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Italy (2%) and Russia (4) in 2008 (OECD, 2010). There is also an internal mobility of
students. Thus, Czech students prefer as main destination Slovak Republic (26%). In
some European countries, the proportion of students enrolled in the field of “Health and
Welfare” is higher in Belgium (about 40% in 2004), followed by Denmark (21%), and
the Netherlands (14%) (Dummont and Zurn, 2007).
More and more students cross the border. This is particularly true within the EU. The EU
supports the Erasmus program and Bologna process. The latter favors international
mobility of students. The Bologna process and the mobility of health professionals within
the EU is much easier than before. In the case of medical field, where are a high number
of French and German students failing the entrance test in their country of origin, they
find a substitute, for example, in the French speaking part of Belgium or in Austria and
return home after obtaining their degree. In this case, France and Germany free ride their
neighbor. The EU aims to reach a benchmark of 20% of all graduating students with a
study or training period abroad by 2020.
Gérard (2010), based on OECD and UNESCO figures, provides some numbers about the
mobility of students within the EU. He provides information on the proportion of foreign
students from EU member states in local institutions. Furthermore, he also includes
information on the balance in and out flows of students within the EU. Belgium, Austria,
and UK are the countries with the largest proportion of foreign students. The percentages
were 6.5, 8.1 and 4 % respectively. The lowest proportions of foreign students are found
in Poland and Greece with 0.04 % respectively (for more details, see Gérard and
Vanderberghe, 2007).
Recognition is another importance part of the Bologna process. Davies (2010) has also
pointed out the need for the Bologna process to speed up the transparency and ease
recognition. The main objective of recognition is to make possible for learners to use
their qualifications from one education system to another education system without
losing the real value of these qualifications. This is facilitated with the European Credit
Transfer System (ECTS) and DS system. Nevertheless, in Europe, the introduction of a
two cycle structure has found a lot resistance. Indeed, this structure is seen as problematic
and probably harmful to medical education and its quality, to the medical students,
schools and professionals”. Recall that the medical education is regulated under the
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