Faktaa. 1B International mobility in Finnish vocational and higher education in 2010 FACTS AND FIGURES IRMA GARAM AND SIRU KORKALA:

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1 Faktaa. FACTS AND FIGURES 1B 2011 IRMA GARAM AND SIRU KORKALA: International mobility in Finnish vocational and higher education in 2010 Kansainvälisen liikkuvuuden ja yhteistyön keskus Centret för internationell mobilitet och internationellt samarbete Centre for International Mobility

2 IRMA GARAM AND SIRU KORKALA: International mobility in Finnish vocational and higher education in 2010 Background This publication examines and expands on the statistical data compiled by CIMO on the international mobility of students, teachers and other staff in vocational education and training (VET) and in higher education in Finland. International co-operation and mobility are central tools in educational development. Internationalisation has also been promoted as a key area in the Government s Development Plan for Education and Research The aim is to increase annual mobility in vocational education and training by 30% during the plan period, to take active part in European educational co-operation and to engage more with countries outside the European Union. The goals for the internationalisation of higher education are specified in the Strategy for the Internationalisation of Higher Education Institutions in Finland 2, which extends to the year This strategy regards mobility as contributing to a genuinely international higher education community. By 2015, the strategy would like to see 16,000 incoming and outgoing students each in Finnish HEIs, as well as 4,000 incoming and outgoing teachers and researchers in the universities and 3,000 incoming and 4,000 outgoing teachers or experts in the universities of applied sciences. The aim is also to raise the number of non-finnish degree students to 20, FAKTAA. FACTS AND FIGURES

3 As the statistics in this publication show, some national goals have already been reached, while there is still plenty to do in some other areas. Overall VET mobility has progressed according to plan, and long-term student mobility has grown especially well every year. Teaching and other staff mobility has also grown steadily, but the personnel tend to head abroad for reasons other than teaching, even if the Development Plan for Education and Research would have liked to increase the number of teaching visits in particular. Higher education student mobility has also grown as envisaged. The goal of 8,000 mobile students has already been topped in the universities of applied sciences, and the universities are not far from the goal, either. The universities do not record short-term mobility systematically, which has an impact on the accuracy of the figures. The number of non-finnish degree students has grown robustly in higher education, but there is still some way to go before the 20,000 mark is reached. According to Statistics Finland, Finnish universities and universities of applied sciences had more than 14,000 non-finnish degree students in The universities could do better in the mobility of teachers, researchers and experts, whereas the situation is better in the universities of applied sciences. In 2010, the universities of applied sciences sent more than 4,500 teachers and experts abroad and hosted 2,100 international teachers or experts for a period of at least one week. In the universities, almost 1,300 Finnish teachers or researchers headed abroad in 2009 for a period of at least two weeks, and more than 1,700 teachers or researchers made their way to Finland for at least a twoweek period. 3 This publication presents the findings of two statistical reports on international mobility, one in vocational education and training, and the other in higher education. The reports, issued by CIMO, are entitled Kansainvälinen liikkuvuus ammatillisessa koulutuksessa 2010 (1/2011) and Kansainvälinen liikkuvuus yliopistoissa ja ammattikorkeakouluissa 2010 (2/2010). The pdf reports, including English summaries, are available at Palvelut Julkaisut Selvitykset. Data on international mobility, compiled from different sources, is also available at Services Statistics on international mobility. The opening chapter of this publication surveys the overall trends in recent years of international VET and higher education mobility in Finland, also paying attention to the gender distribution and the geographical spread. The second chapter focuses on VET mobility in more detail, and chapter three looks at mobility in higher education in Education and Research Development Plan. Ministry of Education. 2 Strategy for the Internationalisation of Higher Education Institutions in Finland. Publications of the Ministry of Education, Finland 2009:23. 3 The mobility of university teachers and researchers is not recorded by CIMO. Instead, the data is compiled into the KOTA database on university education maintained by the Ministry of Education and Culture. FAKTAA. FACTS AND FIGURES 3

4 4 FAKTAA. FACTS AND FIGURES

5 Perspectives and trends BRISK GROWTH IN HIGHER EDUCATION STUDENT MOBILITY, BUT SLIGHT DECLINE IN VOCATIONAL EDUCATION AND TRAINING International student mobility has increased in the long term both in vocational and higher education in Finland. The growth has been uneven and has even declined at times, as was the case in vocational education and training in Higher education mobility has grown robustly in the 2000s: there are now almost 50% more outgoing students and almost twice as many incoming students than 10 years ago. The increase has been especially swift during the last couple of years. As many as 10,000 Finnish higher education students headed abroad in The scene has varied from one year to another in the 2000s, with downswings during some years and steady figures during others ,241 8,610 8,487 8,232 8,667 9,388 10, ,880 7,475 7,555 7, ,348 6,094 5,491 Higher education ,569 4,076 4,492 4,492 4,284 Vocational education and training (VET) Figure 1. Outgoing students from Finland in * * CIMO has data on vocational education and training as of FAKTAA. FACTS AND FIGURES 5

6 Of the students in vocational education and training, 5,491 headed abroad, which is 10% less than in The decline in numbers only applies to shortterm mobility, that is, exchange periods of under two weeks. This mobility mode appears to be susceptible to fluctuation, for short-term mobility showed an increase in The number of incoming higher education students grew briskly in the early years of the 2000s, but the rate seems to have evened out in the past couple of years. While the number of incoming students has increased steadily in VET institutions, the rates are still moderate in comparison to those in higher education. Mobility figures keep growing, but at uneven rates. Especially liable to fluctuation are VET exchanges lasting less than two weeks ,805 5,496 6,032 6,616 7,237 7,697 8,191 8,415 8,843 8,755 8,990 Higher education Vocational education and training (VET) ,200 1,847 1,838 2,059 2,038 2,510 2,425 2, Figure 2. Incoming students to Finland FAKTAA. FACTS AND FIGURES

7 What is international mobility and how is it recorded? International mobility refers to study or work abroad by students or staff of educational institutions. The mobility presented in the statistics of this publication has been physical: the persons have concretely left or arrived in Finland to study or work for a certain period. The students have taken part in, for example, student exchanges or have familiarised themselves with working life through on-the-job learning or traineeships. The time spent abroad varies from a couple of weeks to a whole academic year. Those in vocational education and training typically have short mobility periods, whereas higher education students spend longer stretches abroad. Students doing their entire degrees abroad are not included in the CIMO statistics. Staff members head abroad in conjunction with various projects, make preparatory visits or teaching trips and take part in other work placements for the staff. VET and higher education statistics are compiled on rather different criteria. In vocational education and training, the statistics apply to all students doing a vocational qualification and to VET teachers and other staff. In contrast to the previous practice, the statistics also include apprenticeship training as well vocational adult education and training. Staff trips of at least 5 days duration come under VET staff mobility. Long-term student mobility pertains to exchanges of at least 2 weeks in duration, while exchanges shorter than this count as short-term mobility. The duration has not been specified for incoming students. Higher education statistics include student exchanges and traineeships as part of a degree. The international mobility of higher education students is similarly divided into long- and short-term mobility. The statistics in this publication only examine long-term mobility, which last at least 3 months. The figures include both outgoing and incoming student mobility in Finnish higher education. The records apply to institutions of education under the Ministry of Education and Culture. In vocational education and training, statistics are compiled on those institutions in Mainland Finland (excluding Åland Islands) which have been granted authorisation by the Finnish National Board of Education to provide education and training leading to a vocational qualification. Statistics on degree study abroad are produced by Kela (the Social Insurance Institution of Finland), which keeps a record of the Finnish recipients of financial aid for students and by Statistics Finland, which compiles statistics of foreign degree students in Finland. The mobility of teachers and other higher education staff is not discussed in this publication. More information about the CIMO statistics on the mobility of teachers in the universities of applied sciences is available in Finnish in a facts and figures report (Tietoa ja tilastoja 2/2011). FAKTAA. FACTS AND FIGURES 7

8 from Finland to Finland How to assess the level of activeness in international mobility? There are many ways to assess how active the edu cational institutions are in international mobility. For example, the numbers of outgoing and incoming students can be proportioned against the numbers of new students during the same Figure 3: Student mobility in universities relative to the number of new students in , % year. In the universities, the proportion of outgoing students relative to the annual intake has slightly grown in the recent years, amounting to 25.5% in There are more incoming students 26% of the number of new students than there are students heading abroad. The relative proportion from Finland to Finland of incoming students has been declining. The figures are markedly smaller in the universities of applied sciences. The proportion of outgoing students relative to the number of new students is 13.1%, and the corresponding figure is less than 10% for incoming students. The trends are similar to those in the universities: the share of outgoing Figure 4: Student mobility in universities of applied sciences students has grown in the recent years, while the relative to the number of new students in , % share of incoming students has been on the wane. There are more outgoing than incoming students in the universities of applied sciences. However, a different picture arises of the mobility from Finland to Finland levels when the numbers of outgoing and incoming students are proportioned against graduate numbers during the same year. In the universities, the numbers of outgoing and in coming students correspond to 18.3% and 16.4%, Figure 5. Student mobility in vocational education and training relative to the number of new students in , % 8 FAKTAA. FACTS AND FIGURES

9 respectively, of the degrees completed in The corresponding figures in the universities of applied sciences are 22% and 16.4%. This perspective narrows the difference between the universities and the universities of applied sciences. In fact, it is the universities of applied sciences that now emerge as sending their students abroad more actively. What explains the variation is that there are many more new students in the universities of applied sciences every year than there are completed degrees. Some of the students discontinue their studies or move on elsewhere. The universities are faced with a different setting, because the number of completed degrees is bigger than the number of new students. This is because a student can first complete a bachelor s degree and then take a degree at master s level. The share of outgoing students in relation to the number of newly-enrolled VET students has varied between 11 and 12%. The share of incoming students has stayed at around 5%. In 2010, the proportion of outgoing and incoming students amounted to 16% and 8%, respectively, of the completed degrees. This corresponds to the situation in the universities of applied sciences: the ratio rises considerably, because there are fewer students who complete their degrees than there are new students. FAKTAA. FACTS AND FIGURES 9

10 1.2 WOMEN MORE MOBILE THAN MEN Share of women students in the field, % Humanities Social Sciences Law Economics and Business Technology and Engineering Natural Sciences Table 1. Share of women university students and women exchange students in certain large fields Share of women students in the field, % Share of women exchange students heading abroad, % Share of women exchange students heading abroad, % Culture Social Sciences, Business and Administration Technology, Communication and Transport Natural Resources and the Environment Social Services and Health Tourism, Catering and Domestic Services Table 2. Share of women students and women exchange students in certain large fields in universities of applied sciences Share of Share of women women students students heading in the field, % abroad, % Humanities and Education Culture Social Sciences, Business and Administration Natural Sciences Technology, Communication and Transport Natural Resources and the Environment Social Services, Health and Sport Tourism, Catering and Domestic Services Other education and training Table 3. Share of women in VET fields and exchanges Student mobility from Finland is strongly gendered, for the the share of women is almost always bigger than their share of the total number of students. Whereas almost half (47%) of the university students are men, their share of the outgoing students remains at 38.5%. The situation is similar in the universities of applied sciences: men account for 45% of all students and 36.5% of the outgoing students. Men s share of outgoing students has, however, risen by a couple of percentage points in relation to Many fields dominated by women tend to be active in international mobility anyway, which partially explains the women s greater numbers. Such fields include Law, Humanities and the Social Sciences in the universities, and Tourism, Catering and Domestic Services, Business and Administration as well as Culture in the universities of applied sciences. Women are also more mobile within individual fields also including those dominated by men. Tables 1 and 2 look at the share of women in certain large fields of higher education. In almost all of these fields, women head abroad more frequently than their share of the total student numbers would lead us to assume. It is only in Social Sciences, Business and Administration and in Social Services and Health that the proportion of women heading abroad corresponds to their share of the total student numbers. Women are even more mobile in vocational education and training, accounting for 68% of the outgoing students, even if their share of the initial VET students is 47% 4. The predominance of women is evident in all fields, even in Technology, Communication and Transport, where 82% of the students are men and where almost 40% of outgoing students are women. 4 The figure (47%) comes from The data for 2010 was not available at the time. 10 FAKTAA. FACTS AND FIGURES

11 Fields dominated by women in higher education engage actively in international mobility, but women are more mobile than men also within individual fields. The difference between men and women is even more distinct in vocational education and training. Are women on the whole more positive about internationalisation than men? The CIMO statistics show that Finnish women are more willing than men to take up international opportunities during their studies. This may be part of a bigger picture, because several studies would indicate that women are on the whole more positive about internationalisation and related phenomena than are men. Work by Magdalena Jaakkola points out that immigration is viewed more positively by women than by men, both in terms of raising the number of foreign students or labour and receiving refugees. Men aged are especially guarded against immigrants, but the gender differences even out in older age groups. According to Jaakkola s study from 2005, attitudes towards the various immigrant groups have on balance become more positive since the late 1990s, after the recession of the early years of the decade. This may now have changed, as immigration criticism emerged as an election themes in the 2011 parliamentary elections. As much may already be evident in the findings of a survey conducted by T-media consultancy in 2010: slightly more than half of old women felt that immigration should be curbed, while the sentiment was shared by two thirds (66%) of the men. Jaakkola, Magdalena (2005): Suomalaisten suhtautuminen maahanmuuttajiin vuosina [The Attitudes of Finns towards Immigrants in ]. Labour Policy Studies 286. Ministry of Labour and Ministry of Education. Thuneberg, Vesanen, Ruokolahti (2010): Mitä välii? Tutkimus nuorten suhtautumisesta politiikkaan [Who cares? A study on how the young feel about politics]. In Alakoski, Laurén, Olkinuora (eds): Nuori, kuka käyttää ääntäsi? Valokeilassa huomisen vaikuttajat [Who speaks with the voice of the youth? Tomorrow s leaders in the spotlight]. Economic Information Office FAKTAA. FACTS AND FIGURES 11

12 1.3 EUROPE MAINTAINS STRONG POSITION AS DESTINATION AND SOURCE OF MOBILITY The student mobility of Finnish educational institutions continues to centre on Europe, especially in VET collaboration. Of the outgoing VET students, 95% head for Europe, while 98% of the incoming students come from Europe. Asia s share of incoming students has somewhat declined from the previous year. The number of students from North America also seems to fluctuate from one year to another. Most of the incoming students (83.7%) in Finnish higher education come from Europe, but Europe is no longer as significant a destination for students heading abroad: 63.5% of the outgoing students chose Europe as their destination in During the past six years, the share of Europe has declined by more than 10 percentage points and the popularity of Asia has correspondingly grown. Popular Asian destinations include China, Thailand, Japan and the Republic of Korea. The trends Europe Asia North America Africa Central and South America Oceania 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Figure 6. VET students mobility from Finland by continent in Europe Asia North America Africa Central and South America Oceania 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Figure 7. VET students mobility to Finland by continent in FAKTAA. FACTS AND FIGURES

13 are similar among students coming to Finland, although the pace of change is slower: the European slice is getting smaller, while the Asian portion grows bigger. China and the Republic of Korea are the biggest source countries in Asia for students coming to Finland. More detailed information about the various destinations and source countries is available on page 18 (vocational education and training) and on page 27 (higher education). VET students mobility concentrates on Europe, but Finnish higher education students increasingly head further afield Europe Asia North America Africa Central and South America Oceania Not known 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Figure 8. Higher education students mobility from Finland by continent in Europe Asia North America Africa Central and South America Oceania Not known 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Figure 9. Higher education students mobility to Finland by continent in FAKTAA. FACTS AND FIGURES 13

14 2 International mobility in vocational education and training in 2010 VET snapshot There were 131,175 students in initial vocational education and training in Finland in The annual intake was 50,575 students. The biggest field of education was Technology, Communication and Transport, with 41% of the total number of students. Social Services, Health and Sport had 16% of the total student body, and 13% of all VET students were doing Tourism, Catering and Domestic Services. Source: Statistics in Finland. From Finland 2,794 students headed abroad for at least two weeks (long-term mobility); increase of 12.6% from previous year 2,697 students headed abroad for less than two weeks (short-term mobility); decrease of 25.3% from previous year decline of 9.9% (or 603 students) in overall mobility from previous year. To Finland 2,749 students increase of 13.3% (324 students) from previous year. From Finland 1,935 teachers and other staff increase of 9.5% (168 persons) from previous year. To Finland 2,113 teachers or other staff increase of 2.6% (53 persons) from previous year. 2.1 MOST MOBILITY AMONG STUDENTS DOING INITIAL VOCATIONAL QUALIFICATIONS AT UPPER SECONDARY LEVEL VET students are doing either initial vocational qualifications or further and specialist qualifications in a VET institution or by apprenticeship training. The majority of outgoing students (81.6%) and incoming students (80.5%) were doing initial vocational qualifications in a VET institution at upper secondary level. Of the outgoing students, 17% were completing further vocational qualifications. The corresponding figure for incoming students was 14%. Other forms of study tend to be rare among students heading abroad, but 4% of the students coming to Finland were doing an initial vocational qualification as apprentices. 5 Figures for 2010 were not available at the time. The figures apply to the educational institutions in Mainland Finland. Institutions of education in the Åland Islands are not covered by these statistics. 14 FAKTAA. FACTS AND FIGURES

15 Table 4 looks at how the long-term periods spent abroad by Finnish students are broken down between the various forms of study. In this context, initial vocational education and training covers all students doing basic qualifications at upper secondary level, while competence-based qualifications include students doing futher and specialist vocational qualifications. Those training as apprentices are a category of their own. The most mobile students come from initial vocational education and training. The mobility ratio is at its highest in all forms of study when it is proportioned against the number of graduates. The figures include only long-term mobility, because no records are kept of the type of study in short-term mobility. relative to newly-enrolled students, % relative to graduates, % relative to the total numbers of students Initial vocational education and training Competence-based qualifications Apprenticeship training Table 4: Long-term student mobility from Finland by type of study 2.2 RANDOM FLUCTUATION IN MOBILITY LEVELS BY PROVINCE In the 2010 mobility statistics, Uusimaa and North Ostrobothnia stand out as particularly active provinces: their educational institutions send the most students and staff abroad, and they also excel at hosting a great many international students. The educational institutions in the province of Uusimaa were the most mobile. Provinces with the biggest rise in numbers of outgoing and incoming students from Finland 2010 Change % to Finland 2010 Change % Ostrobothnia Kainuu South Karelia Central Finland Kymenlaakso North Ostrobothnia Etelä-Savo Pirkanmaa Pirkanmaa Itä-Uusimaa Rather than looking at the mere numbers as such, it is more revealing to examine the change between the years 2009 and The most significant drop in the number of outgoing students is in Kainuu, but students from Lapland, too, clearly headed abroad less frequently than the year before, especially when it came to short-term mobility. On the other hand, Ostrobothnia and South Karelia have increased their mobility levels considerably. And while fewer Kainuu students chose to do an exchange, the province nevertheless attracted more than three times the number of international students in 2010 than in Central Finland and North Ostrobothnia similarly hosted more international students in 2010 than in 2009, but fewer Provinces with the biggest drop in numbers of outgoing and incoming students from Finland 2010 Change % to Finland 2010 Change % Kainuu Varsinais-Suomi Lapland South Karelia South Ostrobothnia Pohjois-Savo Varsinais-Suomi Lapland Itä-Uusimaa Etelä-Savo Table 5: Students from and to Finland by province in 2010 and change from 2009 FAKTAA. FACTS AND FIGURES 15

16 students came to the provinces of Varsinais-Suomi and South Karelia. As the minimum duration of short-term mobility has not been specified, this category comprises a wide range of mobility, also including such visits as student groups familiarising themselves with educational institutions abroad over a few days and brief project-related trips. This makes short-term student mobility rather incidental, and long-term trends are hard to detect. Students of Culture head abroad most actively. There is most outgoing mobility among teachers and other staff in the province of Uusimaa. The educational institutions in Päijät-Häme and North Ostrobothnia sent more personnel abroad in 2010 than the year before. The situation in Itä-Uusimaa looks intriguing: there were fewer outgoing teachers and other personnel than in 2009, but at the same time there was a tenfold expansion in the incoming numbers. Provinces with the biggest increase in the numbers of outgoing and incoming teachers and other staff from Finland 2010 Change Päijät-Häme Itä-Uusimaa North Ostrobothnia Central Finland Uusimaa Kanta-Häme Kymenlaakso Pirkanmaa Pohjois-Savo South Karelia % to Finland 2010 Provinces with the biggest drop in the numbers of outgoing and incoming teachers and other staff Change Table 6: The mobility of teachers and other staff by province in 2010 and the change from 2009 from Finland 2010 Change Itä-Uusimaa Pohjois-Savo South Karelia Satakunta Varsinais-Suomi Ostrobothnia Ostrobothnia Etelä-Savo South Ostrobothnia Varsinais-Suomi % to Finland 2010 % Change % SMALL FIELDS OF EDUCATION STAND OUT AS ESPECIALLY INTERNATIONAL In terms of absolute numbers, the large fields of education had the most students heading abroad. These fields were Technology, Communication and Transport (25%), Tourism, Catering and Domestic Services (20%) and Social Services, Health and Sport (20%). In terms of incoming students, the biggest hosts were Technology, Communication and Transport (27%), Business and Administration (18%) and Tourism, Catering and Domestic Services (17%). According to CIMO s study Networks help to make vocational education and training more international, networking which supports internationalisation is more common in the large fields of education (Faktaa 1b/2010). However, when the mobility numbers are proportioned against the number of newly-enrolled students, it is the much smaller field of Culture that emerges as having the most outgoing students in Also, a great many students are both sent 16 FAKTAA. FACTS AND FIGURES

17 students from Finland % of newlyenrolled students 2010 % of newlyenrolled students 2009 students to Finland % of newlyenrolled students 2010 Humanities and Education Culture Business and Administration Natural Sciences Technology, Communication and Transport Natural Resources and the Environment Social Services, Health and Sport Tourism, Catering and Domestic Services Other education and training Table 7: Change in long-term student mobility relative to the annual intake, and the share of incoming students by field of education and hosted by Natural Resources and the Environment. The educational fields of the incoming students were now recorded for the first time. The category of Other education appears as particularly active, which may be because this category includes those international students whose qualifications the host institutions were not able to classify. In the mobility of teachers and other personnel, the most mobile group is found in the category of Other education, which includes language teachers, administrative staff and persons working within vocational special education and specialist vocational qualifications. The relative proportions of educational fields have remained virtually stable. The only changes from the previous year are the decline of around 4% in Business and Administration and the rise of 2% in Technology, Communication and Transport. teachers from Finland % 2009 % Humanities and Education Culture Business and Administration Natural Sciences Technology, Communication and Transport Natural Resources and the Environment Social Services, Health and Sport Tourism, Catering and Domestic Services Other education and training Total Table 8: Teaching and staff mobility by field of education in 2010 and 2009 FAKTAA. FACTS AND FIGURES 17

18 2.4 VET MOBILITY IS HIGHLY EUROCENTRIC Destination Long-term outgoing mobility Destination Short-term outgoing mobility Source country Incoming students Spain 566 Estonia 785 Germany 672 Germany 359 Sweden 686 France 380 Britain 252 Germany 225 Italy 154 Sweden 200 Russia 161 Estonia 153 France 180 Britain 105 Hungary 148 Netherlands 151 Italy 98 Sweden 140 Hungary 109 Spain 71 Spain 133 Estonia 108 France 69 Netherlands 107 Italy 88 Portugal 52 Russia 102 Russia 75 Latvia 51 Norway 94 Table 9: Top 10 destinations and source countries of outgoing and incoming students The top 10 destinations and source countries of both outgoing and incoming students were all European. The same applies to teachers and other personnel heading abroad from Finland, but this time there was more incoming mobility from Asia than before. Students heading abroad prefer to stay in the nearby countries of Estonia and Sweden. These stays usually last less than two weeks, while the periods tend to be longer if the students opt for Central and Southern Europe. A newcomer on the list of top 10 destinations is Hungary. Central Europe is the biggest source of incoming students. Foreign nationals in vocational education and training According to Statistics Finland, 7,997 foreign nationals were completing their qualifications in a VET institution in Most of them are immigrants resident in Finland. Degree students represent rather different nationalities than those covered by CIMO s mobility statistics: only Russia, Estonia and Sweden appear on both lists of the top 10 destinations and source countries. Russia 2,304 Estonia 1,305 Not known 488 Sweden 304 Afghanistan 259 Iran 251 Thailand 228 Somalia 214 Sudan 140 Irak 136 Top 10 countries of students completing qualifications in VET institution Source: Statistics Finland 18 FAKTAA. FACTS AND FIGURES

19 The Republic of Korea makes a surprise statistical leap Germany is still one of the most popular destinations and sources of mobility. New countries include Hungary and the Republic of Korea. The mobility of VET personnel is very Eurocentric, but the Republic of Korea has now made an entry into the league of favourite countries of co-operation. Closer inspection shows that all 149 South Korean visitors to Finland have made their way to one single educational institution, that is, to Omnia, an institution which offers vocational education and training in and around the city of Espoo. The Omnia guests lift the Republic of Korea onto fourth place on the list of incoming mobility. There is more incoming mobility only from Germany, Russia and Estonia. The single most popular destination for teachers and other staff is Germany, which is also a big source of mobility into Finland. Germany was the most popular source country and destination also in the previous year. A new source country in the top 10 is the Republic of Korea. Table 10: Top 10 destinations and source countries of teaching and other staff mobility Source Destination from Finland country to Finland Germany 231 Germany 228 Spain 172 Russia 218 Britain 169 Estonia 161 France 118 Rep. of Korea 149 Portugal 116 France 143 Italy 115 Netherlands 138 Russia 115 Spain 103 Estonia 93 Norway 103 Netherlands 76 Hungary 78 Sweden 75 Sweden 77 Anne Kemppainen, Assistant for International Affairs, says that Omnia s Korean collaboration started already in the middle of the 2000s. There was a great expansion in the number of visits from South Korea after the airing of a documentary in 2009 by the national KBS network, with interviews of Juha-Pekka Saarinen, Principal of Omnia Education, and of teachers and students. TV and radio journalists have visited Omnia ever since, and there are no signs of the Koreans interest fading. The visitors come from a range of organisations including city officials, university professors, comprehensive and secondary school teachers, adult education teachers and teacher training students. What they get to see is not only what Omnia does but also how vocational education and training works in Finland: the educational system, structures of VET qualifications, teacher training and supervision and guidance of students. The visits typically take place over one day in big groups of about 20 people. Kemppainen is convinced that there will be intensive collaboration also in future. Visiting groups are scheduled for this year too, and there are also return visits. A group of our Beauty Care students and their teacher will attend the 60th World Congress and Exhibition of Beauty in Seoul in the summer. Our Principal Juha-Pekka Saarinen has similarly visited South Korea as a speaker in several seminars. FAKTAA. FACTS AND FIGURES 19

20 2.5 FINNISH STUDENTS HEAD ABROAD FOR ON-THE-JOB LEARNING, WHILE THOSE COMING TO FINLAND HAVE A RANGE OF MOTIVES Most of the mobility from Finland and half of the student mobility to Finland applies to on-the-job learning. Students coming to Finland work in different projects or come to visit educational institutions. Purpose of exchange Students from Finland* % Students to Finland % On-the-job learning Other study Total Table 11: Purpose of student exchange 2010 Teachers and other staff typically headed abroad for reasons other than teaching or other work placements, taking part in trips related to collaborative or development projects or making preparatory visits. The share of workplacements and teaching exchanges has declined from the previous year. Purpose of exchange Teachers and other staff 2010 % 2009 % Work placement Teaching exchange Other Total Table 12. Purpose of teaching and other staff exchange in 2010 and 2009 * Long-term outgoing mobility. 20 FAKTAA. FACTS AND FIGURES

21 2.6 MOBILITY IS MOST OFTEN FUNDED FROM THE LEONARDO DA VINCI PROGRAMME OR BY THE EDUCATIONAL INSTITUTIONS THEMSELVES Finnish students heading abroad did so most often with funding from their own institutions (40.5%). Of the mobility programmes, the most significant was the EU s Leonardo da Vinci for vocational education and training, which funded 40% of outgoing student mobility and almost half of the incoming mobility. Those coming to Finland also typically had other funding sources. Mobility Programme Students from Finland* % Students to Finland % Leonardo da Vinci Comenius/Grundtvig Nordplus Funding from Finnish National Board of Education Funding from educational institution Student s own funding More than a third of the mobility of teachers and other personnel took place through funding by the educational institions themselves. Leonardo da Vinci was the funding source for 25% of the outgoing teachers. The share of funding from other sources doubled from Other funding Total Table 13. How student mobility was arranged in 2010 Teachers and Mobility Programme other staff 2010 % 2009 % Leonardo da Vinci Comenius/Grundtvig Nordplus Funding from Finnish National Board of Education Funding from educational institution Other funding Total Table 14. How teaching and other staff mobility was arranged in 2010 and 2009 EU programmes do not cover all mobility. An equal share of mobility is funded by the educational institutions themselves. FAKTAA. FACTS AND FIGURES 21

22 22 FAKTAA. FACTS AND FIGURES

23 International mobility in Finnish higher education in Higher education snapshot Higher education in Finland comprises universities and universities of applied sciences (also known as polytechnics). In 2010, Finland had 16 universities and 25 universities of applied sciences which come under the Ministry of Education and Culture. The universities had 168,724 students, with an annual intake of 20,793 students. The corresponding figures in the universities of applied sciences were 138,175 and 36,700, respectively. In terms of student numbers, the largest university fields were Technology and Engineering, and the Humanities. The biggest fields in the universities of applied sciences were Technology, Communication and Transport, and Social Services, Health and Sport. Source: AMKOTA database on universities of applied sciences and KOTA database on university education. From Finland 10,123 students headed abroad, 5,311 from the universities and 4,812 from the universities of applied sciences increase of 7.8% (735 students) from previous year. To Finland 8,990 students made their way to Finland, 5,412 to the universities and 3,578 to the universities of applied sciences increase of 2.7% (256 students) from previous year. 6 The territorial division is based on a regional structure which remained valid until the end of HIGHER EDUCATION STUDENTS MOST MOBILE IN SOUTHERN AND WESTERN FINLAND Tables 15 and 16 (p. 24) survey international student mobility by region 6 by proportioning the mobility figures against the number of new students in higher education in the region. The mobility levels are higher in the institutions in Southern and Western Finland than in the eastern and northern parts of the country. This has been the case also in previous years. The mobility levels have grown more in the higher education institutions in Southern Finland than elsewhere in the country. At the same time, the regional differences have grown wider, especially between the universities. In 2010, the number of FAKTAA. FACTS AND FIGURES 23

24 outgoing students from the most actively mobile region, that is, the universities in the south of Finland, corresponded to 39.9% of the annual intake, while the percentage was 26.8% only two years before. The most passive region in 2010 was Eastern Finland, where the number of outgoing university students corresponded to 14.4% of the newly-enrolled student numbers. Two years before, in 2008, the most passive mobility area was the Oulu region, where the corresponding ratio was 16.5%. Lapland has maintained and even strengthened its position as the most active host region for international university students. The number of incoming students now corresponds to 34.7% of first-year students, having risen from 29.9% in The gap to other regions is distinct. In the universities of applied sciences, the most active host institutions of international students are in the south and west of Finland. Two years ago, the most active hosts were in the Oulu region (13.6%). The most active host institutions for international students are the University of Lapland and the universities of applied sciences in Southern and Western Finland. Universities Universities of applied sciences Relative Mobility to new from Finland students, % Mobility from Finland Relative to new students, % Southern Finland Western Finland Eastern Finland Oulu region Lapland Total Universities Universities of applied sciences Table 15. Higher education student mobility from Finland by region Relative Relative Mobility to new Mobility to new to Finland students, % to Finland students, % Southern Finland Western Finland Eastern Finland Oulu region Lapland Total FAKTAA. FACTS AND FIGURES Table 16. Higher education student mobility to Finland by region

25 3.2 ALMOST EQUAL NUMBERS OF OUTGOING AND INCOMING STUDENTS AT UNIVERSITIES, BUT MORE MOBILITY FROM THAN TO FINLAND AT UNIVERSITIES OF APPLIED SCIENCES The biggest fields of outgoing mobility in Finnish universities are Economics and Business; Humanities; and Technology and Engineering. The biggest hosts of incoming mobility are Economics and Business; Technology and Engineering; and Social Sciences. More students head abroad from Finland than arrive in Finland in the Humanities and Theology, while there are more incoming than outgoing students in Technology and Engineering, Veterinary Medicine and Dentistry, Health Sciences, and Agriculture and Forestry. Once the mobility figures are proportioned against the number of new students in the field, it turns out that the most active fields of outward mobility are Law, Economics and Business, and the Humanities. The most active hosts of incoming students are Fine Arts, Agriculture and Forestry, and Law. University students in Law, Economics and Business, and Humanities head abroad most actively. In the universities of applied sciences, the most active field is Tourism, Catering and Domestic Services. Mobility from Finland Relative to new students, % Relative Mobility to new to Finland students, % Universities overall Theology Humanities Art and Design Music Theatre and Dance Education Sport Sciences Social Sciences Psychology Health Sciences Law Economics and Business Natural Sciences Agriculture and Forestry Technology and Engineering Medicine Dentistry Veterinary Medicine Pharmacy Fine Arts Not known Table 17: International student mobility at universities by field of education FAKTAA. FACTS AND FIGURES 25

26 The biggest fields of student mobility in the universities of applied sciences in terms of both incoming and outgoing mobility are Social Sciences, Business and Administration; Technology, Communication and Transport; and Social Services and Health. There are more outgoing students in all fields than there are incoming students, but the numbers are almost equal in Social Sciences, Business and Administration. In Tourism, Catering and Domestic Services, for example, there are many more students heading abroad than coming to study in Finland. If the mobility figures are proportioned against the number of new students, it transpires that Tourism, Catering and Domestic Services is clearly the most active field of outward mobility, followed by Social Sciences, Business and Administration, and Culture. Social Sciences, Business and Administration is also the most active host of exchange students from abroad. Mobility from Finland Universities of applied sciences Relative to new students, % Relative Mobility to new to Finland students, % overall Humanities and Education Culture Social Sciences, Business and Administration Natural Sciences Technology, Communication and Transport Natural Resources and the Environment Social Services, Health and Sport Tourism, Catering and Domestic Services Not known A year of clinical practice attracts veterinary students to Helsinki both from abroad and from Finland Veterinary Medicine is among the fields which have more incoming than outgoing mobility: last year, four students headed abroad, while 28 international students came to Finland. The number of outgoing students corresponds to 6.3% of the annual intake in With incoming students, the ratio is a staggering 44.4%. Janna Koivisto from the Faculty of Veterinary Medicine at the University of Helsinki reveals that around half of the incoming students are Finnish veterinary students from the University of Tartu who come to do their clinical practice in the Helsinki Veterinary Teaching Hospital. While there is a strong Finnish presence in the exchanges, certain attractions keep bringing international students to this particular Faculty: We offer education in English, which is not very common in other parts of Europe. The teaching groups during the clinical year in the teaching hospital are smaller than usual, and the students gain more practical experience than they would in their own university, Koivisto reports. It is this practically-oriented clinical year which also makes the Finnish students stay in their home university. The most significant hinder to mobility is, however, the lack of partner universities operating in English. The intensive curriculum keeps the students busy, and there is no time to learn less common languages. The schoollike nature of study also puts a damper on the students motivation to head abroad. The students have to proceed in a certain order. If, for example, Pharmacology is offered in the spring at home, but the same course is only arranged in the autumn in the exchange university, a gap year is unavoidable. The recognition of credits gained abroad has not been without problems, either. Table 18: International student mobility at universities of applied sciences by field of education However, the student mobility appears to be raising growing interest. 26 FAKTAA. FACTS AND FIGURES

27 3.3 A BIG CHUNK OF STUDENT MOBILITY IN HIGHER EDUCATION CONCENTRATES ON A FEW COUNTRIES As many as 40% of the Finnish students heading abroad choose Germany, Spain, Britain, Sweden, the United States or France as their destination. These countries have long topped the list of favourite destinations, but the order may have fluctuated. The top destinations have remained the same for years, but the popularity of Europe is gradually declining. Mobility keeps focusing on Europe: only 3 countries out of the top 10 are outside Europe. However, the United States and China have increased their popularity in relation to the previous year. Most incoming students to Finland are from Germany, France, Spain, Italy, Russia and Poland. This list has changed very little over the recent years. More than half (52%) of all incoming students come from these six countries. The number of Polish students has declined in the past few years, while the number of Italian and Russian students has grown. There are no countries outside of Europe among the most common source countries. The closest contender to the top 10 is China in 11 th position. Universities Universities of applied of applied from Finland sciences Universities Total to Finland sciences Universities Total Germany Germany Spain France Britain Spain Sweden Italy United States Russia France Poland China Czech Republic Netherlands Netherlands Thailand Austria Austria Belgium Table 19. Top 10 destinations and source countries in higher education in 2010 FAKTAA. FACTS AND FIGURES 27