Faktaa.
FACTS AND FIGURES
1B
2010
siru korkala:
‘They are a source of encouragement and new ideas!’
Networks help to make vocational education
and training more international
Kansainvälisen liikkuvuuden ja yhteistyön keskus
Centret för internationell mobilitet och internationellt samarbete
Centre for International Mobility
siru korkala:
Networks help to make
vocational education and
training more international
‘They are a source of encouragement and new ideas!’
Background
Internationalisation makes a significant contribution to advancing vocational education and training. Student mobility numbers in particular have been on the increase lately, aided in
no small part by active networking. It follows that networking is a central tool in further developing
vocational education and training.
The Centre for International Mobility CIMO has recently published a report on the role of networks
in making vocational education and training more international. The report – Verkostot ammatillisen
koulutuksen kansainvälistäjänä in Finnish – also analyses how the networks function and what goals
they have set themselves. We hope that the results of this survey will prove useful both to those who
are creating new networking projects and those cultivating existing networks.
The abridged version of the survey is published in the series of FAKTAA – Facts and figures presenting the key findings. The full report has been published in Finnish as a pdf document and it is available at www.cimo.fi (Tietoa ja tilastoja 3/2010).
2
FAKTAA. FACTS AND FIGURES
What did we study and how did we do it?
The CIMO survey sought to establish:
1. The level of networking in vocational education and training
What are the goals and objectives of the networks and who are involved?
2. How do the networks function?
Have the networks reached their goals?
mitted are the actors to the network?
Does communication and exchange of know-how work?
How does the network build trust?
How com-
Have there been obstacles to networking?
3. What is the role of networking in making education and training more international?
How does networking or staying outside networks correlate to the internationalisation of an institution?
the added value of networking to making education and training more international?
work produce to its members?
What is What benefits does the net-
Has networking resulted in disadvantages?
4. What is the structure of the networks?
How dense is the interaction in the networks?
How equal is the interaction in the networks?
A network in this survey refers to relatively established professional cooperation between institutions and other organisations.
We have classified as networks all cooperative clusters with at least three members who share a goal and whose collaboration is
not limited only to implementing one single project. For example, a network seeks to continue its activities after the funding period
has expired.
The survey had several stages, and different research methods were used in different phases:
Research phase and research question
Research method
Collected data
1. What is the level of networking in basic
vocational education and vocational
adult education and training?
a. Reading through project registers
b. Email questionnaire to institutions
110 organisations involved in
networks
108 networks
2. How do the networks function?
Email questionnaire to
network coordinators
37 networks
3. What is the role of networking in making
education and training more international?
Questionnaire
Interviews
33 networks
2 networks
4. What is the structure of the networks?
Social network analysis
4 networks
FAKTAA. FACTS AND FIGURES
3
The Finnish education system
ISCEDclassification
DOCTORAL DEGREES
Licentiate degrees
Universities
6
POLYTECHNIC MASTER´S DEGREES
Polytechnics
5
A
4–5
MASTER´S DEGREES
Work experience 3 years
BACHELOR´S DEGREES
Universities
POLYTECHNIC BACHELOR´S DEGREES
Polytechnics
4
1–3
3
Special vocational
qualifications*
MATRICULATION EXAMINATION
General upper secondary schools
VOCATIONAL
QUALIFICATIONS*
Further vocational
qualifications*
Vocational institutions
* Also available as apprenticeship training
2
and
1
1–9
BASIC EDUCATION, 7–16-year-olds
Comprehensive schools
0
Pre-primary education, 6-year-olds
Duration
in years
ISCED-classification 1997
0 Pre-primary education
1–2 Primary education or lower secondary education
4
FAKTAA. FACTS AND FIGURES
3
4
Upper secondary education
Post-secondary non-tertiary education
5
6
First stage of tertiary education
Second stage of tertiary education
Almost half of the organisations
offering vocational education
and training foster internationalisation through networking
Statistics from 2009 show that Finland has 264 organisations providing education
1
and training leading to a vocational qualification.
Of these, 42% or 110 organisations are, according to this survey, members of a network advancing
the internationalisation of vocational education and
training. Out of these, 80% are institutions of vocational education and training, while 5% represent
vocational special education institutions. Another
5% are vocational adult education centres, and the
remaining 10% represent apprenticeship training
offices or centres. The response rate among the
institutions was just under 40%. This implies that
the real networking levels may be higher than indicated.
In the light of the results of the survey, networking
appears to cumulate: the data includes 20 organisations which are members in three or more networks. As many as 23 organisations belong to two
networks. The southern Finnish region of Uusimaa
has the most networking organisations, but the
regional distribution is otherwise fairly even.
Networking correlates to the institutional mobility
numbers: the more networks an institution is
involved in, the more student and staff mobility
there is (statistics from 2009). Mobility numbers
are modest in institutions which have stayed outside networks.
FAKTAA. FACTS AND FIGURES
5
International mobility
in vocational education in Finland
International student mobility in Finland is growing, although the growth
has not always been constant and the numbers have occasionally dropped.
During the last 2 years, 11 to 12 % of vocational students participated
in international mobility when compared to the total number of newly
enrolled students.
International mobility within vocational training is very Europe-centred:
in 2008 and 2009, the 10 most popular host countries of outgoing Finnish
students were all in Europe. Estonia and Sweden have been the most
popular host countries for a long time. Germany and Spain have been
taking turns in holding the third and the fourth positions. The volume of
international student mobility within vocational training is high in Finland
compared to other European countries. In 2009, 4.6% of students in VET
participated in an international exchange.
Development of international mobility in vocational institutions 2006–2009
6094
5343
4492
4284
2510
2059
2425
2038
2006
2007
From Finland
6
FAKTAA. FACTS AND FIGURES
2008
To Finland
2009
2
Networking is common
in big fields of education
The survey succeeded in mapping 108 networks. They are coordinated by 69
organisations, 21 of which have more than one
Involvement in networks
(number)
network to coordinate.
The questionnaire on the networks’ goals and
Humanities and education
1
objectives, duration, funding basis and other basic
Culture
9
questions was filled in by coordinators of 37 net-
Business and administration
3
works. Basic information was given by more than
Natural sciences
–
a third of all the mapped networks. The networks
Technology, communication and transport
have functioned for an average of 5 years, and it is
common for them to co-apply for follow-up funding at the end of the initial funding period. There
were no fully self-financed networks in the data.
The funding bodies are the Finnish National Board
Natural resources and the environment
12
4
11
Social services, health and sport
Tourism, catering and domestic services
8
Multi-sector
5
of Education and the Centre for International
Mobility CIMO. Within the Leonardo da Vinci
Table 1. The fields of education and their involvement in networks
programme, CIMO has set networking as the
national focus as of the year 2000. The Finnish
National Board of Education has since systematically directed government funding primarily into
collaborative projects by several education pro-
The networks have several international members
viders.
or partners. The most popular countries of cooperation are Estonia, Sweden and Spain. Accord-
National networks are more common than regional
ing to statistics from 2009, Estonia and Sweden
networks. Cooperation transcends provincial bor-
were the top countries also in outgoing student
ders and goes beyond one’s own area of operation.
mobility, while Spain came in fourth. Estonia was
the 10th most popular country for outgoing teach-
According to the survey, networking is common in
ers. Sweden and Spain ranked as the fourth and
fields which have lots of students. This is not sur-
sixth most popular countries for outgoing teachers,
prising, as these are also the fields that send most
respectively.
students abroad. Boosting mobility is also one of
the key objectives of networking.
FAKTAA. FACTS AND FIGURES
7
What are the goals and objectives of the networks?
The survey found that a network would most typically seek to promote and arrange student mobility
and the students’ international on-the-job learning and to organise job shadowing for teachers. The
networks also advance international contacts and cooperation at a general level.
The goals and objectives of the networks in our survey can be grouped in five categories as follows.
Examples of goals are given for each group.
1. Promoting mobility
promoting student mobility
putting into practice on-the-job learning
facilitating students’ voluntary work
building cooperation between institutions of vocational education and training in two countries – organising job shadowing for teachers and on-the-job learning for students
2. Developing a given field of education further
developing a given field of education through international cooperation
creating a materials bank for Crafts and Design
creating new teaching contents and increasing student and expert mobility
in Technology
co-developing a field of education and the curriculum
modelling the EVCET framework (European Credit System for Vocational Education
and Training)
3. Facilitating the internationalisation of special groups
enhancing services for ageing customers through international cooperation
promoting the mobility of students who need special educational support
4. Regional/local development
developing the institutions’ cooperation with Russia
making institutions more attractive
5. Sharing expertise and resources
8
FAKTAA. FACTS AND FIGURES
implementing projects in partnership
compiling best practices to promote internationalisation
deepening an understanding of cultures
carrying out preparatory visits
FAKTAA. FACTS AND FIGURES
9
3
Networking
is found to work
More than 90% of the persons involved
tors have typically come and gone in the networks
in networks feel that network cooperation
of this survey, but this has not been seen to disrupt
is a working approach. Network members would
the work as such.
prefer more face-to-face, non-virtual encounters,
but these are limited by financial resources and
The age of the network correlates with how useful
lack of time. The coordinator’s role was deemed as
the network is felt to be: long-standing networks are
crucial: somebody has to take charge. Coordina-
more critical about the results of their cooperation.
The coordinator’s role is important for the
work of the network.
3.8
It’s important for the network to
have a common goal.
3.8
Joint meetings of the members are
important for the activities of a network.
3.7
I feel that our network
has a clear goal.
3.6
Networks are a working
approach.
3.6
Our network has
a clear action plan.
3.4
Our network has
clear practices.
3.4
I find it easy to maintain contact with
the other network actors.
3.4
There are enough face-to-face meetings
between the network members.
3.2
Figure 1. Opinions about the functioning of networks (average 1=totally disagree – 4=fully agree)
10
FAKTAA. FACTS AND FIGURES
It is therefore vital regularly to assess the goals
and objectives of the network and to motivate the
established members.
Communication and the sharing of know-how
were deemed to be working excellently in the
examined networks of vocational education and
training, although some also felt that these could
be improved. More than 90% of the respondents
feel that their own networks spread information
efficiently and that information also travels between members. The respondents find the level
of expertise within their networks high. At its
best, a network supports those working in international affairs and, for example, contributes to
the induction of new personnel. As those engaged
in international affairs often work alone in their
”
The network is a great help in the
induction and mentoring of new
international coordinators, for example. I feel that the network has
made our international work a lot
more versatile and it has also made
it easier to carry it out in my own
field. When things are done together and when the cooperation
and division of work function as
they should, you don’t have to
do everything on your own.
- network member
”
own organisation, the peer support available
through networks means a great deal.
FAKTAA. FACTS AND FIGURES
11
The secret of a successful network is a good coordinator
Ulla Pantsar has been working on the internationalisation of basic vocational education and adult
vocational education and training since 1996. Currently, she’s working as an adviser in Salpaus Further Education in Lahti. Over the years, Pantsar has seen international collaborative projects expand
in terms of funding and numbers of members to such an extent that networking is now a natural
part of the everyday life of a multicultural and internationally active institution of education.
Pantsar says that the coordinator is crucial for the results of a network. In practice, the core task of
the coordinator is to support the creation of a common approach and a dynamic working culture.
These are the central facets that a network communicates to its partners and target groups. ‘A good
coordinator may be invisible to the great public, even if the workload in large networks in particular
is quite considerable. Large networks function if the division of work functions. At its best, the
outcome is more than the sum of its parts, which I find is the key to networking.’
A good coordinator, says Pantsar, is a combination of many characteristics: she/he strives to achieve
goals, is socially adept, stays in focus and knows how to be creative. ‘No network can work without
goals; there has to be an objective to work for. Coordinators have to win the trust of people who
are all different and may also come from different cultural backgrounds. Coordinators need to be
rigorous and stay in focus, because they are usually accountable for funding and responsible for
management-related bureaucracy. Also, it’s often the details that in the final analysis are decisive
for the quality of a network. Networks are voluntary communities which change over time, creating
new ideas and practices. They need to able to target their work in the right way, dropping practices
which are past their sell-by date and don’t work. The networks have to break moulds to foster creative thinking and to make use of new opportunities.’
Ulla Pantsar has noted that the job of a network coordinator is fast becoming ever more professional. ‘The coordinator of a large network is expected to be a regular wizard, with multiple skills
and expertise in how to manage the work of an expert organisation. Finland is such a small country
that we should focus on large national networks also in the internationalisation of education. This
is also a way of making the Finnish brand more visible internationally.’
12
FAKTAA. FACTS AND FIGURES
4
Actors trust their networks
The actors in the networks of this survey The actors trust their networks, but personal
trust one another. Membership obligates,
relationships also have a role to play. While the net-
as it were, to work for the good of the network. The
works will not disintegrate when people move on,
rules of the networks and the letters of commitment
the members do feel that it’s important to know
show the duties and responsibilities of each actor.
other members personally to some extent at least.
The networks feel that it is important to agree on
Trust is especially needed when one works with
the rules as a trust-building measure.
international partners. One has to be able to recommend the networking partner to one’s own
”
international cooperation partners, which in turn
helps to find on-the-job learning placements.
All correspondence related
to institutional commitment
should also be sent to the
rectors and principals and not
just to the coordinators. This
increases the commitment to
the project of the institution
as a whole.
”
- network coordinator
FAKTAA. FACTS AND FIGURES
13
5
Networks have a great impact
on the internationalisation of
vocational education and training
As many as 91% of the respondents felt job learning. Once the international working-life
that the networking had benefited their
partners are there to plan the placements from the
organisations. The single most important benefit is
very beginning, it will be easier for the students to
the increased international mobility of students and
take up on-the-job learning in a foreign country.
staff and the fact that this is now easier to organise.
Over 90% of the mobility in vocational education
Network cooperation has made student mobility
and training consists of such instruction at the
part of regular on-the-job learning practice, and
workplace.
there are enough students to all available places.
Networking cooperation improves the pooling of
The exchanging of experts enabled by the networks
resources and the credibility in application process-
increases the success rate of the students’ on-the-
es. The sharing of experiences and expertise accumulated in international networking is also seen as
”
a significant gain. It is small institutions of education that benefit most from cooperative networks.
The pooling of resources within the network has
Our student mobility is working
better and better. We are able to
send our students safely abroad and
we can count on them to learn a
great deal in their on-the-job learning placements. We can also trust
the housing and other practical
arrangements. There are no gaps
in the agreements. The students
can’t fall through, for the network is there to catch them.
– network coordinator
”
enabled many institutions to become more international. Without the networking contacts, many a
small institution would not have the international
opportunities. For example, it would be impossible
to make use of international teachers, were it not
for the network.
Networks also provide the institutions of education with established international contacts, which
would otherwise take too much time to create. Individual member organisations make their international partners available to the whole network. The
networks have learnt to share expertise and knowhow effectively, leading to peer learning among the
member organisations. Small organisations may
have international know-how to a lesser extent.
Here, too, the networks may provide indispensable support.
14
FAKTAA. FACTS AND FIGURES
FAKTAA. FACTS AND FIGURES
15
”
The most important thing
is that we have more international partners, are able
to spread good practice,
write project applications
together and use grants
more flexibly.
”
– network member
Student mobility
has increased
45
Easier to find international
on-the-job learning placements
44
40
International activity
is more systematic
44
39
13
9
6
10
16
1
Projects are planned
in cooperation
38
56
6
More international
activity
38
56
6
Students have more
international contacts
38
42
Project applications are more likely
to be accepted
36
41
Funding application
process is easier
36
Staff mobility
has increased
34
Staff have more
international contacts
FAKTAA. FACTS AND FIGURES
17
16
20%
48
40%
To an extent
6
6
10
14
65
Very much
Figure 2. Key benefits of networking (TOP 10)
14
38
27
0%
16
33
4
6 2
60%
Very little
80%
100%
Not at all
Networking
proves cost-effective
for small actors
Would the institutions of education be at all able to
Sari Peltokangas, Education Adviser in the
actively engaged in international affairs also with-
Lapua Christian Institute, says she has been
out the network. Those who are internationally
involved in her institution’s international
active find networks a supporting tool rather than
projects and networks for about 9 years.
a necessary precondition of international activity.
become more international if they did not network
with other institutions? Yes, they would, according
to this survey: many members felt that they were
The basic structure of the network has stayed
the same, with 6 Finnish institutions of educa-
The survey showed few obstacles to network coop-
tion and a varying number of international
eration or disadvantages resulting from networking.
partners depending on the projects. There
Some responses highlighted the lack of time and
have been several projects over the years,
meagre resources.
two them coordinated by the Lapua Christian
Institute. All projects have sought to promote
the international mobility of students getting
a basic vocational qualification in child care
and education and family welfare.
According to Peltokangas, it is sensible and
cost-effective for a small institution which offers only one basic vocational qualification to
network with other education providers within that sector. ‘When we pool our resources,
we can gain more international partners than
on our own and take advantage of the relationships that the others have already made.
Communication with international partners
takes less time, as the responsibilities have
been divided. The students have more choice
abroad and we can mobilise them better
than if we could only offer them one option.
Those working alone in international affairs
also find that they get support from their colleagues in other institutions of education.’
FAKTAA. FACTS AND FIGURES
17
6
A network with dense
and equal interaction
gets the best results
The survey examined whether members making the education more international. The high-
of structurally different networks had
er the average value, the happier the respondents
differing levels of satisfaction with the quality of
are. The density of the network, or, in other words,
the work of their networks. In the light of this sur-
the activity level of the cooperation raises the mem-
vey, there is a clear correlation between the network
bers’ satisfaction with the above issues. The cor-
structure and the quality of activities. We examined
relation is even clearer on the centralisation of a
the structures of 4 networks which were big enough
network: the more a network is centralized around
both in terms of their size and response rates. Table
certain actors only, the faster the satisfaction drops
2 shows the structural parameters of these networks
with its activies. This is especially evident in net-
and the average values portraying the quality of the
work 3, where there is less contact and the activities
network’s activities.
are more centralised than in other networks. The
network members are clearly unhappier than others
The average values indicate the respondents’ happi-
about the levels of commitment to the work of the
ness with the network’s activities, communication,
network.
level of commitment and the networks’ impact on
In assessing the impact of the networks, the results
are less clear. The average values do not vary very
much from one network to another. The actors in
network 4 were even more cautious than others in
assessing the impact of their network on internationalisation, even if the density and centralisation
of this network are almost exemplary. This can be
partly explained by the fact that network 4 has only
been launched recently, which makes it hard to
assess its impact. Despite this we can detect a correlation between the structure and quality of the
networks: dense interaction and an equal network
structure promote successful work. A successful
network which communicates openly and equally
serves to strengthen the actors’ sentiment that network cooperation makes education more international.
18
FAKTAA. FACTS AND FIGURES
FAKTAA. FACTS AND FIGURES
19
Network
Density
Centralisation
Satisfaction
with
activities
Satisfaction
Satisfaction
with
with
communication commitment
Impact
of networks
1
0.80
31%
2.73
2.55
2.18
2.55
2
0.84
33%
2.67
2.67
2.44
2.56
3
0.40
43%
2.50
2.46
1.91
2.54
4
0.71
18%
3.00
2.67
2.78
2.44
Table 2. Structural characteristics of networks vs. quality of activities
(average 1=low satisfaction/impact, 2=some satisfaction/impact, 3=high satisfaction/impact)
What do density and centralisation values indicate?
The density and centralisation values in table 2 have been produced by social network analysis, which helps to map
a network’s structure and the relationships between the actors in a network. Density and centralisation depict the
structure of a network.
A density value illustrates how many of a network’s members maintain contact with one another. The values range
between 0 and 1. If none of the members maintains contact with the others, the density value is 0. If, on the other
hand, all members maintain contact with one another, the network’s density is maximal, with a value of 1. This is
very rare in large networks in particular.
The centralisation value indicates how strongly communication is concentrated around certain members. The level
is usually indicated as a percentage. The bigger the percentage, the more unequal the network is. If a network is as
centralised as it can be, all contact is maintained through one key member, whereas all members maintain contact
with one another in a network that is uncentralised in the extreme.
The figures in this survey have been obtained by asking each member of a network how often they have contact
with each member: not at all, occasionally, fairly often or very often.
More information about social network analysis:
20
Johanson, J.-E., Mattila, M. & Uusikylä, P. (1995). Johdatus verkostoanalyysiin. Menetelmäraportteja
ja käsikirjoja 3/1995. Kuluttajatutkimuskeskus. Helsinki.
Scott, J. (1991). Social Network Analysis. A Handbook. Sage Publications, London.
FAKTAA. FACTS AND FIGURES
Trademarks
of a working network
What is it, then, that makes network
cooperation successful for all actors?
7
According to the results of this survey,
1. networks have commonly agreed rules
2. all actors are made to commit to the network already when the funding application is being prepared
3. a letter of commitment lists the duties and
responsibilities of each actor in the network
4. the management of an institution of education and the education provider are also made to commit to the activities of the network
5. the network has an active and committed
coordinator
6. there are regular opportunities for network members to meet and share experiences
7. the work and the goals of the network are
adequately remodelled and reassessed
– new ideas are utilised in developing the
activities further
8. an atmosphere of trust is maintained
both among the members and between the
coordinator and the network
9. expertise, know-how and contacts are shared openly
10.both Finnish business partners and inter
national partners are motivated to staying
regularly involved in the network.
FAKTAA. FACTS AND FIGURES
21
What works, what does not?
International Manager in Luovi Vocational College Mari Kuosmanen has more than 10 years’ experience of different networks in vocational education and rehabilitation. The most long-lasting arena of
collaboration appears to be the international network of vocational special education which has been
active since 2002. Currently, too, the network has two joint projects, but the network also operates
beyond projects. In addition, Kuosmanen coordinates the Canada network of Finnish institutions of
education and is a member in several other national and European networks.
On the list of what makes a successful network, Kuosmanen identifies as singularly important that
the rules are commonly agreed upon, that the members are made to commit to the network and that
know-how and contacts are freely shared. All actors should work by the same rules and commit to
the network from the outset. It also pays to make the management of the institution to commit to the
network’s activities. It is good that the duties and responsibilities of the parties are defined in writing
in a letter of commitment.
The sharing of contacts may prove challenging, when an actor has established partners. It is easier to
share when the whole project is new. This is also when networking is on the whole a very productive
option: it is not sensible for a small actor to venture alone into India, for example. ‘It is not networking
when individual members use joint funding to manage just their own business. They should at the very
least share their experiences with others.’
Kuosmanen agrees that a network needs an active and committed coordinator to run things and keep
everything together. Still, other actors also have to shoulder their share of the responsibility and take
care of their own patch. ‘Meetings are particularly important in the early stages of networking and
when there are new members in the network. At a later stage, video conferencing, for example, is
also useful in smaller working groups or when it’s time to decide on matters which have been well
prepared. Sharing experiences on a regular basis is similarly important.’
Kuosmanen also argues that renewal and the continuous development of activities are a lifeline especially when the work is done outside the framework of project funding. She identifies the last item on
the list – motivating Finnish business life and international partners to remain as members of a network
– as a challenge. ‘We don’t usually have any business representatives in the meetings of the networks
that I’m involved in, for example. We should no doubt pay more attention to this.’
22
FAKTAA. FACTS AND FIGURES
Guides and tools
to aid networking
The Art of Networking. European Networks in Education.
http://www.networks-in-education.eu/fileadmin/images/
downloads/art_EN.pdf
comprehensive guide to setting up, managing
and evaluating educational networks.
Handbook Virtual Teamwork, making cooperation work in Leonardo da Vinci projects.
Information, theory and practical tips.
http://www.leonardodavinci.nl/nl/Publicaties/2499/Publicaties.html
practical tools to strengthening international virtual teamwork.
The report´s steering group
Irma Garam, Research Manager, CIMO, Chair of steering group
Ulla Tissari, Senior Programme Adviser /
Programme Coordinator Katja Helander, CIMO
Annikki Häkkilä, Senior Adviser, Finnish National Board of Education
Mari Kuosmanen, International Manager, Luovi Vocational College
Katriina Lammi-Rajapuro, Programme Manager, CIMO
Mikko Nupponen, Assistant Director, CIMO
Ulla Pantsar, Adviser, Salpaus Further Education
Mika Saarinen, Head of Unit, CIMO
Kristiina Volmari, Senior Adviser, Finnish National Board of Education
Siru Korkala is Research Manager in the
CIMO Information Services, mapping and
analysing internationalisation in the fields
of general education, vocational education
and training, and adult education.
FAKTAA. FACTS AND FIGURES
23
to facilitate international interaction in education, work and culture, and
among the youth. Working under the Ministry of Education, CIMO administers and implements various exchange and scholarship programmes. CIMO
is the national agency for European Union education, training and youth programmes, and the information centre for the EU programmes Culture and
Europe for Citizens. CIMO also supports the teaching of Finnish language
and culture at universities outside Finland. And finally, CIMO gathers,
processes and distributes relevant information to serve its many different
customers.
The CIMO study, analysis and evaluation team produces information and
knowledge to help in the planning and development of international cooperation in education. CIMO monitors international student mobility and conducts surveys about internationalisation in education and other current issues
of international educational collaboration.
FAKTAA - Facts and Figures is a series of fact sheets on the key findings of
CIMO’s study, analysis and evaluation team (printed and pdf format). The
full reports are available as pdf publications at www.cimo.fi | Publications.
FAKTAA - Facts and Figures 1b/2010 was edited by Tiina Lehmusvaara.
ISSN 1798-3657 (pdf)
ISBN 978-951-805-390-6 (pdf)
12/2010. Photos: Antero Aaltonen, Merja Hannikainen and Hannu Piirainen.
The Centre for International Mobility CIMO provides specialist services