2010 British Council
Activity Report
Comenius and Erasmus
A REPORT ON PROGRAMME
IMPLEMENTATION
Contents
Introduction
4
Erasmus
Case Studies
Statistics 6
8
14
Comenius
Case Studies
Statistics 20
22
28
2
3
Making a Difference
Comenius and Erasmus are two
parts of the European Union’s
Lifelong Learning Programme
(LLP), which supports
European education and
training activities at school,
college, university, in the
workplace and the community.
In 2010, Erasmus and Comenius offered
thousands of pupils, students and staff
at schools and universities the chance
to develop personally, academically
and professionally. Participants were
given a unique opportunity to obtain
education, training, development and work
experience across Europe and acquire
new skills in the process. They gained
knowledge of new subjects and teaching
methods, cultural awareness and improved
language skills.
In a year designated as the European
Year for Combating Social Exclusion
and Poverty, the Erasmus and Comenius
programmes played a crucial role in
helping participants to broaden their
horizons and challenge stereotypes.
Through studying, living or working
in another European country the
4
programmes helped participants to break
down barriers and interact with different
cultures, become more open minded and
acquire a deeper insight into the countries
they visited and the people they met.
The British Council worked to ensure
that as many people as possible in the
UK took advantage of these excellent
opportunities. Our work in widening
participation and raising awareness
ensured that the programmes continued
to reach new audiences and helped
to develop active citizenship, cultural
awareness and social cohesion.
The British Council is the United
Kingdom’s international organisation
for cultural relations and educational
opportunities. We connect people
worldwide with learning opportunities
and creative ideas from the UK and build
lasting relationships between the UK and
other countries. In 2006, following a public
tender, the British Council was appointed
by the UK Government as the UK National
Agency for the management of the
Comenius and Erasmus programmes.
The British Council’s contract for the
management of the programmes runs
from 2007 to 2013.
The Lifelong Learning Programme also
includes the Leonardo programme, for
vocational education; the Grundtvig
programme, for adult education; and the
Transversal programme, for professionals
across the education sector. The UK
National Agency for these programmes
is Ecorys.
We hope this report will give you a good
overview of the scale and scope of the
programmes in 2010 as well as an insight
into some of the many benefits, as told by
the people who took part.
5
Erasmus is the European
Union’s flagship exchange
programme for higher education
students, staff and institutions.
It enables UK students to study
or work in another European
country as part of their degree.
Erasmus also provides funding
support for teaching or training
visits for UK university staff
to other institutions and
enterprises in Europe.
Erasmus Highlights
The year was again a positive one for
Erasmus in the UK, with the number of
UK students going abroad with Erasmus
rising to 11,746, its highest level for
fourteen years. The total number of UK
Erasmus outgoing student mobilities
grew by eight per cent from the previous
year, with an increase in both the study
and work placement elements. There was
also an overall increase in staff mobility.
This increase in both student and staff
participation represents the fourth
successive year of growth. There were 13
new applications made for the Erasmus
University Charter, predominantly by FE/HE
colleges, all of which were successful.
We worked with several sector bodies and
national agencies in collaborative projects
to promote and inform, and also to improve
our understanding of mobility through
research. There was a seminar held on the
6
Erasmus programme at the annual British
Council Going Global conference, an event
that attracts over 1,000 delegates from over
80 countries who come together to listen
and discus a variety of topics that effect the
international education sector. A review of
international student mobility ‘International
student mobility literature review’ was
commissioned with the Higher Education
Funding Council for England.
We held a Bologna Expert conference
in England, based on the theme of the
European dimension and curriculum
development, and collaborated with the
Higher Education Academy (HEA) subject
centres to promote effectively to teaching
staff. We held two Bologna Expert seminars,
one in Scotland the other in England, based
on Recognition, the Higher Education
Achievement Record (HEAR) and the
Diploma Supplement. We collaborated with
UK NARIC and the Academic Registrars
Association to promote these events
effectively to relevant audiences.
There was more positive news relating
to UK success in the Erasmus Mundus
and Tempus programmes. The UK had 12
successful Erasmus Mundus applications in
2010, of which nine were Masters courses
and three Doctoral courses. The selection
of successful projects from round three of
Tempus IV applications was completed and
a total of 19 projects with UK involvement
were selected, of which six are coordinated
by a UK institution.
audience than ever. The national Erasmus
competition was opened up to staff as well
as students this year, with awards being
presented to students Shaun Marrinan, from
Glasgow Caledonian University and Marie
Martyn, from Sheffield Hallam University; and
members of staff Julia Kennedy, from Robert
Gordon University and Gianna Knowles, from
the University of Chichester. A great finish to
an exciting and positive year.
We continued with our promotional efforts
to raise awareness of the programme,
particularly to sixth form pupils and
students. Online and print advertising,
mailings press coverage, web and social
media activities allowed us to reach a larger
7
Erasmus Case Study
on Social Inclusion
Adwoa Acquah, a Black
British student originally
from Ghana, studied law
at Kingston University
and went to Sweden and
the Netherlands with the
Erasmus programme
During the process of applying for Erasmus,
I recall telling my friends about studying
abroad. I saw it as an opportunity to have
an adventure but my friends saw it as plain
crazy! When I found out that signing up
to Erasmus was free of charge and it also
promised financial support during the year
abroad, I was convinced that taking part in
the programme was certainly an excellent
opportunity that I could not let pass me by.
On my first induction day in Sweden, I
could not help but notice that I was one
of the handful of students from an AfricanCaribbean desent. I saw no more than ten
students in the crowd of 2,000 or more who
were from the same ethnic group as me.
In my class and during most social
gatherings in the Netherlands, I was the
only Black African. This did not bother me
because I live in London, a very multicultural
8
society where I work and went to school
with people from all different backgrounds.
During my year abroad in both countries,
there was never an occasion where I felt
as though I was being excluded by the
staff, people in my class or my neighbours
because of my ethnicity. Everyone I met was
very warm, friendly and welcoming. I think
this is the beauty of the Erasmus spirit.
I think that social inclusion or exclusion
must be an individual effort and mindset. If a
person feels that they will be discriminated
against or socially excluded in another
culture because they will be a minority in
that culture then it is highly likely that they
will not put themselves through the Erasmus
programme.
never a thing on my mind that people were
going to be prejudiced against me and vice
versa because of my ethnicity. Like most of
the other participants of Erasmus, I have
found the programme to be a life-changing
experience both academically, personally
and socially. I have returned confident,
highly motivated, open-minded and more
adventurous than ever. I have gained skills
and experiences that can enhance my C.V.
In addition, I feel like I have built friendships
for life and gained a fresh perspective on
the world and other cultures.
I think the important step comes from
the individual and changing their mindset
– having an open mind to give people a
chance regardless of their ethnicity – and
how better to do this than to take part in
Erasmus programme and challenge yourself!
I went with the mindset of experiencing
other cultures, meeting new people and
learning new things about myself. It was
9
Erasmus Case Study
Shaun Marrinan,
Student Essay
Competition
Winner, 2010
I’m standing at the edge of a diving
board. Peering over the edge, the four
metre drop below seems like four miles.
In all my twenty three years I’ve never
dived from this height before, and I was
noticeably nervous. Cold, fresh water
waves are lashing around Lake Bled with
fish swimming merrily below.
I chose to do Erasmus in a small town
named Koper, in Slovenia. It’s a place I had
no knowledge of. Like most people setting
off on this experience, I didn’t know what to
expect. From the very moment I reached the
host country, there was a feeling that was
something special. On the exchange, you will
have untold amounts of fun, every moment
of every day will be worth savouring. It’s
almost easy to miss how enjoyable the
studying and learning was too. Each day at
class, I showed up and worked with people
from all over the world, from Spain, France,
Poland, Czech Republic, Turkey, Canada
and more.
10
The best part of Erasmus is living abroad.
Immersing yourself in another culture is
utterly rewarding, especially when you have
the chance to share it with people who will
become some of your closest friends.
Erasmus opens up opportunities to travel
too; it’s a treat to be in mainland Europe
where every major destination is just a train
or bus ride away. Consider sitting in the
same university again for another semester,
with the same faces, the same city, same
part time job, the same everything. Now
consider going to a European country of
your choice, and to have one of the most
memorable times of your life, with some
of the most memorable characters you’re
likely to meet. Plus, an Erasmus exchange
on your C.V. looks great. I started a new job
coming home and it was a major talking
point. If there are hundreds of thousands of
graduates each year looking for jobs, what
will make you stand out?
Erasmus is a lot of things; it’s a change
of pace, an adventure. It’s building
relationships that will last a lifetime and
gaining a fresh perspective. It’s learning a
language, it’s a volcano erupting in Iceland,
it’s being taught by lecturers from Hawaii, it’s
snowballs and explosions, it’s studying with
students from all over Europe, it’s travelling.
Erasmus is being accepted in a new culture;
it’s the most fun a person can have. But
mostly, Erasmus is the most positive thing
I have ever done in my life.
So what sums up Erasmus? For me, it’s
back at the beautiful Lake Bled in Slovenia,
standing at the edge of that diving board. It’s
my friends from around the world, who I’ve
shared a lifetime of experiences with in such
a short time. It’s hearing them cheer me on,
it’s taking that deep breath, it’s taking that
leap off the diving board, that leap of faith,
and my feet never touching the ground.
11
Erasmus Case Study
Julia Kennedy,
Staff Essay
Competition
Winner 2010
When my colleague in the FH Campus
Wien (Vienna) invited me to their
International Week this was not only a
perfect opportunity for me to learn from
other institutions on how they administer
the Erasmus Programme, but also to see
how my partner institution organised
their International Week, what they
offered, what mistakes they made(!) and
bring this knowledge back to Aberdeen
to help me organise my own Erasmus
staff week. Of course the Christmas
Markets, Glühwein and Austrian cakes
and coffee had absolutely nothing to
do with it!
I learned many different things, but the
main benefit for me was seeing how an
International Week was organised. I picked
up many hints and tips from attending this
week and, as a result, I held an “Erasmus
Week for Administrative Staff”. I’m quite sure
it would not have been nearly so successful
had I not been on my Erasmus Training Visit.
A full programme had been organised by
my partner institution, with representatives
from 11 different institutions attending (two
of which were already partners of mine).
The programme offered was varied between
training activity and cultural activity.
I think it is extremely important for staff,
whether they be teachers or administrative
staff, to get a new perspective on their
day-to-day role. Even if you’re a veteran like
me, there’s always something new to learn!
This is a great way to learn about a partner
institution – which is vital if you’re sending
12
While I was looking forward to learning from
my partner institution and other colleagues,
it had not occurred to me how much I would
enjoy spending a week with like-minded
colleagues who have similar experiences
and problems to me.
students there. Once a member of staff
knows an institution, they can speak with
authority and enthusiasm about that place.
A staff visit can also provide the chance to
learn a new language, or brush up on one
you already know. One of the other great
things about staff mobility is that you can
do other things while you are there – you
can visit your students, you can talk about
research projects you may have on the go –
and you get the opportunity to look through
a window to new and exciting areas that you
may not have considered before.
One of the selling benefits to students is that
an Erasmus period looks good on their CV
– this is no different for staff. Staff visits can
be included on a CV and demonstrate that
staff are open to new ideas and challenges,
and are keen to find new perspectives on
their work. Sure, you can stay in your home
institution and maintain the status quo, or
you could go on Erasmus Staff Mobility
and gain new perspectives, new ideas, new
partners, new friends, new methods of
working and, perhaps the main downside, an
extended waistline!
13
Outgoing UK Erasmus Student Work Placement
Mobilities 2007/08 – 2009/10
Outgoing UK Erasmus Student Mobilities (combined)
1987/88 – 2009/10
4000
Number of student mobilities
3500
14000
12000
10000
3000
2500
2000
1500
1000
Number of Student Mobilities
500
0
2007/08
8000
2008/09
2009/10
6000
Outgoing UK Erasmus Student Study Mobilities
2007/08 – 2009/10
4000
10000
2000
2009/10
2008/09
2007/08
2006/07
2005/06
2004/05
2003/04
2002/03
2001/02
2000/01
1999/00
1998/99
1997/98
1996/97
1995/96
1994/95
1993/94
1992/93
1991/92
1990/91
1989/90
1988/89
1987/88
Number of student mobilities
8000
0
6000
4000
2000
0
14
2007/08
2008/09
2009/10
15
Outgoing UK Erasmus Staff Mobilities
2000/01–2009/10
Number of Outgoing UK Erasmus Students by
Subject Area 2009/10
Key
Staff Teaching
Staff Training
(8) (99)
(6)
2000
(5)
(7)
(1)
(0)
(2)
1800
(4)
1600
(3)
Number of Staff Mobilities
1400
1200
1000
800
600
400
200
Subject ( Inc ISCED Group)
2009/10
2008/09
2007/08
2006/07
2005/06
2004/05
2003/04
2002/03
2001/02
2000/01
0
General Programmes (0)
Education (1)
Humanities and Arts (2)
Social Sciences, Business and Law (3)
Science, Mathematics and Computing (4)
Engineering, Manufacturing and Construction (5)
Agriculture and Veterinary (6)
Health and Welfare (7)
Services (8)
Not known or unspecified (99)
16
17
“My Erasmus experience has
been the single most important
educational experience of
my life to date. The Erasmus
programme has inspired me
to explore new avenues of
business, culture and learning
that I continue to explore on a
daily basis.”
“This Comenius project has been a
great opportunity for me learning
about other countries’ cultures. It
taught me a lot in different ways and
made me understand things I never
thought I could. It’s inspired me by
the history and the journey these
countries have gone through.”
Daniel Emmerson, Erasmus student
Pupil, Glendelvine Primary School,
Perthshire (Comenius School Partnership)
“The EU Mock Council was
a fantastic opportunity for
students to learn about the
politics of the European Union.
I am very proud of the way my
students researched, debated
and presented their case at the
Mock Council. It is a fantastic
event that truly brings learning
to life for our students.”
“I have come out a better and
bigger person who can stand
on his own two feet wherever
situated and proudly say
that he is not afraid to follow
his dreams and seize the
opportunity.”
Ahmed Dekmak, Erasmus student
Arthur Mellows, Village College
(Mock Council of the European Union)
“This experience has shown
me that it is important to
celebrate the differences
because that is what makes
us who we are, but also
importantly to recognise the
similarities, as that is the only
way we can grow together.”
Samuel Omalade, Erasmus student
“It was a life-enhancing four
months that I would thoroughly
recommend to any potential
student looking to broadening
their lives, both educationally
and culturally. The learning
opportunities have been immense,
helping me to realise my potential
and extend my ambitions.”
“A small rural school benefits
greatly from the opportunities
Comenius gives, as children
from our school have a
fairly homogenous cultural
background, so it is good
to be introduced to other
cultures.”
Fritwell Church of England
Primary School (Comenius School
Partnership)
“The Comenius assistantship
has had a huge impact on my
language skills. I left England
speaking only English and very
bad French. I can now tutor
maths and physics reasonably
confidently in Norwegian.”
Joanne Brownlow, Salford University
(Comenius Assistant)
Lindsay Sunley, Erasmus student
18
19
Comenius targets schools
and further education
colleges and is designed to
provide opportunities for
UK schools and colleges to
introduce or strengthen the
European dimension in their
curriculum, and to develop
links with partners in other
European countries.
Comenius Highlights
Comenius experienced another successful
year and became even more widely known
within the schools and Further Education
(FE) sectors across the UK. Schools, FE
colleges and local authorities collaborated
with counterparts from across Europe
to address a range of themes including;
language learning, migration, Information
and Communication Technologies (ICT) and
Special Education Needs (SEN).
We designed a media toolkit for Comenius
participants to help them get their stories
into local and national media and as a result
over 180 articles featured in a wide range of
UK publications and websites.
20
In November, the Mock Council of the
European Union took place. We worked
with the EC Representation in London and
the Foreign and Commonwealth Office on
this high-profile event, held at Lancaster
House in central London. Pupils from
29 schools across England took part in
debating the future of the Roma community
and the creation of an EU energy market
for greater security of gas supply.
We continued to promote Comenius in
conjunction with the European Commission’s
eTwinning programme. eTwinning acts as
a partner-finding and ICT collaboration
tool where ideas and curriculum-based
work are shared, whilst Comenius provides
a structured funding framework to carry
out international school partnership work.
A key event was the annual eTwinning
conference held in June, where the benefits
of Comenius participation were highlighted
and disseminated widely. An eTwinning
Award, which was presented for the best use
of eTwinning in a Comenius project, fuelled
and developed interest in the programme.
We ran a number of joint workshops
with school leaders and local authorities
demonstrating how Comenius and eTwinning
support national education priorities and
curricular goals as part of a whole school
approach to the international dimension.
European Year for Combating Social
Exclusion and Poverty
We jointly organised a Thematic Monitoring
Seminar with the Polish Comenius National
Agency in September to look at the issue
of migrant integration in schools. There
was representation from six of the eight
UK Regio (Local Authority) partnerships
working with Poland and all eight Polish local
authorities. The seminar was also attended
by over 30 teachers from the Warsaw area.
UK participant feedback has indicated that
not only was the seminar useful in terms of
sharing good practice and strengthening
networks, but has also sown the seeds for
future bilateral and potentially multi-lateral
collaboration in 2011 and beyond.
21
Comenius Case
Study – Lancaster
and Morecambe
College: Comenius
on Film
Lancaster and Morecambe College
students captured the real-life perils of
drink and dangerous driving in a short
film Road Risks and Responsibilities.
It was devised and jointly produced
by the four European schools in
their Comenius Multilateral School
Partnerships, which has also produced
a teaching resource, made by young
people, to raise awareness and educate
other young people about road safety.
The partnership allowed 15-19 year olds to
travel and learn about new cultures, linking
with three other schools in France, Italy,
Austria through eTwinning. Students from
all partner schools participated in filming
during a transnational meeting in Italy.
The project allowed the young people to
learn creatively and provided practical
experience in developing skills in
many areas, such as the research skills
used to gather and collate information
22
for the storyboard; presentation and
communication skills in delivering
powerpoint presentations of their
storyboard to fellow students, senior staff,
peers and overseas partners; and practical
skills and techniques in the use of media,
filming and production tools.
Students from all schools, in the initial
stages, looked into the responsibilities of
young drivers in relation to issues such
as speed and alcohol. They carried out
and examined research into the attitudes
of young people towards drink-driving in
their own communities. Information was
exchanged on the partnership project
website, an important virtual space which
supported the exchange of ideas and
information. At a transnational meeting,
students from each school presented
their findings from their own community.
As well as learning about cultural
differences and similarities, life skills such
as public speaking were developed. At the
partnership meeting in France, each school
presented a storyboard and then voted to
decide which would be used for the film to
be produced.
All of the partners involved agreed that
accidents and deaths caused by young
people driving under the influence of
alcohol were significant problems in their
communities. The aim of the project was
thus focussed around raising awareness
of the number of road-related injuries and
death involving young drivers.
Through participating in the Comenius
programme, the enthusiasm and motivation
of students at Lancaster and Morecambe
College has increased. John Perry,
Lancaster and Morecambe’s international
coordinator, explains:
“One of the stipulations we have is that
to go on a visit, students have to have a
high attendance rate, be up-to-date with
assignments and have good grades. It really
focuses them on their studies and also has
an impact on achievement.”
All schools involved have reaped the
benefits of working collaboratively. Students
have returned to their respective countries
with more confidence and self-esteem.
Participants have developed a greater
understanding of working with film and
some have returned home with the desire to
learn a foreign language and travel and work
further in Europe in the future.
Dean Batty, student, from Lancaster and
Morecambe College says:
“Having this experience has made me realise
a few things, firstly that I really want to
work in film and television as a career, and
secondly, that I want to learn a language, as
communicating to a foreigner can be difficult.
And lastly, that teamwork, even with people
you don’t know and understand is very
difficult but immensely rewarding.”
23
Comenius Case
Study – Pentland
Primary School
Hosting their first Comenius Assistant
prepared Pentland Primary School
pupils in Edinburgh, Scotland, for true
international citizenship, not only
through their increased proficiency
at mastering another language but
also in their enhanced confidence and
international outlook.
Guillem Montero from Majorca, Spain spent
six months as a Comenius Assistant at the
school introducing Spanish language and
culture and raising awareness of European
issues. He was also instrumental in
supporting the first year of their Multilateral
Comenius School Partnership. He brought
a ‘real-life‘ dimension to the multilateral
Comenius project for pupils, parents
and teachers and added authenticity in
communication between Pentland and its
partner school in Spain.
Guillem was involved in all school activities
and took the lead role in the Mother Tongue
24
Month activity within the school. He also
coached Year 6 pupils entering the City of
Edinburgh Euroquiz in February 2010. His
work highlighted the global dimension in
active citizenship and cultural awareness.
Rebecca Annand, Principal Teacher at
Pentland Primary School said:
“Through class lessons the pupils gained
invaluable insight into life in Majorca and
Spain. They were able to share their Spanish
holiday experiences with Guillem, and
he made it easy for pupils to identify the
similarities and differences between life in
Scotland and life in Spain. He engaged and
motivated pupils to learn through using
everyday experiences that they could
relate to - school life, holidays, hobbies,
Christmas and Easter, for instance. His use
of technology like YouTube really brought
learning to life for the pupils. He also set up
an after-school class for teachers and pupils
to improve their conversational skills in
Spanish.”
With their Comenius Assistant’s support,
staff and pupils developed their knowledge
and understanding of the diversity of
European cultures and languages, and the
value of this diversity. It gave pupils an
opportunity to build upon their basic life
skills, enhance their personal development
and their European citizenship.
In return, the school provided Guillem with
a realistic picture of Scottish education,
and an opportunity to become involved
in language teaching, environmental
issues and global citizenship. He relished
the opportunity to accompany students
on school outings as it gave him a better
understanding of UK education outside
the classroom.
Guillem described his assistantship as being
a “great opportunity to get to know the local
people and culture thanks to the school
community. It gave me the opportunity
to reflect and understand the differences
between my country and theirs.”
Plans to continue the international
dimension at Pentland Primary School are
already in hand as the school has received
another Comenius Assistant this year. Marko
Neumann from Germany hopes to build on
the work which Guillem developed within the
school, but from a German perspective. The
school is also beginning the second year of
their Comenius School Partnership.
25
Comenius Case
Study on Social
Inclusion – Pingle
School
Pingle School experienced the effects
of anti-social behaviour first-hand when,
one day in 2005, a pupil set fire to the
school. 1,500 lives were put in danger.
Today, Year 9 pupils have developed a
teaching resource to educate young
people in both the UK and Sweden,
and share ideas of good practice, in a
bid to reduce criminal damage in the
school environment and arson in the
wider world.
Pingle, a secondary school in Derbyshire, is
in a socially deprived area where arson and
criminal damage to schools is moderately
frequent. In Sweden, where the Rudskolan
school is based, such behaviour is rife. Every
year the cost of arson there is estimated at
500 million Krona (nearly 55 million Euros).
The partnering of both schools in the Writing
on the Wall project, allowed pupils to interact
with their peers overseas, in order to
understand the importance of reducing antisocial behaviour and combating criminal
acts.
Over the course of this project, pupils
from Pingle visited Sweden to research
how the local police and fire services dealt
with arson in the community. Rudskolan
26
pupils had the opportunity to carry out
Their work has raised awareness about a
research in Derbyshire with similar agencies. real-life issue which affects every country
Through sharing their knowledge and ideas,
in Europe to a different extent.
researching the topic and listening to the
wider community in the respective countries, Sue Tabberer, Head Teacher at Pingle, feels
both sets of pupils were able to develop a
that her school has benefited from the wider
valuable learning resource.
perspective that a partnership with another
European country has brought: “Sharing
Year 9 pupils from the UK and Sweden also
work with one another has allowed both
worked collaboratively on a short film, which schools to raise awareness, and has allowed
has now become a teaching resource for
young people to become researchers and
their schools. It fuelled the reviewing of
learn about a real-life community issue.”
Codes of Behaviour in both schools and the
greater promotion of social responsibility.
Through this research project, the young
people have gone beyond their classrooms
and have worked with their local authorities,
emergency services, wider communities,
parents and their peers.
27
Comenius: Number of Applications Received and
Grants Awarded
SCHOOL PARTNERSHIPS
2007
Received
England
610
Scotland
Wales
2008
Awarded
78.5%
426
79.6%
43
5.5%
27
5.0%
67
8.6%
45
8.4%
Northern Ireland
57
7.3%
37
6.9%
Total
777
100.0%
535
100.0%
REGIO PARTNERSHIPS
Received
610
Awarded
Received
426
79.6%
43
5.5%
27
5.0%
67
8.6%
45
8.4%
57
7.3%
37
6.9%
100.0%
535
100.0%
777
Awarded
Received
39
73.6%
34
73.9%
24
75.0%
14
77.8%
Scotland
7
13.2%
6
13.0%
4
12.5%
2
11.1%
Wales
4
7.5%
4
8.7%
1
3.1%
1
5.6%
Northern Ireland
3
5.7%
2
4.3%
3
9.4%
1
5.6%
Total
53
100.0%
46
100.0%
32
100.0%
18
100.0%
2007
Received
England
1160
Scotland
Wales
617
Awarded
Received
74.2%
386
71.5%
630
57
6.9%
46
8.5%
97
11.7%
61
11.3%
61
7.3%
47
8.7%
100.0%
540
100.0%
832
Awarded
76.6%
331
74.7%
65
7.9%
39
8.8%
68
8.3%
36
8.1%
59
7.2%
37
8.4%
100.0%
443
100.0%
822
Awarded
Received
2010
2010
England
IN-SERVICE TRAINING
78.5%
2009
2009
2008
Awarded
Received
2009
Awarded
Received
2010
Awarded
Received
Awarded
83.3%
879
82.1%
1015
81.6%
854
83.4%
960
76.4%
900
76.0%
919
75.1%
708
73.7%
72
5.2%
65
6.1%
100
8.0%
70
6.8%
123
9.8%
115
9.7%
106
8.7%
81
8.4%
29
2.1%
27
2.5%
57
4.6%
47
4.6%
62
4.9%
60
5.1%
66
5.4%
53
5.5%
Northern Ireland
131
9.4%
100
9.3%
72
5.8%
53
5.2%
112
8.9%
109
9.2%
132
10.8%
119
12.4%
Total
1392
100.0%
1071
100.0%
100.0%
1024
100.0%
1257
100.0%
1184
100.0%
1223
100.0%
961
100.0%
28
1244
29
Comenius: Number of Applications Received and
Grants Awarded
COMENIUS ASSISTANTS
(origin mostly home
university)
2007
England
174
68.5%
66
68.8%
81
68.6%
52
66.7%
138
76.2%
105
76.6%
146
64.9%
71
58.7%
Scotland
63
24.8%
19
19.8%
24
20.3%
15
19.2%
33
18.2%
25
18.2%
73
32.4%
46
38.0%
Wales
8
3.1%
5
5.2%
5
4.2%
5
6.4%
8
4.4%
5
3.6%
4
1.8%
3
2.5%
Northern Ireland
9
3.5%
6
6.3%
8
6.8%
6
7.7%
2
1.1%
2
1.6%
2
0.9%
1
0.8%
Total
254
100.0%
96
100.0%
100.0%
78
100.0%
100.0%
137
100.0%
100.0%
121
100.0%
Received
COMENIUS ASSISTANT
HOST SCHOOLS
2008
Awarded
Received
118
Awarded
2007
Received
England
169
Scotland
Wales
2009
Awarded
Received
Awarded
74.6%
84
82.4%
67
80.7%
20
8.3%
11
9.0%
3
2.9%
2
6
2.5%
3
2.5%
6
5.9%
Northern Ireland
47
19.4%
17
13.9%
9
Total
242
100.0%
122
100.0%
102
England
279
Scotland
Wales
80.2%
250
78.6%
8
2.3%
8
2.5%
23
6.6%
23
7.2%
Northern Ireland
38
10.9%
37
11.6%
Total
348
100.0%
318
100.0%
30
Received
Awarded
Received
125
2.4%
25
12.1%
19
13.1%
6
7.2%
10
4.8%
6
4.1%
8.8%
8
9.6%
23
11.1%
10
6.9%
100.0%
83
100.0%
100.0%
145
100.0%
207
312
79.2%
23
5.7%
22
28
7.0%
36
Received
Awarded
79.1%
97
77.0%
7
4.4%
6
4.8%
9
5.7%
9
7.1%
17
10.8%
14
11.1%
100.0%
126
100.0%
158
2009
Awarded
Awarded
2010
75.9%
78.4%
402
225
110
Received
315
Received
72.0%
2008
Awarded
149
2007
Received
181
Awarded
2009
91
Received
2008
69.8%
Preparatory Visits
2010
2010
Awarded
Received
Awarded
183
73.8%
155
72.4%
276
71.0%
177
72.2%
5.6%
30
12.1%
26
12.1%
31
8.0%
17
6.9%
26
6.6%
19
7.7%
18
8.4%
46
11.8%
31
12.7%
9.0%
34
8.6%
16
6.5%
15
7.0%
36
9.3%
20
8.2%
100.0%
394
100.0%
100.0%
214
100.0%
100.0%
245
100.0%
248
389
31
“I was able to meet people from all over
the world and gain an understanding
of their culture. I became more openminded in my thinking and adaptable
to different situations I encountered.
It has helped me decide what I would
like to pursue in the future as a career
and provided me with the drive and
inspiration to achieve great things
in life. I look forward to using the
knowledge and skills I gained for my
final year and future career.”
Sara Lyons, Erasmus Student
“Pupils are constantly working
collaboratively, taking the initiative,
developing their ICT competence, solving
problems and learning in real contexts.
While improving all these skills, they are
also growing personally, honing leadership
talent and developing tolerance and
mutual understanding. In short, Comenius
provides a lively, motivating context for
learning, where the possibilities are only
limited by our ability to imagine.”
Moneyrea Primary School (Comenius School
Partnership)
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission can not be held responsible for any
use which may be made of the information contained therein.