title: Report from the Commission - Survey into the socio-economic background of Erasmus students

eurovoc_concepts:
EU programme
economic survey
foreign student
higher education
social survey

text: COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 18. 01. 2000 COM(2000) 4 final REPORT FROM THE COMMISSION SURVEY INTO THE SOCIO-ECONOMIC BACKGROUND OF ERASMUS STUDENTS TABLE OF CONTENTS Summary of results and recommendations I – Introduction II - Response rates to the questionnaire III - The interpretation of the statistical tables - 1. General and academic issues - 2. Social status of ERASMUS students and of their parents - 3. Economic and financial issues Annexes - Annex 1 - Statistical tables (Tables 1 to 28) - Annex 2 - The methodology used to conduct the survey - Annex 3 - Selection criteria for country samples - Annex 4 - Composition of the Steering Group - Annex 5 - Questionnaire 3 9 10 12 12 17 19 23 2 SUMMARY OF RESULTS AND RECOMMENDATIONS The ERASMUS student survey 1. The Socio-Economic Survey was conducted at the end of 1998. More than 20,000 students or nearly one-quarter of those who took part in the ERASMUS Student Mobility scheme in the 1997/98 academic year were invited to take part in the survey which covered 300 institutions of Higher Education in 15 countries1. Replies were received from nearly 9,500 students giving an overall response rate of 46% - sufficient to ensure that the survey provides reliable information on the ERASMUS chapter of the SOCRATES programme. 2. The ERASMUS mobility scheme, which has grown from about 3,000 students when it first began in 1987/88 to over 100,000 today, is valued throughout the Higher Education world in Europe and is now extending into many of the countries in Central and Eastern Europe. The experiences available to mobile students are many and varied and are not merely educational. 3. Many of the findings of the survey support widespread views about the strengths of a study period abroad within the framework of ERASMUS and about the impact of the programme on student mobility in Europe. This confirms that the Community programmes in the field of education, training and youth play an important role. 4. The main findings of the survey which are presented below are covered in more detail in Section III of this report. The statistical tables including data for all participating countries which are referred to are presented in Annex I. A. General issues 5. The work on the student survey has shown that there is a lack of harmonised and comparable European statistics relating to the socio-economic situation of students. There are also strong indications that the collection of such data on a national level is incomplete in a number of countries. In order to monitor the student population from a social and economic point of view and form appropriate policies in this area, an improvement in the availability of statistics would be required. The Commission hopes that initiative by the German Ministry of Education and Research to co-ordinate a large scale survey concerning the socio-economic situation of the student population in Member States will be realised. This initiative has received a positive reaction from many EU Directors-General for Higher Education. The Commission will contribute to this exercise as it did for its 1997 precursor, the Euro Student Report2. the recent 1 2 For practical reasons, the three smallest countries which participate in the ERASMUS Student Mobility scheme - Iceland, Liechtenstein and Luxembourg - did not take part in the survey. Euro Student Report. Social and Economic Conditions of Student Life, Synopsis of indicators for Austria, France, Germany and Italy, Deutsches Studentenwerk, Bonn, 1997. 3 6. For the SOCRATES programme in general, is an extremely encouraging finding that the ERASMUS students show a very high degree of satisfaction with the outcome of the study period abroad both academically and socially/culturally. Not surprisingly, nearly all (98%) of students who took part in the socio-economic survey considered their ERASMUS experience to have been positive or very positive from a social and cultural point of view (Table 4) - and nearly as many (91%) - felt it was positive academically (Table 5). it However, the problems of an academic nature signalled by 9% of the students deserve attention by the National Authorities, especially in those countries which have a higher than average negative rating as there may be a variety of reasons underlying the difficulties the students sometimes encounter: Differences between the educational systems in the Member States as regards organisation and the level of funding (which, in turn, have an influence on the material conditions, the degree of teacher contact, access to computers, libraries and other resources) may be a factor but so too may be problems of a linguistic and/or cultural nature which no doubt play a role, especially in exchanges between Northern and Southern Europe. Another well-known problem is that of academic recognition by the home university of the studies undertaken abroad. The introduction of the European Credit Transfer System (ECTS) on an increasingly wide scale has already contributed to solving this problem, but more efforts are still necessary to ensure its broader implementation. 7. In 1997/98, although nearly 181,000 student places were available in the framework of the ERASMUS Institutional Contracts in the 18 countries which participated in ERASMUS Student Mobility, that year only 86,000 were filled (which corresponds to an overall take-up rate (i. e. actual use of places) of only about 50% (Tables 1-3)). The discrepancy between places offered and places used can be related to a number of factors, which vary in importance from country to country. It may involve a possible overestimation of the student numbers by the universities concerned at the time of application, but other factors also play a role, of which two should be mentioned here: (i) Countries with less widely taught and spoken languages are in general more affected by low take-up rates for incoming students. There are several measures that can be taken to improve the situation and they vary according preparation, promotion/information, complementary funding, etc. conditions: linguistic local the to (ii) Furthermore, the high grants policy (whereby relatively high ERASMUS grants are given to a small number of students, rather than smaller grants to many students) observed particularly in the countries with the lowest cost of living and limited direct national support schemes, may be one reason why the full capacity of outgoing student places is not used. The possibility of sending ERASMUS students without an ERASMUS mobility grant (but with all the other benefits related to the ERASMUS student status) may be one way of maintaining a policy of high grants to selected students while encouraging an increase in student mobility in general. However, this should be weighed against the economic situation of the individual student. 4 B. Social and economic background of students 8. The relationship between the socio-economic background of students and students’ access to the ERASMUS mobility scheme was one of the main concerns that prompted the current survey. Unfortunately, it has been possible to make a reliable comparison on a European level of the data from the ERASMUS student survey and the Higher Education student population or the population in general on only some of the aspects relating to this issue because of the lack of comparative data mentioned above. Socio-economic background has several meanings which must be considered independently. In the following, first the parents' income status, educational and professional background will be discussed. One or several of these are commonly used to define a person's socio- economic status. Secondly, other social aspects will be mentioned. 9. Figures from the Euro Student Report (1997) show3 that the foreign study rate of students who come from higher income families is considerably higher than that of students from lower income families and one might expect this situation to be reflected in the ERASMUS survey. However, the survey does not appear to the claim that ERASMUS students in general are more privileged support students from an economic point of view than other Higher Education students. In fact, 53% of the surveyed students qualify their parents’ income as average or below average (Table 19). Few direct comparisons with Higher Education students in general are available but one of the Euro Student Report indicators (Income of Students' Parents) suggests that ERASMUS students do not differ greatly in this respect. The family economic background - in terms of parents' income status - does not in general seem to be a selection factor for ERASMUS students. However, there are indications that low parental income does influence participation in countries where the students typically live with their parents and where the availability of direct national student support is limited. € 10. The results of our survey also show that the family economic background does not have a significant effect on the personal income of ERASMUS students: on average, the difference in income between students from the highest and the lowest family income levels is only 70 per month, a figure which can safely be qualified as low (Table 20). The income of ERASMUS students living at home is not higher than that of other students living at home in the countries where comparative figures are available. Furthermore, the findings seem to indicate that the economic background of students is taken into account either by the national student support systems (direct or indirect) or in the process of allocating the ERASMUS grant or both. It seems reasonable to conclude that any bias of ERASMUS students towards higher income levels to a large degree reflects the situation amongst Higher Education students in general in the Member States. Despite the efforts that have been made to provide opportunities for all social groups, access to Higher Education is still somewhat biased towards higher economic groups. 3 Figure 4: 'Study-related sojourn abroad by parental income'. 5 11. Something similar is found when the occupational status of parents is considered. Two-thirds of the parents of ERASMUS students have managerial, professional or technical occupations (Table 14) compared with less than two- fifths of employees in general aged 45 and over (Table 15). The available figures for the general student population (on the occupational status of heads of households containing students) drawn from the European Labour Force Survey (1997) do not appear to show significant differences compared with ERASMUS students. Although the LFS figures have to be treated with some caution, it seems reasonable to affirm that the occupational status of parents does not appear to be a significant factor in the selection of ERASMUS students. 12. However, when family educational background is considered, the results do suggest some bias towards higher educational levels of parents. Most of the ERASMUS students (59%) have one or both parents with a Higher Education degree, including both "short cycle" (less than 3 years) and "long cycle" (3 years or more) degrees (Table 17). By contrast, the available data4 for Higher Education students in general indicate that around 30% of heads of households containing students hold a Higher Education qualification. Although the data have to be treated with some caution, especially concerning the Nordic and other countries where students do not normally live with their parents, there is some evidence to suggest that parents of ERASMUS students are on average rather more highly-qualified than the parents of other Higher Education students in Europe and that this is indeed a significant factor in the selection of ERASMUS students. In modern societies, where the educational systems are open to all social classes, it has in fact been observed that family educational background is becoming the most relevant factor for explaining the educational achievement of children, superseding the influence of economic factors. This general trend seems to be even more pronounced in the case of ERASMUS students. It might be assumed that the most highly-qualified parents are more conscious of the need for education in foreign languages and other cultures in order to provide opportunities for their children to develop initiative and independence - in short, in precisely the kind of experiences an ERASMUS study period can offer. It could also be that the knowledge of the exchange programme is more wide-spread in these families. Consequently, children from these higher social and cultural groups (but not necessarily with high economic status) are more likely to participate in the SOCRATES/ERASMUS programme. 13. The question of how to decrease the bias towards students from the advantaged socio-cultural groups is in fact very problematic precisely because it is not based on economic grounds, but cultural ones. Programmes like ERASMUS can succeed in furthering economic equality, but cultural inequality can only be solved in the long run by the actions of the whole society. There is a need for an open discussion about how to ensure that the ERASMUS programme is available to young people from a wider variety of cultural backgrounds than seems to be the case at present. Student 4 From the 1997 European Labour Force Survey: analyses of students living at home with their parents. 6 organisations acting at European level could be encouraged to be more actively involved in identifying and conducting information campaigns targeted towards these groups. 14. As far as gender equality is concerned, the developments observed in Higher Education in Europe in recent years are reflected in the ERASMUS figures, which in common with the student population in general, now show that women are in (Table 9). Thus, the majority (59% of ERASMUS students are female) participation in ERASMUS is not, in general, influenced by gender. In fact, as far as gender is concerned, the problem areas in student mobility may rather be found in certain subject areas which are dominated by men and which are underrepresented in mobility, reflecting the national situation in general. 15. As regards other issues related to equal opportunities, students with physical disabilities, certain social groups like the immigrant population and other minority peoples, these were not investigated in the framework of the ERASMUS survey. Certain steps have been taken in the framework of ERASMUS to provide funds to students with severe disabilities, but this is an area that remains to a large extent unexplored and where there may be potential for further action. 16. Finally, it is extremely interesting to note that around 80 % of the students who answered the survey are the first in their family to study abroad (Table 13). This finding confirms that European programmes do bring an added value to the educational system and to the lives of individual students as well as their families. Other interesting facts to note concerning the family situation of students is that in Southern Europe ERASMUS students normally live with their parents, while in Northern Europe it is most common to live in a rented room or student lodging or to live in shared accommodation with other students (Table 12). C. Economic and financial issues 17. The analysis gives a clear indication of the extra costs involved during the study abroad period. 57% of the students reported financial problems abroad (Table 24). Students who normally live with their parents in their home country – around one-third of ERASMUS students - and students who come from countries with low direct public support for students and who therefore rely largely on parental contributions, are particularly affected by financial problems. 18. The difference in the modes of living and the national student financial support systems seem to be the main factors explaining the financial difficulties of ERASMUS students. Students who normally live with their parents in their home countries spend, on average, an extra 310 per month during their study period abroad - more than twice as much as at home. Not surprisingly, accommodation costs represent two-thirds of this extra amount. For students who normally live away from the parental home, the additional costs of a study period abroad represent an average increase of 25% or 130 over their normal monthly expenses. For these students, the additional accommodation costs are still a substantial proportion (about one-third) of the extra costs they face whilst abroad (Table 27). € € 7 19. In general, the survey confirms that the ERASMUS grant is a necessary financial supplement for mobility and that it does to some extent cover the extra costs of studying abroad. In certain countries, it can be observed that the ERASMUS grant is used to compensate for the lack of public funding for It is also worth noting that it is the group of students which studies abroad. receives the largest ERASMUS grants which reports the highest degree of financial problems. This finding may be related to the following phenomenon: the ERASMUS students do not necessarily distinguish the ERASMUS grant from other kinds of public funding that they receive when going on an ERASMUS exchange, and their low ERASMUS grants. The expectations of students are often not realistic and so there is a need for more information both on the aims of the grant (a contribution towards the marginal costs of studying abroad) and on the actual costs they should expect in the host country. financial problems are perceived as a result of 20. The findings indicate that although an increase in the Community funding for ERASMUS grants would be welcomed by the students it would not solve all the problems in so far as they are structural and related to national policies. Other ways to increase the funding for student mobility should also be explored, such as for example: – – – the introduction of some kind of 'means testing' based on the experiences of the countries which already have such systems; the provision of alternative sources of direct or indirect support, for example: reduced price travel tickets, fund raising from industry, business and local government, etc; the establishment of a system of student loans at national and/or European level in order to cover the extra costs of mobility. D. Further steps 21. The countries participating in the SOCRATES/ERASMUS programme are invited to discuss the findings of this survey with a view to the continual improvement of the programme and the widest possible access to it for all categories of students. The members of the SOCRATES Sub-Committee on Higher Education will be invited to co-ordinate, in co-operation with the SOCRATES/ERASMUS National Agencies, national follow-up measures including a more in-depth analysis of the survey data concerning each individual country. 22. The Commission will review the results of the follow-up work and will discuss with the relevant Committees any further steps to be undertaken at Community level, the provisions mentioned in the implement Decision on the second phase of SOCRATES concerning the consideration of socio-economic factors in the allocation of ERASMUS student grants. in particular how to best 8 I - INTRODUCTION Background As part of the negotiations for the budget revision of the first phase of the requested the European the European Parliament SOCRATES programme, Commission to present a report on the social and economic background of Higher Education students participating in the ERASMUS chapter of the SOCRATES programme. The Commission therefore set up, in co-operation with the ERASMUS National Agencies, a mechanism to collect information by means of a survey of a representative sample of ERASMUS students having participated in the programme in the 1997/98 academic year. The whole exercise was carried out between May 1998 and March 1999. This survey exercise provides a good basis for comparison with the national allocation policies. A Steering Group (see Annex 4) assisted the Commission in this work. Methodology adopted The methodology to carry out this task consisted of the following phases: Development (cid:1) The elaboration of a harmonised questionnaire (in 11 languages); (cid:1) The definition of a methodology for calculating the representative sample (see Annex 3). Collection of data and analysis (cid:1) Through the National Agencies and a selected number of Higher Education institutions (see selection criteria in Annex 3). (cid:1) Processing of data and interpretation of the statistics. Reporting The present report deals with the survey, the interpretation of the data emerging from the survey, the conclusions and the recommendations. The statistical tables are included at Annex 1. Further analysis – especially at national level – are planned based on more detailed results from the survey itself and comparative country profiles. 9 II - RESPONSE RATES TO THE QUESTIONNAIRE (BY HOME COUNTRY) On the basis of the criteria proposed by the Commission to the National Agencies for selecting the Higher Education institutions to form the country sample (see Annex 3), the following final results were obtained: Response rates (overall results) Country Number of HEIs which participated in the survey Number of students in the initial sample Number of respondents5 Response rate (in %) Belgium(fr) Belgium(nl) Total Belgium Denmark Germany Greece Spain France Ireland Italy Netherlands Austria Portugal Finland Sweden United Kingdom Norway Total 15 6 21 38 26 10 17 15 18 15 14 23 17 14 7 26 33 470 787 1300 992 1704 979 1699 1682 1006 2000 1720 1300 1127 1024 1099 1700 1072 284 546 830 471 775 448 660 939 358 1380 334 791 475 529 741 442 290 301 20362 9463 60% 69% 64% 47% 45% 46% 39% 56% 36% 69% 19% 61% 42% 52% 67% 26% 27% 46% The overall response rate of 46% is quite satisfactory compared to other surveys, despite the fact that the distribution of the questionnaires took place during the 5 Only replies that were included in the analyses are included in these figures. Replies received by the Commission after data inputting had been completed are not included. 10 Christmas break. The length of this break varies between different countries (e. g. in Norway, the Christmas break starts already in November and lasts until late January. This could explain its low response rate). Only three countries have a response rate below 30%: NO (27%) , UK (26%) and NL (20%). On the other hand, IT, BE, SW and AT achieved a very high response rate. The success of the survey is due mainly to the co-operation of the National Agencies and the selected institutions of Higher Education. In addition, the European Student Information Bureau (ESIB) undertook an information campaign amongst students in 8 of its member countries. 11 III – THE INTERPRETATION OF THE STATISTICAL TABLES Explanatory note on the interpretation of the data emerging from the questionnaires Some basic data asked for in the questionnaire (eg. country of host university, field of study, age, year of study, duration of the period abroad) could be compared with data supplied by the National Agencies as part of their normal annual reporting procedures to the Commission. This enabled an assessment to be made of the extent to which the composition of the achieved sample was representative of ERASMUS students in general. Further biographical data were surveyed, such as gender, parents' educational background and family status. A set of issues was established allowing for the comparison of the data emerging from the survey. This set comprises: (cid:1) General and academic issues; (cid:1) (cid:1) Social status of the ERASMUS students and of their parents; Economic and financial issues In the cases where comparable European or national data were not available, comparisons have been made only between the surveyed ERASMUS students in the different countries. 1 - General and academic issues 1. 1 - ERASMUS student mobility in 1997/98 (Tables 1-3) In 1997/98 180,985 student places were available in the framework of the ERASMUS Institutional Contracts in the 18 countries which participated in ERASMUS Student Mobility that year. The total number of ERASMUS students was 86,000 which corresponds to an overall take-up rate of 48% (Tables 1-3) or about 1% of all Higher Education students. the Take-up rates can be influenced by many factors: eg. student preferences; language of the host country; the availability of linguistic preparation; the particular features of the Higher Education system in a given host country and its general appeal; the availability of mobility grants and loans and the length of the study programmes. The highest take-up rates (by home country) were registered in Austria (65%), followed by Belgium and Italy (both with 56%) and Spain (54%). The lowest take-up rates were in the UK (39%) and Greece (35%). As for incoming students, the highest take-up rates were in the UK (65%) and Ireland (61%), closely followed by Spain (54%), while Greece (23%), Portugal (29%), Finland (32%), Iceland (32%), and Norway (33%) had the lowest take-up rates for incoming students (Table 3). 12 Nearly four out of five of all Higher Education students in the 18 countries participating in ERASMUS Student Mobility in 1997/98 are registered in the five largest EU Member States (Germany, France, UK, Italy and Spain). It is therefore to be expected that these five countries will both send and receive between them a very in 1997/98 71% of all large proportion of all ERASMUS students. ERASMUS students came from these five countries - a little less than their theoretical capacity to send students abroad - whilst they hosted 74% of all ERASMUS students that year - a little less than their theoretical capacity to receive students (Table 2). Indeed, By contrast, the four Nordic countries (Denmark, Finland, Sweden and Norway) account for about 6% of all Higher Education students but hosted more than 8% of all ERASMUS students - rather more than might be expected. Four EU Member States (UK, Ireland, Netherlands and France) host more ERASMUS students than they send abroad. Portugal, Greece and Norway are the least chosen host countries (altogether they hosted less than 4% of all ERASMUS students) (Table 2). This is partly because they are small countries but also because they are relatively unpopular with ERASMUS students. Italy and Germany also receive considerably fewer ERASMUS students than their size would suggest they could manage. The UK is the leading host country with 20,770 students (24%), followed by France with 15,197 students (18%), Spain with 11,392 students (13%) and Germany with 10,969 students (13%). Italy, with 5,667 students (7%) hosted far fewer students than Spain and only slightly more than the Netherlands (4,922 students which is 6%), despite its large population. The patterns of student mobility may be attributed to a variety of factors: for example, language barriers; the academic reputation of particular institutions or programmes; the flexibility of home programmes with respect to counting time spent abroad toward degree requirements; and the limitations of Higher Education provision in the home country. These patterns may also reflect geographical and historical links, cultural aspirations and government and institutional policies to facilitate credit transfer between home and host institutions. The historical, cultural and linguistic links between countries are reflected in the ERASMUS student mobility patterns to a lesser extent than might be expected. For example, the Nordic countries form a homogenous group from a number of different points of view (history, languages, political and economic institutions, labour markets and cost of living). Nevertheless, only 4% of ERASMUS students from these countries go to other Nordic countries - 96% choose to study outside the region (Table 2). Similarly, only 1% of ERASMUS students from anglophone countries and 2% of students from germanophone countries go to countries within their own linguistic group (although it should be noted that many non-anglophone host countries offer their study programmes in English). On the other hand, the common languages between French-speaking Belgium and France and Dutch-speaking Belgium and the Netherlands may play an important role in the choices of out-going Belgian, and Dutch students. Overall, 17% of ERASMUS students from Belgium go the France and 12% to the Netherlands although those from francophone Belgium are more likely to choose the Netherlands than France whilst 13 those from Flanders are more likely to choose France than the Netherlands. About 6% of Dutch ERASMUS students go to Belgium. 1. 2 - The assessment of the ERASMUS period abroad (Tables 4-6) The vast majority (91%) of the surveyed students considered their ERASMUS period abroad to have been 'positive' or 'very positive' from an academic point of view. (54% assessed their experience as ‘Positive’ and 37% considered it ‘Very positive’). The most satisfied students came from Greece (97%), Portugal (97%) and Austria (96%). The highest proportions of students who considered their experience ‘Negative’ or 'Very Negative' were registered among the Norwegian (15%), British (14%) and Danish (14%) students (Table 5). However, when viewed by host country, the proportion of students who considered their academic experience as ‘Negative’ or 'Very Negative' increases considerably for those who went to Italy (17%); Greece (16%); Portugal (14%); Spain (11%) and France (11%) (Table 6). The analysis of the data shows no correlation between this assessment and the year of study, nor with the duration of the period abroad, nor with the type of host institution. The most significant correlation was therefore by host country. ERASMUS students who went to southern European countries were clearly more dissatisfied from an academic point of view then students spending a study period abroad in another country. A number of factors could explain this ‘negative’ assessment: linguistic problems and insufficient language preparation prior to the study abroad particularly in the host countries with less widely taught and used languages; educational discrepancies between Higher Education systems; different academic and organisational aspects of the programmes of study; exposure to subjects not offered at the home university or more demanding courses at the host university. Different traditions may also have influenced the students’ assessment: UK universities put a strong emphasis on out-of-class communication between teachers and students, whilst in German universities students’ freedom to work independently is strongly emphasised, and less importance is given to regular class attendance. The opposite happens in France and Portugal, which place high emphasis on regular class attendance and on teachers as the main source of information. However, from a social and cultural point of view (Table 4), 98% of all students considered their experience in the host country either as ‘Very positive’(79%) or ‘Positive’ (19%). It is interesting to stress that in those countries where the academic experience abroad was considered less positively (the southern European countries), views on social contacts and cultural life in those countries tended to be much more positive. Overall, only 2% of students considered the ERASMUS experience (from a social and cultural point of view) as ‘Negative’ or 'Very negative', in particular the British (4%) and the Danish (3%). 14 1. 3 - Age of ERASMUS students and year of study (Tables 7 and 8) Age profiles of Higher Education students differ widely between countries. According to the 1997 edition of OECD's publication 'Education at a Glance', Austria, Denmark, Finland and Italy report about 75% or more of all university level graduates as aged 25 years or more. The typical university-level graduation age (i. e. , assuming continuous, full-time study) ranges from around 21 years in Ireland, Portugal, Spain and the United Kingdom (short university-level programmes) to around 26 years or more university-level programmes). in Denmark, Finland, Norway and Germany (long The ages of graduates reflect, in part, the lengths of degree programmes which vary quite widely between countries. However, the ages of entrants to Higher Education are also quite variable. In some countries the traditional idea that students enter university immediately after secondary school continues to prevail. For example, in France and Ireland more than 80% of first-time entrants to Higher Education are aged under 20. A similar age profile occurs in Greece too. By contrast, in Denmark, Norway and Sweden the opposite is true: 80% of first-time entrants are aged 20 or over. The pattern emerging from the survey corresponds to the overall picture, not only in terms of all ERASMUS students, but also in terms of the whole student population. According to the figures supplied by the National Agencies, in 1997/98 the average age of all the ERASMUS students was 23. 9 years. This pattern has changed little since 1988/89 when the average age was 23. 4. The average age of the surveyed students was 23. 7 years (Table 7). Male students are slightly older than female students on average - which may reflect the continuing existence of compulsory army service in a number of countries (which is often compulsory for men only and usually takes place between the end of secondary school and the start of Higher Education studies). The highest average ages among the surveyed students were in Denmark (25. 6 years), Sweden (25. 1) and Norway (25. 0). Irish students were, on average, the youngest (21. 4 years). As far as year of study is concerned, it should be noted that some surveyed students may have misinterpreted the question, having often indicated the calendar year. Moreover, 3% of all surveyed students indicated that they were enrolled in the first year, presumably meaning the first year of a second or subsequent cycle of studies as students in their first year of Higher Education are not eligible to participate in ERASMUS. Nevertheless, according to the survey, at the time of the ERASMUS period abroad students had been in Higher Education for, on average, 3. 5 years. This varies according to home country, from an average of 2. 7 years in the United Kingdom to 4. 4 years in Austria. The differences are likely to be due to differences in the lengths of the main programmes of study in different countries: in those with short cycles, studies abroad will tend to be undertaken earlier. 15 1. 4 - Gender of ERASMUS students (Table 9) According to OECD (Education at a Glance,1997), over the last decade there has been a clear upwards trend in female participation in Higher Education. Current entry rates show that this trend is continuing. On average, about half of all 17 to 34 year-old students in Higher Education are female, with 57% in Portugal and 55% in France, Norway and Sweden. Both entry and graduation rates show a clear predominance of women. Several factors may contribute to this discrepancy. In particular, men are more likely to participate in programmes with a longer duration and/or take slightly longer to finish their Higher Education studies. A similar pattern was noticed in this survey: 59% of respondents were female. The highest proportions of female ERASMUS students were recorded in Greece (70%), Finland (69%) and Ireland (67%). 1. 5 - Subject areas (Tables 9 and 12) While women have made important strides towards closing the gap in educational attainment between men and women, significant gender differences in women's participation in different fields of study still persist. The programmes least likely to enrol women are those in the natural sciences and industrial and engineering fields; on the other hand, women are more likely to enrol in fields related to the health professions, education and the social and behavioural sciences. In the fields of mathematics, computer science, engineering and architecture, women earn far fewer university-level qualifications than men. The percentage of university-level degrees in engineering and architecture that are awarded to women ranges from 6% in Germany and 7% in Spain to 25% in Denmark and Portugal and 38% in Austria. However, the analysis of the 1997 edition of OECD's Education at a Glance indicates that women have progressed in specific areas that are important to domestic and international competitiveness, and this is mainly due to encouragement from parents, better preparation of mathematics and science teachers, interactions between teachers and students, curriculum content, hands-on laboratory experience, self-concept, changes in attitudes towards mathematics and resources available at home. At a time when technological innovation is becoming an increasingly important component of European industries' ability to compete in the global market and when employment is growing in high technology and science based sectors, closing the gender gap may be an important policy objective to ensure a sufficient supply of the required skills and knowledge. Amongst ERASMUS students, there are quite wide variations by gender in the various subject areas too. Female ERASMUS students are much more likely than men to be enrolled in Languages (84% are female) and Education Sciences (81% are female) whereas men form the vast majority of ERASMUS students in Engineering (77%) and Mathematics (65%) (Table 9). However, overall these variations are reflected amongst Higher Education students in general and do not therefore suggest any serious gender bias in the selection of ERASMUS students. 16 Overall, Business studies (24% of all ERASMUS students) and Languages (19%) are much more popular among ERASMUS students than Higher Education students in general. Apart from Social Sciences (10%), Engineering (9%) and Law (8%), most other subject areas are somewhat under-represented amongst ERASMUS students. By home country, the highest proportions of students enrolled in Business Studies were registered in Sweden (91% of all outgoing Swedish ERASMUS students), Ireland (34%) and France (28%). In Languages, the highest proportions were noted in the UK (31% of all outgoing British students) and Ireland (22%) (Table 11). 1. 6 - Duration of studies abroad (Table 10) The average duration of study abroad for ERASMUS students is nearly 7 months. Overall, 42% of the surveyed students spent between 4 and 6 months abroad; 25% spent 7-9 months, and 21% spent 10-12 months (i. e. a full academic year). Only 12% spent 3 months abroad, which is the minimum eligible period under ERASMUS (Table 10). The duration of the study period abroad is partly related to the subject area in which the students are enrolled. The longest average duration of stay abroad is in areas such as Business studies, Languages, Social Sciences and Engineering. The average duration of study abroad is generally shorter in the subject areas which are traditionally under-represented in ERASMUS. It is possible that other factors such as type of activities undertaken during the period abroad have an influence on the duration: work placements, thesis preparation and laboratory work. 2 - Social status of ERASMUS students and of their parents 2. 1 - Family background (Tables 12 and 13) One-third of surveyed students reported that they normally live with their parents in their home countries. This mode of living is especially common in Southern Europe. The highest proportions were reported in Spain (75%), Italy (66%), Greece (56%) and Portugal (55%). A further third of ERASMUS students live in rented rooms or student lodgings - most commonly in Northern Europe - whilst a quarter live in shared accommodation with other students (Table 12). 84% of ERASMUS students have brothers or sisters although nearly half reported having only one brother or one sister. This proportion is fairly similar across all countries except for Ireland where only 10% of ERASMUS students had one sibling but 68% had two or more brothers or sisters (Table 13). Three-quarters of students reported that one or more of their siblings have undertaken Higher Education studies. The highest proportions were in Italy (93%), Ireland (85%) and Belgium (85%). (Table 13). When compared with the highest level of education attained by the students’ parents, these figures are particularly interesting 17 in the case of Italy where only 18% of ERASMUS students said that both their parents had a Higher Education qualification (Table 17). However, on average only 20% of the students reported that their siblings had studied abroad, although one-third of Swedish students and one-quarter of those from Spain and Ireland reported that at least one of their siblings had done so. Furthermore, 82% of the students indicated that they were the first member of the family to undertake a study period abroad (Table 13). During their ERASMUS study period abroad, 86% of the surveyed students indicated that their parents had 1 or more dependent children at home. The highest proportions were registered in Greece (97%), Spain (95%), Belgium (94%), Ireland (94%) and Italy (93%). Overall, nearly one in five students indicated that their parents had more than two dependent children at the time of their study period abroad. In Ireland this proportion was very high (47%) (Table 13). 2. 2 - Parental occupations (Tables 14-16) Students were asked to indicate their parents' main occupations. The questionnaire provided a comprehensive list of (International Standard Classification of Occupations) used by Eurostat and OECD. However, to facilitate the interpretation and the reading of the data, occupations have been aggregated into 6 major categories: Managers and scientific staff ; Associate professionals and technical staff ; Clerical, secretarial, service and shop workers; Craft and trade workers; Inactive or unemployed; and Other occupations. the ISCO codes Nearly one-third of the surveyed students indicated that both their parents had managerial, professional or technical occupations; almost the same proportion (30%) indicated that only their father had such a job and a further 6% indicated only the mother (Table 16). The highest percentage of students with both parents employed in managerial, professional or technical jobs were in Sweden (54%), Norway (46%) and Portugal (42%). By contrast in Spain, Italy, Austria and Ireland more than two-fifths of ERASMUS students indicated that neither parent had such a job. Overall, two-thirds of ERASMUS students have parents employed in managerial, professional or technical jobs (Table 14). This proportion is rather higher than found in the population in general. For example, less than 40% of people in employment aged 45 and over have such jobs (Table 15). Similarly, at the other end of the scale less than 10% of ERASMUS students reported that their parents were craft or trade workers or employed in other elementary occupations (Table 14) whereas nearly one- third of employed people aged 45 and over have such jobs (Table 15). Only 2% of the surveyed students indicated that their parents were either inactive or unemployed. 18 2. 3 - Parental qualifications (Tables 17 and 18) 36% of the surveyed students indicated that both their parents had completed a degree or other Higher Education qualification; a further 16% reported that only their father had such a qualification and 8% stated that their mother had one (Table 17). The highest proportion of ERASMUS students with both parents possessing a Higher Education degree were registered amongst the Scandinavians (Sweden 57%, Denmark 55% and Norway 53%) and Germans (51%). The lowest proportion was registered in Italy (18%) (Table 17). The European Labour Force Survey (1995) indicates that only 19% of people in the European Union aged 25-59 years have Higher Education qualifications and that this proportion is even lower amongst those aged 45 and over (approximately the age group of parents of ERASMUS students) (Table 18). 3 - Economic and financial issues 6 3. 1 - Parental income status (Table 19) Students were asked to estimate the income status of their parents as compared to the average income situation in their home country. 53% assessed their parental income as average or below average. The highest proportions were registered among Finnish and Austrian students (both 61%). Only 6% of surveyed students assessed their parental income as considerably higher than average. This proportion varied between 2% in Spain and 18% in the Netherlands. 6 Explanatory note: In order to define a common student population for the interpretation of the questions and answers related to economic and financial issues, the following rules were adopted: Students included who: - Provided full information to all questions on page B of the questionnaire (amount of expenses at home, share of expenses at home, amount of expenses abroad, amount of income at home, sources of income at home, amount of income abroad and sources of income abroad). - Stated the income of their parents - Stated expenses and incomes within the following ranges: expenses at home : income at home: expenses abroad : income abroad: 0 - 1500 0 - 1500 100 - 2000 100 – 2000. € € € € The establishment of a cut-off point at the upper end was necessary because after the process of data validation some extremely high values could still be found in the database. The cut-off points chosen eliminate the highest 0. 5% of values. This procedure is justified for the reason that mean- statistics are influenced by extreme values. 19 3. 2 - Students' income in their home countries (Table 20) ERASMUS students who normally live away from the parental home estimated that their average monthly income whilst studying in their home country at 530 of which 27% was funded by a public grant or loan, and 51% by family contributions. € € € 330 in Portugal to In cash terms, the average monthly incomes varied quite widely between countries from these figures are strongly dependent on the cost of living in each country. If the local purchasing powers are taken into account, the differences between students' incomes in the different countries are less dispersed. 820 in Norway (Table 20). However, € € Students' average incomes varied little with respect to the income status of their parents from on average nearly 560 per month for students from the highest income families to 490 for those from lower income families. Nevertheless, differences are significant in relation to the origin of this income. Those from low income families received nearly half (49%) of their income from public grants or loans and less than one-quarter (24%) from family contributions, while those from the highest income families received the majority of their income (62%) from their families and less than one-fifth (19%) from public grants and loans. The survey also reveals substantial disparities between countries in the relative importance of public and private contributions (the latter represented mainly by the family). In Greece family contributions represent on average 85% of the income of ERASMUS students whereas in Sweden and Norway public grants and loan amount to three-quarters of more of a student's income. 3. 3 - ERASMUS grants (Tables 21-24) € € 830 per student or The average grants awarded to ERASMUS students for a study period abroad in 120 per month (Table 21). Greek and 1997/98 were Portuguese students received the highest grants (on average approximately 1,600 per student). By contrast, Finnish and Swedish students received the lowest ERASMUS € grants (around 80 per month). These differences reflect national policies for distributing ERASMUS grants as well as differences in the cost of living in host countries and the availability or otherwise of other forms of financial assistance. 500 per student or € € Each year a number of ERASMUS students go abroad without an ERASMUS grant (Table 22). In 1997/98 nearly 9% of ERASMUS students had no ERASMUS grant although variations between countries were large. In many countries more than 95% of the mobile students had an ERASMUS grant but in a few (Norway, Austria, Belgium and France) the figure was less than 80%. These are countries with national and/or regional public grant schemes complementary to ERASMUS. It should be noted that 13% of ERASMUS students from Portugal (a country with little public funding for students) did not receive an ERASMUS grant. 20 Nevertheless, nearly half (47%) of the surveyed students who did not receive an ERASMUS grant reported having ‘no financial problems’ during their ERASMUS period abroad (Table 23) - only marginally more than surveyed students with an ERASMUS grant (43%) (Table 24). However, there are clear differences according to the type and level of public support systems available in their home countries. In those countries with a high level of public support (Denmark, Finland, the Netherlands, Norway and Sweden), 60-65% of ERASMUS students had no financial problems abroad while the opposite was true in Greece, Italy and Portugal (the countries with a low level of public support), where between two-thirds and three-quarters of students reported having some financial difficulties (Tables 23-24). their ERASMUS grant was A sizeable proportion of students indicated that insufficient especially students from countries with little or no other forms of public support for studies abroad. However students with an ERASMUS grant were more likely to complain of this problem than those without (34% compared with 25%). Another significant problem for both ERASMUS grant holders and non-grant holders during their period abroad was having to leave their accommodation in their home country except for students from countries where it is most common to live with their parents. Overall, however, the students who did not receive an ERASMUS grant seem to have faced fewer financial problems than other ERASMUS students, particularly those from countries which have high or medium levels of additional public funding for students. 3. 4 - Students' income during their ERASMUS periods abroad (Tables 25-26) income abroad of Family contributions accounted for nearly half (47%) of students without an ERASMUS grant. The family contribution is particularly important for Belgian (85%), Portuguese (84%), Greek (81%) and Italian (77%) students (Table 25). the Overall, the average monthly income of the surveyed students during the ERASMUS period abroad was nearly 600 (Table 26). Family contributions at 44% were the main source of income, followed by public grants and loans (21%) and the ERASMUS grant (20%). € 570 compared with The income status of parents appears to have had little influence on the students' income abroad. Those from lower income families had an average monthly income of € 630 for those from high income families although family contributions formed a higher proportion of the income for those from wealthier backgrounds whilst public grants and loans (including the ERASMUS grant) formed a lower proportion (Table 26). € The relative importance of the ERASMUS grant as a source of income is influenced by the varying allocation policies in the individual countries. Each ERASMUS National Agency is responsible for determining the national policy for the distribution of ERASMUS grants. They have the flexibility to decide whether to award high 21 grants to a smaller number of students or relatively small grants to a higher number of students. This flexibility aims at allowing complementarity between Community funds and national or other funds for student mobility. However, this flexibility is clearly a factor that influences not only the take-up rates in each country but also the choice of the country of destination and the duration of the period abroad, particularly for students from countries with no national assistance for studies abroad. two-fifths of the monthly income for The ERASMUS grant represented about Austrian, Portuguese and Greek students. Public grants and loans in general (including the ERASMUS grant) represented at least two-thirds of the income of students from Nordic countries. Only in Sweden however was the ERASMUS grant less than 10% of the total income of ERASMUS students (Table 26). 3. 5 - The additional costs of studying abroad (Tables 27-28) € 280 compared with an average income of In the home country students living with their parents reported average monthly expenses of about 270 of which less than 5% was for accommodation (Tables 27-28). During their study period abroad, 590 - however, their monthly expenses more than doubled to on average of nearly the main increase, of course, being accommodation costs although 'other expenses' also showed a sharp rise. The additional monthly costs of studying abroad were on average 310 for students who normally lived with their parents. € € € The highest additional costs abroad incurred by students who normally lived at home 390) students. with their parents were reported by Norwegian ( The lowest were reported by British students ( 420) and Swedish ( 210). € € € 530 per month on Students normally living away from the parental home spent 200 on accommodation). During average in their home country (including nearly € 240 on their study period abroad they spent on average accommodation. Overall average monthly expenses for these students increased by 25% during their period abroad although accommodation costs were only 20% higher on average. 660 per month including € € € The biggest increases in total monthly expenses were incurred by Portuguese ( and Greek ( 250) students. The lowest were reported by British students ( 30). € € € 260) For students living with their parents in their home country, their ERASMUS grant covered nearly 40% of their additional costs. However, it covers nearly 80% of the additional costs for students living away from parental home (two-thirds of all surveyed students). 22 Annex 1 STATISTICAL TABLES Table numbers General and academic issues Title of the tables Source Table 1 1997/98 Total ERASMUS student places available Commission Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Actual ERASMUS student mobility 1997/98: total student numbers Commission Actual ERASMUS student mobility 1997/98: take-up rates by country Commission Assessment of ERASMUS period abroad from a social and cultural point of view, by home country Survey Assessment of ERASMUS period abroad from an academic point of view, by home country Survey Assessment of ERASMUS period abroad from an academic point of view, by host country Survey Age at the time of the ERASMUS period abroad, by home country Survey Year of study at the time of the ERASMUS period abroad, by home country Survey Table 9 Gender of ERASMUS students, by subject area Survey Survey Duration of ERASMUS period abroad, by home country Actual ERASMUS student mobility 1997/98, by field of study Commission 23 Table 10 Table 11 Survey Survey Table numbers Table 12 Social status of the students and of their parents Title of the tables Source Where ERASMUS students normally live, by home country Survey Table 13 Family background, by home country Table 14 Table 15 Table 16 Table 17 Occupations of parents on ERASMUS students, by home country Occupations of people in employment aged 45 and over, 1997 Commission Parents’ occupation: proportion of ERASMUS students whose parents have managerial, professional or technical occupations, by home country Survey Level of education/training of parents: proportion of ERASMUS students whose parents have Higher Education qualifications, by home country Survey Table 18 25-59 year olds with Higher Education qualifications, by age band Commission 24 Table numbers Table 19 Table 20 Table 21 Table 22 Table 23 Table 24 Table 25 Table 26 Table 27 Economic and financial issues Title of the tables Source of Assessment ERASMUS students, by home country income status of parents of Survey Monthly income and major sources of income while studying in home country Survey ERASMUS 1997/98, by home country student mobility: average grants Commission Proportion of ERASMUS students without ERASMUS grant in 1997/98 an Commission Financial problems encountered by non-ERASMUS grant holders during period abroad Survey Financial students supported by ERASMUS grants during period abroad encountered problems by Survey Sources of income of students without an ERASMUS grant during period abroad Survey Monthly income and major sources of income during ERASMUS period abroad and financial status of parents, by home country Survey Monthly expenses during study at home; additional costs from studies abroad, by students' living mode and by home country Survey Table 28 Additional costs during period abroad, by mode of living while studying at home Survey 25 Table 1 1997/98: Total ERASMUS student places available Country of host institution BE DK DE GR ES FR IRL IT LUX NL AT PT FIN SWE UK IS NO n o i t u t i t s n i e m o h f o y r t n u o C BE DK DE GR ES FR IRL IT LUX NL AT PT FIN SWE UK IS NO 205 1021 279 1325 1138 195 926 0 772 161 312 338 361 919 9 113 190 713 116 560 508 62 892 655 189 1008 1258 82 443 521 256 90 592 272 874 3792 6864 1106 3088 666 3501 5769 817 364 5162 364 459 682 48 664 5526 1046 3331 22 358 2847 485 3240 0 5 326 1547 97 83 184 155 750 21 138 456 556 1346 1373 4976 58 493 0 206 103 143 216 141 652 4 43 1 1066 1157 409 842 399 487 597 858 645 997 3475 7709 25 157 20 324 68 472 1176 272 0 259 101 58 179 153 344 9 68 407 3303 2720 188 1 515 448 447 288 311 1978 16 141 2 0 7 1 2 11 0 2 0 2 0 0 0 0 0 0 878 291 1854 226 1188 1210 191 714 0 195 210 584 668 2067 18 240 186 93 611 135 487 635 75 511 8 185 112 176 206 515 10 84 259 69 640 138 988 844 53 489 2 221 126 130 107 574 4 58 335 132 314 145 1085 809 1274 1449 6633 200 424 636 134 298 0 489 135 108 191 144 585 982 92 599 4100 8868 252 419 2482 0 653 193 93 225 0 2353 671 595 1557 1307 1295 1226 5 66 14 103 37 443 12 24 66 13 37 29 4 24 0 14 12 4 11 13 29 132 131 549 61 207 308 48 164 0 238 77 54 63 101 400 TOTA L 7588 3962 30541 4081 23164 30678 3569 16562 39 10001 3783 4475 6341 6571 26909 250 2471 TOTAL 8074 4261 25957 4327 21234 31539 4611 14715 27 10534 4029 4702 5722 6637 31791 292 2533 180985 26 Table 2 Actual ERASMUS student mobility 1997/98: total number of students Country of host institution BE DK DE GR ES FR IRL IT LUX NL AT PT FIN SWE UK IS NO TOTAL BE DK DE GR ES FR IRL IT LUX NL AT PT FIN SWE UK IS NO n o i t u t i t s n i e m o h f o y r t n u o C 93 227 19 313 190 14 445 266 197 1719 2374 402 51 6 691 218 714 273 171 63 306 77 160 1941 2813 663 1096 169 248 2687 2574 181 533 130 160 12 23 370 786 123 1525 753 77 186 1375 113 2035 1798 192 5 460 169 205 618 663 105 71 29 37 26 1 44 32 14 85 32 9 585 339 340 194 264 21 568 403 324 267 520 182 1860 149 1706 3883 16 55 20 185 1 21 14 132 8 132 3 126 79 32 103 99 88 1 24 3 137 321 194 110 82 818 2 43 59 283 88 696 225 87 454 245 71 121 111 131 259 7 25 1 3 4 500 104 664 89 760 561 81 448 121 137 344 308 684 13 108 100 67 212 38 185 230 36 250 10 76 28 126 160 176 8 39 89 16 127 35 386 213 13 221 2 53 44 39 12 111 20 141 23 369 41 181 277 32 176 1 182 62 32 17 294 3 14 171 34 706 543 5 7 50 39 761 4259 17 192 15 89 108 2 97 1 81 44 15 12 28 64 19 4 2 13 6 9 2 5 5 46 310 410 13 300 3098 5953 79 240 1673 2 349 140 46 57 303 9 25 8 1173 533 317 947 917 11 248 4233 1795 13785 1431 12468 14821 1564 9271 66 4190 2442 1834 3052 3264 10582 113 1071 TOTAL 2862 1563 10969 1011 11392 15197 2824 5667 8 4922 1741 1381 1845 2916 20770 94 837 85999 27 Table 3 Actual ERASMUS student mobility 1997/98: Take-up rates by country (percentages) Country of host institution BE DK DE GR ES FR IRL IT LUX [1] NL AT PT FIN SWE UK IS NO 49 32 16 56 37 23 52 32 73 35 20 17 24 76 40 37 50 41 30 49 41 49 48 30 37 37 46 48 37 34 38 42 27 7 18 28 23 25 23 21 31 10 39 23 23 25 49 23 69 49 51 46 50 50 63 55 83 40 49 54 49 56 84 54 57 52 41 37 49 51 54 49 68 38 41 52 50 40 41 48 67 70 60 34 78 67 71 49 78 55 58 65 26 11 35 61 52 28 35 30 46 28 41 27 72 43 38 26 41 13 30 39 29 28 32 53 20 45 49 32 44 39 33 36 28 78 22 35 57 36 36 39 64 46 42 63 62 65 59 46 33 72 45 47 54 72 35 28 38 36 48 49 41 25 72 78 34 80 46 43 34 23 20 25 39 25 25 45 24 35 30 11 19 0 34 29 42 17 29 21 43 44 24 59 37 46 30 9 23 60 21 32 54 23 53 32 53 42 14 57 53 73 49 25 25 64 24 44 65 67 64 50 76 67 31 67 50 79 53 61 70 30 56 65 30 42 29 26 0 51 14 50 54 43 75 0 18 38 17 38 30 35 25 43 35 4 59 34 57 28 19 28 16 32 33 n o i t u t i t s n i e m o h f o y r t n u o C BE DK DE GR ES FR IRL IT LUX [1] NL AT PT FIN SWE UK IS NO Take-up rates by host country [1] The breakdown by country has been omitted because of the small numbers of students. Take-up rates by home country 56 45 45 35 54 48 44 56 42 65 41 48 50 39 45 43 48 28 Table 4 Assessment of Erasmus period abroad from a social and cultural point of view (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Very positive Positive Negative 75 23 2 59 38 3 78 20 2 88 12 0 81 19 0 84 16 0 81 18 1 81 18 1 76 22 2 85 14 1 88 11 1 65 34 1 75 24 1 75 22 4 78 21 1 79 19 1 0 Very negative ____________________________________________________________________________________________________________________________________________________________________________________ 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (415) (169)(1544)(1230)(1569) (178)(1007) (173) (416) (296) (186) (291) (365) (869) ____________________________________________________________________________________________________________________________________________________________________________________ (8796) (89) Question: Would you judge your ERASMUS experiences to have been from a social and cultural point of view *All ERASMUS students participating in the survey Weighted table 29 Table 5 Assessment of Erasmus period abroad from an academic point of view (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Very positive Positive Negative 37 55 6 24 62 12 32 56 11 47 46 6 39 55 6 43 53 3 45 49 5 31 59 10 28 61 11 41 55 4 57 39 2 26 64 10 29 61 10 31 55 13 28 57 14 37 54 8 1 Very negative ____________________________________________________________________________________________________________________________________________________________________________________ 1 1 1 1 1 1 2 0 1 1 0 0 0 1 1 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (440) (182)(1544)(1246)(1573) (178)(1005) (174) (416) (299) (189) (301) (367) (943) ____________________________________________________________________________________________________________________________________________________________________________________ (8951) (94) Question: Would you judge your ERASMUS experiences to have been from an academic point of view *All ERASMUS students participating in the survey Weighted table 30 Table 6 Judgement of academic outcome of the ERASMUS period abroad by host country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Host country Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Other Very positive Positive Negative 38 54 8 48 49 4 39 54 6 28 61 10 34 55 10 22 62 14 34 49 16 33 58 9 44 53 4 32 62 5 33 53 14 42 49 8 44 52 4 42 51 6 45 49 4 51 49 0 37 54 8 1 Very negative ____________________________________________________________________________________________________________________________________________________________________________________ 2 1 0 1 1 0 0 0 1 1 0 0 1 2 0 0 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) ____________________________________________________________________________________________________________________________________________________________________________________ (289) (211)(1035)(1136)(1548) (156) (581) (348) (472) (169) (162) (233) (362)(2044) (116) (8881) (18) Question: Would you judge your ERASMUS experiences to have been from an academic point of view *All ERASMUS students participating in the survey 31 Table 7 Age at the time of the Erasmus period abroad by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Up to 20 years 21 years 22 years 23 years 24 years 25 years 26 years 26 27 25 13 5 1 1 1 6 15 21 17 15 9 2 10 23 20 16 10 7 13 19 23 16 14 8 3 24 30 23 13 6 2 1 17 24 28 17 7 3 2 2 12 26 25 17 8 5 66 21 8 2 1 1 0 15 26 27 18 8 2 2 7 15 20 20 13 11 6 13 24 24 20 7 4 2 7 16 22 19 15 7 4 2 11 18 21 21 10 6 49 26 9 4 3 2 1 7 14 13 17 20 12 5 17 20 21 16 11 6 3 27 years and older 6 ____________________________________________________________________________________________________________________________________________________________________________________ 15 11 13 10 7 2 5 3 1 9 5 6 8 3 1 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (457) (187)(1548)(1316)(1576) (178)(1006) (177) (416) (300) (188) (352) (369)(1054) (n) ____________________________________________________________________________________________________________________________________________________________________________________ (9219) (95) Average age ____________________________________________________________________________________________________________________________________________________________________________________ 23,1 25,6 24,7 23,6 22,9 23,0 24,2 21,4 23,1 24,2 23,6 24,5 25,1 22,7 25,0 23,7 Question: Your age *All ERASMUS students participating in the survey Weighted table 32 Table 8 Year of study at the time of the Erasmus period abroad by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO First year Second year Third year Fourth year Fifth year Sixth year 7 9 37 35 7 3 8 30 30 14 10 4 0 12 40 27 13 4 2 15 27 38 11 3 2 12 34 45 4 1 4 6 44 28 14 2 2 5 33 32 17 8 6 19 69 5 1 0 0 8 32 36 19 5 1 13 15 27 22 12 2 13 26 54 5 0 12 21 29 21 12 4 4 18 37 26 11 3 4 26 67 3 0 1 7 20 21 26 17 6 3 14 38 29 10 4 Seventh year or later 4 ____________________________________________________________________________________________________________________________________________________________________________________ 10 1 3 2 0 2 0 2 4 4 2 1 2 3 1 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (300) (178)(1496) (792)(1132) (133) (945) (158) (348) (290) (122) (309) (358) (941) ____________________________________________________________________________________________________________________________________________________________________________________ (7583) (83) Average year of study ____________________________________________________________________________________________________________________________________________________________________________________ 3. 5 4. 0 2. 8 3. 8 4. 4 3. 2 3. 6 3. 6 3. 4 3. 4 2. 7 3. 5 3. 6 3. 1 3. 4 3. 7 Question: Your current year of study *All ERASMUS students participating in the survey Weighted table 33 Table 9 Gender of Erasmus students, by subject area (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Subject area Total ____________________________________________________________________________________________________________________________________________________________________________________ Art Bus Edu Eng Geo Hum Lan Law Mat Med Nat Soc Com Oth Agr Arc Female 42 46 65 52 81 23 63 63 84 58 35 66 51 62 67 63 59 Male 37 ____________________________________________________________________________________________________________________________________________________________________________________ 49 65 38 33 37 41 34 54 58 35 77 42 48 37 16 19 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) ____________________________________________________________________________________________________________________________________________________________________________________ (235) (256) (342)(1626) (355) (861) (126) (417)(1520) (896) (259) (480) (460) (790) (206) (114) (8943) Question: Sex *All ERASMUS students participating in the survey Weighted table 34 Table 10 Duration of Erasmus period abroad, by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO 3 months 4 - 6 months 7 - 9 months 27 42 16 21 65 6 6 53 21 10 27 39 9 34 30 22 62 11 7 50 26 16 16 35 10 77 6 9 45 22 14 44 21 23 44 16 10 51 15 20 23 29 25 48 9 12 42 25 16 10 - 12 months ____________________________________________________________________________________________________________________________________________________________________________________ 24 24 28 14 20 18 17 28 33 21 24 21 7 5 9 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (461) (187)(1544)(1308)(1579) (178)(1005) (175) (416) (300) (189) (352) (367)(1006) ____________________________________________________________________________________________________________________________________________________________________________________ (9162) (95) Average duration ____________________________________________________________________________________________________________________________________________________________________________________ 6. 0 6. 5 6. 7 6. 9 5. 4 7. 8 6. 9 7. 1 5. 8 6. 9 5. 7 5. 1 5. 2 7. 5 6. 8 7. 6 Question: What was the duration of your ERASMUS study period abroad? *All ERASMUS students participating in the survey Weighted table 35 Table 11 Actual ERASMUS student mobility 1997/98 by field of study Country of home institution BE DK DE GR ES FR IRL IT LUX NL AT PT FIN SWE UK IS NO TOTAL y d u t s f o d l e i F Agricultural Sciences Architecture & Planning Art & Design Business & Management Studies Education & Teacher Training Engineering & Technology Geography & Geology Humanities Languages Law Mathematics & Computing Medical Sciences Natural Sciences Social Sciences Communication & Information Sciences Other areas of study Field of study unknown 21 68 54 312 210 145 17 119 369 124 17 75 31 127 167 165 984 263 315 19 109 678 347 46 335 64 455 104 125 481 516 48 35 92 286 456 451 253 283 331 13 9 36 3222 182 2150 4155 524 490 1448 224 551 2523 1363 359 614 537 48 99 29 91 255 106 56 96 78 423 189 1617 1982 171 439 2450 1075 267 620 490 167 391 3068 1054 406 216 867 145 631 411 996 192 776 186 623 27 51 8 60 342 1846 59 66 23 72 860 199 340 399 109 71 189 2 3 4 1144 19 3 1 3 5 6 1 1 375 168 112 71 268 340 26 259 80 59 136 106 558 268 155 24 105 370 242 75 86 99 183 1006 173 1221 1215 214 1250 34 161 18 266 155 47 56 14 4 802 111 80 30 66 125 81 36 88 179 40 11 6 66 165 568 17 165 814 2981 2206 10 97 201 38 29 249 71 39 186 107 279 67 209 381 45 110 221 112 50 341 83 289 62 14 63 2 20 6 20 15 7 15 46 16 321 10 546 149 3 2 275 13 875 20 1 2 4 9 203 229 364 1104 127 55 16 165 25 86 89 13 29 332 96 18 27 39 2 71 7 30 38 189 108 85 19 36 1446 2706 3250 20596 3263 8038 1213 3046 98 16 120 25 139 8 14 6773 1841 3550 3316 8515 1235 752 335 3313 23 139 16125 TOTAL 4233 1795 13785 1431 12468 14821 1564 9271 66 4190 2442 1834 3052 3264 10582 113 1071 85999 36 Table 12 Where Erasmus students normally live, by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO With parents Student lodging Shared flat with other students 37 52 4 36 12 33 75 3 30 46 56 18 66 5 44 9 16 68 27 21 55 14 3 74 12 70 12 34 10 33 9 25 43 19 17 17 26 43 13 35 23 7 10 48 37 34 32 26 Other 4 ____________________________________________________________________________________________________________________________________________________________________________________ 12 35 15 20 17 8 9 4 8 2 8 4 7 7 4 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (455) (181)(1544)(1282)(1576) (178)(1006) (175) (416) (298) (190) (334) (365) (929) (n) ____________________________________________________________________________________________________________________________________________________________________________________ (9022) (94) Question: As a student do you normally live (in your home country) *All ERASMUS students participating in the survey Weighted table 37 Table 13 Family background, by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Number of brothers and sisters None One Two 13 48 33 16 53 31 15 54 21 20 43 30 16 48 33 5 62 24 17 53 21 22 10 29 7 51 29 19 44 29 15 54 20 18 48 30 12 52 32 17 48 31 16 43 35 16 49 28 10 More ____________________________________________________________________________________________________________________________________________________________________________________ 10 11 13 39 0 8 5 8 6 8 4 8 6 5 4 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (428) (167)(1548)(1250)(1437) (179)(1004) (175) (415) (285) (187) (324) (344) (984) ____________________________________________________________________________________________________________________________________________________________________________________ (8817) (91) Higher education of brothers and sisters Yes 85 64 62 75 73 74 93 85 76 57 70 49 70 72 73 73 None 7 ____________________________________________________________________________________________________________________________________________________________________________________ 29 51 27 27 30 36 28 15 24 25 27 43 38 26 15 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (374) (146)(1304)(1014)(1229) (165) (834) (138) (385) (230) (160) (269) (304) (838) ____________________________________________________________________________________________________________________________________________________________________________________ (7466) (77) Experiences abroad of brothers and sisters Yes 22 23 17 26 13 23 19 27 17 14 15 20 33 22 23 20 None 81 ____________________________________________________________________________________________________________________________________________________________________________________ 67 77 77 80 80 85 78 78 77 83 83 86 73 87 74 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (372) (145)(1268) (994)(1222) (159) (821) (135) (386) (223) (154) (264) (302) (826) ____________________________________________________________________________________________________________________________________________________________________________________ (7347) (77) 38 (continuation of Table 13) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Number of children dependent on parents while abroad None 1 Child 2 Children 6 30 41 60 27 10 9 37 41 5 21 44 11 32 38 3 22 60 7 31 48 6 17 31 16 31 40 17 33 35 9 30 44 34 34 22 60 25 12 17 25 39 56 25 15 14 29 39 More than 2 children 14 ____________________________________________________________________________________________________________________________________________________________________________________ 29 18 47 23 15 15 13 19 16 13 18 10 3 4 3 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (446) (171)(1474)(1288)(1549) (176) (958) (177) (403) (282) (184) (330) (361)(1025) ____________________________________________________________________________________________________________________________________________________________________________________ (8914) (90) First member of familiy to study abroad Yes 80 79 83 79 87 80 84 81 83 86 86 80 70 83 73 82 No 16 ____________________________________________________________________________________________________________________________________________________________________________________ 27 20 14 18 21 17 30 20 14 13 17 21 17 19 20 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (431) (173)(1526)(1246)(1535) (177) (991) (173) (415) (290) (189) (338) (361) (989) ____________________________________________________________________________________________________________________________________________________________________________________ (8926) (92) Question: Number of brothers and sisters? Question: Are they have been in higher education? Question: Are they studying or have they studies abroad? Question: During your ERASMUS period, how many children were dependent on your parents? Question: Are you the first member of your family to study abroad? *All ERASMUS students participating in the survey Weighted table 39 Table 14 Occupations of parents of Erasmus students, by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Managers and scientific staff 69 60 63 45 52 56 46 53 76 46 58 56 72 66 70 Associate professional and technical staff Clerical, secretarial, service and shop workers Craft and trade workers, elementary occupation Inactive or unemployed 6 8 11 9 12 9 10 7 4 12 7 7 9 11 6 16 24 16 26 23 17 29 26 12 28 22 29 13 16 19 7 2 7 1 6 3 15 3 11 2 13 1 11 2 12 2 5 2 12 1 11 1 6 2 5 1 4 2 5 0 57 10 21 9 2 Other 1 ____________________________________________________________________________________________________________________________________________________________________________________ 0 0 3 0 0 0 1 1 0 1 0 0 1 2 2 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (461) (187)(1548)(1312)(1566) (178)(1000) (178) (413) (298) (190) (353) (370)(1046) ____________________________________________________________________________________________________________________________________________________________________________________ (9194) (94) Question: What are your parents main occupations? *All ERASMUS students participating in the survey Weighted table 40 Table 15 Occupations of people in employment aged 45 and over, 1997 BE DK DE ES FR GR IT IE LU NL AT PT FI SW UK Total Managers and scientific staff Associate technical staff professional and 34 11 26 18 24 18 23 7 24 16 23 3 14 13 27 4 28 13 39 15 22 11 17 9 27 15 23 21 33 8 Clerical, and shop workers secretarial, service 27 25 25 27 28 44 33 40 26 21 33 43 30 30 29 and Craft elementary occupations trade workers, 28 31 33 42 32 29 36 29 33 23 33 31 27 26 30 Other occupations 1 0 0 0 1 0 4 0 0 3 0 0 1 0 0 25 13 29 32 1 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Source: European Labour Force Survey, 1997 41 Table 16 Parents' occupation: proportion of ERASMUS students whose parents have managerial, professional or technical occupations, by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Both Only father Only mother 35 34 7 36 26 6 34 37 5 23 29 4 33 27 6 35 27 4 26 24 8 24 32 5 35 43 4 17 37 5 42 16 7 30 25 10 54 22 6 39 33 7 46 24 8 32 30 6 None 42 ____________________________________________________________________________________________________________________________________________________________________________________ 35 22 22 32 35 31 18 24 34 18 40 41 35 44 24 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (436) (180)(1492)(1240)(1477) (174) (940) (168) (385) (285) (182) (341) (361)(1018) ____________________________________________________________________________________________________________________________________________________________________________________ (8770) (91) Question: What are your parents main occupations? *All ERASMUS students participating in the survey Weighted table 42 Table 17 Level of education/training of parents: proportion of ERASMUS students whose parents have Higher Education qualifications by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Both Only father Only mother 49 15 11 55 12 9 51 17 3 28 17 6 29 13 8 41 21 5 18 13 7 25 17 13 37 27 5 27 20 7 33 11 9 34 12 12 57 13 10 37 15 12 53 15 10 36 16 8 62 None ____________________________________________________________________________________________________________________________________________________________________________________ 23 35 42 23 46 41 21 25 33 28 48 50 46 46 31 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (450) (174)(1510)(1272)(1469) (175) (945) (170) (398) (291) (178) (328) (311) (989) ____________________________________________________________________________________________________________________________________________________________________________________ (8751) (90) Question: What is the highest level of education and/or training for each of your parents? *All ERASMUS students participating in the survey Weighted table 43 Table 18 25-59 year olds with Higher Education qualifications, by ageband (percent) BE DK DE ES FR GR IT IE LU NL AT PT FI SW UK Total All people aged 25-59 25 28 23 17 19 16 of which those aged: 45-49 50-54 55-59 22 20 14 32 25 21 25 23 19 12 9 7 18 14 10 13 10 8 8 9 7 5 21 16 22 17 14 12 17 16 12 22 18 16 8 7 7 5 12 22 29 22 11 10 7 20 23 17 30 29 21 22 19 16 19 18 16 12 Source: European Labour Force Survey, 1995 44 Table 19 Assessment of income status of parents of ERASMUS students, by home country (percent*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Considerably higher than average Higher than average Average Lower than average 7 42 41 8 7 38 43 9 6 46 35 8 2 39 43 12 5 41 40 12 4 41 46 8 5 39 40 12 10 36 40 11 18 48 24 8 6 33 42 14 9 47 31 9 5 34 46 13 9 50 32 7 9 41 35 11 4 45 44 5 6 42 39 11 4 Considerably lower than average ____________________________________________________________________________________________________________________________________________________________________________________ 2 4 2 5 3 2 3 2 2 2 2 1 2 3 4 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) (448) (182)(1524)(1292)(1554) (174) (984) (172) (398) (295) (178) (345) (367)(1001) ____________________________________________________________________________________________________________________________________________________________________________________ (9003) (91) Question: Please estimate the income status of your parents as compared to the average income situation in your home country. *All ERASMUS students participating in the survey Weighted table 45 Table 20 Monthly income and major sources of income while studying in home country (mean of students living away from parental home) ____________________________________________________________________________________________________________________________________________________________________________________ Income status of parents Average Higher than average 444 2 86 Lower than average 415 34 46 BE DK DE ES FR GR IT IE NL AT average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) 680 55 4 581 4 77 383 1 88 489 5 77 475 1 88 490 2 86 533 5 70 520 39 38 535 7 71 371 8 76 657 58 3 531 13 60 370 20 63 481 17 62 385 2 88 451 11 73 381 34 42 524 55 20 515 31 44 Total 412 8 78 668 56 3 557 12 65 361 17 66 477 17 62 428 1 85 454 7 76 446 25 50 519 45 32 523 29 48 658 51 0 519 49 20 309 33 43 442 47 25 437 0 71 388 12 63 393 47 23 500 64 10 518 62 12 46 Table 20 (cont) Monthly income and major sources of income while studying in home country (mean of students living away from parental home) ____________________________________________________________________________________________________________________________________________________________________________________ Income status of parents Total ____________________________________________________________________________________________________________________________________________________________________________________ Higher than average Average Lower than average PT FI SW UK NO average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) average income (Euro) public grant / loan (%) contribution from family (%) 358 0 87 522 59 11 797 78 10 608 20 62 819 74 6 307 4 86 473 60 9 787 86 4 524 41 33 805 78 3 273 37 49 478 61 11 825 88 2 572 65 12 932 75 0 331 6 82 493 60 10 797 81 7 573 34 44 819 75 5 ____________________________________________________________________________________________________________________________________________________________________________________ Total average income (Euro) public grant / loan (%) contribution from family (%) 559 19 62 507 30 48 489 49 24 530 27 51 ____________________________________________________________________________________________________________________________________________________________________________________ Weighted table 47 Table 21 Erasmus student mobility: average grants 1997/98, by home country Home country 1997/98 1997/98 B DK DE GR ES FR IRL IT LUX NL AT PT FIN SWE UK FL IS NO ALL COUNTRIES [1] Rounded to the nearest 10 ECU 110 120 120 310 110 120 90 130 390 130 120 260 80 80 140 390 340 220 120 570 600 890 1610 790 850 680 880 2380 700 780 1590 480 520 910 3130 2120 1170 830 48 Table 22 Proportion of ERASMUS students without an ERASMUS grant in 1997/98 Out-going students In-coming students Total number of students in 1997/98 of which % who received no grants Total number of students in 1997/98 of which % who received no grants number (%) number (%) B DK DE GR ES FR IRL IT LUX NL AT PT FIN SWE UK IS NO TOTAL 4233 1795 13785 1431 12468 14821 1564 9271 66 4190 2442 1834 3052 3264 10582 113 1071 85999 22,9 2,6 1,3 1,0 10,0 21,0 1,7 0,0 0,0 0,4 24,0 12,7 14,0 2,8 1,6 0,0 37,3 8,8 2862 1563 10969 1011 11392 15197 2824 5667 8 4922 1741 1381 1845 2916 20770 94 837 85999 49 5,1 6,1 12,0 8,8 8,8 6,1 8,7 7,6 25,0 8,6 8,1 6,2 4,4 5,6 11,2 4,3 6,9 8,8 Table 23 Financial problems encountered by Non-ERASMUS grantholders during period abroad by type of public student support systems (percent*) ______________________________________________________________________________________________________________________ Public support system of home country Total ______________________________________________________________________________________________________________________ Low support Medium support High support (DK, FI, NL, (AT, BE, DE, (GR, IT, PT) NO, SW) ES, FR, IE, UK) No financial problems encountered Unable to transfer a national grant or loan Parents contribution was insufficient Leaving accommodation in home country Unable to continue paid work 33 1 9 6 9 The ERASMUS grant was insufficient 64 44 4 8 34 12 23 65 1 8 21 5 15 47 3 8 29 10 25 Other ______________________________________________________________________________________________________________________ 11 8 9 8 Total 133 133 122 131 (n) ______________________________________________________________________________________________________________________ (593) (817) (162) (61) Question: Did you experience financial problems in connection with your ERASMUS study period *Only students receiving no ERASMUS support 50 Table 24 Financial problems encountered by students supported by Erasmus during period abroad by type of public student support systems (percent*) ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ Low support Medium support High support (DK, FI, NL, (AT, BE, DE, (GR, IT, PT) NO, SW) ES, FR, IE, UK) Public support system of home country Total No financial problems encountered Unable to transfer a national grant or loan Parents contribution was insufficient Leaving accommodation in home country Unable to continue paid work 25 2 6 6 5 The ERASMUS grant was insufficient 72 44 3 7 31 13 28 59 1 8 20 9 22 43 2 7 26 11 34 Other ______________________________________________________________________________________________________________________ 10 8 7 4 Total 120 134 129 131 (n) ______________________________________________________________________________________________________________________ (1258) (5623) (1216) (8097) Question: Did you experience financial problems in connection with your ERASMUS study period *Only students receiving ERASMUS support 51 Table 25 Sources of income of students without Erasmus grant during period abroad (mean of percentages*) ____________________________________________________________________________________________________________________________________________________________________________________ Country of home institution Total ____________________________________________________________________________________________________________________________________________________________________________________ BE DK DE ES FR GR IT IE NL AT PT FI SW UK NO Public grant Public loan Private grant Private loan Contribution from members of your family Own contribution 2 0 2 0 85 10 48 15 6 2 4 9 12 19 26 18 8 4 2 56 18 0 1 0 61 20 1 0 2 56 15 0 0 0 81 2 6 2 0 0 77 14 13 52 72 2 0 3 49 32 7 0 2 23 16 0 2 1 17 7 8 0 1 0 84 7 58 7 3 3 11 15 35 51 1 1 6 6 18 10 1 4 42 20 37 47 0 0 6 10 25 9 1 2 47 15 Other forms of support 1 ____________________________________________________________________________________________________________________________________________________________________________________ 17 2 1 0 0 0 0 2 1 1 1 3 5 0 0 Total 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 (n) ____________________________________________________________________________________________________________________________________________________________________________________ (42) (163) (594) (38) (20) (48) (13) (28) (54) (57) (13) (18) (76) (16) (4) (6) Question: From the total amounts you indicated above, please estimate the percentages you received from *All ERASMUS students participating in the survey Weighted table 52 Table 26 Monthly income and major sources of income during Erasmus period abroad and financial status of parents, by home country (mean of all Erasmus students responding to the financial questions) ____________________________________________________________________________________________________________________________________________________________________________________ Income status of parents Total ____________________________________________________________________________________________________________________________________________________________________________________ Higher than average Average Lower than average BE DK DE ES FR GR IT average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) 584 17 2 72 670 14 51 6 649 15 4 70 533 28 2 64 603 18 10 58 687 35 1 59 588 25 8 62 529 27 4 55 698 15 53 3 581 17 12 53 474 29 9 51 571 21 18 46 602 38 2 54 552 28 10 53 559 23 4 61 681 15 52 4 613 16 12 58 505 28 6 55 584 20 16 48 645 37 2 55 562 27 10 56 555 33 16 33 670 16 49 2 550 17 42 25 520 27 13 39 559 22 30 23 648 45 1 40 517 28 15 44 53 (Continuation of Table 26) ____________________________________________________________________________________________________________________________________________________________________________________ Income status of parents Total ____________________________________________________________________________________________________________________________________________________________________________________ Higher than average Average Lower than average IE NL AT PT FI SW UK average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) 606 10 2 59 608 18 34 35 638 43 8 41 664 39 1 56 624 18 49 11 831 7 73 10 634 19 17 48 490 16 17 35 539 20 49 18 632 45 21 25 576 43 2 49 588 18 53 9 814 8 81 4 580 23 38 25 542 13 12 44 584 19 40 29 642 44 19 28 631 40 2 52 603 18 51 10 828 7 77 7 611 21 30 34 484 17 29 22 528 19 59 13 675 44 37 9 586 42 11 39 591 16 52 9 861 7 83 2 610 25 52 11 54 (Continuation of Table 26) ____________________________________________________________________________________________________________________________________________________________________________________ Income status of parents Total ____________________________________________________________________________________________________________________________________________________________________________________ Higher than average Average Lower than average NO average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) 876 18 67 7 842 20 68 3 911 22 65 1 862 19 68 5 ____________________________________________________________________________________________________________________________________________________________________________________ Total average income (Euro) ERASMUS grant (%) public grant / loan (%) contribution from family (%) 628 20 16 53 573 24 23 40 571 24 34 25 599 22 21 44 ____________________________________________________________________________________________________________________________________________________________________________________ Weighted table 55 Table 27 Monthly expenses during study at home; additional costs from studies abroad, by students' living mode and by home country (mean in Euro*) ____________________________________________________________________________________________________________________________________________________________________________________ During study at home During study abroad Additional costs ____________________________________________________________________________________________________________________________________________________________________________________ Living with parents Living on their own Living with parents Living on their own Living with parents Living on their own BE DK DE ES FR Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses 278 16 27 31 203 291 34 56 5 195 311 13 56 8 233 236 8 23 43 162 296 25 35 42 195 428 159 26 26 217 590 229 32 2 327 535 204 35 11 285 369 131 25 41 172 497 180 40 55 222 574 213 66 - 296 643 232 87 - 325 624 244 69 - 310 569 216 71 - 281 596 234 70 - 292 589 219 68 - 302 743 278 103 - 362 678 258 65 - 354 572 216 77 - 279 621 247 88 - 286 296 197 39 -31 93 352 198 31 -5 130 313 231 13 -8 77 333 208 48 -43 119 300 209 35 -42 97 161 60 42 -26 85 153 49 71 -2 35 143 54 30 -11 69 203 87 52 -41 107 124 67 48 -55 64 56 (Continuation of Table 27) ____________________________________________________________________________________________________________________________________________________________________________________ During study at home During study abroad Additional costs ____________________________________________________________________________________________________________________________________________________________________________________ Living with parents Living on their own Living with parents Living on their own Living with parents Living on their own GR IT IE NL AT PT Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses 270 6 33 3 228 281 6 30 49 196 251 4 47 10 190 236 2 9 53 173 292 9 37 1 244 332 8 48 86 190 417 125 31 1 260 440 143 38 45 214 470 187 32 11 239 513 174 20 58 262 530 197 42 1 289 338 89 40 34 176 627 198 102 - 327 561 190 73 - 297 554 185 66 - 302 524 187 48 - 289 639 215 46 - 377 668 210 73 - 386 669 214 101 - 354 611 212 92 - 307 585 194 85 - 306 706 249 75 - 382 700 250 74 - 376 598 190 90 - 318 357 192 69 -3 99 280 184 43 -49 101 303 181 19 -10 112 288 185 39 -53 116 347 206 9 -1 133 336 202 25 -86 196 57 252 89 70 -1 94 171 69 54 -45 93 115 7 53 -11 67 193 75 55 -58 120 170 53 32 -1 87 260 101 50 -34 142 (Continuation of Table 27) ____________________________________________________________________________________________________________________________________________________________________________________ During study at home During study abroad Additional costs ____________________________________________________________________________________________________________________________________________________________________________________ Living with parents Living on their own Living with parents Living on their own Living with parents Living on their own FI SW UK NO Total Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses 354 6 46 1 301 375 29 67 8 271 376 31 113 10 222 492 194 41 3 254 751 253 54 9 436 594 260 41 6 287 655 224 87 - 344 767 244 86 - 437 585 176 69 - 339 656 224 109 - 324 812 249 105 - 457 627 207 96 - 324 301 218 41 -1 43 392 215 19 -8 166 209 145 -44 -10 117 164 130 68 -3 70 61 -4 51 -9 21 33 -53 55 -6 37 Total costs Accommodation Travel Fees Other expenses Total costs Accommodation Travel Fees Other expenses 402 43 69 26 265 277 12 35 37 193 739 239 54 12 434 526 197 37 25 268 826 200 169 - 457 586 212 71 - 303 838 241 148 - 449 659 238 85 - 337 424 157 100 -26 192 309 200 36 -37 110 99 2 94 -12 15 133 41 48 -25 69 * Mean of all Erasmus students responding to the financial questions Weighted table 58 ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ Table 28 Additional costs during the ERASMUS period abroad by mode of living while studying at home (mean in Euro*) ______________________________________________________________________________________________________________________ Yes ______________________________________________________________________________________________________________________ No Living with parents while studying at home Total Income at home Income abroad Add. income abroad Expenditure in home country Expenditure abroad Add. costs abroad ERASMUS Grant 270 544 274 277 586 309 121 530 622 91 526 659 133 105 454 599 145 453 638 185 110 Percentage of additional costs covered by the ERASMUS grant 39% ______________________________________________________________________________________________________________________ 59% 79% (n) ______________________________________________________________________________________________________________________ (6403) (1882) (4521) Question: From the total amounts you indicated above, please estimate the percentages you received from * Only Students who had received ERASMUS support 59 Annex 2 THE METHODOLOGY USED TO CONDUCT THE SURVEY The methodology to carry out this task consisted of the following phases: The development phase (cid:1) The elaboration of a harmonised questionnaire (in 11 languages); (cid:1) The definition of a methodology for calculating the representative sample. Collection of data and data analysis (cid:1) Through the National Agencies and a selected number of higher education institutions (cid:1) Processing of data, data analysis and interpretation of the statistics The report The report deals with the survey as such, the interpretation of the data emerging from the survey and the conclusions. The statistical tables are at Annex 1. The development phase A questionnaire with a common structure was developed and distributed to the National Agencies in their own languages (see version at Annex 5). The questionnaire covered: (cid:1) The personal background of the student (cid:1) (cid:1) (cid:1) (cid:1) Sources of students' income (including ERASMUS grants) and their patterns of expenditure at home and abroad Student accommodation Income and occupational status of students' parents Educational achievement of students' parents N. B. : The questionnaire did not require the personal identification of the student. The questionnaire for each Member State was adapted to its national circumstances. All National Agencies were involved in this process and acted as the contact points for consulting other relevant organisations in their countries (national authorities, academic experts, offices for statistics, etc). It was essential the issue of comparability of the national systems was taken into account at the design stage. that 60 Therefore, the text of the questionnaire and the different country and language versions were subject to consultation with academic experts and national authorities in the participating countries prior to finalisation and printing. A pre-test was also carried out with a small group of students in different European higher education institutions. The 86,000 students who studied abroad under ERASMUS in 1997/98 formed the sampling frame for this survey. Given time and resource constraints, it was considered feasible only to produce a snapshot of the socio-economic background of ERASMUS students for the year 1997/98. To produce a longitudinal survey would have required the inclusion of ERASMUS students from previous years and would have increased substantially the scope and complexity of this work. Distribution of the questionnaire to National Agencies for onward The questionnaires were distributed by post transmission to their selected higher education institutions. The students returned their completed questionnaires to their National Agency in an unmarked pre-paid envelope. It was considered preferable to send the individual questionnaires back to the National Agency, to remove any grounds for the individual student to fear identification by the university. All questionnaires were produced in precisely the same format and layout because the transfer of information from the individual questionnaire to the database took place via optical reading. The questionnaires were produced in 11 languages and 16 country versions (all EU and EEA countries, except Luxembourg, Iceland and Liechtenstein). The National Agencies registered the serial numbers of the questionnaires sent to each institution, in order to check the response rate. In the case of very low response rates from specific institutions National Agencies encouraged them to send out reminders. 61 Annex 3 THE SELECTION CRITERIA FOR COUNTRY SAMPLES Given timing, resources and the complexity of the task, it was not practical to send out a questionnaire to 86,000 individual students. This exercise was therefore based on a sample study, which is the standard method for this type of socio-economic research. The sample (20,000 students) was chosen to be representative of the whole population of ERASMUS students. Iceland, Luxembourg and Liechtenstein did not take part in the survey. In order to compose the sample, each National Agency was asked to select a sample of higher education institutions in its country, on the basis of criteria proposed by the Steering Group. In selecting the higher education institutions to form the sample, National Agencies were asked to ensure that, taken together, they were representative of the pattern of participation among outgoing ERASMUS mobility for the country. In particular, they were asked to ensure that the sample of higher education institutions was representative with respect to: (cid:1) Type of institution (university versus non-university) (cid:1) (cid:1) (cid:1) (cid:1) (cid:1) (cid:1) Size of institution Subject areas represented in the institution (including an appropriate balance between mono- and multi-disciplinary institutions) Destinations (of out-going ERASMUS students) Place (urban versus rural) Institutional funding status (public versus private) Institutional involvement in ERASMUS (active versus more passive) The selected institutions were then asked to distribute the socio-economic questionnaire to all students who took part in SOCRATES/ERASMUS mobility in academic year 1997/98. 62 Annex 4 THE STEERING GROUP 1 - The members of the Steering Group: (cid:1) Mr Michel BOSQUET, Service des Relations Extérieurs, Facultés Universitaires Notre-Dame de la Paix, Namur, Belgium (cid:1) (cid:1) (cid:1) (cid:1) (cid:1) (cid:1) (cid:1) (cid:1) (cid:1) Prof. Dr. Patrick CLANCY, Associate Professor of Sociology, University College, Dublin, Ireland Mrs. Arlette DELHAXHE, Eurydice Central Unit, Brussels, Belgium Mrs. Maria Emilia GALVÃO, Deputy Director, Gabinete de Assuntos Europeus e Relações Internacionais, Ministério da Educação, Lisboa, Portugal Mr. Michel JOUVE , Director of the French SOCRATES National Agency, Bordeaux, France Prof. Dr. Socrates KAPLANIS, President of the Technological and Educational Institute of Patras, Greece Prof. Dr. José-Ginés MORA, Department of Applied Economics, University of Valencia, Spain Mr Antti PENTIKÄINEN, National Unions of Students in Europe (ESIB), National Union of Finnish Students, Helsinki, Finland Mr John REILLY, Director of the UK SOCRATES/ERASMUS National Agency, The University of Kent, Canterbury, UK Mr Dieter SCHÄFERBARTHOLD, European Council General Secretary of the Deutsches Studentenwerk, Bonn, Germany for Student Affairs, 2 - Mr. Pedro de SOUSA, Academic Coordinator of the project. 3 - Mr. Friedhelm MAIWORM, Statistician. 63 Annex 5 QUESTIONNAIRE An example of the questionnaire in the language version(s) of the present report is attached. 64 EUROPEAN COMMISSION DIRECTORATE-GENERAL XXII EDUCATION, TRAINING AND YOUTH 65 INFORMATION TO HELP YOU COMPLETE THE QUESTIONNAIRE This form will be analysed by optical reading. Mark the appropriate boxes (using a black biro) with an "x", or insert figures. Try to follow as closely as possible the style shown here. X 1 2 3 4 5 6 7 8 9 0 Please give just one answer unless otherwise indicated (“multiple answers possible”). Please return the ORIGINAL questionnaire (not a photocopy). DO NOT FOLD, STAPLE or PIN TOGETHER, etc. 01 AGRICULTURAL SCIENCES 06 ENGINEERING, TECHNOLOGY 12 MEDICAL SCIENCES ERASMUS SUBJECT AREA CODES Psychology, Dentistry, Medical Sciences, Medicine, Psychiatry and Clinical Veterinary Pharmacy, Nursing, Midwifery, Medicine, Physiotherapy, Medical Technology, Others Medical Sciences Health, Public 13 NATURAL SCIENCES Natural Sciences, Biology, Physics, Chemistry, Microbiology, Biotechnology, Nuclear and High Energy Physics, Biochemistry, Astronomy, Astrophysics, Oceanography, Others Natural Sciences 14 SOCIAL SCIENCES Psychology Social Sciences, Political Science, Sociology, Economics, Behavioural Sciences, Social Work, International Relations, European Studies, Area Studies, Anthropology, Development Studies, Others Social Sciences and 15 COMMUNICATION AND INFORMATION SCIENCES and Communication Information Sciences, Journalism, Radio/TV Broadcasting, Public Relations, Library Science, Documentation, Archiving, Museum Studies, Conservation, Others Communication and Information Sciences Advertising, Publicity, and Agriculture, Agricultural Economics, Science Fisheries, Tropical/Subtropical Agricultural Sciences Technology, Animal Agriculture, Forestry, Food Horticulture, Husbandry, Others 02 ARCHITECTURE, URBAN AND REGIONAL PLANNING Architecture, Urban and Regional Planning, Interior Design, Urban Planning, Regional Planning, Landscape Architecture, Transport and Traffic Studies, Others Architecture, Urban and Regional Planning Engineering, Mechanical Technology, Engineering, Electrical Engineering, Chemical Engineering, Civil Engineering, Electronic Engineering, Telecommunications, Manufacturing Sciences (including CAD, CAM, CAE), Aeronautical Engineering, Others Engineering, Technology Materials Science, 07 GEOGRAPHY, GEOLOGY Geography, Geology, Environmental Sciences, Ecology, Soil and Water Sciences, Geodesy, Cartography, Remote Sensing, Meteorology, Others Geography, Geology 03 ART AND DESIGN 08 HUMANITIES Humanities, Philosophy, Theology, History, Archaeology, Others Humanities 09 LANGUAGES PHILOLOGICAL SCIENCES AND Languages and Philological Sciences, Modern EC Languages, General and comparative literature, Linguistics, Translation, Interpretation, Classical Philology, Non-EC Languages, Less Widely Taught Languages, Others Languages and Philological Sciences 10 LAW Music Art and Design, Fine Art (Painting, Sculpture, Printmaking), Musicology, Performing Arts, Photography, Cinematography, Design (Graphic Design, Industrial Design, Fashion, Textile), History of Art, Others Art and Design and 04 BUSINESS STUDIES AND MANAGEMENT SCIENCES Business Science, Studies, Management Business Studies with languages, Business Studies with technology, Accountancy, Financial Hotel Management, Management, and Personnel Management, Secretarial Studies, Marketing and Sales Management, Others Business Studies, Management Science Catering, Relations Tourism, Industrial 05 EDUCATION, TEACHER TRAINING Education, Teacher Training, Teacher Training , Primary Education, Secondary Education, Vocational and Technical Education, Adult Education, Special Education, Educational Science, Comparative Education, Educational Psychology, Others Teacher Training Education, Law, Comparative Law, Law with Languages, International Law, Civil Law, Criminal Law, Criminology, Constitutional /Public Law, Public Administration, European Community/EU Law, Others Law 16 OTHER AREAS OF STUDY Physical Education, Sport Science, Leisure Studies, Home Economics, Nutrition, Nautical Science, Navigation, Other Areas of Study 11 MATHEMATICS, INFORMATICS Mathematics, Statistics, Science, Science, Others Mathematics, Informatics Informatics, Computer Actuarial Intelligence, Artificial 66 EUROPEAN COMMISSION EN UK A DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY BE Belgium GR Greece AT Austria Iceland IS DK Denmark Italy IT Portugal PT Liechtenstein FL DE Germany Ireland IE FI Finland NO Norway Spain ES LU Luxembourg SW Sweden FR France NL The Netherlands UK United Kingdom COUNTRY ABBREVIATIONS In which country did you spend your 1997/98 ERASMUS study period? (do not mark your home country) BE DK DE ES FR GR IT IE LU NL AT PT FI SW UK IS FL NO Please give the ERASMUS code for the subject area of your study course (see list of subject areas on the back of the cover - e. g. if you studied History, write "08" in the boxes) What was the duration of your ERASMUS study period? (to the nearest month) 3 months 4 months 5 months 6 months 7 months 8 months 9 months 10 months 11 months 12 months Would you judge your ERASMUS experience to have been from an academic point of view Very positive Positive Negative Very negative from a social and cultural point of view Very positive Positive Negative Very negative Did you experience financial problems in connection with your ERASMUS study period? Yes No If you did, please specify (multiple answers possible) Unable to transfer a national grant or loan Parents’ contribution was insufficient Leaving accommodation in your home country The ERASMUS grant was insufficient Unable to continue paid work Other Other As a student do you normally live (in your home country) With your parents In a rented room/student lodging In a shared flat with other students 67 EUROPEAN COMMISSION DIRECTORATE-GENERAL XXII SURVEY SITUATION OF ERASMUS STUDENTS ON THE SOCIO-ECONOMIC EN UK B FOR COMMISSION USE ONLY Please estimate your average MONTHLY expenditure as a student in 1997/98 In whole pounds sterling £ From the total amounts you indicated above, please estimate the percentages you spent on (multiple answers possible - if an option does not apply, please leave the boxes blank) In your own country HOME During ABROAD ERASMUS This space is for your workings Accommodation HOME % Travel Food Course fees (remember to transfer the results to the boxes) Books and other educational equipment (including computer hard- and software) Clothes, other personal items, leisure and recreation Other costs (Including insurance, savings, etc. ) % % % % % % ABROAD % % % % % % % Please estimate your average MONTHLY income as a student in 1997/98 In whole pounds sterling £ From the total amounts you indicated above, please estimate the percentages you received from (multiple answers possible - if an option does not apply, please leave the boxes blank) In your own country HOME During ABROAD ERASMUS This space is for your workings ERASMUS grant HOME Public grant Public loan Private grant Private loan (remember to transfer the results to the boxes) Contribution from members of your family (including parents, spouse, partner) Your own contribution (holiday/part-time job, savings etc) Other forms of support % % % % % % % % ABROAD % % % % % % % % 68 EUROPEAN COMMISSION EN UK C DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY What are your parents’ main occupations? (if retired, please give the main occupation before retirement) Members of the Executive, legislators, senior officials For example, members of the Executive, legislators, senior public service officials; company directors (directors and management staff, production and other specialised management staff); directors and managers of small businesses Father Mother Intellectual and scientific professions For example, physical, mathematical and engineering science professionals (physicists, chemists, mathematicians, statisticians, data processing professionals, architects, engineers); life science and health professionals (life science professionals, doctors and equivalent occupations, nursing professionals and midwives); teaching professionals (university and other higher education teachers, secondary school teachers, primary and pre-primary teachers); other members of professions (administrative and commercial professionals in businesses, legal professionals, archivists, librarians, documentalists, writers, creative and performing artists, members of the clergy, public service administrative staff) Associate professions in the physical and engineering sciences For example, physical and engineering science technicians (console operators and other computer operators, optical and electronic apparatus technicians, sea and air transport technicians, building, health & safety and quality inspectors); other associate professionals (finance and sales, commercial agents and brokers, customs, tax and similar services, criminal police inspectors and detectives, associate professionals in social work, artistic creation, entertainment and sport) Clerks For example, office workers (secretaries and typists, library and mail service employees and equivalent occupations); receptionists, cashiers, counter staff and equivalent occupations (customer service and information clerks) Service workers and shop and market sales workers For example, employees providing assistance (catering industry employees, carers and equivalent occupations, security workers); models, sales assistants and demonstrators (mannequins and other models, sales assistants and demonstrators in shops, on sales stands and on markets) Skilled agricultural and fishery workers For example, farmers and skilled agricultural and fishery workers in areas other than stockfarming; breeders and skilled stockfarming workers; forestry professionals and equivalent occupations; fishermen, hunters and trappers Craftsmen and craft trade workers For example, craftsmen and craft trade workers in the extractive and building industries (miners, quarryworkers, shotfirers, stonecutters, construction workers and equivalent occupations, painters, facade workers and equivalent occupations); craftsmen and craft trade workers in the metal and mechanical engineering industries and equivalent occupations (casters, welders, sheet metal workers, boilermakers, steel erectors and equivalent occupations, blacksmiths, toolmakers and equivalent occupations); machinery mechanics and fitters, electrical and electronic equipment mechanics and fitters, precision mechanics working on metal and similar materials, potters, glassblowers, craft trade workers in wood, textiles, leather and similar materials, craftsmen and craft trade workers in leather, hides and footwear) Plant and machinery operators and assembly workers For example, operators of plant and fixed-position equipment and equivalent occupations (operators of mining and mineral extraction plant, operators of metal processing plant, operators of glassmaking and ceramics plant and equivalent occupations, operators of chemical processing plant, operators of energy production plant and equivalent occupations, operators of industrial robots); machinery operators and assembly workers; drivers of heavy lifting and handling vehicles and equipment Unskilled workers and maintenance, supervision and handling operatives For example, street vendors and equivalent occupations, shoeshiners and other workers in basic street trades (home helps, providers of other forms of help, cleaners and laundry service providers, building service providers, window cleaners and similar occupations, messengers, couriers, guards, caretakers, refuse collectors and other unskilled workers); agricultural and fishing labourers and equivalent occupations; labourers in mining, civil engineering, manufacturing industries and transport Armed forces Not engaged in paid activity, not seeking employment (for example, running a household) Unemployed, seeking employment 69 EUROPEAN COMMISSION EN UK D DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY Please estimate the income status of your parents as compared to the average income situation in your home country Considerably higher than average ++ + Ø - - - Considerably lower than average What is the highest level of education and/or training of each of your parents? Left full-time education before 15 years of age Father Mother Remained in full-time education to at least 15 years of age, with or without obtaining qualifications necessary for progress to next level (e. g. O-level or equivalent) Remained in full-time education to at least 17 years of age, with or without obtaining qualifications necessary to progress to next level (e. g. A-level or equivalent) Higher BTEC/SCOTBTEC, BEC/SCOTBEC, TEC/SCOTEC, SCOTVEC; HNC; HND; teaching and nursing education without degree Higher education degree or equivalent professional qualification Your personal background Your age Sex Number children years Your current year of study Male Female Civil Status Single Married of 0 1 2 More Your parental/household background Number of brothers and sisters 0 Are they or have they been in higher education? Yes Are they studying or have they studied abroad? Yes During your ERASMUS period, how many children were dependent on your parents? (including yourself, where applicable) Are you the first member of your family to study abroad? 0 Yes Thank you for your co-operation. 2 2 1 No No 1 No More More PLEASE DON'T FORGET to return this completed questionnaire no later than 16. 12. 1998 to the following address: 70 EUROPEAN COMMISSION DIRECTORATE-GENERAL XXII EDUCATION, TRAINING AND YOUTH 71 INFORMATION TO HELP YOU COMPLETE THE QUESTIONNAIRE This form will be analysed by optical reading. Mark the appropriate boxes (using a black biro) with an "x", or insert figures. Try to follow as closely as possible the style shown here. X 1 2 3 4 5 6 7 8 9 0 Please give just one answer unless otherwise indicated (“multiple answers possible”). Please return the ORIGINAL questionnaire (not a photocopy). DO NOT FOLD, STAPLE or PIN TOGETHER, etc. 01 AGRICULTURAL SCIENCES 06 ENGINEERING, TECHNOLOGY 12 MEDICAL SCIENCES ERASMUS SUBJECT AREA CODES Psychology, Dentistry, Medical Sciences, Medicine, Psychiatry and Clinical Veterinary Pharmacy, Nursing, Midwifery, Medicine, Physiotherapy, Medical Technology, Others Medical Sciences Health, Public 13 NATURAL SCIENCES Natural Sciences, Biology, Physics, Chemistry, Microbiology, Biotechnology, Nuclear and High Energy Physics, Biochemistry, Astronomy, Astrophysics, Oceanography, Others Natural Sciences 14 SOCIAL SCIENCES Psychology Social Sciences, Political Science, Sociology, Economics, Behavioural Sciences, Social Work, International Relations, European Studies, Area Studies, Anthropology, Development Studies, Others Social Sciences and 15 COMMUNICATION AND INFORMATION SCIENCES and Communication Information Sciences, Journalism, Radio/TV Broadcasting, Public Relations, Library Science, Documentation, Archiving, Museum Studies, Conservation, Others Communication and Information Sciences Advertising, Publicity, and Agriculture, Agricultural Economics, Science Fisheries, Tropical/Subtropical Agricultural Sciences Technology, Animal Agriculture, Forestry, Food Horticulture, Husbandry, Others 02 ARCHITECTURE, URBAN AND REGIONAL PLANNING Architecture, Urban and Regional Planning, Interior Design, Urban Planning, Regional Planning, Landscape Architecture, Transport and Traffic Studies, Others Architecture, Urban and Regional Planning Engineering, Mechanical Technology, Engineering, Electrical Engineering, Chemical Engineering, Civil Engineering, Electronic Engineering, Telecommunications, Manufacturing Sciences (including CAD, CAM, CAE), Aeronautical Engineering, Others Engineering, Technology Materials Science, 07 GEOGRAPHY, GEOLOGY Geography, Geology, Environmental Sciences, Ecology, Soil and Water Sciences, Geodesy, Cartography, Remote Sensing, Meteorology, Others Geography, Geology 03 ART AND DESIGN 08 HUMANITIES Humanities, Philosophy, Theology, History, Archaeology, Others Humanities 09 LANGUAGES PHILOLOGICAL SCIENCES AND Languages and Philological Sciences, Modern EC Languages, General and comparative literature, Linguistics, Translation, Interpretation, Classical Philology, Non-EC Languages, Less Widely Taught Languages, Others Languages and Philological Sciences 10 LAW Music Art and Design, Fine Art (Painting, Sculpture, Printmaking), Musicology, Performing Arts, Photography, Cinematography, Design (Graphic Design, Industrial Design, Fashion, Textile), History of Art, Others Art and Design and 04 BUSINESS STUDIES AND MANAGEMENT SCIENCES Business Science, Studies, Management Business Studies with languages, Business Studies with technology, Accountancy, Financial Hotel Management, Management, and Personnel Management, Secretarial Studies, Marketing and Sales Management, Others Business Studies, Management Science Catering, Relations Tourism, Industrial 05 EDUCATION, TEACHER TRAINING Education, Teacher Training, Teacher Training , Primary Education, Secondary Education, Vocational and Technical Education, Adult Education, Special Education, Educational Science, Comparative Education, Educational Psychology, Others Teacher Training Education, Law, Comparative Law, Law with Languages, International Law, Civil Law, Criminal Law, Criminology, Constitutional /Public Law, Public Administration, European Community/EU Law, Others Law 16 OTHER AREAS OF STUDY Physical Education, Sport Science, Leisure Studies, Home Economics, Nutrition, Nautical Science, Navigation, Other Areas of Study 11 MATHEMATICS, INFORMATICS Mathematics, Statistics, Science, Science, Others Mathematics, Informatics Informatics, Computer Actuarial Intelligence, Artificial 72 EUROPEAN COMMISSION EN IE A DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY BE Belgium GR Greece AT Austria Iceland IS DK Denmark Italy IT Portugal PT Liechtenstein FL DE Germany Ireland IE Finland FI NO Norway ES Spain LU Luxembourg SW Sweden FR France NL The Netherlands UK United Kingdom COUNTRY ABBREVIATIONS In which country did you spend your 1997/98 ERASMUS study period? (do not mark your home country) BE DK DE ES FR GR IT IE LU NL AT PT FI SW UK IS FL NO Please give the ERASMUS code for the subject area of your study course (see list of subject areas on the back of the cover - e. g. if you studied History, write "08" in the boxes) What was the duration of your ERASMUS study period? (to the nearest month) 3 months 4 months 5 months 6 months 7 months 8 months 9 months 10 months 11 months 12 months Would you judge your ERASMUS experience to have been from an academic point of view Very positive Positive Negative Very negative from a social and cultural point of view Very positive Positive Negative Very negative Did you experience financial problems in connection with your ERASMUS study period? Yes No If you did, please specify (multiple answers possible) Unable to transfer a national grant or loan Parents’ contribution was insufficient Unable to continue paid work Other Other Leaving accommodation in your home country The ERASMUS grant was insufficient As a student do you normally live (in your home country) With your parents In a rented room/student lodging In a shared flat with other students 73 EUROPEAN COMMISSION EN IE B DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY Please estimate your average MONTHLY expenditure as a student in 1997/98 In whole Irish pounds IRL From the total amounts you indicated above, please estimate the percentages you spent on (multiple answers possible - if an option does not apply, please leave the boxes blank) In your own country HOME During ABROAD ERASMUS This space is for your workings Accommodation HOME % Travel Food Course fees (remember to transfer the results to the boxes) Books and other educational equipment (including computer hard- and software) Clothes, other personal items, leisure and recreation Other costs (Including insurance, savings, etc. ) % % % % % % ABROAD % % % % % % % Please estimate your average MONTHLY income as a student in 1997/98 In your own country HOME During ABROAD ERASMUS In whole Irish pounds IRL From the total amounts you indicated above, please estimate the percentages you received from (multiple answers possible - if an option does not apply, please leave the boxes blank) This space is for your workings ERASMUS grant HOME Public grant Public loan Private grant Private loan (remember to transfer the results to the boxes) Contribution from members of your family (including parents, spouse, partner) Your own contribution (holiday/part-time job, savings etc) Other forms of support % % % % % % % % ABROAD % % % % % % % % 74 EUROPEAN COMMISSION EN IE C DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY What are your parents’ main occupations? (if retired, please give the main occupation before retirement) Members of the Executive, legislators, senior officials For example, members of the Executive, legislators, senior public service officials; company directors (directors and management staff, production and other specialised management staff); directors and managers of small businesses Father Mother Intellectual and scientific professions For example, physical, mathematical and engineering science professionals (physicists, chemists, mathematicians, statisticians, data processing professionals, architects, engineers); life science and health professionals (life science professionals, doctors and equivalent occupations, nursing professionals and midwives); teaching professionals (university and other higher education teachers, secondary school teachers, primary and pre-primary teachers); other members of professions (administrative and commercial professionals in businesses, legal professionals, archivists, librarians, documentalists, writers, creative and performing artists, members of the clergy, public service administrative staff) Associate professions in the physical and engineering sciences For example, physical and engineering science technicians (console operators and other computer operators, optical and electronic apparatus technicians, sea and air transport technicians, building, health & safety and quality inspectors); other associate professionals (finance and sales, commercial agents and brokers, customs, tax and similar services, criminal police inspectors and detectives, associate professionals in social work, artistic creation, entertainment and sport) Clerks For example, office workers (secretaries and typists, library and mail service employees and equivalent occupations); receptionists, cashiers, counter staff and equivalent occupations (customer service and information clerks) Service workers and shop and market sales workers For example, employees providing assistance (catering industry employees, carers and equivalent occupations, security workers); models, sales assistants and demonstrators (mannequins and other models, sales assistants and demonstrators in shops, on sales stands and on markets) Skilled agricultural and fishery workers For example, farmers and skilled agricultural and fishery workers in areas other than stockfarming; breeders and skilled stockfarming workers; forestry professionals and equivalent occupations; fishermen, hunters and trappers Craftsmen and craft trade workers For example, craftsmen and craft trade workers in the extractive and building industries (miners, quarryworkers, shotfirers, stonecutters, construction workers and equivalent occupations, painters, facade workers and equivalent occupations); craftsmen and craft trade workers in the metal and mechanical engineering industries and equivalent occupations (casters, welders, sheet metal workers, boilermakers, steel erectors and equivalent occupations, blacksmiths, toolmakers and equivalent occupations); machinery mechanics and fitters, electrical and electronic equipment mechanics and fitters, precision mechanics working on metal and similar materials, potters, glassblowers, craft trade workers in wood, textiles, leather and similar materials, craftsmen and craft trade workers in leather, hides and footwear) Plant and machinery operators and assembly workers For example, operators of plant and fixed-position equipment and equivalent occupations (operators of mining and mineral extraction plant, operators of metal processing plant, operators of glassmaking and ceramics plant and equivalent occupations, operators of chemical processing plant, operators of energy production plant and equivalent occupations, operators of industrial robots); machinery operators and assembly workers; drivers of heavy lifting and handling vehicles and equipment Unskilled workers and maintenance, supervision and handling operatives For example, street vendors and equivalent occupations, shoeshiners and other workers in basic street trades (home helps, providers of other forms of help, cleaners and laundry service providers, building service providers, window cleaners and similar occupations, messengers, couriers, guards, caretakers, refuse collectors and other unskilled workers); agricultural and fishing labourers and equivalent occupations; labourers in mining, civil engineering, manufacturing industries and transport Armed forces Not engaged in paid activity, not seeking employment (for example, running a household) Unemployed, seeking employment 75 EUROPEAN COMMISSION EN IE D DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY Please estimate the income status of your parents as compared to the average income situation in your home country Considerably higher than average ++ + Ø - - - Considerably lower than average What is the highest level of education and/or training of each of your parents? Father Mother Primary or lower education Completed Junior cycle; Intermediate/Group/Junior Certificate Completed Senior cycle; Leaving Certificate Diploma from Regional Technical College, College of Technology or equivalent Higher education degree or equivalent professional qualification Your personal background Your age Sex Number of children years Your current year of study Male Female Civil Status Single Married 0 1 2 More Your parental/household background Number of brothers and sisters 0 Are they or have they been in higher education? Yes Are they studying or have they studied abroad? Yes During your ERASMUS period, how many children were dependent on your parents? (including yourself, where applicable) Are you the first member of your family to study abroad? 0 Yes Thank you for your co-operation. 2 2 1 No No 1 No More More PLEASE DON'T FORGET to return this completed questionnaire no later than 16. 12. 1998 to the following address: 76 EUROPEAN COMMISSION DIRECTORATE-GENERAL XXII EDUCATION, TRAINING AND YOUTH 77 INFORMATION TO HELP YOU COMPLETE THE QUESTIONNAIRE This form will be analysed by optical reading. Mark the appropriate boxes (using a black biro) with an "x", or insert figures. Try to follow as closely as possible the style shown here. X 1 2 3 4 5 6 7 8 9 0 Please give just one answer unless otherwise indicated (“multiple answers possible”). Please return the ORIGINAL questionnaire (not a photocopy). DO NOT FOLD, STAPLE or PIN TOGETHER, etc. ERASMUS SUBJECT AREA CODES 01 AGRICULTURAL SCIENCES 06 ENGINEERING, TECHNOLOGY 12 MEDICAL SCIENCES and Agriculture, Agricultural Economics, Science Fisheries, Tropical/Subtropical Agricultural Sciences Technology, Animal Agriculture, Forestry, Food Horticulture, Husbandry, Others 02 ARCHITECTURE, URBAN AND REGIONAL PLANNING Architecture, Urban and Regional Planning, Interior Design, Urban Planning, Regional Planning, Landscape Architecture, Transport and Traffic Studies, Others Architecture, Urban and Regional Planning Engineering, Mechanical Technology, Engineering, Electrical Engineering, Chemical Engineering, Civil Engineering, Electronic Engineering, Telecommunications, Manufacturing Sciences (including CAD, CAM, CAE), Aeronautical Engineering, Others Engineering, Technology Materials Science, Medical Sciences, Medicine, Psychiatry and Clinical Psychology, Dentistry, Veterinary Medicine, Pharmacy, Nursing, Midwifery, Physiotherapy, Public Health, Medical Technology, Others Medical Sciences 13 NATURAL SCIENCES 07 GEOGRAPHY, GEOLOGY Geography, Geology, Environmental Sciences, Ecology, Soil and Water Sciences, Geodesy, Cartography, Remote Sensing, Meteorology, Others Geography, Geology Biology, Sciences, Natural Physics, Chemistry, Microbiology, Biotechnology, Nuclear Physics, Biochemistry, Astronomy, Astrophysics, Oceanography, Others Natural Sciences and High Energy 03 ART AND DESIGN 08 HUMANITIES 14 SOCIAL SCIENCES Music Art and Design, Fine Art (Painting, Sculpture, Printmaking), Musicology, Performing Arts, Photography, Cinematography, Design (Graphic Design, Industrial Design, Fashion, Textile), History of Art, Others Art and Design and 04 BUSINESS STUDIES AND MANAGEMENT SCIENCES Business Science, Studies, Management Business Studies with languages, Business Studies with technology, Accountancy, Financial Hotel Management, Management, and Personnel Management, Secretarial Studies, Marketing and Sales Management, Others Business Studies, Management Science Catering, Relations Tourism, Industrial 05 EDUCATION, TEACHER TRAINING Education, Teacher Training, Teacher Training , Primary Education, Secondary Education, Vocational and Technical Education, Adult Education, Special Education, Educational Science, Comparative Education, Educational Psychology, Others Teacher Training Education, Political Sciences, Science, Social Sociology, Economics, Psychology and Behavioural Social Work, International Relations, European Studies, Area Studies, Anthropology, Development Studies, Others Social Sciences Sciences, 15 COMMUNICATION AND INFORMATION SCIENCES Communication and Information Sciences, Journalism, Radio/TV Broadcasting, Public Relations, Publicity, Advertising, Library Science, Archiving, Documentation, Museum Studies, Conservation, Others Communication and Information Sciences 16 OTHER AREAS OF STUDY Physical Education, Sport Science, Leisure Studies, Home Economics, Nutrition, Nautical Science, Navigation, Other Areas of Study Humanities, Philosophy, Theology, History, Archaeology, Others Humanities 09 LANGUAGES PHILOLOGICAL SCIENCES AND Languages and Philological Sciences, Modern EC Languages, General and comparative literature, Linguistics, Translation, Interpretation, Classical Philology, Non-EC Languages, Less Widely Taught Languages, Others Languages and Philological Sciences 10 LAW Law, Comparative Law, Law with Languages, International Law, Civil Law, Criminal Law, Criminology, Constitutional /Public Law, Public Administration, European Community/EU Law, Others Law 11 MATHEMATICS, INFORMATICS Mathematics, Statistics, Science, Science, Others Mathematics, Informatics Informatics, Computer Actuarial Intelligence, Artificial 78 EUROPEAN COMMISSION EN NO A DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY COUNTRY ABBREVIATIONS BE Belgium DK Denmark DE Germany ES Spain FR France GR Greece AT Austria IS Iceland IT PT FL Italy Portugal IE FI Ireland Finland Liechtenstein NO Norway LU Luxembourg NL The Netherlands SW Sweden UK United Kingdom In which country did you spend your 1997/98 ERASMUS study period? (do not mark your home country) BE DK DE ES FR GR IT IE LU NL AT PT FI SW UK IS FL NO Please give (see list of subject areas on the back of the cover - e. g. if you studied History, write "08" in the boxes) the ERASMUS code subject area of your the for study course What was the duration of your ERASMUS study period? (to the nearest month) 3 months 4 months 5 months 6 months 7 months 8 months 9 months 10 months 11 months 12 months Would you judge your ERASMUS experience to have been from an academic point of view Very positive Positive Negative Very negative from a social and cultural point of view Positive Very positive Negative Very negative Did you experience financial problems in connection with your ERASMUS study period? Yes No Parents’ contribution was insufficient Unable to continue paid work Other Other If you did, please specify (multiple answers possible) Unable to transfer a national grant or loan Leaving accommodation in your home country The ERASMUS grant was insufficient As a student do you normally live (in your home country) With your parents In a rented room/student lodging In a shared flat with other students 79 EUROPEAN COMMISSION EN NO B DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY Please estimate your average MONTHLY expenditure as a student in 1997/98 In your own country HOME During ABROAD ERASMUS In Norwegian Krone NKR From the total amounts you indicated above, please estimate the percentages you spent on (multiple answers possible - if an option does not apply, please leave the boxes blank) HOME ABROAD This space is for your workings Accommodation Travel Food Course fees (remember to transfer the results to the boxes) Books and other educational equipment (including computer hard- and software) Clothes, other personal items, leisure and recreation Other costs (Including insurance, savings, etc. ) % % % % % % % % % % % % % % Please estimate your average MONTHLY income as a student in 1997/98 In your own country HOME During ABROAD ERASMUS In Norwegian Krone NKR From the total amounts you indicated above, please estimate the percentages you received from (multiple answers possible - if an option does not apply, please leave the boxes blank) This space is for your workings ERASMUS grant HOME Public grant Public loan Private grant Private loan (remember to transfer the results to the boxes) Contribution from members of your family (including parents, spouse, partner) Your own contribution (holiday/part-time job, savings etc) Other forms of support % % % % % % % % ABROAD % % % % % % % % 80 EUROPEAN COMMISSION EN NO C DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY What are your parents’ main occupations? (if retired, please give the main occupation before retirement) Father Mother Members of the Executive, legislators, senior officials For example, members of the Executive, legislators, senior public service officials; company directors (directors and management staff, production and other specialised management staff); directors and managers of small businesses Intellectual and scientific professions For example, physical, mathematical and engineering science professionals (physicists, chemists, mathematicians, statisticians, data processing professionals, architects, engineers); life science and health professionals (life science professionals, doctors and equivalent occupations, nursing professionals and midwives); teaching professionals (university and other higher education teachers, secondary school teachers, primary and pre-primary teachers); other members of professions (administrative and commercial professionals in businesses, legal professionals, archivists, librarians, documentalists, writers, creative and performing artists, members of the clergy, public service administrative staff) Associate professions in the physical and engineering sciences For example, physical and engineering science technicians (console operators and other computer operators, optical and electronic apparatus technicians, sea and air transport technicians, building, health & safety and quality inspectors); other associate professionals (finance and sales, commercial agents and brokers, customs, tax and similar services, criminal police inspectors and detectives, associate professionals in social work, artistic creation, entertainment and sport) Clerks For example, office workers (secretaries and typists, library and mail service employees and equivalent occupations); receptionists, cashiers, counter staff and equivalent occupations (customer service and information clerks) Service workers and shop and market sales workers For example, employees providing assistance (catering industry employees, carers and equivalent occupations, security workers); models, sales assistants and demonstrators (mannequins and other models, sales assistants and demonstrators in shops, on sales stands and on markets) Skilled agricultural and fishery workers For example, farmers and skilled agricultural and fishery workers in areas other than stockfarming; breeders and skilled stockfarming workers; forestry professionals and equivalent occupations; fishermen, hunters and trappers Craftsmen and craft trade workers For example, craftsmen and craft trade workers in the extractive and building industries (miners, quarryworkers, shotfirers, stonecutters, construction workers and equivalent occupations, painters, facade workers and equivalent occupations); craftsmen and craft trade workers in the metal and mechanical engineering industries and equivalent occupations (casters, welders, sheet metal workers, boilermakers, steel erectors and equivalent occupations, blacksmiths, toolmakers and equivalent occupations); machinery mechanics and fitters, electrical and electronic equipment mechanics and fitters, precision mechanics working on metal and similar materials, potters, glassblowers, craft trade workers in wood, textiles, leather and similar materials, craftsmen and craft trade workers in leather, hides and footwear) Plant and machinery operators and assembly workers For example, operators of plant and fixed-position equipment and equivalent occupations (operators of mining and mineral extraction plant, operators of metal processing plant, operators of glassmaking and ceramics plant and equivalent occupations, operators of chemical processing plant, operators of energy production plant and equivalent occupations, operators of industrial robots); machinery operators and assembly workers; drivers of heavy lifting and handling vehicles and equipment Unskilled workers and maintenance, supervision and handling operatives For example, street vendors and equivalent occupations, shoeshiners and other workers in basic street trades (home helps, providers of other forms of help, cleaners and laundry service providers, building service providers, window cleaners and similar occupations, messengers, couriers, guards, caretakers, refuse collectors and other unskilled workers); agricultural and fishing labourers and equivalent occupations; labourers in mining, civil engineering, manufacturing industries and transport Armed forces Not engaged in paid activity, not seeking employment (for example, running a household) Unemployed, seeking employment 81 EUROPEAN COMMISSION EN NO D DIRECTORATE-GENERAL XXII FOR COMMISSION USE ONLY Please estimate the income status of your parents as compared to the average income situation in your home country Considerably higher than average ++ + Ø - - - Considerably lower than average What is the highest level of education and/or training of each of your parents? Left full-time education before 15 years of age Father Mother Remained in full-time education to at least 15 years of age, with or without obtaining qualifications necessary for progress to next level (e. g. “grunnskole”) Remained in full-time education to at least 18 years of age, with or without obtaining qualifications necessary to progress to next level (e. g. “videregående skole”) Higher education lasting less than 3 years Higher education degree or equivalent professional qualification (3 years or more) Your personal background Your age Sex Number children years Your current year of study Male Female Civil Status Single Married of 0 1 2 More Your parental/household background Number of brothers and sisters 0 Are they or have they been in higher education? Yes Are they studying or have they studied abroad? Yes During your ERASMUS period, how many children were dependent on your parents? (including yourself, where applicable) Are you the first member of your family to study abroad? 0 Yes Thank you for your co-operation. 2 2 1 No No 1 No More More PLEASE DON'T FORGET to return this completed questionnaire no later than 16. 12. 1998 to the following address: 82