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Education related migration mainly concerns young persons, starting a tertiary education in another municipality. A comprehensive story of the relationship between talent, education and attractivity can be found here: http://www.migrationpolicy.org/transatlantic/talent.pdf

Good educational facilities can pull human capital towards a region. For instance, because new settlers want good schools for their children or education possibilities for themselves. On the other hand educational facilities produces human capital. Nonetheless educational facilities produce brain drain as well

  • if the region cannot absorb the graduates;
  • if there is a mismatch between regional needs for human capital and produced human capital, which forces graduates to move to other regions;
  • or because graduates decide not to fulfil existing vacancies in the region but to move to vacancies elsewhere because of one of the push and pull factors considered here.

Building competencies and encouraging professional excellence in communities and economic development organizations will assist the regions in building capacity and achieving their objectives in an effective fashion. Education is essential in building these competences. How is the local potential for talent ‘tapped’ and nurtured? How are the new generations encouraged to partake in education – craft-oriented, vocational and academic – to the best of their abilities? What possibilities for life-long learning are offered, on what issues? Attraction of undergraduates by the establishment of graduate education institutions (like outposts from established university course)

Important education activities in Twente are coordinated by the Platform Enschede Studentencity. This platform aims at the promotion of the city of Enschede as a university town and as a place to study. This is done by proving information on all aspects of student life in Enschede and subsidizing (student)initiatives to make Enschede better known as a student city.  Students can come up with their own initiatives. These initiatives can be supported financially by the Platform. A student initiative has to be within the goals aimed at by the Platform. Also, the Platform attempts to stress the positive distinctive features of Enschede as a university town outside the region. In this, it primarily has a supportive function behind the advertising campaigns of the individual institutes and departments. Platform Enschede Studentenstad arose from the Stichting Enschede Studentenstad, which was founded in 1999. In the Platform, the municipality, the University of Twente, Saxion Universities for professional education, AKI Academy of Fine Arts and Design, and  ITC (International Institute for Geo-Information Science and Earth Observation) hold a position.

Besides, the institutes for higher education in the Twente region work together in the so ]called LINX ]network. Goal of this network is therealization of an ongoing educational supply chain, from lower vocational education, through intermediate vocational education, to higher vocational education in the Twente region.

In all the regions the role of business in education was stressed. Both as being an important stakeholder to consult on what qualifications students need to actually get a job but also as places where part of the education should take place.

For more work on this issue the Brain Flow mini programme created two other projects.
Two Brainflow projects were concerned with the role of education in providing human capital in the region, The BRAND-project and the STEP FORWARD project.

The idea of the BRAND project is that effective regional alumni networks will stimulate the return of migrants (re-migration) into the region. A precondition for highly skilled, who studied in a region to return to this region is that they have some binding with the region . The STEP Forward project works on this binding and the BRAND project focuses on effectively using the alumni networks to interest the graduates that migrated for return migration.