A REPORT ON PROGRAMME IMPLEMENTATION

2010 British Council Activity ReportComenius and Erasmus

Comenius 20 CaseStudies 22 Statistics 28

2 3

Contents

Introduction 4

Erasmus 6 CaseStudies 8 Statistics 14

4 5

Making a Difference

Comenius and Erasmus are two parts of the European Union’s Lifelong Learning Programme (LLP), which supports European education and training activities at school, college, university, in the workplace and the community.

In 2010, Erasmus and Comenius offered thousands of pupils, students and staff at schools and universities the chance to develop personally, academically and professionally. Participants were given a unique opportunity to obtain education, training, development and work experience across Europe and acquire new skills in the process. They gained knowledge of new subjects and teaching methods, cultural awareness and improved language skills.

In a year designated as the European Year for Combating Social Exclusion and Poverty, the Erasmus and Comenius programmes played a crucial role in helping participants to broaden their horizons and challenge stereotypes. Through studying, living or working in another European country the

programmes helped participants to break down barriers and interact with different cultures, become more open minded and acquire a deeper insight into the countries they visited and the people they met.

The British Council worked to ensure that as many people as possible in the UK took advantage of these excellent opportunities. Our work in widening participation and raising awareness ensured that the programmes continued to reach new audiences and helped to develop active citizenship, cultural awareness and social cohesion.

We hope this report will give you a good overview of the scale and scope of the programmes in 2010 as well as an insight into some of the many benefits, as told by the people who took part.

The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. We connect people worldwide with learning opportunities and creative ideas from the UK and build lasting relationships between the UK and other countries. In 2006, following a public tender, the British Council was appointed by the UK Government as the UK National Agency for the management of the Comenius and Erasmus programmes.

The British Council’s contract for the management of the programmes runs from 2007 to 2013.

The Lifelong Learning Programme also includes the Leonardo programme, for vocational education; the Grundtvig programme, for adult education; and the Transversal programme, for professionals across the education sector. The UK National Agency for these programmes is Ecorys.

The year was again a positive one for Erasmus in the UK, with the number of UK students going abroad with Erasmus rising to 11,746, its highest level for fourteen years. The total number of UK Erasmus outgoing student mobilities grew by eight per cent from the previous year, with an increase in both the study and work placement elements. There was also an overall increase in staff mobility. This increase in both student and staff participation represents the fourth successive year of growth. There were 13 new applications made for the Erasmus University Charter, predominantly by FE/HE colleges, all of which were successful.

We worked with several sector bodies and national agencies in collaborative projects to promote and inform, and also to improve our understanding of mobility through research. There was a seminar held on the

Erasmus programme at the annual British Council Going Global conference, an event that attracts over 1,000 delegates from over 80 countries who come together to listen and discus a variety of topics that effect the international education sector. A review of international student mobility ‘International student mobility literature review’ was commissioned with the Higher Education Funding Council for England.

We held a Bologna Expert conference in England, based on the theme of the European dimension and curriculum development, and collaborated with the Higher Education Academy (HEA) subject centres to promote effectively to teaching staff. We held two Bologna Expert seminars, one in Scotland the other in England, based on Recognition, the Higher Education Achievement Record (HEAR) and the Diploma Supplement. We collaborated with

6 7

Erasmus is the European Union’s flagship exchange programme for higher education students, staff and institutions. It enables UK students to study or work in another European country as part of their degree. Erasmus also provides funding support for teaching or training visits for UK university staff to other institutions and enterprises in Europe.

UK NARIC and the Academic Registrars Association to promote these events effectively to relevant audiences.

There was more positive news relating to UK success in the Erasmus Mundus and Tempus programmes. The UK had 12 successful Erasmus Mundus applications in 2010, of which nine were Masters courses and three Doctoral courses. The selection of successful projects from round three of Tempus IV applications was completed and a total of 19 projects with UK involvement were selected, of which six are coordinated by a UK institution.

We continued with our promotional efforts to raise awareness of the programme, particularly to sixth form pupils and students. Online and print advertising, mailings press coverage, web and social media activities allowed us to reach a larger

audience than ever. The national Erasmus competition was opened up to staff as well as students this year, with awards being presented to students Shaun Marrinan, from Glasgow Caledonian University and Marie Martyn, from Sheffield Hallam University; and members of staff Julia Kennedy, from Robert Gordon University and Gianna Knowles, from the University of Chichester. A great finish to an exciting and positive year.

Erasmus Highlights

During the process of applying for Erasmus, I recall telling my friends about studying abroad. I saw it as an opportunity to have an adventure but my friends saw it as plain crazy! When I found out that signing up to Erasmus was free of charge and it also promised financial support during the year abroad, I was convinced that taking part in the programme was certainly an excellent opportunity that I could not let pass me by.

On my first induction day in Sweden, I could not help but notice that I was one of the handful of students from an African-Caribbean desent. I saw no more than ten students in the crowd of 2,000 or more who were from the same ethnic group as me.

In my class and during most social gatherings in the Netherlands, I was the only Black African. This did not bother me because I live in London, a very multicultural

society where I work and went to school with people from all different backgrounds. During my year abroad in both countries, there was never an occasion where I felt as though I was being excluded by the staff, people in my class or my neighbours because of my ethnicity. Everyone I met was very warm, friendly and welcoming. I think this is the beauty of the Erasmus spirit.

I think that social inclusion or exclusion must be an individual effort and mindset. If a person feels that they will be discriminated against or socially excluded in another culture because they will be a minority in that culture then it is highly likely that they will not put themselves through the Erasmus programme.

I went with the mindset of experiencing other cultures, meeting new people and learning new things about myself. It was

8 9

Erasmus Case Study on Social Inclusion

Adwoa Acquah, a Black British student originally from Ghana, studied law at Kingston University and went to Sweden and the Netherlands with the Erasmus programme

never a thing on my mind that people were going to be prejudiced against me and vice versa because of my ethnicity. Like most of the other participants of Erasmus, I have found the programme to be a life-changing experience both academically, personally and socially. I have returned confident, highly motivated, open-minded and more adventurous than ever. I have gained skills and experiences that can enhance my C.V. In addition, I feel like I have built friendships

for life and gained a fresh perspective on the world and other cultures.I think the important step comes from the individual and changing their mindset – having an open mind to give people a chance regardless of their ethnicity – and how better to do this than to take part in Erasmus programme and challenge yourself!

I’m standing at the edge of a diving board. Peering over the edge, the four metre drop below seems like four miles. In all my twenty three years I’ve never dived from this height before, and I was noticeably nervous. Cold, fresh water waves are lashing around Lake Bled with fish swimming merrily below.

I chose to do Erasmus in a small town named Koper, in Slovenia. It’s a place I had no knowledge of. Like most people setting off on this experience, I didn’t know what to expect. From the very moment I reached the host country, there was a feeling that was something special. On the exchange, you will have untold amounts of fun, every moment of every day will be worth savouring. It’s almost easy to miss how enjoyable the studying and learning was too. Each day at class, I showed up and worked with people from all over the world, from Spain, France, Poland, Czech Republic, Turkey, Canada and more.

The best part of Erasmus is living abroad. Immersing yourself in another culture is utterly rewarding, especially when you have the chance to share it with people who will become some of your closest friends.

Erasmus opens up opportunities to travel too; it’s a treat to be in mainland Europe where every major destination is just a train or bus ride away. Consider sitting in the same university again for another semester, with the same faces, the same city, same part time job, the same everything. Now consider going to a European country of your choice, and to have one of the most memorable times of your life, with some of the most memorable characters you’re likely to meet. Plus, an Erasmus exchange on your C.V. looks great. I started a new job coming home and it was a major talking point. If there are hundreds of thousands of graduates each year looking for jobs, what will make you stand out?

10 11

Erasmus Case Study Shaun Marrinan, Student Essay Competition Winner, 2010

Erasmus is a lot of things; it’s a change of pace, an adventure. It’s building relationships that will last a lifetime and gaining a fresh perspective. It’s learning a language, it’s a volcano erupting in Iceland, it’s being taught by lecturers from Hawaii, it’s snowballs and explosions, it’s studying with students from all over Europe, it’s travelling. Erasmus is being accepted in a new culture; it’s the most fun a person can have. But mostly, Erasmus is the most positive thing I have ever done in my life.

So what sums up Erasmus? For me, it’s back at the beautiful Lake Bled in Slovenia, standing at the edge of that diving board. It’s my friends from around the world, who I’ve shared a lifetime of experiences with in such a short time. It’s hearing them cheer me on, it’s taking that deep breath, it’s taking that leap off the diving board, that leap of faith, and my feet never touching the ground.

When my colleague in the FH Campus Wien (Vienna) invited me to their International Week this was not only a perfect opportunity for me to learn from other institutions on how they administer the Erasmus Programme, but also to see how my partner institution organised their International Week, what they offered, what mistakes they made(!) and bring this knowledge back to Aberdeen to help me organise my own Erasmus staff week. Of course the Christmas Markets, Glühwein and Austrian cakes and coffee had absolutely nothing to do with it!

A full programme had been organised by my partner institution, with representatives from 11 different institutions attending (two of which were already partners of mine). The programme offered was varied between training activity and cultural activity.

I learned many different things, but the main benefit for me was seeing how an International Week was organised. I picked up many hints and tips from attending this week and, as a result, I held an “Erasmus Week for Administrative Staff”. I’m quite sure it would not have been nearly so successful had I not been on my Erasmus Training Visit.

While I was looking forward to learning from my partner institution and other colleagues, it had not occurred to me how much I would enjoy spending a week with like-minded colleagues who have similar experiences and problems to me.

I think it is extremely important for staff, whether they be teachers or administrative staff, to get a new perspective on their day-to-day role. Even if you’re a veteran like me, there’s always something new to learn! This is a great way to learn about a partner institution – which is vital if you’re sending

12 13

Erasmus Case StudyJulia Kennedy, Staff Essay Competition Winner 2010

students there. Once a member of staff knows an institution, they can speak with authority and enthusiasm about that place.

A staff visit can also provide the chance to learn a new language, or brush up on one you already know. One of the other great things about staff mobility is that you can do other things while you are there – you can visit your students, you can talk about research projects you may have on the go – and you get the opportunity to look through a window to new and exciting areas that you may not have considered before.

One of the selling benefits to students is that an Erasmus period looks good on their CV – this is no different for staff. Staff visits can be included on a CV and demonstrate that staff are open to new ideas and challenges, and are keen to find new perspectives on their work. Sure, you can stay in your home institution and maintain the status quo, or you could go on Erasmus Staff Mobility and gain new perspectives, new ideas, new partners, new friends, new methods of working and, perhaps the main downside, an extended waistline!

Outgoing UK Erasmus Student Mobilities (combined) 1987/88 – 2009/10

14 15

14000

12000

10000

8000

6000

4000

2000

0

Num

ber

of

Stud

ent

Mo

bili

ties

198

7/8

8

198

8/8

9

198

9/9

0

199

0/9

1

1991

/92

199

2/9

3

199

3/9

4

199

4/9

5

199

5/9

6

199

6/9

7

199

7/9

8

199

8/9

9

199

9/0

0

20

00

/01

20

01/0

2

20

02

/03

20

03

/04

20

04

/05

20

05

/06

20

06

/07

20

07/

08

20

08

/09

20

09

/10

4000

3500

3000

2500

2000

1500

1000

500

0

Num

ber

of

stud

ent

mo

bili

ties

2007/08 2008/09 2009/10

Outgoing UK Erasmus Student Work Placement Mobilities 2007/08 – 2009/10

10000

8000

6000

4000

2000

0

Num

ber

of

stud

ent

mo

bili

ties

2007/08 2008/09 2009/10

Outgoing UK Erasmus Student Study Mobilities 2007/08 – 2009/10

Number of Outgoing UK Erasmus Students by Subject Area 2009/10

Subject ( Inc ISCED Group)

General Programmes (0)

Education (1)

Humanities and Arts (2)

Social Sciences, Business and Law (3)

Science, Mathematics and Computing (4)

Engineering, Manufacturing and Construction (5)

Agriculture and Veterinary (6)

Health and Welfare (7)

Services (8)

Not known or unspecified (99)

Outgoing UK Erasmus Staff Mobilities 2000/01–2009/10

Key

Staff Teaching

Staff Training

2000

1800

1600

1400

1200

1000

800

600

400

200

0

Num

ber

of

Staf

f M

ob

ilitie

s

20

00

/01

20

01/0

2

20

02

/03

20

03

/04

20

04

/05

20

05

/06

20

06

/07

20

07/

08

20

08

/09

20

09

/10

16 17

(99)

(0) (2)

(1)

(3)

(4)

(5) (7)

(6) (8)

“My Erasmus experience has been the single most important educational experience of my life to date. The Erasmus programme has inspired me to explore new avenues of business, culture and learning that I continue to explore on a daily basis.”

Daniel Emmerson, Erasmus student

18 19

“This Comenius project has been a great opportunity for me learning about other countries’ cultures. It taught me a lot in different ways and made me understand things I never thought I could. It’s inspired me by the history and the journey these

countries have gone through.”

Pupil, Glendelvine Primary School, Perthshire (Comenius School Partnership)

“The Comenius assistantship has had a huge impact on my language skills. I left England speaking only English and very bad French. I can now tutor maths and physics reasonably confidently in Norwegian.”

Joanne Brownlow, Salford University(Comenius Assistant)

“I have come out a better and bigger person who can stand on his own two feet wherever situated and proudly say that he is not afraid to follow his dreams and seize the opportunity.”

Ahmed Dekmak, Erasmus student

“This experience has shown me that it is important to celebrate the differences because that is what makes us who we are, but also importantly to recognise the similarities, as that is the only

way we can grow together.”

Samuel Omalade, Erasmus student

“It was a life-enhancing four months that I would thoroughly recommend to any potential student looking to broadening their lives, both educationally and culturally. The learning opportunities have been immense, helping me to realise my potential

and extend my ambitions.”

Lindsay Sunley, Erasmus student

“The EU Mock Council was a fantastic opportunity for students to learn about the politics of the European Union. I am very proud of the way my students researched, debated and presented their case at the Mock Council. It is a fantastic event that truly brings learning to life for our students.”

Arthur Mellows, Village College (Mock Council of the European Union)

“A small rural school benefits greatly from the opportunities Comenius gives, as children from our school have a fairly homogenous cultural background, so it is good to be introduced to other cultures.”

Fritwell Church of England Primary School (Comenius School Partnership)

Comenius experienced another successful year and became even more widely known within the schools and Further Education (FE) sectors across the UK. Schools, FE colleges and local authorities collaborated with counterparts from across Europe to address a range of themes including; language learning, migration, Information and Communication Technologies (ICT) and Special Education Needs (SEN).

We designed a media toolkit for Comenius participants to help them get their stories into local and national media and as a result over 180 articles featured in a wide range of UK publications and websites.

In November, the Mock Council of the European Union took place. We worked with the EC Representation in London and the Foreign and Commonwealth Office on this high-profile event, held at Lancaster House in central London. Pupils from 29 schools across England took part in debating the future of the Roma community and the creation of an EU energy market for greater security of gas supply.

20 21

Comenius targets schools and further education colleges and is designed to provide opportunities for UK schools and colleges to introduce or strengthen the European dimension in their curriculum, and to develop links with partners in other European countries.

We continued to promote Comenius in conjunction with the European Commission’s eTwinning programme. eTwinning acts as a partner-finding and ICT collaboration tool where ideas and curriculum-based work are shared, whilst Comenius provides a structured funding framework to carry out international school partnership work. A key event was the annual eTwinning conference held in June, where the benefits of Comenius participation were highlighted and disseminated widely. An eTwinning Award, which was presented for the best use of eTwinning in a Comenius project, fuelled and developed interest in the programme. We ran a number of joint workshops with school leaders and local authorities demonstrating how Comenius and eTwinning support national education priorities and curricular goals as part of a whole school approach to the international dimension.

European Year for Combating Social Exclusion and Poverty

We jointly organised a Thematic Monitoring Seminar with the Polish Comenius National Agency in September to look at the issue of migrant integration in schools. There was representation from six of the eight UK Regio (Local Authority) partnerships working with Poland and all eight Polish local authorities. The seminar was also attended by over 30 teachers from the Warsaw area. UK participant feedback has indicated that not only was the seminar useful in terms of sharing good practice and strengthening networks, but has also sown the seeds for future bilateral and potentially multi-lateral collaboration in 2011 and beyond.

Comenius Highlights

Lancaster and Morecambe College students captured the real-life perils of drink and dangerous driving in a short film Road Risks and Responsibilities. It was devised and jointly produced by the four European schools in their Comenius Multilateral School Partnerships, which has also produced a teaching resource, made by young people, to raise awareness and educate other young people about road safety.

The partnership allowed 15-19 year olds to travel and learn about new cultures, linking with three other schools in France, Italy, Austria through eTwinning. Students from all partner schools participated in filming during a transnational meeting in Italy.

The project allowed the young people to learn creatively and provided practical experience in developing skills in many areas, such as the research skills used to gather and collate information

for the storyboard; presentation and communication skills in delivering powerpoint presentations of their storyboard to fellow students, senior staff, peers and overseas partners; and practical skills and techniques in the use of media, filming and production tools.

Students from all schools, in the initial stages, looked into the responsibilities of young drivers in relation to issues such as speed and alcohol. They carried out and examined research into the attitudes of young people towards drink-driving in their own communities. Information was exchanged on the partnership project website, an important virtual space which supported the exchange of ideas and information. At a transnational meeting, students from each school presented their findings from their own community. As well as learning about cultural differences and similarities, life skills such as public speaking were developed. At the

22 23

Comenius Case Study – Lancaster and Morecambe College: Comenius on Film

partnership meeting in France, each school presented a storyboard and then voted to decide which would be used for the film to be produced.

All of the partners involved agreed that accidents and deaths caused by young people driving under the influence of alcohol were significant problems in their communities. The aim of the project was thus focussed around raising awareness of the number of road-related injuries and death involving young drivers.

Through participating in the Comenius programme, the enthusiasm and motivation of students at Lancaster and Morecambe College has increased. John Perry, Lancaster and Morecambe’s international coordinator, explains:

“One of the stipulations we have is that to go on a visit, students have to have a high attendance rate, be up-to-date with assignments and have good grades. It really focuses them on their studies and also has an impact on achievement.”

All schools involved have reaped the benefits of working collaboratively. Students have returned to their respective countries with more confidence and self-esteem. Participants have developed a greater understanding of working with film and some have returned home with the desire to learn a foreign language and travel and work further in Europe in the future.

Dean Batty, student, from Lancaster and Morecambe College says:

“Having this experience has made me realise a few things, firstly that I really want to work in film and television as a career, and secondly, that I want to learn a language, as communicating to a foreigner can be difficult. And lastly, that teamwork, even with people you don’t know and understand is very difficult but immensely rewarding.”

Hosting their first Comenius Assistant prepared Pentland Primary School pupils in Edinburgh, Scotland, for true international citizenship, not only through their increased proficiency at mastering another language but also in their enhanced confidence and international outlook.

Guillem Montero from Majorca, Spain spent six months as a Comenius Assistant at the school introducing Spanish language and culture and raising awareness of European issues. He was also instrumental in supporting the first year of their Multilateral Comenius School Partnership. He brought a ‘real-life‘ dimension to the multilateral Comenius project for pupils, parents and teachers and added authenticity in communication between Pentland and its partner school in Spain.

Guillem was involved in all school activities and took the lead role in the Mother Tongue

Month activity within the school. He also coached Year 6 pupils entering the City of Edinburgh Euroquiz in February 2010. His work highlighted the global dimension in active citizenship and cultural awareness.

Rebecca Annand, Principal Teacher at Pentland Primary School said:

“Through class lessons the pupils gained invaluable insight into life in Majorca and Spain. They were able to share their Spanish holiday experiences with Guillem, and he made it easy for pupils to identify the similarities and differences between life in Scotland and life in Spain. He engaged and motivated pupils to learn through using everyday experiences that they could relate to - school life, holidays, hobbies, Christmas and Easter, for instance. His use of technology like YouTube really brought learning to life for the pupils. He also set up an after-school class for teachers and pupils to improve their conversational skills in Spanish.”

24 25

Comenius Case Study – Pentland Primary School

With their Comenius Assistant’s support, staff and pupils developed their knowledge and understanding of the diversity of European cultures and languages, and the value of this diversity. It gave pupils an opportunity to build upon their basic life skills, enhance their personal development and their European citizenship.

In return, the school provided Guillem with a realistic picture of Scottish education, and an opportunity to become involved in language teaching, environmental issues and global citizenship. He relished the opportunity to accompany students on school outings as it gave him a better understanding of UK education outside the classroom.

Guillem described his assistantship as being a “great opportunity to get to know the local people and culture thanks to the school community. It gave me the opportunity to reflect and understand the differences between my country and theirs.”

Plans to continue the international dimension at Pentland Primary School are already in hand as the school has received another Comenius Assistant this year. Marko Neumann from Germany hopes to build on the work which Guillem developed within the school, but from a German perspective. The school is also beginning the second year of their Comenius School Partnership.

Pingle School experienced the effects of anti-social behaviour first-hand when, one day in 2005, a pupil set fire to the school. 1,500 lives were put in danger. Today, Year 9 pupils have developed a teaching resource to educate young people in both the UK and Sweden, and share ideas of good practice, in a bid to reduce criminal damage in the school environment and arson in the wider world.

Pingle, a secondary school in Derbyshire, is in a socially deprived area where arson and criminal damage to schools is moderately frequent. In Sweden, where the Rudskolan school is based, such behaviour is rife. Every year the cost of arson there is estimated at 500 million Krona (nearly 55 million Euros). The partnering of both schools in the Writing on the Wall project, allowed pupils to interact with their peers overseas, in order to understand the importance of reducing anti-social behaviour and combating criminal acts.

Over the course of this project, pupils from Pingle visited Sweden to research how the local police and fire services dealt with arson in the community. Rudskolan

26 27

Comenius Case Study on Social Inclusion – Pingle School

pupils had the opportunity to carry out research in Derbyshire with similar agencies. Through sharing their knowledge and ideas, researching the topic and listening to the wider community in the respective countries, both sets of pupils were able to develop a valuable learning resource.

Year 9 pupils from the UK and Sweden also worked collaboratively on a short film, which has now become a teaching resource for their schools. It fuelled the reviewing of Codes of Behaviour in both schools and the greater promotion of social responsibility. Through this research project, the young people have gone beyond their classrooms and have worked with their local authorities, emergency services, wider communities, parents and their peers.

Their work has raised awareness about a real-life issue which affects every country in Europe to a different extent.

Sue Tabberer, Head Teacher at Pingle, feels that her school has benefited from the wider perspective that a partnership with another European country has brought: “Sharing work with one another has allowed both schools to raise awareness, and has allowed young people to become researchers and learn about a real-life community issue.”

28 29

Comenius: Number of Applications Received and Grants Awarded

610 78.5% 426 79.6%

43 5.5% 27 5.0%

67 8.6% 45 8.4%

57 7.3% 37 6.9%

777 100.0% 535 100.0%

2007

Received Awarded

610 78.5% 426 79.6%

43 5.5% 27 5.0%

67 8.6% 45 8.4%

57 7.3% 37 6.9%

777 100.0% 535 100.0%

2008

Received Awarded

617 74.2% 386 71.5%

57 6.9% 46 8.5%

97 11.7% 61 11.3%

61 7.3% 47 8.7%

832 100.0% 540 100.0%

2009

Received Awarded

630 76.6% 331 74.7%

65 7.9% 39 8.8%

68 8.3% 36 8.1%

59 7.2% 37 8.4%

822 100.0% 443 100.0%

2010

Received Awarded

England

Scotland

Wales

Northern Ireland

Total

SCHOOL PARTNERSHIPS

1160 83.3% 879 82.1%

72 5.2% 65 6.1%

29 2.1% 27 2.5%

131 9.4% 100 9.3%

1392 100.0% 1071 100.0%

2007

Received Awarded

1015 81.6% 854 83.4%

100 8.0% 70 6.8%

57 4.6% 47 4.6%

72 5.8% 53 5.2%

1244 100.0% 1024 100.0%

2008

Received Awarded

960 76.4% 900 76.0%

123 9.8% 115 9.7%

62 4.9% 60 5.1%

112 8.9% 109 9.2%

1257 100.0% 1184 100.0%

2009

Received Awarded

919 75.1% 708 73.7%

106 8.7% 81 8.4%

66 5.4% 53 5.5%

132 10.8% 119 12.4%

1223 100.0% 961 100.0%

2010

Received Awarded

England

Scotland

Wales

Northern Ireland

Total

IN-SERVICE TRAINING

39 73.6% 34 73.9%

7 13.2% 6 13.0%

4 7.5% 4 8.7%

3 5.7% 2 4.3%

53 100.0% 46 100.0%

2009

Received Awarded

24 75.0% 14 77.8%

4 12.5% 2 11.1%

1 3.1% 1 5.6%

3 9.4% 1 5.6%

32 100.0% 18 100.0%

2010

Received Awarded

England

Scotland

Wales

Northern Ireland

Total

REGIO PARTNERSHIPS

30 31

Comenius: Number of Applications Received and Grants Awarded

174 68.5% 66 68.8%

63 24.8% 19 19.8%

8 3.1% 5 5.2%

9 3.5% 6 6.3%

254 100.0% 96 100.0%

2007

Received Awarded

81 68.6% 52 66.7%

24 20.3% 15 19.2%

5 4.2% 5 6.4%

8 6.8% 6 7.7%

118 100.0% 78 100.0%

2008

Received Awarded

279 80.2% 250 78.6%

8 2.3% 8 2.5%

23 6.6% 23 7.2%

38 10.9% 37 11.6%

348 100.0% 318 100.0%

2007

Received Awarded

315 78.4% 312 79.2%

23 5.7% 22 5.6%

28 7.0% 26 6.6%

36 9.0% 34 8.6%

402 100.0% 394 100.0%

2008

Received Awarded

183 73.8% 155 72.4%

30 12.1% 26 12.1%

19 7.7% 18 8.4%

16 6.5% 15 7.0%

248 100.0% 214 100.0%

2009

Received Awarded

276 71.0% 177 72.2%

31 8.0% 17 6.9%

46 11.8% 31 12.7%

36 9.3% 20 8.2%

389 100.0% 245 100.0%

2010

Received Awarded

169 69.8% 91 74.6%

20 8.3% 11 9.0%

6 2.5% 3 2.5%

47 19.4% 17 13.9%

242 100.0% 122 100.0%

2007

Received Awarded

84 82.4% 67 80.7%

3 2.9% 2 2.4%

6 5.9% 6 7.2%

9 8.8% 8 9.6%

102 100.0% 83 100.0%

2008

Received Awarded

England

Scotland

Wales

Northern Ireland

Total

COMENIUS ASSISTANTS (origin mostly home university)

England

Scotland

Wales

Northern Ireland

Total

COMENIUS ASSISTANT HOST SCHOOLS

England

Scotland

Wales

Northern Ireland

Total

PREPARATORY VISITS

138 76.2% 105 76.6%

33 18.2% 25 18.2%

8 4.4% 5 3.6%

2 1.1% 2 1.6%

181 100.0% 137 100.0%

2009

Received Awarded

146 64.9% 71 58.7%

73 32.4% 46 38.0%

4 1.8% 3 2.5%

2 0.9% 1 0.8%

225 100.0% 121 100.0%

2010

Received Awarded

149 72.0% 110 75.9%

25 12.1% 19 13.1%

10 4.8% 6 4.1%

23 11.1% 10 6.9%

207 100.0% 145 100.0%

2009

Received Awarded

125 79.1% 97 77.0%

7 4.4% 6 4.8%

9 5.7% 9 7.1%

17 10.8% 14 11.1%

158 100.0% 126 100.0%

2010

Received Awarded

“I was able to meet people from all over the world and gain an understanding of their culture. I became more open-minded in my thinking and adaptable to different situations I encountered. It has helped me decide what I would like to pursue in the future as a career and provided me with the drive and inspiration to achieve great things in life. I look forward to using the knowledge and skills I gained for my final year and future career.”

Sara Lyons, Erasmus Student

“Pupils are constantly working collaboratively, taking the initiative, developing their ICT competence, solving problems and learning in real contexts. While improving all these skills, they are also growing personally, honing leadership talent and developing tolerance and mutual understanding. In short, Comenius provides a lively, motivating context for learning, where the possibilities are only limited by our ability to imagine.”

Moneyrea Primary School (Comenius School Partnership)

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission can not be held responsible for any use which may be made of the information contained therein.