron-tough regime, and also
enjoying the great atmosphere.
Interest for Brass & Jazz was extremely high among
the students. In line with the programme name, over
ten days participants were involved in intensive work
both during workshops and concerts from nine o’clock
in the morning to ten o’clock in the evening; no one,
however, complained of exhaustion. All students participated in warm-up classes, which were led by various teachers in turn. Both jazz and academic music
48
teachers worked with students to enable the jazz
students to attend the classical music workshops and
vice versa – to enable the students of academic music
to acquire the nuances of jazz playing. Improvisation
classes, a course on jazz history and record production and individual classes were also included in the
programme. The students played music in various ensembles, participated in three jam sessions, and also
played during the closing banquet, sponsored by the
Embassy of the Netherlands. Project participants performed during several concerts at the Riga Festival.
One noteworthy event was the concert of the teachers
involved in the Brass & Jazz project. During the final
concert of the project all the students, the most interesting ensembles, the teachers as well as the Big Band
established particularly for this concert took part.
Again in 2012 – Brass & Jazz took place for the second year, joined by a new partner. This time, too, an extensive and intensive programme was provided for the
young musicians – the teachers involved in the project
led group and individual classes, improvisation practice, brass ensembles and jazz combo, students were
invited to participate in a big band, and the cooperation with the organisers of Riga Festival was continued.
Participants share their impressions:
‘Brass & Jazz gave me the opportunity to feel the taste of jazz
music and try improvisation. It was interesting to play academic
music together with the jazz students. Thus we learned from each
other and enriched our experience.’
‘Brass & Jazz programme was interesting for me not only because of the great teachers, participating in the project, but also
because of the interesting musical repertoire. It was a wonderful
and invaluable experience therefore such projects should be organised more often.’
‘We had an intensive study plan, during which we acquired a
lot of new knowledge with great teachers. It was exciting to learn
the nuances of jazz music with which I had not been previously
familiar. This experience will enable me to combine both styles
and find new creative ideas in the future. I got real satisfaction,
while participating in this intensive summer course.’
6.4.2.“Summer University in Sustainable Rural Tourism“ (Kuressaare College of Tallinn University of Technology)
The goal of the International Summer University in
Sustainable Rural Tourism was to promote international networking between higher education institutions in
the field of tourism: cooperation in teaching sustainable rural tourism; integration of sustainable tourism
topics into the study programme, as well as gathering
and sharing international know-how and experiences
for developing a module in sustainable and rural tourism.
In August of 2009, 2010, and 2011 three 12–14-daylong summer schools took place on a holiday farm in
Saaremaa, Estonia, which enabled closer contact with
a practical side of rural and nature tourism. Under the
supervision of lecturers from Estonia, Finland, Latvia,
France, and the USA international groups of tourism
students improved their knowledge and skills in sustainable tourism; learned about the perception of nature and cultural heritage, tourism and visitor management issues in protected areas; event management
in rural tourism; adventure tourism in the countryside,
and innovations in rural tourism.
Each day of the summer school was divided into
an academic and a practical part: in the morning there
were lectures and seminars but after lunch there was
more practical active learning (field trips to enterprises
of rural tourism, hikes in the countryside, workshops
with local tourism entrepreneurs, and preparation for
group projects).
In each summer school group work tasks were performed where students presented their ideas for developing sustainable rural tourism in Saaremaa. In the
summer university of sustainable rural tourism held in
2011 22 students from 5 countries participated. Five
thematic package tours were prepared by student
teams (a so-called bread expedition, a market and festival of local food and products, a cycling tour, a hike
around North-Saaremaa, and a training trip of photo
tourism around the islands). The participants kept
their summer school diaries, which were presented
electronically immediately after the event.
6.4.3.“Contemporary Past“ (Vilnius Academy of Arts)
The Contemporary Past project received award in
the Quality Competition organised by the Lithuanian
Education Exchanges Support Foundation as the best
IP project of 2008–2009. The programme brought
together students and teaching staff from Finnish,
Lithuanian, Romanian and Swedish higher education
institutions. The programme was divided into separate projects. Although each of them was focusing on
different subjects, the cross-disciplinary aspect and
the theme of contemporary forms of the past representations remained the core of each project. All
the projects encompassed lectures, artist talks, film
screenings, workshops and a final public presentation
of works created by the students. Some of the activities were open to the public.
The project New Art Forms in Memorial Building
49
6.5. Best Practice in Erasmus Intensive Language Courses
6.5.1.Erasmus Intensive Latvian Language Course (University of Latvia)
(2009) was dedicated to commemorational projects
realised in Europe and elsewhere, with particular focus
on contemporary solutions for suggestive memorials.
Working on their memorial projects students concentrated on mass deportations of Lithuanians to Siberia
before and after the Second World War.
The project Moving Images as a Fluid Memory
(2011) dealt with the issues of memories and past
representations. Its main medium was moving images
including a vast variety of expressions (fiction film, experimental film, documentary, video installation, etc.).
The main purpose of the project was to open discussions about moving images as a memorial and to explore their power for sculpting in time.
The project Tracking a Postcard (2012) focused on
message transfer in visual arts and referred to the historic mail road, which ran along the Curonian Spit in
the 19th century and connected Königsberg and Riga.
The course linked communication by post to communication by visual representation and suggested the
participants to reflect on travelling, be it a message
travelling from a sender to a receiver, an idea, an object or a person.
50
The project Counterstrategies for Greenwashing
(2013) investigated artistic projects and cultural initiatives dealing with ecology and environment-related
topics from the critical vantage point of tracking the
concept/idea of sustainability, its socio-economic and
political contexts. Participants destroyed myths of
sustainability and tried to find sound ways to contribute to environmental wellbeing.
Participants share their impressions:
‘I learned a lot from just being outside of Copenhagen meeting students from other countries and a totally different academy
with different views on the role of the artist and art. That gave me
a clearer picture of what I come from and a general perspective to
the art world in Europe, which is very amazing to get.’
‘It totally changed my understanding of what a memorial can
be. Before, I had a quite conventional view of memorials, whereas
now I have many questions: what’s the point of a memorial & what
events or things should be memorialised? How can a memorial be
designed to create an experience?’
Since 2001 the University of Latvia has organised
EILC twice a year – in January and August. During the
first years there were a small number of students in
the courses, as Latvia still had not acquired its identification among European students.
The courses are conducted for four weeks in an
intensive regime. Every working day there are four
academic hours. They are followed by a language laboratory where the students can apply the acquired
knowledge in practice. The lessons are held also outside the university premises as the students visit the
Occupation Museum and other museums where while
getting acquainted with the exhibitions they practise
the language.
During a month the students acquire the language
up to the B1 level so that they are able to continue
their studies. For example, the course participants after four weeks of training are able to tell about themselves in Latvian – what they do, where they live, etc.
They can independently do the shopping telling the
shop assistant what they want to buy, and are also
able to ask which transport should be used to reach
a certain destination. The students learn spelling and
the basics of grammar, too. The objective of this course
is not to prepare students to be able to follow their
studies in Latvian.
A culture programme is also provided – visiting an
opera performance, excursions outside Riga.
The students appreciate the importance of the
language courses, as they allow them to adapt more
easily in the new environment where they will have to
spend their study period if compared to those who do
not take part in the courses. Already before the start of
the study year they have got to know Latvia a little, the
local traditions and culture, and are able to orientate
themselves in the city.
One of the participants shares their impressions:
‘When I applied for the Erasmus student exchange programme, I very much wanted to attend the intensive Latvian
language courses to better prepare for the new circumstances.
Already in Germany I bought the Latvian language textbook. In order to be sure that I would be able to attend the courses, I applied
to three HEIs that organise EILC. Luckily, I got the confirmation of
enrolment in the courses from the University of Latvia.
Of course, we studied not only the Latvian dictionary, but also
learned a lot about Latvian culture. Our teachers told us about
such events as the “White Night” and “Riga City Festival”. In addition, we sang Latvian folk songs and talked about the traditional
dishes. In the afternoon the lessons continued or a variety of activities were held such as tours of the Old Town and the Art Nouveau district, as well as visits to museums. On weekends there
were one-day tours when we visited Sigulda, Cēsis, Latvian Ethnographic Open-Air Museum, etc.
The teachers helped us to deal with social issues such as finding an apartment. They were always interested in our weekend
plans to see if we needed any help.
Most Latvians are happy that I’m trying to speak their native
language. When they understand that I am not a Latvian, they
immediately switch to English, especially in hotels and in other
tourism-related places.’
51
6.5.2.Erasmus Intensive Language Week – EILW in Estonia (Tallinn University of Technology (TUT), Estonian Business School and Estonian Academy of
Security Sciences)
In 2012 the Erasmus Baltic joint seminar ERASMUS
INTERNATIONAL LANGUAGE WEEK (EILW) – was carried
out in two different towns of Estonia – Tallinn and Pärnu. It was an Erasmus staff-training week for language
teachers and EILC organisers from the Baltic and other
European countries. The event was organised by the
Estonian, Latvian and Lithuanian National Agencies of
the Lifelong Learning Programme and by three Estonian HETs who are at the same time experienced EILC
organising institutions (OI-s) in Estonia.
The idea of organising such an event was raised by
the real need to meet with other language teachers
face-to-face and EILC OIs from Europe to exchange experiences, share practical tips and discuss future plans
and possibilities.
This Erasmus Staff Training Week was unique and
special in more than one way, as it was targeted exclusively at the teachers and administrators of the EILC
courses in Baltic and other nearby European countries;
it was organised by three different HEIs/EILC organising
institutions; took place in two very different settings in
Estonia; and was targeted at active participants who
were willing to share their experiences, best practices
52
and innovative ideas in language teaching.
There were all together 32 participants from 9 different European countries: Croatia, Czech Republic,
Estonia, Greece, Latvia, Lithuania, Poland and Slovenia. Therefore it was a very heterogeneous/mixed and
interesting group with very different cultural backgrounds and environments. Despite that, the participants formed one harmonious and friendly language
family.
All the participants had an opportunity to give an
overview of themselves, to share experiences of their
work, to learn some Estonian and to participate in several interesting lectures and presentations. Also, the
possibility to discuss actual issues with the representative from European Commission was very valuable
and highly interesting for all participants. In conclusion
the Erasmus Intensive language Week was very successful. The feedback given by the participants (both
written and also from face-to-face) was only positive
or very positive. The organisers were very satisfied at
the end of the week and were glad that the participants were like a big happy and friendly international
family!
6.5.3.Erasmus Intensive Latvian Language Course (Lithuanian University of
Educational Sciences (LEU))
LEU has been winning the competition to organise
EILC courses since 2005. Every year about 30 students
from different European countries enrol in the courses offered at our institution. EILC courses have added
greatly to the student and teaching staff mobility and
cooperation as well as to the development of Bilateral
Agreements between LEU and other HEIs. Positive participant feedback on EILC courses, when they return to
their home institutions, adds greatly to popularising
Lithuania, the Lithuanian language and culture, and
attracting more and more students to study in Lithuanian HEIs within the Erasmus programme.
All of this positive impact of international cooperation would have been impossible without the active
participation of some members of academic staff of
LEU. Since the year 2000 Ms Vilma Leonavičienė has
been teaching Erasmus students Lithuanian Language and Culture, ‘Every year the number of Erasmus students is increasing, therefore, I teach one or
two groups of Erasmus students every semester. My
courses introduce Erasmus students to the Lithuanian
language, culture and social context, which is absolutely necessary for them to integrate in the life of the
country they come to study. Therefore, I see my mission not only in teaching Erasmus students the Lithu-
anian language but also in helping them to integrate
in the local environment and teaching them skills
of intercultural communication in the socio-cultural
context of Lithuania. – states Ms Leonavičienė – EILC
coordinator since 2005 and Erasmus 25 teacher/staff
ambassador for Lithuania – and concludes “I am very
happy that we have succeeded in forming a professional and competent team of teachers and mentors.
In our courses we use interactive teaching methods
and we focus on the development of communicative
skills, therefore, preparing Erasmus students for successful studying in Lithuania. The courses enjoy remarkable success every year. We have established an
EILC fan group on Facebook. Students return to visit
Lithuania after their Erasmus studies. They become
ambassadors of our institution. We constantly receive
thank-you letters from the former participants.’
Participants share their impressions:
‘Thanks for amazing moments. Really nice to know all of you.
I hope one day we can meet again somewhere’
‘Carry with you a piece of Lithuania, a piece of our experience. We will miss you.’
‘Everything was as I imagined it would be. I did my research
before coming and I checked whether my goals and educational expectations would be met. To be more specific: I expected a
quite organised community, kind people, a lot of nature and last,
but not least, competent and exceptional university staff (both
academic and non-academic). And this is what I found. <..> My
professor is exceptional and explained everything in a clear manner. This course made me wants to continue studying Lithuanian
and I would not hesitate to attend again in the future, for the
next level, if I had the opportunity.’
‘The programme itself was just amazing – a whole package
of teaching and cultural things, but just perfectly matched all
together. I met so many good people and extended my language
skills, and learned a bit of Lithuanian. An experience that I will
never ever forget.’
53
Other National Initiatives
7.1. Erasmus Student Network (ESN) in Baltic countries
7.1.1.ESN Estonia
7.1.2.ESN Latvia
In 2013 two ESN sections were established in Latvia – ESN Jelgava and ESN Riga. Both of them have
been working with most of the higher education institutions in Latvia.
ESN Riga has organised different activities for foreign exchange students in Latvia and Latvian students
going abroad. Besides the local activities, ESN Riga has
been active in ESN International and International projects to improve student mobility. At the beginning of
each semester a Welcome Week for arriving students
has been held to make sure they get to know their new
home city and each other.
ESN Riga starts and completes every semester with
welcome and goodbye seminars.
Trips and events have been organised for all incoming exchange students to discover Latvia, the Baltic
States and our neighbouring countries, such as Sweden and Russia.
Cultural events – have taken students to the Arab
world, Spain, Italy and many other great places.
ESN Riga has organised the Buddy System for incoming students to the University of Latvia. ESN Riga
has offered the international ESN Card to students allowing them discounts on services offered by the ESN
and partners.
7.1.3.ESN Lithuania
For ESN in Estonia, the years 2007–2014 have been
a period of growing, developing and restructuring. Three
International Clubs joined the already existing ESN Tartu (established in 2000) and ESN Tallinn (2003): ESN
EBS in Estonian Business School (in 2008), ESN TU in
Tallinn University and ESN TUT IC in Tallinn University of
Technology (both in 2009). In 2011, the first National
Board and ESN Estonia were established, bringing the
five sections closer together and helping them work on
common goals – making the Estonian experience as
wonderful as possible for international students.
It is safe to argue that active ESN sections and supportive tutors are among the main reasons why international students find Estonia one of the best study
destinations in Europe (both ESN Survey 2010 and International Student Barometer give Estonia the highest rank according to student ratings).
While growing in number, ESN sections in Estonia
have organised a large variety of events and activities
for incoming students, such as National Evenings to
present different countries and their traditions; Language Cafés or the Buddy Network to help students
become more familiar with the Estonian language; ESN
Jam Sessions for all the musically talented students;
54
trips to different destinations both in Estonia and its
neighbouring countries, and many more. One of the internationally recognised projects of Estonian sections
has been the ESN Diary, in cooperation with the Archimedes Foundation, a nice memento including pictures
and stories of all their friends for the students to take
back home with them.
ESN Estonia has also actively contributed to the
international level of ESN. In addition to participating
in the annual conferences and different international
meetings of the network, Estonia has had the pleasure
of hosting some of them, such as two Northern European Platforms and a Council of National Representatives.
Introduced in spring 2012, SocialErasmus has
opened a new dimension to the Estonian experience.
By giving international students different volunteering
opportunities, ESN has invited them to get even closer to Estonian society and to give something back. So
far, there has been cooperation with the Tallinn Family Centre’s Day Care and Tartu Child Support Centre
Playdates; with Let’s Do It! for environmental clean-up
activities; with visits to animal shelters; and also with
several schools for Erasmus in Schools.
A sub-division of the international voluntary student organisation, ESN Lithuania has been taking care
of the participants of international study exchange
programmes for more than a decade. At the moment
14 ESN sections, located in higher education institutions in Vilnius, Kaunas, Klaipeda and Siauliai, are
seeking to ensure high-quality, rich and socially responsible exchanges for students in Lithuania. Active
volunteers working within sections are trying to engage foreign students in various initiatives organised
throughout the semester seeking to bring guests closer to the local community. Projects such as Erasmus in
Lithuanian Schools, National Blood Donation Day, Multilingual Lithuania and many others were successfully
accomplished under the idea of promoting tolerance,
understanding and knowledge concerning other countries and their representatives here, in Lithuania.
At the moment the organisation works in close
cooperation with the international relations departments of the universities, Invest Lithuania and the
Education Exchanges Support Foundation, where ESN
increasingly contributes to the promotion of mobility
programmes in the country in order to encourage local students not to miss out on opportunities offered
by Erasmus+ and other EU programmes. For those who
have just returned from an exchange or who are willing
to work, learn and communicate within an intercultural environment without leaving Lithuania, ESN invites
them to join and become a small but powerful part of
one of the most powerful youth organisations in the
field. All of this is aimed at one particular mission of
the organisation – to provide opportunities for cultural
understanding and self-development under the principle of SHS – Students Helping Students.
55
7.2. Survey - Erasmus students’ satisfaction with different
aspects of Erasmus mobility in Latvia
In 2012 the National Agency of Latvia in cooperation with the Latvian ESN carried out a survey on
Erasmus students’ satisfaction with different aspects
of Erasmus mobility in Latvia (organisation of mobility, academic quality of mobility, social and aspects of
everyday life of mobility).
A total of 1149 outgoing students from 34 higher education institutions and 375 incoming students
from 28 higher education institutions participated in
the survey. The majority of the respondents were participants of study mobility (73% of outgoing and 63%
of incoming students).
The overall findings of the survey suggest that students are satisfied with the different aspects of mobility. Mostly students were pleased with the work of
Erasmus Coordinators in higher education institutions,
but they also wished to have more extensive information regarding recognition, transfer of credits and
grades and the rights of an Erasmus student.
An electronic version of the survey is available on
the National Agency web page www.viaa.gov.lv.
7.3. Survey – Satisfaction of participants of the Erasmus
programme in Latvia
In 2013 the National Agency of Latvia in cooperation with TNS Latvia carried out a survey on the satisfaction of participants of the Erasmus programme
(academic and general staff).
The general objective of the study was to find out
the level of satisfaction of the target group with various aspects of participation in Erasmus mobility programmes and the benefits gained from them. Target
group: 304 participants of LLP Erasmus programme,
who have been involved in the mobility programme
(academic or general) during the academic years
2011/2012 and 2012/2013.
The results of the survey allow concluding that
Erasmus coordinators in Latvia are well-informed in
terms of the content of the programme, its goals, and
documents, and they are able to provide, and they do
provide quality information and support both during
the preparation process and also if necessary – during
the drafting of reports after the programme. Mobility
56
7.4. Survey of foreign students who studied under the Erasmus programme in Lithuania
possibilities are mostly used by already experienced
representatives of the higher educational establishments (with 10 or more years of service) who are able
not only to learn from their colleagues abroad, but who
also pass on their knowledge and skills to their foreign
colleagues.
The results of the survey show that respondents
are satisfied with the programme in general and allow
concluding that the Erasmus exchange programme is
a great benefit for the higher educational establishments in Latvia and their personnel, who share their
international experience with their colleagues and
students; participation in the programme allows introducing changes in the work organisation of structural
units, in drafting studies programmes and new teaching methods.
An electronic version of the brochure is available on
the National Agency web page www.viaa.gov.lv
Aim of the research – to explore and generalise the
opinion of incoming foreign students, under the Erasmus programme during 2007-2013, about Erasmus
credit studies and their organisation in Lithuania.
Data collected during research and their analysis
allows generalising the views of surveyed foreign students towards partial studies in Lithuania and to give
recommendations to institutions, organising Erasmus
partial studies in Lithuania.
According to the survey data, foreign students
have a good opinion about the professional knowledge
of Lithuanian lecturers, and a slightly worse opinion
about their ability to convey it, i.e. lecturers’ didactic
competence. However, the most problematic situation
in the context of competencies is related with lecturers’ knowledge of foreign languages. A large majority
of foreign students, who took part in the survey, were
positive in assessing the quality of Erasmus studies in
Lithuanian higher education institutions and the study
period in general. They were also positive in assessing
the flexibility of the study schedule. The assessment of
technical means in higher education school and their
availability to students was slightly worse than the
quality of studies and the flexibility of the schedule.
Unfortunately, only every fifth student surveyed could
say you that the technical equipment in an institution
is “very good”, and only every third – that it is “good”.
The assessment of the availability of technical means
was similar. Incoming Erasmus students were positive
in assessing the assistance of administration staff and
the work of the international relations specialist and
mentor responsible for the programme. The majority
of incoming foreign students have enough informa-
tion about the study environment in the host Lithuanian higher education institution, living conditions in
Lithuania, local culture, lifestyle, etc. before arriving
in the country. Foreign students assessed integration
into the university’s community/community life as only
mediocre.
The surveyed foreign students, who had a traineeship period in Lithuanian enterprises and organisations, were positive in assessing their practical training
and its benefit. The foreigners were most positive in
assessing the work of administration staff, while the
worse assessment is related with possibilities to become familiar with new techniques, technologies and
methods. A small number of respondents, who had
traineeships in Lithuanian organisations, would suggest that it would be appropriate to strengthen not
only the field of studies, but also the practical training for foreign students in Lithuanian organisations,
to improve cooperation between higher education
institutions and organisations, and to implement the
dissemination of practical training under the Erasmus
programme in Lithuanian organisations.
The overall satisfaction of foreign students surveyed, studying under the Erasmus programme, in
Lithuania, is high. The majority of foreign students surveyed is satisfied with the acquired knowledge, experience, and enjoyed the opportunity to communicate
and learn in an intercultural environment. Almost all of
the surveyed foreign students would recommend coming to Lithuania for Erasmus studies or traineeship to
other students.
An electronic version of the brochure is available on
the National Agency web page www.smpf.lt
57
7.5. Erasmus for Lithuanian Schools
This is an initiative launched by the Lithuanian National Agency back in 2011. The main aims of this initiative are to: make pupils aware of the possibility and
importance of student mobility; contribute to tolerance
and intercultural understanding among Lithuanian pupils; and support cross-sectoral cooperation between
HEIs and secondary education institutions (schools).
The initiative supports visits to Lithuanian schools
by foreign Erasmus and degree students studying at
Lithuanian HEIs, as well as by Lithuanian students who
have been Erasmus students and/or act as Erasmus
mentors. During their visits, students have the opportunity to implement small-scale educational projects
focusing on the importance of student mobility, the
traditions and languages of different countries, career
orientation, etc.
The participation of Lithuanian universities and colleges in this initiative was quite high, about 40–45 %
of them were involved, starting from 19 HEIs
in 2011/2012 and following similar numbers in
subsequent years.
Each year, about 150 schools were visited by approximately 500 foreign and local students. Over the
past three years, a number of articles on the initiative were published in local media making it a wellknown phenomenon and increasing the awareness of
the Erasmus programme among various groups of the
population. In the last year, the initiative was assigned
to ESN Lithuania.
7.6. Europe Makes School (EMS) in Estonia 2013 - 2014
EMS brings together exchange students from different European countries and Estonian schoolchildren
for mutual cultural learning. The programme consists
of many small projects, which are carried out by exchange students to introduce their country and culture
in Estonian schools. In 2014 small projects took place
in schools all over Estonia. The topics and content of
the projects can vary depending on the interests of
the exchange student, the subject of the supervising
teacher, expectations of the school, and the age of
58
school children participating in the project. However,
all the projects carry a common purpose: to introduce
different European cultures in an exciting and fun way.
In the last two years 30 exchange students have introduced their home country and culture in 37 Estonian
schools.
EMS started with great success in 2013 with 12
very motivated participants from 7 different countries,
who were very resourceful in finding interesting ways
to introduce their country to pupils. EMS won great
popularity among the schools from the very beginning
and there was quite strong competition among schools
to participate in the programme. Many participants
were so enthusiastic about the programme that they
visited more than one school. As the Estonian schools
were likewise very eager to participate in the EMS programme, there was no problem with finding two or
more schools for a motivated exchange student.
Preparation of the participating students is an important part of the EMS programme in Estonia. Preparatory meetings and a pedagogical seminar are held before the classroom activities to inform and instruct the
participants about the EMS programme, the Estonian
school system and teaching methods. These meetings
help to ensure the good quality of later classroom activities, but are also a great opportunity to get to know
the participants.
To keep the exchange students motivated throughout the process, they are awarded with certificates
(which confirms conducting a project at the school),
and there is a concluding seminar and party at the end.
Participating schools also receive certificates.
The idea of EMS originally comes from Germany. In
Estonia the EMS programme was initiated by Mai Beilmann, who took part in the EMS programme in Germany as an exchange student and on her return to
Estonia she founded the local EMS initiative. The EMS
programme in Estonia is now coordinated by the Foundation for Science and Liberal Arts Domus Dorpatensis.
59
List of annexes
Annex 1
Estonian Higher Education institutions’ participation in
Erasmus programme 2007-2013
Erasmus ID
HEI
EE HARJUMA01
International University Audentes
EE TALLINN11
Academy Nord
EE TALLINN18
The Institute of Theology of the Estonian Evangelical Lutheran Church
Annex 2 EE TALLINN14
The Estonian Information Tehcnology College
EE TALLINN01
Estonian Academy of Arts
Latvian Higher Education institutions’ participation in Erasmus programme 2007-2013
EE TARTU01
Estonian University of Life Sciences
EE TARTU03
Estonian Aviation Academy
EE TALLINN03
Estonian Academy of Music and Theatre
Annex 3 EE TALLINN02
Estonian Business School
Lithuanian Higher Education institutions’ participation in Erasmus programme 2007-2013
EE TALLINN16
Euroacademy
EE VORU01
Võru County Vocational Training Centre
EE LAANE-V02
Lääne-Viru College
EE TALLINN15
Estonian Entrepreneurship University of Applied Sciences
EE TALLINN10
Estonian Academy of Security Sciences
EE TALLINN17
Tallinn College of Business Administration
EE TALLINN20
Tallinn School of Economics
EE TALLINN19
Tallinn Pedagogical College
Annex 5 EE TALLINN06
TTK University of Applied Sciences
EE TALLINN04
Tallinn University of Technology
Outgoing-incoming Erasmus students per host-home country in Erasmus programme 2007-2013
EE TALLINN12
Tallinn Health Care College
EE TALLINN05
Tallinn University
EE TARTU05
Tartu Art College (University of Applied Sciences)
Annex 6 EE TARTU06
Tartu Health Care College
Outgoing staff percentage from total staff number per HEI in Erasmus programme 2007-2013
EE TARTU02
University of Tartu
EE TALLINN13
Estonian Maritime Academy
EE TALLINN20
ECOMEN Institute of Economics and Management
EE TARTU07
Tartu Thelogical Seminary
EE TALLINN23
Estonian School of Hotel and Tourism Management
Annex 1 Estonian Higher Education institutions’ participation in Erasmus programme 2007-2013
Annex 4 Outgoing student percentage from total student number per HEI in Erasmus programme 2007-2013
Annex 7 Outgoing-incoming Erasmus staff per host-home country in Erasmus programme 2007-2013
participate in programme
20072008
20082009
20092010
20102011
20112012
20122013
not participate in programme
Annex 8 Outgoing Erasmus special needs students and staff in Erasmus programme 2007-2013
Annex 9 Outgoing- incoming students for Erasmus Intensive Language Courses per host countries in 2007-2013
Annex 10 Erasmus Intensive Programmes partner countries in Erasmus programme 2007-2013
60
61
Annex 2
Latvian Higher Education institutions’ participation in
Erasmus programme 2007-2013
Erasmus ID
HEI
LV DAUGAVP01
LV DAUGAVP02
Erasmus ID
HEI
Daugavpils University
LT ALYTUS01
Alytus College
Daugavpils Medical College
LT KAUNAS01
Vytautas Magnus University
LV JELGAVA01
Latvia University Of Agriculture
LT KAUNAS02
Kaunas University of Technology
LV JURMALA01
Latvian Christian Academy
LT KAUNAS03
Kaunas University of Medicine
LV JURMALA03
P.Stradins Medical College Of The University Of Latvia
LT KAUNAS04
Lithuanian Sports University
LV JURMALA05
The Social Integration State Agency
LT KAUNAS05
Aleksandras Stulginskis University
LV LIEPAJA01
Liepaja University
LT KAUNAS06
Lithuanian Veterinary Academy
LV LIEPAJA02
Medical College Of Liepaja
LT KAUNAS07
V.A.Graiciunas School of Management
LV REZEKNE02
Rezekne Higher Educational Institution
LT KAUNAS08
Kaunas College
LV REZEKNE03
State Border Guard College
LT KAUNAS10
"ISM University of Management and Economics", JSC
LV RIGA01
University Of Latvia
LT KAUNAS11
Kolping College, Public Institution
LV RIGA02
Riga Technical University
LT KAUNAS12
Kaunas Technical College
LV RIGA03
Riga Stradins University
LT KAUNAS13
Lithuanian University of Health Sciences
LV RIGA04
Art Academy Of Latvia
LT KAUNO01
Kaunas College of Forestry and Environmental Engineering
LV RIGA05
Jazeps Vitols Latvian Academy Of Music
LT KLAIPED01
Klaipeda University
LV RIGA06
Latvian Academy Of Sport Education
LT KLAIPED02
LCC International University
LV RIGA08
Latvian Academy Of Culture
LT KLAIPED03
Klaipeda College
LV RIGA09
Turiba University
LT KLAIPED04
University of Applied Social Sciences
LV RIGA10
Latvian Police Academy
LT KLAIPED05
Klaipeda Business Higher School
LV RIGA12
Latvian Maritime Academy
LT KLAIPED06
Lithuanian Higher Naval School
LV RIGA13
Ba School Of Business And Finance (Sbf)
LT KLAIPED07
Public institution Lithuania Business University of Applied Sciences I
LV RIGA14
The Stockholm School Of Economics In Riga
LT KLAIPED07
Public institution Lithuania Business University of Applied Sciences II
LV RIGA16
Higher School Of Management And Social Work "Attistiba"
LT KLAIPED08
Klaipeda Business and Technology College
LV RIGA27
Riga Teacher Training And Educational Management Academy
LT KLAIPED09
Klaipeda State College
LV RIGA28
Baltic International Academy
LT MARIJAM01
Marijampole College
LV RIGA29
Riga International School Of Economics And Business Administration
LT PANEVEZ01
Panevezys College
LV RIGA30
International Higher School Of Practical Psychology
LT RIETAVA01
Zemaitija College
LV RIGA31
Transport And Telecommunication Institute
LT SIAULIA01
Siauliai University
LV RIGA32
Information Systems Management Institute
LT SIAULIA02
North Lithuania College, Public Institution
LV RIGA33
The University College Of Economics And Culture
LT SIAULIA03
Siauliai State College
LV RIGA34
Riga Graduate School Of Law
LT SIAULIA04
College of Management, Law and Languages of Siauliai Reagion
LV RIGA35
Baltic Psychology And Management University College
LT UTENA01
Utena College
LV RIGA38
Riga Business College
LT VILNIUS01
Vilnius University I
LV RIGA40
Riga Building College
LT VILNIUS01
Vilnius University II
LV RIGA41
Latvia Culture College At Lac
LT VILNIUS02
Vilnius Gediminas Technical University
LV RIGA42
Riga 1st Medical College
LT VILNIUS03
Vilnius Academy of Fine Arts
LV RIGA43
The College Of Accounting And Finance
LT VILNIUS04
Lithuanian University of Education
LV RIGA44
Professional Education Competence Centre "Riga Technical College"
LT VILNIUS05
Lithuanian Academy of Music and Theatre
LV RIGA45
Alberta College
LT VILNIUS06
Mykolas Romeris University
LV RIGA46
Riga Medical College Of The University Of Latvia
LT VILNIUS08
Vilnius Business College, Public Institution
LV RIGA47
Red Cross Medical College Of Riga Stradiņš University
LT VILNIUS10
Vilnius College
LV RIGA48
Riga Higher Institute Of Religious Sciences
LT VILNIUS11
Vilnius Co-operative College, Public Institution
LV RIGA49
College Of Law
LT VILNIUS12
Academy of Management and Business
LV RIGA50
Riga Aeronautical Institute
LT VILNIUS13
Vilnius Technical College
LV RIGA51
Foundation "Christian Leadership College"
LT VILNIUS14
Vilnius College of Construction and Design
LV VALMIER01
Vidzeme University Of Applied Sciences
LT VILNIUS14
Vilnius College of Technologies and Design
LV VENTSPI01
Ventspils University College
LT VILNIUS15
International School of Law and Business
LT VILNIUS16
The General Jonas Zemaitis Military Academy of Lithuania
LT VILNIUS17
Institute of Mathematics and Informatics
LT VILNIUS18
Center for Physical Sciences and Technology
LT VILNIUS19
International Business School at Vilnius University, Public Institution
LT VILNIUS20
European Humanities University, Public Institution
LT VILNIUS23
Vilnius College of Design
LT VILNIUS24
Kazimieras Simonavicius University, JSC
participate in programme
20072008
not participate in programme
20082009
20092010
20102011
Annex 3
Lithuanian Higher Education institutions’ participation in
Erasmus programme 2007-2013
20112012
20122013
participate in programme
62
20072008
20082009
20092010
20102011
20112012
20122013
not participate in programme
63
Annex 4
Outgoing student percentage from total student number per
HEI in Erasmus programme 2007-2013
Estonia
Latvia
Erasmus ID
2007-2008
2008-2009
EE HARJUMA01
1.4
1.4
2009-2010
EE TALLINN11
0.2
0.1
0.4
EE TALLINN18
0.9
0.8
0.8
2010-2011
0.8
2011-2012
0.0
2012-2013
0.0
Erasmus ID
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
LV DAUGAVP01
0.3
0.0
0.9
1.1
2.0
3.5
LV DAUGAVP02
0.0
0.0
0.0
0.0
13.9
10.6
LV JELGAVA01
0.6
0.7
1.2
1.4
1.8
2.3
EE TALLINN14
0.3
0.3
0.7
0.4
0.7
0.8
LV JURMALA01
9.4
6.0
7.0
7.9
6.1
16.7
EE TALLINN01
5.1
5.1
6.8
6.7
5.6
8.9
LV JURMALA03
0.6
2.4
1.3
2.8
3.3
3.3
LV JURMALA05
1.9
3.4
3.3
EE TARTU01
0.8
1.0
1.1
1.4
1.5
1.7
EE TARTU03
0.6
0.9
2.7
3.6
3.6
4.2
LV LIEPAJA01
1.0
1.0
1.7
EE TALLINN03
5.7
5.3
5.6
5.6
5.8
4.8
LV LIEPAJA02
0.0
0.0
2
EE TALLINN02
1.8
1.2
2.3
2.2
2.3
2.6
LV REZEKNE02
1.8
2.5
3.5
5.3
6.1
5.2
EE TALLINN16
0.6
0.4
0.4
0.4
0.1
0.5
LV REZEKNE03
0.0
0.0
0.0
0.0
0.0
0.0
EE VORU01
3.9
EE LAANE-V02
5.5
3.8
2.5
4.6
3.3
LV RIGA01
1.0
1.4
1.8
2.0
2.2
2.1
0.4
0.8
1.0
1.1
1.6
LV RIGA02
0.6
0.9
1.2
1.5
1.5
1.4
EE TALLINN15
0.1
0.1
0.2
0.2
0.2
0.2
LV RIGA03
1.8
1.7
1.8
1.7
1.9
1.3
EE TALLINN10
0.6
0.5
0.5
0.7
0.9
1.5
LV RIGA04
6.0
8.6
7.0
7.9
6.6
7.4
LV RIGA05
4.0
5.6
3.2
7.5
8.4
9.2
0.4
LV RIGA06
0.2
0.4
0.5
0.8
1.0
1.5
LV RIGA08
6.6
7.8
10.3
9.1
11.4
12.1
1.7
LV RIGA09
1.0
1.2
1.6
2.2
2.8
2.3
0.4
EE TALLINN17
0.0
3.2
6.1
1.6
0.0
EE TALLINN20
0.3
0.0
0.0
0.1
0.2
EE TALLINN19
0.3
0.3
0.2
0.2
0.4
EE TALLINN06
1.2
1.2
1.2
1.3
2.1
EE TALLINN04
1.1
1.0
1.2
1.4
1.5
1.6
LV RIGA10
0.7
0.7
EE TALLINN12
0.4
0.6
0.9
1.0
1.7
2.2
LV RIGA12
1.2
1.1
1.3
2.7
1.7
7.1
EE TALLINN05
1.0
1.3
1.8
1.6
1.7
1.5
LV RIGA13
2.9
3.6
5.3
6.4
6.9
6.1
EE TARTU05
6.5
7.7
8.6
8.8
8.6
10.1
LV RIGA14
6.7
6.8
5.8
6.3
6.2
7.6
EE TARTU06
1.4
1.5
2.0
2.1
2.1
2.6
LV RIGA16
0.9
1.6
1.0
1.8
1.7
0.0
1.4
EE TARTU02
1.2
1.1
EE TALLINN13
0.5
0.4
EE TALLINN20
1.5
1.7
1.7
LV RIGA27
0.5
0.5
0.7
0.9
1.2
0.9
0.9
1.1
1.4
LV RIGA28
0.1
0.2
0.4
0.6
1.4
1.3
0.3
0.5
0.9
LV RIGA29
0.7
0.9
1.1
1.6
2.2
0.0
EE TARTU07
4.5
5.3
LV RIGA30
0.2
0.0
0.2
0.0
0.4
1.0
EE TALLINN23
0.0
0.0
LV RIGA31
0.2
0.3
0.4
0.7
0.8
1.2
LV RIGA32
2.3
2.8
2.9
3.0
2.8
5.1
LV RIGA33
0.5
0.7
1.3
1.5
2.4
2.9
LV RIGA34
2.6
0.0
2.5
1.1
3.0
3.3
LV RIGA35
0.3
0.6
0.9
1.1
2.3
4.4
LV RIGA38
0.2
1.5
1.5
2.6
3.7
3.5
LV RIGA40
0.0
0.6
LV RIGA41
1.2
1.4
2.0
1.9
0.0
0.7
1.3
0.8
LV RIGA42
0.0
0.0
0.0
0.0
0.0
3.1
LV RIGA43
0.0
0.0
0.0
0.0
0.0
0.0
LV RIGA44
0.0
0.0
0.0
1.1
1.8
1.9
LV RIGA45
LV RIGA46
1.8
0.0
LV RIGA47
0.5
1.3
1.5
2.9
3.2
2.3
1.2
1.4
2.2
3.1
LV RIGA48
3.9
LV RIGA49
0.7
LV RIGA50
LV RIGA51
64
LV VALMIER01
5.9
5.9
7.7
7.7
10.5
9.0
LV VENTSPI01
4.5
4.6
4.8
5.0
6.2
4.7
65
Annex 5
Outgoing-incoming Erasmus students per host-home country
in Erasmus programme 2007-2013
51
65
48
59
64
20
113
344
11
15
30
28
0
6
3
3
4
57
16
9
3
3
2
4
4
10
26
0
3
18
0
29
0
42
0
55
0
67
2
54
5
265
16
43
52
65
63
5
10
37
11
14
89
70
6
12
3
22
15
16
26
88
309
1
38
1
28
5
49
5
3
7
2
8
5
0
0
0
0
0
32
54
63
59
48
52
68
344
7
2
1
4
7
7
2
23
48
1
2
0
3
3
7
16
49
10
7
20
22
28
21
108
21
0
0
0
0
0
0
40
35
57
39
18
14
15
70
84
73
77
0
419
178
107
118
124
150
126
728
53
82
103
104
109
140
136
135
706
50
35
33
46
36
39
239
0
9
93
84
85
112
131
151
656
9
8
18
26
16
8
37
45
10
20
71
40
0
0
0
0
5
16
175
5
3
4
15
5
11
7
39
45
31
32
38
19
25
23
140
23
28
22
36
45
67
70
89
367
12
18
60
3
5
3
5
53
3
6
5
12
33
SK TR UK
14
1
4
9
7
40
SI
1
10
9
2
2
4
4
13
25
28
23
31
33
23
163
4
53
4
55
2
54
1
56
9
86
369
65
16
20
16
23
33
1
33
1
141
20
16
18
40
61
69
69
273
45
222
0
55
91
38
30
34
20
55
117
463
75
1
3
70
3
4
1
4
12
32
55
0
2
10
14
22
21
34
42
143
4
10
6
5
2
13
15
104
99
137
118
7
607
64
62
68
51
51
63
72
85
40
34
49
64
79
101
367
10
16
10
11
13
23
83
367
78
99
93
126
168
214
778
0
2
24
1
1
1
3
24
38
40
1
45
7
12
11
52
30
45
65
9
51
20
14
39
66
35
62
79
1
83
17
25
22
87
67
80
82
6
95
21
18
33
68
62
114
92
6
100
23
21
58
63
89
100
96
11
80
28
20
58
60
439
454
34
454
116
110
221
396
PT RO SE
307
3
50
2
63
9
67
7
97
1
0
1
2
6
5
15
4
64
50
70
110
152
164
610
90
0
2
4
4
7
9
26
79
72
76
84
86
83
86
487
26
10
8
13
12
10
12
65
51
7
0
1
6
10
4
28
446
3
9
13
16
24
36
101
0
0
5.6
58
4.5
0
LT VILNIUS23
134
4.4
0
3.5
161
5.4
4.5
LT VILNIUS24
2.7
0
4.4
LT VILNIUS20
148
n/a
5
2.4
LT VILNIUS19
237
2.6
LT VILNIUS18
16
0.0
1.6
111
1.2
0.0
4.9
21
1.1
0.0
3.3
849
0.0
LT VILNIUS16
LT VILNIUS17
83
3.1
4.7
112
3.2
3.4
120
2.1
2.4
106
1.7
1.3
94
1.2
1.2
93
1.3
608
LT VILNIUS15
91
1.3
LT VILNIUS14
94
LT VILNIUS14
78
n/a
120
0.9
94
0.2
0.8
162
0.4
LT VILNIUS13
113
LT VILNIUS12
175
2.7
3.5
LV MT NL NO PL
86
3.3
4.0
LU
217
2.6
2.7
LT
110
1.8
3.0
LI
195
2.4
3.9
IT
572
4.2
4.2
IS
963
LT VILNIUS10
LT VILNIUS11
IE
16
3.6
67
3.0
18
3.0
86
1.2
FR GR HR HU
40
2.7
FI
100
2.1
BE BG CH CY
61
LT VILNIUS08
CZ DE DK EE ES
Outgoing students per country
AT
115
3.5
2.4
69
3.7
3.4
92
3.8
3.9
69
3.4
3.4
81
3.4
4.0
273
4.7
6.1
541
LT VILNIUS05
LT VILNIUS06
Latvia
202
3.5
2.8
192
3.5
2.2
228
4.0
2.0
213
3.1
1.9
227
3.2
1.4
239
3.5
2.0
1301
LT VILNIUS03
LT VILNIUS04
32
3.2
4.4
35
3.1
4.3
35
3.1
4.3
52
3.9
60
3.6
8
3.8
LT VILNIUS01
LT VILNIUS02
238
1.2
3.0
24
3.4
2.9
3.1
11
2.7
1.4
3.3
19
1.3
LT UTENA01
LT VILNIUS01
16
2.4
24
2.4
0.9
4.5
15
2.0
1.4
3.4
48
1.0
LT SIAULIA03
LT SIAULIA04
28
3.9
3.2
44
3.6
2.9
36
3.4
1.9
69
2.9
1.1
35
2.7
2.2
228
3.5
2.7
SK TR UK
141
LT SIAULIA01
LT SIAULIA02
12
1.4
3.3
3
0.9
3.2
8
0.6
2.7
5
0.3
1.5
2
0.3
1.3
6
0.0
2.1
3
LT PANEVEZ01
LT RIETAVA01
20
1.8
2.5
5
0.7
2.2
54
1.3
1.2
SI
0
0.6
0.4
PT RO SE
2
0.3
SK TR UK
LV MT NL NO PL
0
1.1
LT KLAIPED09
LT MARIJAM01
SI
LU
12
5.3
LT
0
4.6
LI
14
2.6
1.2
IT
0
1.5
1.4
LT KLAIPED08
IS
20
0.7
IE
6
1.9
PT RO SE
Incoming students per country
48
LT KLAIPED07
FR GR HR HU
12
2.2
FI
51
1.5
CZ DE DK EE ES
18
1.4
BE BG CH CY
147
1.0
15
2.1
8
2.5
AT
244
21
21
LT KLAIPED06
28
2.9
n/a
26
1.6
4.4
23
3.0
3.4
26
2.2
1.4
126
1.8
2.1
188
3.7
1.9
13
LT KLAIPED04
LT KLAIPED05
32
1.7
21
1.8
1.7
0.9
30
2.1
2.7
2.0
19
2.0
LT KLAIPED02
LT KLAIPED03
25
4.7
3.0
15
3.5
2.2
30
2.5
2.6
25
2.2
1.7
35
2.9
2.0
17
5.5
2.5
30
LT KAUNO01
110
1.2
1.6
182
0.7
1.7
LT KLAIPED01
LT KLAIPED07
66
0.8
1.8
64
0.9
35
0.4
78
0.8
35
LT KAUNAS12
LT KAUNAS13
60
5.1
1.9
45
5.0
1.7
78
4.4
2.7
44
4.4
1.4
62
3.4
2.7
46
2.7
3.2
57
LT KAUNAS10
LT KAUNAS11
48
4.1
LV MT NL NO PL
399
4.1
LU
253
4.3
20092010
2.7
20102011
2.5
3.5
20112012
1.6
4.8
20122013
2.8
LT KAUNAS08
20072008
1.9
2.0
20082009
1.8
4.4
20092010
2.1
1.8
20102011
LT KAUNAS06
LT KAUNAS07
20112012
2.9
2.0
20122013
2.9
2.4
LT
20072008
3.2
2.4
LI
20082009
2.8
2.2
IT
20092010
2.3
1.6
IS
20102011
2.7
2.2
IE
20112012
LT KAUNAS04
LT KAUNAS05
FR GR HR HU
20122013
1.8
2.0
FI
4
2.5
1.3
1.9
CZ DE DK EE ES
77
2.3
1.8
1.9
BE BG CH CY
0
2.0
LT KAUNAS02
AT
5
3.0
8
3.2
12
2.7
22
2.8
26
3.6
2
3.5
0
LT KAUNAS01
LT KAUNAS03
Outgoing students per country
0
2.5
0
2012-2013
2.4
1
2011-2012
2.0
15
2010-2011
1.1
3
2009-2010
1.6
40
2008-2009
2.8
0
2007-2008
LT ALYTUS01
62
Erasmus ID
20072008
Estonia
20082009
Lithuania
67
Annex 6
Outgoing staff percentage from total staff number per HEI in
Erasmus programme 2007-2013
Latvia
Incoming students per country
2012-2013
7.2
9.7
4
31
2011-2012
3.1
3
38
2010-2011
5.1
LV JURMALA01
41.2
25.7
8.7
68.8
39.6
50.0
LV JURMALA03
0.0
9.1
36.8
15.4
26.5
0.0
11.9
8.3
9.6
5
11
14
44
55
102
179
437
10
2
4
15
1
34
77
15
5
2
2
22
6
9
14
33
32
20
21
117
65
7
2
82
1
93
25
426
13
0
0
16
28
0
0
0
87
0
0
0
0
53
85
106
419
1
1
0
9
42
0
0
42
0
51
1
212
8
1
0
1
11
9
15
47
3
0
5
8
3
6
8
20
69
73
105
375
16
12
15
68
84
132
128
494
12
22
26
77
18
38
48
136
87
136
139
590
20
0
0
36
0
39
0
134
0
5
16
LV DAUGAVP02
0.0
0.0
0.0
0.0
36.8
18.4
5.3
5.6
5.7
6.6
6.0
6.7
23.1
25.7
34.1
49.3
49.3
0.0
0.0
7.0
1.0
0.9
LV RIGA01
2.0
2.3
3.3
3.9
4.1
5.2
LV RIGA02
0.4
1.0
1.3
3.2
3.3
5.5
LV RIGA03
4.6
4.8
3.3
6.5
11.5
9.5
LV RIGA04
6.2
13.6
22.0
34.5
45.7
35.2
LV RIGA05
54.0
41.0
31.3
43.5
41.1
43.2
LV RIGA06
14.4
9.4
13.6
22.4
14.4
15.6
LV RIGA08
20.2
15.6
11.6
16.1
14.4
21.6
LV RIGA09
27.8
17.8
20.8
19.2
28.0
48.4
LV RIGA10
4.9
2.4
5.0
LV RIGA12
23.4
28.1
34.8
22.7
29.2
41.7
34.9
24.5
29.5
47.2
60.4
55.7
99
120
31.4
0.0
123
135
LV REZEKNE02
LV REZEKNE03
152
147
9.1
13.8
LV RIGA29
31.7
10.9
13.8
22.4
56.9
0.0
183
234
7.0
0.0
LV RIGA28
LV RIGA30
1.8
0.0
0.0
0.0
0.0
0.0
172
260
7.7
0.0
LV RIGA16
159
257
LV LIEPAJA01
LV LIEPAJA02
LV RIGA13
888
1153
30
34
28
29
58
41
42
50
57
44
54
57
SK TR UK
243
SI
281
9
143
144
146
166
138
159
896
184
11
14
208
291
21
22
296
255
20
97
142
PT RO SE
1376
118
56
88
117
146
85
100
178
146
80
81
129
834
490
79
105
99
114
112
104
613
0
57
66
5
24
52
53
34
49
85
106
116
228
0
7
0
2
1
1
3
0
0
0
0
0
LV MT NL NO PL
419
LU
0
LT
0
LI
0
147
5
7
170
169
16
11
191
176
10
5
54
IT
199
IS
1052
33
38
38
47
63
26
26
71
70
24
20
94
IE
172
378
43
0
0
0
0
14
18
32
200
102
67
193
188
117
119
188
191
174
622
166
FR GR HR HU
1126
158
219
253
197
201
191
193
252
314
203
157
282
FI
1216
1404
20
34
30
38
45
55
222
255
332
308
239
223
286
254
221
197
264
234
142
1277
1678
49
81
87
56
53
98
120
53
66
138
130
86
CZ DE DK EE ES
654
363
18
0
0
0
0
25
26
51
99
29
25
96
111
22
40
126
88
50
184
114
BE BG CH CY
634
88
99
90
82
69
507
79
20072008
20082009
20092010
2009-2010
0.0
LV JURMALA05
AT
20102011
2008-2009
3.7
LV JELGAVA01
Outgoing students per country
20112012
2007-2008
LV DAUGAVP01
Lithuania
20122013
Erasmus ID
7
32
4
5
7
2
SK TR UK
6
SI
2
1
4
6
3
12
1
2
18
PT RO SE
14
5
52
63
6
4
71
0
6
11
0
0
13
0
57
LV MT NL NO PL
0
66
LU
0
LT
52
1
1
LI
5
16
1
0
0
IT
26
IS
35
3
0
5
8
IE
4
4
0
0
0
0
36
2
1
29
FR GR HR HU
63
35
7
10
45
FI
8
70
7
4
5
8
71
74
12
13
83
0
11
18
0
0
CZ DE DK EE ES
10
1
0
0
7
6
0
2
13
2
12
21
43
2
12
17
60
8
6
12
6
17
74
5
17
20092010
20102011
20112012
16
BE BG CH CY
20122013
20082009
20072008
AT
LV RIGA14
20.0
17.2
20.7
17.0
17.0
12.8
86.1
38.2
50.0
55.2
51.9
0.0
LV RIGA27
7.2
9.9
9.7
9.5
14.6
17.5
1.9
2.1
3.9
5.5
8.8
14.1
LV RIGA31
2.5
3.3
2.8
2.9
4.2
6.3
LV RIGA32
31.9
25.7
20.3
39.2
67.7
76.3
LV RIGA33
17.1
19.4
28.1
23.3
31.3
39.6
LV RIGA34
104.0
12.5
60.9
112.5
70.4
129.6
LV RIGA35
8.0
12.0
13.6
28.6
40.9
31.8
LV RIGA38
3.9
8.2
13.2
6.7
23.3
13.3
LV RIGA40
0.0
0.0
LV RIGA41
Incoming students per country
68
5
164
157
12
28
229
16
15
86
10
402
612
1813
249
15
13
19
18
26
11
20
35
34
13
15
89
148
18
7
4
6
3
8
36
8
12
82
104
8
22
124
20
29
121
30
105
114
624
95
7
137
152
10
4
122
0
157
8.6
15.5
14.1
3.3
6.5
8.1
LV RIGA42
0.0
0.0
4.5
0.0
28.1
10.9
LV RIGA43
0.0
0.0
38.1
15.0
25.0
30.0
LV RIGA44
0.0
0.0
0.0
LV RIGA45
LV RIGA46
0
2
SK TR UK
167
155
SI
23
24
40
140
PT RO SE
890
19
16
24
2
0
4
17
0
64
57
2
0
70
152
164
617
0
0
1
110
0
1
0
LV MT NL NO PL
2
0
0
0
0
LU
0
0
0
0
LT
0
0
56
72
0
0
92
1
119
0
101
LI
143
2
IT
3
0
1
4
IS
583
1
5
21
0
2
28
26
17
121
0
5
9
21
24
0
0
3
19
25
98
4
9
117
156
11
16
152
184
228
1013
18
20
16
90
176
9
84
124
13
18
127
252
284
1063
14
8
15
37
192
5
3
4
54
59
222
2
10
118
120
21
35
116
130
143
741
43
2
64
114
3
49
54
9
0
62
IE
4
2
FR GR HR HU
88
53
FI
20
5
3
8
CZ DE DK EE ES
370
0
0
0
17
17
90
0
14
15
23
17
13
18
40
45
181
12
17
29
134
40
31
20
22
20112012
15
BE BG CH CY
20122013
20102011
20092010
20082009
20072008
AT
0.0
0.0
31.3
0.0
LV RIGA47
4.9
8.1
8.1
0.0
19.0
19.0
24.6
16.1
47.5
0.0
3.8
2.5
11.5
9.0
LV RIGA48
44.4
LV RIGA49
0.0
LV RIGA50
LV RIGA51
LV VALMIER01
31.3
17.2
21.7
15.9
23.3
19.8
LV VENTSPI01
7.4
6.5
12.3
11.6
10.8
14.2
69
Annex 7
Outgoing-incoming Erasmus staff per host-home country in
Erasmus programme 2007-2013
7
25
37
16
19
28
30
21
86
183
4
2
1
4
6
37
17
14
8
4
3
5
3
5
28
SK TR UK
9
9
16
17
7
11
13
73
SI
26
1
2
1
2
PT RO SE
0
11
21
12
8
4
11
14
10
18
76
16
13
8
10
15
7
9
3
53
3
11
19
12
12
24
18
97
SK TR UK
23
1
12
11
1
0
0
5
18
LV MT NL NO PL
SI
13
20
15
37
26
30
40
168
LU
0
LT
PT RO SE
91
0
14
0
24
6
20
0
29
0
26
31
6
0
0
0
0
0
0
0
144
1
19
2
40
5
29
6
20
3
29
5
25
22
4
2
2
162
6
4
9
1
3
6
18
0
7
2
0
15
3
7
2
4
1
38
3
21
19
20
21
23
35
132
17
14
87
89
75
91
79
536
5
19
115
26
16
27
17
24
129
58
11
6
6
11
58
3
6
7
18
24
1
0
1
0
0
2
2
13
0
0
0
11
8
9
9
4
27
11
17
15
11
16
15
22
9
6
5
6
26
17
13
6
1
49
16
60
25
18
140
101
22
11
1
20
26
17
3
6
0
2
17
6
7
0
18
0
2
6
18
2
5
9
18
9
7
46
32
35
24
2
48
48
203
4
7
7
4
50
8
2
11
6
2
3
11
3
10
5
21
SK TR UK
2
1
1
0
0
0
1
3
SI
9
24
28
43
82
95
80
352
PT RO SE
0
0
0
0
0
0
0
0
LV MT NL NO PL
6
34
26
40
38
28
50
216
LU
0
0
0
0
0
0
0
0
LT
16
0
15
3
21
1
19
0
14
0
11
1
21
LI
5
IT
101
1
2
2
1
3
1
5
6
7
10
10
0
0
0
0
33
0
1
4
4
4
7
73
13
13
15
15
15
9
6
13
449
1
85
18
81
83
85
97
110
15
11
12
25
21
18
23
17
1
0
0
0
6
0
11
56
1
47
39
31
0
5
4
30
17
15
8
6
0
2
3
0
28
7
25
1
141
0
3
2
24
20
68
19
6
34
1
7
20
70
3
19
0
106
0
0
0
16
32
59
14
6
22
4
5
21
17
5
32
0
138
0
6
2
30
9
59
31
3
31
3
9
21
21
6
39
0
183
0
8
3
28
21
78
45
7
35
6
11
49
19
8
0
249
1
10
4
34
23
96
34
9
30
11
14
45
41
0
242
2
30
4
31
32
112
36
10
22
11
13
64
31
1
1059
3
57
15
163
137
472
179
41
174
36
59
220
199
0
5
2
6
25
71
9
3
9
8
56
9
9
6
0
0
12
9
12
6
15
LI
63
0
0
IT
38
15
IS
249
33
18
20.4
27
22.7
18
LT VILNIUS23
36
2.2
23
6.5
43
3.7
5.4
LT VILNIUS24
6.4
25
4.1
LT VILNIUS20
34
n/a
25
9.3
LT VILNIUS19
67
7.4
LT VILNIUS18
124
0.0
5.3
240
2.2
0.0
5.0
47
2.4
1.1
7.9
42
3.6
LT VILNIUS16
LT VILNIUS17
62
4.9
1.4
33
4.6
2.9
48
3.7
6.6
46
5.7
2.2
69
3.5
4.8
55
2.4
76
LT VILNIUS15
65
3.8
LT VILNIUS14
74
LT VILNIUS14
n/a
73
3.4
7.3
376
3.4
LT VILNIUS13
314
LT VILNIUS12
82
7.5
3.9
95
8.0
6.0
80
7.4
3.8
361
5.3
9.9
26
5.9
3.7
IE
35
8.7
2.8
LV MT NL NO PL
Outgoing staff per country
43
LT VILNIUS10
LT VILNIUS11
39
6.9
6
5.3
35
8.8
22
7.8
221
3.9
FR GR HR HU
34
6.1
FI
BE BG CH CY
88
LT VILNIUS08
CZ DE DK EE ES
AT
10
8.6
4.9
90
7.3
5.8
14
5.6
6.0
74
5.3
7.6
20
5.3
6.6
94
8.5
13.0
17
LT VILNIUS05
LT VILNIUS06
LU
Latvia
101
3.9
4.6
14
2.6
4.4
102
2.3
3.6
109
3.0
3.8
549
2.4
3.4
0
2.2
5.3
27
LT VILNIUS03
LT VILNIUS04
0
3.2
6.1
34
3.0
7.2
5
3.5
7.0
129
7.3
3
7.4
36
14.3
LT VILNIUS01
LT VILNIUS02
9
4.1
3.8
26
8.5
5.2
3.1
4
10.2
3.3
4.5
IS
21
8.0
LT UTENA01
LT VILNIUS01
IE
19
4.1
FR GR HR HU
11
4.2
2.6
5.3
FI
34
4.4
5.3
9.3
CZ DE DK EE ES
11
4.6
LT SIAULIA03
LT SIAULIA04
LT
9
7.4
4.5
LI
35
7.8
3.7
IT
47
6.8
4.2
IS
171
7.8
1.0
3
7.9
0.0
3
9.9
2.7
34
LT SIAULIA01
LT SIAULIA02
0
3.7
4.5
6
4.3
5.8
7
3.9
2.3
13
2.6
9.6
0
1.6
3.1
0
3.4
5.6
0
LT PANEVEZ01
LT RIETAVA01
28
3.0
4.5
0
0.0
0.9
0
7.7
2.1
0
3.4
0.8
13
0.8
9
0.6
LT KLAIPED09
LT MARIJAM01
20
5.9
52
6.9
83
4.6
4.6
8
4.8
10.1
LT KLAIPED08
10
6.5
4
4.6
17
LT KLAIPED07
9
5.0
14
11.3
16
8.6
20
5.8
16
10.4
IE
Incoming staff per country
11
7.6
BE BG CH CY
23
LT KLAIPED06
AT
11
2.4
n/a
76
3.7
6.6
83
2.8
7.2
7
2.3
9.0
21
3.0
5.3
9
2.8
6.7
16
LT KLAIPED04
LT KLAIPED05
11
1.9
29
0.8
2.0
6.5
27
1.0
5.5
4.1
26
0.7
LT KLAIPED02
LT KLAIPED03
54
4.8
3.8
35
8.3
2.1
26
3.8
3.0
23
4.8
3.4
134
6.1
3.8
150
1.9
8.0
FR GR HR HU
18
23
12
LT KAUNO01
19
0.8
1.9
107
2.6
2.4
LT KLAIPED01
LT KLAIPED07
70
0.0
2.9
8
2.9
9
1.5
15
2.8
16
LT KAUNAS12
LT KAUNAS13
12
2.7
1.4
18
4.7
6.1
78
8.0
1.5
20
2.7
7.0
24
4.9
7.5
30
8.1
11.9
20
LT KAUNAS10
LT KAUNAS11
24
6.1
33
5.5
151
6.9
20092010
5.1
20102011
1.0
4.3
20112012
6.7
6.6
20122013
3.4
LT KAUNAS08
20072008
7.4
1.6
20082009
7.0
6.7
20092010
8.5
8.8
20102011
LT KAUNAS06
LT KAUNAS07
20112012
9.4
3.9
20122013
9.7
3.1
20072008
11.4
4.1
20082009
10.0
5.0
20092010
8.8
4.6
20102011
19.4
5.9
20112012
LT KAUNAS04
LT KAUNAS05
20122013
2.5
3.4
FI
61
3.2
2.0
2.9
CZ DE DK EE ES
8
3.1
5.1
4.2
BE BG CH CY
44
2.5
LT KAUNAS02
AT
7
5.7
53
5.9
9
6.1
53
6.5
9
6.5
44
14.6
75
LT KAUNAS01
LT KAUNAS03
Outgoing staff per country
282
5.3
9
2012-2013
3.3
3
2011-2012
3.2
7
2010-2011
4.4
10
2009-2010
3.3
8
2008-2009
6.3
15
2007-2008
LT ALYTUS01
52
Erasmus ID
20072008
Estonia
20082009
Lithuania
71
72
0
5
0
5
26
16
4
27
27
7
105
11
48
4
66
12
28
29
41
58
12
2
27
2
57
14
31
46
36
38
10
4
8
2
400
82
144
161
224
255
42
17
82
20
33
9
17
5
18
158
27
27
11
18
10
19
260
21
38
105
62
60
710
162
10
8
79
34
119
28
9
15
9
33
19
85
10
89
70
SI
SK TR UK
307
523
34
189
PT RO SE
49
95
10
15
52
127
11
22
28
6
81
28
50
106
12
13
33
13
94
104
52
81
10
19
30
12
73
126
18
14
53
63
12
14
29
12
78
124
18
23
51
51
15
11
35
7
60
78
11
18
SI
1
21
22
99
65
25
105
33
4
91
Outgoing staff per country
SK TR UK
108
11
4
14
13
7
134
15
20
0
30
10
Lithuania
EE TALLINN02
EE TALLINN16
EE TALLINN16
56
268
27
13
61
29
42
507
78
96
1
54
0
118
0
7
65
5
5
8
6
12
117
9
15
0
10
0
109
0
23
1
0
7
0
13
28
3
0
12
0
7
46
17
12
0
0
0
90
1
8
2
0
5
0
3
13
22
3
21
10
9
13
0
0
8
1
1
65
12
12
1
0
0
87
0
16
3
1
0
0
6
12
2
5
21
64
13
0
0
3
EE HARJUMA01
EE HARJUMA01
EE TALLINN11
EE TALLINN11
12
17
3
3
10
5
6
61
14
20
0
6
0
111
0
17
3
0
5
0
3
18
13
11
38
0
61
18
2
0
12
Erasmus ID
EE TALLINN18
EE TALLINN18
5
37
5
1
9
4
9
84
11
17
0
8
0
112
0
19
3
0
7
2
6
14
20
18
26
5
40
18
2
0
9
6
9
SI
0
0
30
7
2
19
134
23
1
92
PT RO SE
13
18
5
20
12
200
11
1
111
0
627
1
16
2
2
5
1
1
21
14
30
30
8
61
20
2
0
10
21
17
20072008
PT RO SE
14
9
6
8
191
9
7
113
0
0
LV MT NL NO PL
20
218
13
6
109
0
0
99
14
3
29
3
18
16
27
19
40
11
58
25
0
1
9
16
11
20082009
LV MT NL NO PL
485
640
132
28
103
128
12
9
256
22
357
26
137
22
19
33
107
82
9
1356
119
28
0
136
635
0
109
0
0
4
48
LU
0
1
0
2
57
6
17
LT
LU
138
0
1
3
1
0
4
70
4
23
0
37
94
98
86
176
2
74
31
1
5
37
12
11
20092010
LT
184
249
243
1
LV MT NL NO PL
4
0
LU
1059
0
3
0
0
0
LT
0
LI
0
0
0
0
75
1
19
0
16
42
86
51
LI
0
0
5
78
3
20
0
14
55
82
62
34
36
358
125
7
6
32
11
16
20102011
LI
0
0
IT
0
2
63
17
391
9
34
0
10
78
86
74
27
32
106
IT
0
19
IS
0
4
27
IE
IT
0
0
0
1
24
137
9
17
58
74
92
40
39
102
IS
28
11
20
19
73
98
82
39
26
111
71
107
15
20112012
IS
24
2
2
30
1
15
91
FR GR HR HU
33
53
359
FI
6
8
85
511
CZ DE DK EE ES
1
1
9
109
470
30
25
110
IE
37
4
5
0
50
220
30
119
30
5
0
19
28
FR GR HR HU
IE
7
12
18
0
5
24
24
176
45
13
0
16
34
79
20122013
FR GR HR HU
171
3
8
5
38
105
653
36
11
0
15
19
FI
6
40
4
11
19
64
37
12
0
37
45
32
20072008
FI
49
9
16
24
3
70
30
7
9
33
47
34
20082009
CZ DE DK EE ES
56
34
20
14
71
14
62
5
37
42
8
17
0
220
38
158
32
20092010
CZ DE DK EE ES
42
32
30
20
72
8
40
32
205
16
BE BG CH CY
21
46
20102011
BE BG CH CY
31
0
14
29
40
20112012
BE BG CH CY
39
1
38
3
27
27
212
9
16
33
20122013
217
Incoming staff per country
AT
26
20072008
AT
23
25
20082009
AT
19
24
138
25
17
29
20092010
146
20102011
20112012
20122013
Annex 8
Outgoing Erasmus special needs students and staff in
Erasmus programme 2007-2013
Incoming staff per country
SK TR UK
Estonia
Outgoing student with special needs number per HEI
EE TALLINN01
EE TALLINN04
EE TALLINN05
20072008
20082009
20092010
20102011
1
EE TALLINN12
1
20112012
EE TALLINN14
1
EE TALLINN03
EE VORU01
EE VORU01
EE LAANE-V02
EE LAANE-V02
EE TALLINN15
EE TALLINN15
EE TALLINN10
EE TALLINN10
EE TALLINN17
EE TALLINN17
EE TALLINN20
EE TALLINN20
EE TALLINN19
EE TALLINN19
1
EE TALLINN06
1
20122013
Erasmus ID
Outgoing staff with special needs number per HEI
EE TARTU01
EE TARTU01
EE TARTU03
EE TARTU03
EE TARTU05
EE TARTU05
EE TARTU06
EE TARTU06
EE TARTU02
EE TARTU02
EE TALLINN13
EE TALLINN13
EE TALLINN20
EE TALLINN20
EE TARTU07
EE TARTU07
EE TALLINN23
EE TALLINN23
20072008
20082009
20092010
20102011
20112012
20122013
EE TALLINN14
EE TALLINN01
EE TALLINN03
EE TALLINN02
EE TALLINN06
EE TALLINN04
EE TALLINN12
EE TALLINN05
73
Latvia
Lithuania
Outgoing student with special needs number per HEI
Erasmus ID
20072008
20082009
20092010
20102011
20112012
Outgoing staff with special needs number per HEI
20122013
Erasmus ID
20072008
20082009
20092010
20102011
20112012
Outgoing student with special needs number per HEI
20122013
Erasmus ID
20072008
20082009
20102011
20112012
Outgoing staff with special needs number per HEI
20122013
Erasmus ID
LV DAUGAVP01
LV DAUGAVP01
LT ALYTUS01
LV DAUGAVP02
LV DAUGAVP02
LT KAUNAS01
LV JELGAVA01
LV JELGAVA01
LT KAUNAS02
LV JURMALA01
LT KAUNAS03
LV JURMALA03
LV JURMALA03
LT KAUNAS04
LT KAUNAS04
LV JURMALA05
LV JURMALA05
LT KAUNAS05
LT KAUNAS05
LV LIEPAJA01
LV LIEPAJA01
LT KAUNAS06
LT KAUNAS06
LV LIEPAJA02
LV LIEPAJA02
LT KAUNAS07
LT KAUNAS07
LV REZEKNE02
LV REZEKNE02
LT KAUNAS08
LT KAUNAS08
LV REZEKNE03
LV REZEKNE03
LT KAUNAS10
LT KAUNAS10
LV RIGA01
LT KAUNAS11
LT KAUNAS11
LV RIGA02
LV RIGA02
LT KAUNAS12
LT KAUNAS12
LV RIGA03
LV RIGA03
LT KAUNAS13
LT KAUNAS13
LV RIGA04
LV RIGA04
LT KAUNO01
LT KAUNO01
LV RIGA05
LV RIGA05
LT KLAIPED01
LT KLAIPED01
LV RIGA06
LV RIGA06
LT KLAIPED02
LT KLAIPED02
LV RIGA08
LV RIGA08
LT KLAIPED03
LT KLAIPED03
LV RIGA09
LV RIGA09
LT KLAIPED04
LT KLAIPED04
LV RIGA10
LV RIGA10
LT KLAIPED05
LT KLAIPED05
LV RIGA12
LV RIGA12
LT KLAIPED06
LT KLAIPED06
LV RIGA13
LV RIGA13
LT KLAIPED07
LT KLAIPED07
LV RIGA14
LV RIGA14
LT KLAIPED07
LT KLAIPED07
LV RIGA16
LV RIGA16
LT KLAIPED08
LT KLAIPED08
LV RIGA27
LV RIGA27
LT KLAIPED09
LT KLAIPED09
LV RIGA28
LV RIGA28
LT MARIJAM01
LT MARIJAM01
LV RIGA29
LV RIGA29
LT PANEVEZ01
LT PANEVEZ01
LV RIGA30
LV RIGA30
LT RIETAVA01
LT RIETAVA01
LV RIGA31
LV RIGA31
LT SIAULIA01
LT SIAULIA01
LV RIGA32
LV RIGA32
LT SIAULIA02
LT SIAULIA02
LV RIGA33
LV RIGA33
LT SIAULIA03
LT SIAULIA03
LV RIGA34
LV RIGA34
LT SIAULIA04
LT SIAULIA04
LV RIGA35
LV RIGA35
LT UTENA01
LV RIGA38
LV RIGA38
LT VILNIUS01
LV RIGA40
LV RIGA40
LT VILNIUS01
LV RIGA41
LV RIGA41
LT VILNIUS02
LV RIGA42
LV RIGA42
LT VILNIUS03
LV RIGA43
LV RIGA43
LT VILNIUS04
LV RIGA44
LV RIGA44
LT VILNIUS05
LV RIGA45
LV RIGA45
LT VILNIUS06
LV RIGA46
LV RIGA46
LT VILNIUS08
2
LV RIGA47
LV RIGA47
LT VILNIUS10
1
LV RIGA48
LV RIGA48
LT VILNIUS11
LT VILNIUS11
LV RIGA49
LV RIGA49
LT VILNIUS12
LT VILNIUS12
LV RIGA50
LV RIGA50
LT VILNIUS13
LT VILNIUS13
LV RIGA51
LV RIGA51
LT VILNIUS14
LV VALMIER01
LV VALMIER01
LT VILNIUS14
LV VENTSPI01
LV VENTSPI01
LT VILNIUS15
LT VILNIUS15
LT VILNIUS16
LT VILNIUS16
LT VILNIUS17
LT VILNIUS17
LV JURMALA01
LV RIGA01
1
1
LT VILNIUS19
20072008
20082009
20092010
20102011
20112012
20122013
LT ALYTUS01
1
3
1
4
3
LT KAUNAS01
2
1
LT KAUNAS02
LT KAUNAS03
2
1
1
1
LT UTENA01
LT VILNIUS01
1
1
1
LT VILNIUS01
LT VILNIUS02
LT VILNIUS03
1
LT VILNIUS04
LT VILNIUS05
1
1
LT VILNIUS06
1
LT VILNIUS08
LT VILNIUS10
1
LT VILNIUS14
1
LT VILNIUS14
LT VILNIUS18
LT VILNIUS18
74
20092010
1
LT VILNIUS19
LT VILNIUS20
LT VILNIUS20
LT VILNIUS23
LT VILNIUS23
LT VILNIUS24
LT VILNIUS24
75
76
0
1
1
0
4
0
0
4
0
1
0
1
0
0
2
0
5
0
0
0
2
0
0
2
0
1
0
1
3
0
0
1
1
0
3
0
0
4
10
0
16
4
0
9
0
6
3
2
0
1
20
1
14
0
0
2
0
2
0
20072008
6
0
0
0
0
5
19
2
2
6
2
8
0
0
0
0
0
20082009
4
0
1
0
0
4
22
0
0
0
0
9
0
0
4
0
0
20092010
1
0
0
0
0
4
22
1
3
4
11
0
0
3
0
20102011
13
2
1
0
0
0
0
13
1
12
0
0
17
0
0
12
0
20112012
4
2
2
1
0
5
20
0
1
7
3
6
5
0
2
1
0
5
0
2
3
3
2
0
20122013
4
1
1
1
2
5
22
1
2
9
1
5
1
0
1
0
6
17
2
2
1
2
0
0
32
5
5
2
2
23
105
17
6
37
10
39
23
0
10
13
11
43
4
16
8
8
3
0
SK TR UK
0
0
4
0
0
0
0
0
0
0
0
0
0
2
13
4
0
0
1
0
7
0
1
0
2
0
10
3
0
0
1
2
11
0
3
2
2
4
4
2
0
1
1
17
1
0
3
16
3
2
1
0
1
1
0
0
0
1
15
4
1
0
0
2
11
0
1
0
13
2
1
0
1
2
23
1
8
21
58
19
5
0
5
8
69
2
0
1
0
1
26
0
0
4
0
0
29
0
0
3
0
0
23
0
0
1
0
1
25
0
0
2
0
0
28
0
0
2
0
1
7
0
0
13
0
3
138
0
1
0
0
0
9
0
4
1
6
0
3
SK TR UK
9
SI
10
1
1
4
3
0
0
9
PT RO SE
41
0
LV MT NL NO PL
6
LU
3
3
0
4
2
3
5
0
0
1
3
0
4
0
2
1
6
0
0
0
7
0
1
0
0
1
0
8
0
0
0
0
2
0
6
0
0
0
1
1
0
4
0
0
0
0
0
0
3
0
3
0
5
1
0
8
0
2
0
6
5
0
36
0
6
0
0
0
0
0
2
0
1
0
2
1
2
1
7
2
0
1
0
0
0
1
0
0
0
1
0
1
0
2
0
0
0
0
0
0
1
1
0
2
2
3
4
2
3
16
0
5
6
2
0
9
3
25
SK TR UK
3
1
3
1
4
1
0
SI
16
0
0
1
0
2
1
4
10
PT RO SE
19
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
2
LV MT NL NO PL
6
0
0
0
0
0
10
LU
4
0
0
0
0
0
0
0
LV MT NL NO PL
2
26
23
16
8
21
28
122
22
1
0
0
0
6
4
11
4
0
0
0
0
0
0
0
1
0
0
0
0
0
1
1
13
0
1
0
0
1
0
2
1
0
0
0
2
0
0
2
31
2
1
1
4
1
1
2
0
1
0
20072008
0
3
20082009
0
4
1
20092010
0
9
1
0
0
20102011
0
1
6
2
1
1
20112012
6
1
7
2
20122013
1
3
29
2
7
2
LU
5
0
0
0
0
0
2
2
3
8
7
2
1
2
LT
10
10
10
11
9
27
13
80
4
0
26
3
0
3
LI
8
0
1
0
3
3
3
10
0
71
0
4
0
IT
7
0
3
2
1
2
4
12
5
16
15
0
0
6
0
1
0
13
1
0
1
0
4
IS
6
1
4
1
3
2
2
13
0
1
9
0
0
0
15
1
0
1
0
6
IE
9
0
0
1
0
1
0
2
7
0
0
0
22
1
0
3
0
5
FR GR HR HU
26
0
1
0
0
3
0
4
3
6
31
0
0
0
16
1
0
3
0
10
FI
40
0
0
0
0
0
0
0
2
3
6
2
5
1
19
0
LT
4
LI
0
IT
6
0
0
0
IS
0
3
1
35
IE
3
3
5
CZ DE DK EE ES
LT
0
0
0
0
0
3
1
7
14
1
1
LI
17
12
12
2
5
3
1
0
0
1
IT
0
4
0
0
2
0
0
1
37
2
4
0
16
IS
0
0
2
0
1
3
4
14
0
0
0
0
IE
0
8
8
5
3
0
3
12
94
11
0
0
0
0
0
0
4
FR GR HR HU
1
1
0
12
0
0
0
0
0
0
4
10
15
13
13
0
0
6
FI
0
0
2
3
2
5
0
11
3
0
2
0
0
0
2
0
1
7
21
0
3
CZ DE DK EE ES
0
0
0
0
0
13
6
86
0
12
0
0
0
4
Outgoing students per country
BE BG CH CY
1
0
0
0
0
0
0
4
2
2
1
2
1
3
1
Lithuania
AT
0
0
0
13
0
15
0
2
3
0
1
20112012
20122013
BE BG CH CY
0
21
17
15
14
1
2
5
AT
7
0
0
0
0
3
4
0
0
0
2
6
2
1
0
Incoming students per country
0
20072008
20082009
20092010
20102011
1
3
7
26
0
0
1
1
0
0
1
3
1
2
0
5
0
0
2
4
2
8
0
4
0
0
0
0
0
0
0
SK TR UK
CZ DE DK EE ES
0
1
0
3
0
9
0
3
0
0
0
2
0
9
0
0
3
0
3
0
0
3
31
0
4
SI
BE BG CH CY
17
0
0
SI
0
5
8
34
1
0
0
3
4
0
6
0
0
0
17
0
0
3
0
0
Outgoing students per country
AT
0
0
3
2
1
0
PT RO SE
1
0
0
3
2
1
0
1
0
7
0
0
2
0
19
0
5
0
14
9
0
0
38
0
Estonia
56
0
0
0
2
0
4
5
0
0
0
0
17
0
0
0
7
0
0
0
0
2
0
1
6
0
1
1
2
10
8
7
58
0
0
0
0
0
4
0
1
2
2
9
0
9
2
10
0
0
9
FR GR HR HU
4
7
Outgoing students per country
11
Incoming students per country
FI
12
0
4
17
6
2
1
2
3
5
4
17
7
1
0
0
0
0
0
1
0
0
3
2
6
12
9
32
PT RO SE
2
9
2
5
0
2
Latvia
37
SK TR UK
0
SI
1
PT RO SE
0
LV MT NL NO PL
1
LU
0
LT
24
LI
10
IT
10
IS
3
IE
10
8
6
FR GR HR HU
54
7
4
0
FI
46
9
5
0
0
0
2
2
4
2
10
LV MT NL NO PL
11
0
7
6
1
0
0
0
10
4
2
0
7
0
0
0
0
0
0
0
0
LV MT NL NO PL
19
0
0
0
12
1
2
14
0
0
0
0
0
0
0
LU
0
0
1
LU
1
9
10
46
0
0
1
0
0
1
3
0
2
6
LT
0
0
0
4
LT
0
0
0
1
0
5
26
0
0
0
4
1
6
5
4
LI
3
1
7
LI
2
25
0
0
0
0
0
0
0
0
11
0
0
31
IT
0
0
0
IT
0
5
7
34
7
24
27
123
0
0
0
7
0
IS
4
0
0
1
0
2
IS
0
0
0
0
0
0
0
4
20072008
20082009
20092010
20102011
20112012
20122013
IE
0
0
0
0
IE
3
0
0
1
1
1
5
20072008
FR GR HR HU
0
0
0
2
0
FR GR HR HU
0
0
0
0
3
20082009
CZ DE DK EE ES
1
FI
0
0
2
6
3
6
4
29
20092010
BE BG CH CY
FI
0
CZ DE DK EE ES
0
BE BG CH CY
0
20102011
20112012
20122013
AT
0
0
0
0
0
0
0
0
0
AT
11
20072008
CZ DE DK EE ES
0
0
0
7
0
2
0
0
0
21
0
20082009
BE BG CH CY
2
0
0
5
0
2
3
0
12
16
0
20092010
AT
0
9
0
21
0
0
0
18
0
15
0
20102011
20112012
81
20122013
Annex 9
Outgoing- incoming students for Erasmus Intensive
Language Courses per host countries in 2007-2013
Incoming students per country
PT RO SE
SI
SK TR UK
77
78
1
3
3
7
9
3
2
3
5
7
3
2
14
16
31
8
4
8
IS
Lithuania
Partner country
2
2
1
2
7
3
3
7
3
1
19
8
7
8
4
5
2
7
1
2
1
1
12
8
4
2
5
2
1
2
3
SK TR UK
1
1
2
SI
1
1
2
PT RO SE
2
2
9
1
2
1
1
1
1
1
12
1
1
2
3
10
6
7
14
3
2
SI
SK TR UK
14
4
4
13
PT RO SE
2
1
1
3
12
4
5
3
1
1
2
3
1
1
1
2
2
3
1
1
2
1
2
1
5
2
1
1
2
2
1
2
3
3
1
2
2
4
1
2
2
2
2
1
3
2
1
3
3
2
3
1
1
3
1
1
2
1
4
SI
17
1
1
3
1
1
3
0
3
2
PT RO SE
1
1
1
2
5
2
16
LV MT NL NO PL
0
0
4
1
2
4
2
2
1
1
3
3
2
7
1
1
3
5
2
2
2
22
2
1
1
6
1
4
4
0
LU
1
2
1
1
1
4
2
10
LT
1
1
5
5
16
1
1
1
3
LI
1
1
3
3
1
1
7
1
2
2
LV MT NL NO PL
1
3
1
3
1
3
2
11
3
5
3
19
4
1
1
10
4
1
4
3
LU
9
8
2
8
2
7
2
2
1
20072008
LT
0
9
1
2
2
0
9
4
20
33
3
19
1
1
2
1
20082009
LI
1
LV MT NL NO PL
1
LU
2
LT
3
LI
3
0
IT
0
2
2
2
1
IT
0
4
1
1
1
1
IS
25
3
IE
1
0
3
0
4
2
2
2
1
1
IE
IT
0
2
1
3
6
1
1
3
20092010
IS
0
3
2
1
7
0
1
2
1
2
0
1
2
1
20102011
6
1
20112012
12
1
20122013
IE
1
3
FR GR HR HU
3
3
13
1
1
1
20072008
FR GR HR HU
3
2
5
1
6
12
0
1
1
1
1
20082009
Partner country
FI
0
1
1
2
1
0
1
3
20092010
Latvia
CZ DE DK EE ES
14
1
1
3
1
2
1
3
1
20102011
1
0
20112012
FR GR HR HU
0
1
4
3
1
2
2
FI
4
2
3
3
9
CZ DE DK EE ES
1
BE BG CH CY
FI
3
1
1
2
11
1
1
3
1
20122013
BE BG CH CY
CZ DE DK EE ES
0
3
4
2
1
20072008
BE BG CH CY
7
1
1
3
2
5
10
0
8
1
1
20082009
AT
7
1
2
20092010
AT
3
20102011
20112012
AT
27
6
20122013
Annex 10
Erasmus Intensive Programmes partner countries in Erasmus
programme 2007-2013
Estonia
Partner country
SK TR UK
79
80