Select Topic
- A. Demographics
- B. Transition and access
- C. Types and modes of study
- D. Socio-economic background
- E. Housing situation
-
F. Students’ expenses
-
All students
- Total monthly expenses
- Living costs
- Study-related costs
- Key expenses
-
Fees paid to HE institution
- Students paying fees
- Total amount of fees - all fee-paying students
- Total amount of fees - fee-paying recipients of public support
- Total amount of public support - fee-paying recipients of public support
- Total amount of fees - non-recipients of public support
- Total amount of fees - recipients of public support
- Assessment of financial situation
- Students living with parents
- Students not living with parents
-
All students
-
G. Students’ resources
-
All students
- Total income and income sources
- Family/partner contributions
-
Public support
- Students by recipience of national public student support
- Students by recipience of repayable national public student support
- Students by recipience of non-repayable national public student support
- Total amount of national public student support
- Total income from (non-)repayble national public student support
- Total income of recipients of national public student support
- Share of total monthly income
- Self-earned income
- Transfers in kind
- Dependency on a specific income source
- Students living with parents
- Students not living with parents
-
All students
-
H. Employment and time budget
- Time budget
- Study intensity
- Satisfaction with time budget
-
Employment and paid work
- Extent of paid work alongside studies
- Self-identification as either primarily student or worker
-
Motivation to work
- All reasons to work (aggregated)
- To gain experience on the labour market (aggregated)
- To gain experience on the labour market (detailed)
- To cover living costs (aggregated)
- To cover living costs (detailed)
- To afford studying (aggregated)
- To afford studying (detailed)
- To support others financially (aggregated)
- To support others financially (detailed)
- Relationship between studies and job
-
I. International student mobility
- Share of mobile students
- Type of study-related activity abroad
-
Enrolment abroad
- Shares and modes
- Funding
- Destination country
- Obstacles
-
Obstacles in detail
-
Students who do not plan an enrolment abroad
- Aggregated indicators
-
Individual items
- Insufficient skills in foreign language
- Lack of information provided by home institution
- Separation from partner, children, friends
- Additional financial burden
- Loss of paid job
- Lack of motivation
- Low benefit for my studies at home
- Difficult integration of enrolment abroad into the structure of my home study programme
- Problems with recognition of credits gained abroad
- Problems with access regulations to the country of destiantion
- Limited admittance to mobility programmes
- My health/disability
-
Students who have a concrete plan for an enrolment abroad
- Aggregated indicators
-
Individual items
- Insufficient skills in foreign language
- Lack of information provided by home institution
- Separation from partner, children, friends
- Additional financial burden
- Loss of paid job
- Lack of motivation
- Low benefit for my studies at home
- Difficult integration of enrolment abroad into the structure of my home study programme
- Problems with recognition of credits gained abroad
- Problems with access regulations to the country of destiantion
- Limited admittance to mobility programmes
- My health/disability
-
Students who plan an enrolment abroad, but have no concrete plans yet
- Aggregated indicators
-
Individual items
- Insufficient skills in foreign language
- Lack of information provided by home institution
- Separation from partner, children, friends
- Additional financial burden
- Loss of paid job
- Lack of motivation
- Low benefit for my studies at home
- Difficult integration of enrolment abroad into the structure of my home study programme
- Problems with recognition of credits gained abroad
- Problems with access regulations to the country of destiantion
- Limited admittance to mobility programmes
- My health/disability
-
Students who have been enrolled abroad
- Aggregated indicators
-
Individual items
- Insufficient skills in foreign language
- Lack of information provided by home institution
- Separation from partner, children, friends
- Additional financial burden
- Loss of paid job
- Lack of motivation
- Low benefit for my studies at home
- Difficult integration of enrolment abroad into the structure of my home study programme
- Problems with recognition of credits gained abroad
- Problems with access regulations to the country of destiantion
- Limited admittance to mobility programmes
- My health/disability
-
Students who do not plan an enrolment abroad
- Other study-related activities abroad
- Language proficiency
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J. Assessment of studies
- Preparedness for the labour market
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Study setting and content
-
All students
- All aspects (aggregated)
- Inspirational teachers (aggregated)
- Inspirational teachers (detailed)
- Clearness of study intentions (aggregated)
- Clearness of study intentions (detailed)
- Study recommendation (aggregated)
- Study recommendation (detailed)
- Expectations (aggregated)
- Expectations (detailed)
- Sense of lack of belonging (aggregated)
- Sense of lack of belonging (detailed)
- Teaching staff (aggregated)
- Teaching staff (detailed)
- Doubts about studying (aggregated)
- Doubts about studying (detailed)
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Bachelor students
- All aspects (aggregated)
- Inspirational teachers (aggregated)
- Inspirational teachers (detailed)
- Clearness of study intentions (aggregated)
- Clearness of study intentions (detailed)
- Study recommendation (aggregated)
- Study recommendation (detailed)
- Expectations (aggregated)
- Expectations (detailed)
- Sense of lack of belonging (aggregated)
- Sense of lack of belonging (detailed)
- Teaching staff (aggregated)
- Teaching staff (detailed)
- Doubts about studying (aggregated)
- Doubts about studying (detailed)
-
All students
- Satisfaction with studies
Select focus group
Select Eurostudent Wave
EUROSTUDENT Database (Data Reporting Module)
Welcome to the EUROSTUDENT database!
The database provides key indicators on all topics covered by the EUROSTUDENT survey, for all participating countries. In addition to the charts and tables with detailed results, you can find (thematic) reports and other publications providing interpretations of several topics at the EUROSTUDENT website.
To browse through the database, please select 1) an indicator within the topics, 2) at least one country and 3) a focus group to view the data. Furthermore, it is possible to switch to the data of the fifth (2012-15) as well as the sixth (2016-18) round of EUROSTUDENT, if the respective indicators have been used at the time.
If you have questions or remarks regarding the EUROSTUDENT database, please feel free to contact us via eurostudent@ihs.ac.at
The database allows you to look at the average of the entire EUROSTUDENT population of the respective countries selected by choosing the focus group "all students". This helps you to identify and compare the general overall trends at a national level. It is, however, also possible to select and compare so-called "focus groups" of students for all indicators. These focus groups are based on socio-demographic characteristics, past and current educational situations, and current living situations of students.
The database supports cross-country comparisons for both - all students or specific focus groups. Please note, however, that the data visualization (in charts) has its limitations and if too many countries have been selected at once, viewing and interpreting of the figure might become difficult.
For each country, deviations from the EUROSTUDENT conventions reported by the national research team (such as different wording in the questionnaire, splitting of categories, changes in data cleaning etc.) are noted at the bottom of each page ("country deviation") using separate tabs for the countries selected. Please read them carefully for a meaningful data interpretation. For more information on the general definition and national deviations from the EUROSTUDENT VII target group conventions, please check > Methodological notes. Be aware that these methodological notes may differ in certain aspects between the different rounds of EUROSTUDENT that can be selected.
All data is available for download. In order to download and save your current selection (specific indicators, countries and focus groups) as a MS Excel, please use the download option at the bottom of each table.
The EUROSTUDENT VI target group
The EUROSTUDENT VI target group includes all students who are – at the time of observation (usually: semester) – enrolled in any national study programme regarded to be higher education in a country. Usually that corresponds to ISCED levels 5, 6, and 7.
This means all students should be included regardless of
- Nationality – National and foreign students should be included, as long as they are studying for a full degree in the country of observation (and are not only obtaining a limited number of credits, e.g. as an Erasmus student).
- Full-time/part-time status – Full-time, part-time, and/or correspondence students should be included as long as the study programmes the students are enrolled in offer a minimum of physical face-to-face interaction in lectures/classes (not only exams).
- Character of the higher education institution (HEI) or study programme – General as well as professional orientations of HEIs and study programmes should be included, as long as the programmes and institutions are considered to be higher education in the national context.
- Legal character of the HEI – Public and private institutions should be included, as long as private institutions are considered to be a regular part of the higher education system in the national context.
Excluded from the EUROSTUDENT VI target group are:
- Students on (temporary) leave, i.e. students who have officially or non-officially interrupted their studies at the time of observation for whatever reason.
- Students on credit mobility, short-term mobile students (e.g. Erasmus students), i.e. students who are currently studying in the country of observation (incoming) or who have currently left the country of observation (outgoing) for a short time period (e.g. one or two semesters) with the purpose of gaining only a relatively small number of credits.
- Students in ISCED 8 study programmes (PhD and doctoral programmes).
- Students in distance learning study programmes which do not offer any physical face-to-face lecture period at all, but are solely based on written/online interaction (apart from exams).
- Students at very specialised HEIs, e.g. military or police academies, or HEIs directly affiliated with one company. This might also include programmes providing training only for public administration.
- Students in programmes classified as ISCED (2011) levels 5 or 6 which are not regarded to be higher education in the national context. This could encompass, for example, further vocational training programmes for Master crafts(wo)men, or upper secondary schools or post-secondary programmes not regarded as higher education.
Notes on national samples and deviations from the EUROSTUDENT VI standard target group
Not all countries were able to fully comply with the standard target groups. The following list provides additional information on the national samples and indicated deviations from the EUROSTUDENT VI conventions (see above).
Albania (AL) Only full-time students included in sample. This constitutes a deviation from the EUROSTUDENT target group.
Austria (AT) Survey conducted in 2015. The focus group “students with higher education background” presented throughout the report does not include students with parents whose highest degree is at ISCED level 5 (in Austria: Master crafts(wo)men and post-secondary education, parts of vocational upper secondary school) as these degrees are not considered to be higher education in Austria. There are no short cycle programmes in the Austrian HE system.
Switzerland (CH) Short-cycle programmes (post-secondary professional programmes, i.e. ‘höhere Berufsbildung’/ ‘formation professionnelle supérieure’) are not included in sample because they are not considered to be higher education.
Czech Republic (CZ) No short-cycle programmes included in sample as they do not exist or are not considered to be higher education. Part-time students are understood to be students studying during the weekend, etc. Full-time students go to school on a daily basis.
Germany (DE) The German sample does not include students with non-German citizenship holding foreign higher education entry qualifications (“Bildungsausländer”). International students according to EUROSTUDENT conventions are therefore not part of the target group. This constitutes a deviation from the EUROSTUDENT target group. While the German data with regard to parents’ higher education background have been calculated according to EUROSTUDENT conventions, the classification of parents who are Master crafts(wo)men at ISCED level 6, and thus as “with higher education”, is not in line with the national understanding of these degrees as vocational. No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.
Estonia (EE) No short-cycle programmes included in sample as they are not considered to be higher education. Finland: Short-cycle programmes not included in the sample as they do not exist or are not considered to be higher education. Private universities in Finland offer foreign degrees which can be obtained in Finland and were not included in the sample.
Georgia (GE) No non-universities exist in Georgia. No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.
Croatia (HR) Short-cycle programmes not included in the sample due to the very small size and number of these programmes.
Ireland (IE) No private institutions included in the sample. This constitutes a deviation from the EUROSTUDENT target group.
Iceland (IS) No non-universities exist in Iceland.
Italy (IT) No international students are included in the sample. This constitutes a deviation from the EUROSTUDENT target group. Specialised higher education institutions (HEIs) (for arts and interpretation; AFAM – Alta formazione artistica e musicale; SSML – Scuole superiori per mediatori linguistici) are – in line with the EUROSTUDENT conventions – not included in sample, due to the very small size of the sector and the very specialised character. No short-cycle programmes included in sample as they do not exist.
Lithuania (LT) No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.
Latvia (LV) Part-time students are not included in the sample. This constitutes a deviation from the EUROSTUDENT target group.
Norway (NO) Short-cycle programmes not included in the sample as they are not considered to be higher education. Poland: No short-cycle programmes included in sample as they are not considered to be higher education.
Romania (RO) No non-universities exist in Romania. No short-cycle pro grammes included in sample as they do not exist or are not considered to be higher education.
Serbia (RS) Non-universities not included in sample. This constitutes a deviation from the EUROSTUDENT target group. No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.
Sweden (SE) No non-universities exist in Sweden. Slovakia: No short-cycle programmes included in sample as they do not exist or are not considered to be higher education.
Turkey (TR) Online students are – in line with the EUROSTUDENT conventions – not included in the sample, although these make up a large part of the student population. No non-universities exist in Turkey.
Further information can be found in the comprehensive EUROSTUDENT VI Synopsis of Indicators (methodological notes are covered in chapter A3).
Students' employment during the current lecture period
Share of students (in %)
Data source: EUROSTUDENT VI, H.31
Focus Group: All students
Chart
with a paid job from time to time during the lecture period (occasional paid job)
without a paid job during the lecture period
Table
Country | all students | ||||||||
---|---|---|---|---|---|---|---|---|---|
with a paid job during the whole lecture period (regular paid job) | with a paid job from time to time during the lecture period (occasional paid job) | without a paid job during the lecture period |
|||||||
Value | Unit | Count | Value | Unit | Count | Value | Unit | Count | |
AL | 13.5 | % | 326 | 8.9 | % | 215 | 77.6 | % | 1,873 |
AT (D) | 47.1 | % | 20,500 | 14.0 | % | 6,092 | 38.9 | % | 16,942 |
CH (D) | 48.1 | % | 7,600 | 15.2 | % | 2,407 | 36.7 | % | 5,807 |
CZ (D) | 49.0 | % | 8,074 | 22.4 | % | 3,683 | 28.6 | % | 4,705 |
DE (D) | 54.1 | % | 28,687 | 17.4 | % | 9,216 | 28.5 | % | 15,097 |
DK | 36.3 | % | 4,289 | 25.4 | % | 3,007 | 38.3 | % | 4,532 |
EE | 52.5 | % | 1,069 | 12.9 | % | 263 | 34.6 | % | 703 |
FI | 28.7 | % | 1,820 | 22.8 | % | 1,445 | 48.5 | % | 3,075 |
FR (D) | 21.0 | % | 8,769 | 23.3 | % | 9,732 | 55.7 | % | 23,235 |
GE | 20.2 | % | 1,523 | 9.8 | % | 742 | 70.0 | % | 5,293 |
HR | 26.4 | % | 1,037 | 15.9 | % | 626 | 57.7 | % | 2,263 |
HU | 38.9 | % | 2,745 | 14.4 | % | 1,016 | 46.7 | % | 3,293 |
IE (D) | 34.6 | % | 5,832 | 17.2 | % | 2,903 | 48.2 | % | 8,131 |
IS (D) | 49.5 | % | 975 | 18.7 | % | 369 | 31.8 | % | 626 |
IT (D) | 11.4 | % | 568 | 12.5 | % | 623 | 76.1 | % | 3,804 |
LT | 36.7 | % | 1,224 | 9.2 | % | 308 | 54.1 | % | 1,807 |
LV | 48.6 | % | 1,136 | 11.9 | % | 279 | 39.5 | % | 924 |
MT | 39.0 | % | 338 | 13.5 | % | 117 | 47.5 | % | 411 |
NL | 44.7 | % | 5,155 | 31.8 | % | 3,667 | 23.5 | % | 2,716 |
NO | 41.7 | % | 3,429 | 24.9 | % | 2,045 | 33.4 | % | 2,747 |
PL | 43.8 | % | 1,337 | 15.9 | % | 486 | 40.2 | % | 1,226 |
PT | 22.3 | % | 1,129 | 8.0 | % | 405 | 69.7 | % | 3,522 |
RO | 34.1 | % | 1,350 | 6.1 | % | 240 | 59.8 | % | 2,366 |
RS | 11.3 | % | 588 | 13.0 | % | 672 | 75.7 | % | 3,928 |
SE | 27.7 | % | 2,373 | 20.7 | % | 1,771 | 51.6 | % | 4,420 |
SI | 33.1 | % | 1,645 | 25.3 | % | 1,258 | 41.6 | % | 2,065 |
SK | 38.7 | % | 557 | 19.6 | % | 282 | 41.6 | % | 599 |
TR | 18.3 | % | 4,613 | 10.7 | % | 2,689 | 71.0 | % | 17,894 |
Technical notes
Paid job during lecture period: Paid work alongside studies during the lecture period; including (occasional) jobs from time to time during the lecture period and (regular) jobs during the entire semester.
Country-specific information
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
• Question not askedemployment/employment_c: No data: Question not asked
Researchers' comments
61% of students in Austria engage in paid employment alongside their studies. Regarding employment during the lecture period, 47% work on a regular basis while 14% work only occasionally. In general, working students spend on average 19.9 hours per week on their jobs, though students who work on a regular basis work on average 22.8 hours per week, whereas students who work only occasionally spend around 8.8 hours per week on paid jobs. Age has a strong influence on students' employment rate (and the amount of time spent on paid jobs). The employment rate increases from "only" 40% in the age group “younger than 22 years” to 76% in the group “at least 30 years”. Younger students are more likely to work occasionally during the semester (on average smaller number of hours). Students with a delayed transition engage – as expected – more often in gainful employment than students with a direct transition (69% vs. 61%), which is also due to the age differences in both groups. Also the average time spent on employment differs substantially: delayed transition students work on average 8 hours per week more than students with a direct transition into higher education (26 h/week vs. 18.4 h/week). In comparison to direct transition students, those with a delayed transition work rather on regular basis than occasionally. Female students work slightly more often than male students (62% vs. 60%). This is due to the slightly higher rate of students working occasionally during the lecture period among females; the share of students working during the whole lecture period is similar among males and females. Until the age of 28, female students show higher employment rates than men, among older students this changes (but is also due to the occasional employment). On average, female students work less hours than working men (18.2 h/week vs. 22.0 h/week), which is partly related to the higher average age of male students (who start their studies later, were more often pursuing an employment before entering higher education which they continue during their studies). Taking age into account, there are no gender differences regarding the number of weekly working hours among students between the age of 22 and 27 years. Female students work less hours per week only among the youngest ("younger than 22 years") and the oldest ("at least 30 years") age groups. Students without higher education background work more often and more hours than students whose parents have graduated from higher education (64% vs. 57%). These differences hold true even when considering the age difference between both groups (although less pronounced for the 21 and 22 year olds). Students in Bachelor programmes have (with 56%) the lowest employment rates, Master students - the highest. Here, we should take the different study organisation (programme duration, flexibility regarding the reconciliation of studies and employment) as well as age distribution in the two groups into account (BA students are on average 3 years younger than MA students). Comparing the non-university sector with the university sector, not that many differences can be observed at the first glance. Students in non-universities have a slightly lower employment rate (61% vs. 59%). Looking at the non-university sector alone, greater differences become apparent: Students at university colleges of teacher education and students in full-time study programmes at universities of applied sciences show (far) below average employment rates (57% and 40%), whereas students in extra-occupational study programmes at universities of applied sciences show employment rates of 90% (and work on average 34h per week ). Relatively high employment rates can be observed in the study field of business, administration and law (68%), social sciences (66%) and ICTs (64%), opposed to engineering and natural sciences, in which students tend to work more seldom (56% and 53%).
Country deviation
• Text/phrasing altered (question text/text of provided response option(s)/text of scale anchor)Phrasing altered: - E:VI question: "Do you have (a) paid job(s) during the current lecture period?" - Two national questions: - "During the last 12 months did you have (a) paid job(s)?" - [For those students who did have a paid job during the last 12 months] "Do you have a paid job during the lecture period ?" 'Yes, during the whole lecture period' 'No, from time to time' Some respondents report that they work during the lecture period (either 'the whole lecture period' or 'from time to time'), but we do not know if they have a paid job currently or did work last semester. Consequently, a small number of students report they (did) work, but indicate 0 hour spent on paid job activities, because they do not work at the moment (cross tabulation with focus group "working students" and "Average time spent on paid jobs during week in lecture period").
Researchers' comments
No interpretation provided.
Country deviation
• Text/phrasing altered (question text/text of provided response option(s)/text of scale anchor)We extended answers by additional options: paid job, unpaied short-term attachment and volunteering.
Researchers' comments
Almost half of students work during the whole lecture period. It is the most important for students who are dependent on self-earned income. Almost 90% of them work during the whole lecture period and additional 9% work from time to time. It significantly differs among individual fields of study where 59% of students from Bussiness and administration and 62% students of Education work during the whole lecture period. On the contrary, 47% students of Health and welfare do not work.
Country deviation
• Large number of missings (single question/item/indicator only)• Other methodological comment
Due to EUROSTUDENT conventions, students who stated that they work but did not provide the average hours per week where excluded from the sample. In the German Social Survey (21. Sozialerhebung), students were asked if they work [1] at least five days a week, [2] 3-4 days a week, [3] 1-2 days a week , [4] 1-3 days per month or [5] less than one day per month. The first three categories were grouped into the first EUROSTUDENT VI category "Yes, I work during the whole #lecture period" and the fourth and fifth category in the second EUROSTUDENT VI category "Yes, I work from time to time during the #lecture period".
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
• Text/phrasing altered (question text/text of provided response option(s)/text of scale anchor)The question indicates "during the current year of study".
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
• Other methodological commentIn a divergence from Eurostudent convention, not all students who worked during terms were asked how many hours they worked. Instead, only students who worked during the "whole semester" were asked how many hours they worked, i.e. students who worked from "time to time" were not asked how many hours they worked.
Researchers' comments
Please note that only students who worked during the whole semester were asked how many hours they worked, i.e. students who worked from "time to time" were not asked how many hours they worked. This is a national deviation from Eurostudent convention.
Country deviation
• Text/phrasing altered (question text/text of provided response option(s)/text of scale anchor)We changed the word "best" to "better", as it's more relatable in the Icelandic language.
Researchers' comments
Those dependent on self-earned income are the most likely to have a paid job during the whole lecture period. ADDITIONAL INFORMATION: Yes there is a limit on the amount student can earn to receive a student loan.
Country deviation
• Other methodological commentNo data available for lecture-free period
Researchers' comments
Student employment has further decreased in the last three years, confirming the trend to a significant decline, which appears to be a direct consequence of the economic crisis. In Italy, this crisis continues to have the strongest negative impact on the youth labour market, especially in some areas of the country. The decline mainly affects temporary jobs, while regular jobs appear to be substantially stable. This different performance appears to confirm the scenario described above. The analysis of employment rates within different focus groups confirms the outcomes of previous editions of then Survey. Age appears to be a very important issue: employment grows as the age grows, at a first stage (up to 25 years), mainly in the form of temporary jobs, while regular jobs widely prevails in the age group 30 years or more. Relevant differences can also be reported in relation to: qualification studies and fields of study, forms of transition to HE, and study intensity. The need to work to cover one’s living costs and/or to afford to be a student is associated with employment rates higher than the average. Limited differences are reported for most other issues surveyed, including sex, forms of living, and impairments.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
42 per cent of the students in Norway have paid work during the semester, while 25 per cent indicate that they work from time to time. There are also a lot of students working during the holidays, and 37 per cent of the students work both during the semester and during the holidays. Among the students being dependent on self-earned income, the share of working students is highest, with 82 per cent indicating that they work during the semester. 72 per cent of the students in this group work both during the lecture period and the holidays. There are no legal regulations regarding student work, yet the student grants provided by the State Educational Loan Fund (Lånekassen) are means-tested against the student’s income. Conversely, for students having a high income, parts of the national student loan will not be converted into a grant.
Country deviation
Researchers' comments
44 % of Polish HE students have at least paid job during the whole lecture period. Around one sixth have paid job from time to time (16 %). 40 % do not work during the current lecture period. Considering students' employment during semester and lecture-free period, less than ¼ of them is never working (23 %). Group of students working during entire semester and holidays is the biggest (40 %). One sixth works only during holidays (17 %) and every eighth student works from time to time during semester and in holidays (13 %). 4 % respectively, works only during the entire semester or from time to time during the entire semester. The vast majority of students dependent on self-earned income works during the whole lecture period (90 %). Moreover, 82 % of them works during entire semester and holidays. On the opposite, most of the students dependent on family or public student support do not work during the current lecture period (68 and 85 %, respectively). More than ¼ of the students dependent on family or public student support work during semester and lecture- free period only when there are holidays (30 and 33 %). Student (from secondary school, high school or HEI) younger than 26 may have not be experienced and high-productive, but in Poland he does not have to be insured in Social Insurance Institution (ZUS) and employers do not have to pay any contributions to this institution for this young employee. Their contract of employment which is chosen by the vast majority (called “umowa zlecenia” or “umowa o dzielo”) does not contain social and health insurance, either compulsory or voluntary, so it results in savings for companies eager to employ students. Nowadays (March 2017), due to ZUS’s financial problems the government plans to add compulsory contributions to those contracts so higher unemployment among the youth is a possible problem in future months, because costs of employing students could increase even by 40 %.
Country deviation
Researchers' comments
In Portugal any student who has been actively employed for six months or more can request, at the beginning of each academic period, the attribution of worker-student status (Article 39 of the Labour Code). This status defines specific rules related to the reconciliation of study and work activities, namely the possibility of time off from work to attend classes and take assessment examinations. Once the first year has been completed, the renewal of this status will depend on having passed the academic requirements of the previous year. Frequently, these students are advised to attend the study programme designed on a part-time basis, which enables them to attenuate the invested effort to achieve pass grades and at the same time allows the students to benefit from a significant discount on tuition fees. Some establishments provide an offer of education outside normal working hours; however, this offer does not cover the entire system, nor all the courses, and is thus a limitative factor of the possibility of reconciling studies and work. In Portugal the relative weight of students who accumulate study and work activities continues to be that of a minority, involving around 30% of the students, of whom 22.3% are actively employed during the whole academic period and 8% only from time to time. The involvement of the students in paid work during the lectured academic period is significantly related to study intensity. In the sociodemographic sphere, student employment increases considerably with the student’s age and is also slightly higher in the male segment. The students whose parents never attended higher education, and who are enrolled at polytechnic education institutions show a higher propensity to have greater involvement in the labour market. In general, 86% of the students whose main income source is work are actively employed throughout the entire lectured academic period. This percentage drops to 12.4% in the segment whose main source of income is their family, and is only 5.2% in the case of students dependent on public student support, which is not unrelated to the fact that income from work, even if occasional, is considered in determining the attribution, or not, of social action scholarships.
Country deviation
Researchers' comments
There is this pattern of either working (having a regular job, 8 hrs/day), either not working at all. There are study programs that are not very demanding and it is possible for their students to have a full time job while also being students.
Country deviation
Researchers' comments
Majority of students don’t work during the lecture period – 75.7% of them. Students who do work tend to work from time to time, and not during the entire lecture period, although the differences are small (13% of students work occasionally, and 11.3% work permanently). Low intensity students more often have job(s) during the whole lecture period. Moreover, 60.2% of students who depend on self-earned income work during the whole lecture period, while none of the students who receive public support have permanent job. Students who have financial troubles are more likely to work during lecture period, and that includes both, permanent and occasional jobs. Students of services and business are more likely to work, especially on permanent jobs, while students of agriculture and health are most likely to not work during lecture period. Percent of students who never work is lower, but half of students still report having no jobs at all – 59.1% of them. Another 16.5% work, but only during holidays. There is another 10.2% of those who work permanently, during lecture time and holidays, and 9.8% of those who work occasionally, during lecture and holiday time. The rarest are those students who work only during the lecture time – whether this work is permanent, or occasional. Most of the high intensity students don’t have jobs at any point during the year, while half of the low intensity students work at least occasionally and during holidays. Low intensity students are also more likely to have permanent jobs, working during lecture and holiday time. Students who depend on self-earned income are most likely to work permanently, during entire year, while the majority of students who depend on public support don’t work, and if they do, they work occasionally. Students without financial difficulties are more likely to not work, and if they do have jobs, they are occasional. Students of health and agriculture tend to never work, while the majority of students of services (over 50%) work at least at some time during the year.
Country deviation
Researchers' comments
No interpretation provided.
Country deviation
Researchers' comments
Slovenian students (and also high-school students) in majority do students work. It is flexible temporary or occasional work, organized in similar manner as agency work. Agencies provide and offer work for students, minimum wage is determined by the law (4,53 EUR/hour) and is synchronized with minimum wage of full-time and regular employed person. With reforms of student work in past 5 years, student work has become as expensive for employers as regular employment, but offers them more flexible workforce and an HR tool for searching new employees. Students are able to earn income to provide for studies and to gain valuable work experiences before graduation. Working student does student work on average 3 months per year, while student work in total represents about 3% of total labour market. As with any other income (excluding state scholarships), income from student work is taken into account when applying for social-based scholarships. Students are eligible for special tax relief (around 2.400 EUR per year) for income, earned with student work. Student work is one of students rights in Slovenia and allows students to earn income while staying eligible for subsidies (transportation, housing, meals) and free public health insurance. Being in full time regular employment on the other hand excludes students from subsidies and free health care. Every citizen is provided with free education on each education level up to masters’ degree, even regularly employed, but in most cases, due to larger flexibility of studies, regularly employed students study mostly on ‘extraordinary’ or ‘irregular’ study programmes, for which they have to pay tuition fees. 41,6% of students do not work during semester, but only 19,6% of them never work, meaning 21,9% of Slovenian students work only during holidays. One third of students (33,1%) of students work during the whole lecture period, of which 27,5% work during the whole semester and holidays (here are included all full-time employed students). Another 25,3% of students work from time to time during lecture period, of which majority (21,9% of total) works also during holidays. When taking into account dependency on income source, largest share of students who do never work are those, who are dependent on public support (36,9%) with the same share of students (36,9%) who work only during holidays and 18,4% of students, who are dependent on public support and work from time to time during entire semester and holidays. Note that students can receive public support and are not included in this group, since their income from other sources is higher than income from public support. As expected, largest share of students who work during entire semester and holidays is within the group of students dependent on self-earned income (53,3%). Second type of work in share within this group of students works from time to time during semester and holidays (21,6%) and third only during entire semester (13%). Students, dependent on family, are most dispersed when looking at type of employment during semester and lecture-free period. 28,8% of them never work and 29,3% work only during holidays. 24,6% of them work from time to time during semester and holidays and 10,8% of them work during entire semester and holidays. Similar is with students dependent on other income; 30,2% of them work from time to time during semester and holidays, 23,7% work only during holidays, 20,5% of them work during entire semester and holidays and 17,1% never work.
Country deviation
Researchers' comments
Slightly less than 2/5 of students in Slovakia have a paid job(s) during the current whole lecture period, approximately 1/5 of them have a paid job(s) from time to time and slightly more than 2/5 of them don´t work during the (current) lecture period. The most of students dependent on self-earned income work during entire semester and holidays.
Country deviation