What are the objectives and important features of the Erasmus+ Programme?

General objective

The general objective of the Programme is to support, through lifelong learning, the educational, professional and personal development of people in education, training, youth and sport, in Europe and beyond, thereby contributing to sustainable growth, quality jobs and social cohesion, to driving innovation, and to strengthening European identity and active citizenship. As such, the Programme shall be a key instrument for building a European Education Area, supporting the implementation of the European strategic cooperation in the field of education and training, with its underlying sectoral agendas, advancing youth policy cooperation under the Union Youth Strategy 2019-2027 and developing the European dimension in sport.

Specific objectives

The Programme has the following specific objectives:

  • promote learning mobility of individuals and groups, as well as cooperation, quality, inclusion and equity, excellence, creativity and innovation at the level of organisations and policies in the field of education and training;

  • promote non-formal and informal learning mobility and active participation among young people, as well as cooperation, quality, inclusion, creativity and innovation at the level of organisations and policies in the field of youth;

  • promote learning mobility of sport staff, as well as cooperation, quality, inclusion, creativity and innovation at the level of sport organisations and sport policies.

Important characteristics of the Erasmus+ Programme

The following features of the Programme deserve special attention:

Protection, health and safety of participants

Protection and safety of participants involved in the Erasmus+ projects are important principles of the Programme. All persons participating in the Erasmus+ Programme should have the opportunity to take full advantage of the possibilities for personal and professional development and learning. This should be assured in a safe environment which respects and protects the rights of all persons, their physical and emotional integrity, their mental health and wellbeing.

Each organisation participating in the Programme must have in place effective procedures and arrangements to promote and guarantee the safety, protection and non-discrimination of the participants in their activity. When necessary, adults should accompany underage participants (pupils, VET learners, youngsters) in mobility activities. Accompanying adults should ensure sufficient quality of the learning component of the mobility as well as the protection and safety of the underage participants.

In addition, all pupils, students, trainees, apprentices, adult learners, young people, and staff, involved in a mobility activity under all Key Actions of the Erasmus+ Programme, must be insured against the risks linked to their participation in these activities. The Programme leaves it up to project organisers to seek the most suitable insurance policy according to the type of project carried out and to the insurance formats available at national level. Furthermore, it is not necessary to subscribe to a project-specific insurance, if the participants are already covered by existing insurance policies of the project organisers.

In either case, the following areas must be covered:

  • wherever relevant, travel insurance (including damage or loss of luggage);
  • third party liability (including, wherever appropriate, professional indemnity or insurance for responsibility);
  • accident and serious illness (including permanent or temporary incapacity);
  • death (including repatriation in case of projects carried out abroad).

If applicable, it is strongly recommended that participants in transnational activities are in possession of a European Health Insurance Card. This is a free card that gives access to medically necessary, state-provided healthcare during a temporary stay in any of the 27 EU countries, Iceland, Liechtenstein and Norway, under the same conditions and at the same cost (free in some countries) as people insured in that country. More information on the card and on how to obtain it is available at http://ec.europa.eu/social/main.jsp?catId=559.

Finally, if projects involve young people under 18, participating organisations are required to obtain the prior authorisation of participation from their parents or those acting on their behalf.

Multilingualism

Multilingualism is one of the cornerstones of the European project and a powerful symbol of the EU's aspiration to be united in diversity. Foreign languages have a prominent role among the skills that will help equip people better for the labour market and make the most of available opportunities. The EU has set the goal that every citizen should have the opportunity to acquire at least two foreign languages, from an early age.

The promotion of language learning and linguistic diversity is one of the specific objectives of the Programme. The lack of language competences is one of the main barriers to participation in European education, training and youth programmes. The opportunities put in place to offer linguistic support are aimed to make mobility more efficient and effective, to improve learning performance and therefore contribute to the specific objective of the Programme.

The programme will offer language learning support to participants carrying out a mobility activity. This support will mainly be offered via the Erasmus+ Online Language Support (OLS) platform, adapted as necessary to individual sectors, as e-learning offers advantages for language learning in terms of access and flexibility. The Erasmus+ Online Language Support (OLS) will allow participants to assess, practice and improve their knowledge of languages. The platform will provide features such as assisted and blended learning tools to enable teachers and youth workers to provide extra support to their learners and social networking to enable collaborative learning. The Erasmus+ Online Language Support (OLS) will also provide free open language learning material. In addition to OLS, other forms for linguistic support may be offered to support the language learning needs of particular target groups – such as the use of sign language or braille, which can be financed through the dedicated financial inclusion support category.

Within the framework of cooperation projects, language teaching and learning will also be encouraged. Innovation and good practices aiming to promote language skills can include for example teaching and assessment methods, development of pedagogical material, research, computer assisted language learning and entrepreneurial ventures using foreign languages.

The European Commission has established the European Language Label (ELL) awards to recognise quality, to support the sharing of results of excellent projects in the area of multilingualism, and to promote public interest in language learning. National Agencies will award the ELL annually or biennially to education and training organisations that have completed a decentralised Erasmus+ project with outstanding results in the area of language learning and teaching. In addition to the selection among Erasmus+ projects, the National Agency may decide to award the ELL to other initiatives with comprehensive, inclusive or innovative approaches to the teaching and learning of languages.

International dimension

Erasmus+ includes a strong international dimension (i.e. cooperation with Partner Countries) in mobility, cooperation and policy dialogue activities. In order to support European organisations in facing the global challenges brought about by globalisation, climate change and the digital transition, a key element is the intensification of international mobility and cooperation with third countries, strengthening the role of the European Union as a global actor. In parallel, the Programme actions contribute to promoting values, principles and interests around common priorities, , notably related to human and institutional development climate change, digital transition, growth and jobs, good governance and peace and security. The engagement of the young people in Partner Countries is a key element in the process of building societies that are more resilient and are based on mutual trust and intercultural understanding.

Recognition and validation of skills and qualifications

Erasmus+ supports EU transparency and recognition tools for competences, skills and qualifications – in particular Europass, Youthpass, the European Qualifications Framework (EQF), the European Credit Transfer and Accumulation System (ECTS), the European Quality Assurance Reference Framework (EQAVET), the European Quality Assurance Register (EQAR), the European Association for Quality Assurance in Higher Education (ENQA) – as well as EU-wide networks in the field of education and training supporting these tools, in particular the National Academic Recognition Information Centre (NARIC), Euroguidance networks, the National Europass Centres and the EQF National Coordination Points. A common purpose of these tools is to ensure that competences, skills and qualifications can be more easily recognised and are better understood, within and across national borders, in all sub-systems of education and training as well as in the labour market, no matter whether these were acquired through formal education and training or through other learning experiences (e.g. work experience; volunteering, online learning).

In order to fulfil these objectives, the tools available should be able to cater for new phenomena such as internationalisation of education and growing use of digital learning, and support the creation of flexible learning pathways in line with learners' needs and objectives. The tools may also need to evolve in the future, leading to enhanced coherence and simplification that allow learners and workers to move freely for learning or working.

In the field of youth, thematic strategies1 such as Youthpass and the European Training Strategy (ETS) aim at offering further support to the developments in these areas.

More information available at: https://ec.europa.eu/education/policy/strategic-framework/skills-qualifi...

Communicating projects and their results to maximise impact

Communicating projects and their results is crucial to ensure impact at different levels. Depending on the action, applicants for funding under Erasmus+ are required to plan their communication activities to share information about their project and results during and beyond the project life cycle. Project applications will be evaluated based on relevant criteria to ensure that these aspects are covered. Applicants will also need to evaluate the success of their communication activities, both qualitatively and quantitatively. The level and intensity of communication and dissemination activities should be proportional to the objectives, the scope and the targets of the different actions of Erasmus+.

Beneficiaries must clearly acknowledge the European Union’s support in all communication and dissemination activities and products, such as events, internet websites and publications. In particular, they must ensure that the European Union emblem is included in all communication material and it respects the provisions laid out in the grant agreement or grant decision2. The beneficiary’s grant may be reduced if such provisions are not respected.

In order to design a good communication and dissemination plan, applicants need to take into consideration the following:

  • The communication objectives: i.e. to raise awareness, promote societal values, develop new partnerships for the future or influence policies and practices;

  • The audience or target group: these are the people you would like to reach out to and that could make use of results.  Be as specific as you can. It can be the general public, stakeholders, experts and other interested parties, decision-makers, media etc.;

  • The channels and activities to reach the target audience: applicants need to choose the channels and activities that are the most effective and appropriate to meet the needs of their chosen targets, such as social media, events, publications.

  • The project results (outputs and outcomes) such as good practice guide, a practical tool or product, research report of studies, what knowledge and skills were gained and so on. Results should be shared or promoted on the Erasmus+ Project Result Platform (https://ec.europa.eu/programmes/erasmus-plus/projects_en).

  • The timing: you need to effectively plan when different activities take place (linking it to work plan/ milestones), agree on realistic target and ensure flexibility depending on the project progress, the change in needs of the target audience or group as well as development in policy and procedure.

  • Key performance indicators (KPIs): indicators are a valuable management tool to monitor progress (and allow adjustments if needed) during the implementation of the communication and dissemination plan and to measure the degree of success in achieving its objectives

Erasmus+ Open Access Requirement for educational materials

Erasmus+ promotes the open access of project outputs to support learning, teaching, training, and youth work. In particular, Erasmus+ beneficiaries are committed to make any educational resources and tools which are produced in the context of projects supported by the Programme – documents, media, software or other materials freely available for the public under an open license. The materials should be easily accessible and retrievable without cost or limitations, and the open license must allow the public to use, reuse, adapt and share the resource. Such materials are known as ‘Open Educational Resources’ (OER). To achieve this aim, the resources should be uploaded in an editable digital form, on a suitable and openly accessible platform. While Erasmus+ encourages beneficiaries to apply the most open licenses3,  beneficiaries may choose licenses that impose some limitations, e.g. restrict commercial use by others, or commit others to apply the same license on derivative works, if this is appropriate to the nature of the project and to the type of material, and if it still allows the public to use, reuse, adapt and share the resource. The open access requirement is obligatory and is without prejudice to the intellectual property rights of the grant beneficiaries.

Erasmus+ Open Access for research and data

Erasmus+ encourages beneficiaries to publish research output through open access pathways, i.e. in ways which are free of cost or other access restrictions. Beneficiaries are also encouraged to apply open licenses to this research output. Whenever possible, data collected by projects should be published as 'open data', i.e. with an open license, in a suitable format and on a suitable open data platform.

Priorities of the Erasmus+ Programme

Inclusion and Diversity

The Programme seeks to promote equal opportunities and access, inclusion, diversity and fairness across all its actions. Organisations and the participants with fewer opportunities themselves are at the heart of these objectives and with these in mind, the programme puts mechanisms and resources at their disposal. When designing their projects and activities, organisations should have an inclusive approach, making them accessible to a diverse range of participants.

To achieve this, National Agencies are also vital to support projects with a view for these to being as inclusive and diverse as possible. Based on the overall principles and mechanisms at European level, National Agencies will draw up inclusion and diversity plans to best address the needs of participants with fewer opportunities and to support the organisations working with these target groups in their national context. At the same time, the SALTO Resource Centres supporting the implementation of the programme are also key players in promoting and rolling out inclusion and diversity measures, in particular as regards to gather knowledge and to conceive and run capacity-building activities for National Agency staff and programme beneficiaries. Likewise, the European Education and Culture Executive Agency (EACEA) plays an equally important role for the programme strands that are managed centrally. In Partner Countries, EU Delegations and – where they exist - the National Erasmus+ Offices (NEOs) are also key in bringing the programme closer to the target groups addressed by this Strategy.

In order to implement these principles, an Inclusion and Diversity Strategy covering all programme fields is devised to support an easier access to funding for a wider range of organisations, and to better reach out to more participants with fewer opportunities. It also sets up a framework for those projects, supported through the programme, which intend to work on inclusion and diversity related issues. This Strategy aims to help addressing the barriers different target groups may face in accessing such opportunities within Europe and beyond.

The list of such potential barriers, spelt out below, is not exhaustive and is meant to provide a reference in taking action with a view to increasing accessibility and outreach to people with fewer opportunities. These barriers can hinder their participation both as a stand-alone factor and in combination among them:

  • Disabilities: This includes physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder someone’s full and effective participation in society on the same footing as others1.
  • Health problems: Barriers may result from health issues including severe illnesses, chronic diseases, or any  other physical or mental health-related situation that prevents from participating in the programme.
  • Barriers linked to education and training systems: Individuals struggling to perform in education and training systems for various reasons, early school-leavers, NEETs (people not in education, employment or training) and low-skilled adults may face barriers. Although other factors may play a role, these educational difficulties, while they may also be linked to personal circumstances, mostly result from an educational system which creates structural limitations and/or does not fully take into account the individual’s particular needs. Individuals can also face barriers to participation when the structure of curricula makes it difficult to undertake a learning or training mobility abroad as part of their studies.
  • Cultural differences: While cultural differences may be perceived as barriers by people from any backgrounds, they can particularly affect people with fewer opportunities. Such differences may represent significant barriers to learning in general, all the more for people with a migrant or refugee background – especially newly-arrived migrants -, people belonging to a national or ethnic minority, sign language users, people with linguistic adaptation and cultural inclusion difficulties, etc. Being exposed to foreign languages and cultural differences when taking part in any kind of programme activities may put off individuals and somehow limit the benefits from their participation. And such cultural differences may even prevent potential participants from applying for support through the programme, thereby representing an entry barrier altogether.
  • Social barriers: Social adjustment difficulties such as limited social competences, anti-social or high-risk behaviours, (former) offenders, (former) drug or alcohol abusers, or social marginalisation may represent a barrier. Other social barriers can stem from family circumstances, for instance being the first in the family to access higher education or being a parent (especially a single parent), a caregiver, a breadwinner or an orphan, or having lived or currently living in institutional care.
  • Economic barriers: Economic disadvantage like a low standard of living, low income, learners who need to work to support themselves, dependence on the social welfare system, in long-term unemployment, precarious situations or poverty, being homeless, in debt or with financial problems, etc., may represent a barrier. Other difficulties may derive from the limited transferability of services (in particular support to people with fewer opportunities) that needs to be "mobile" together with the participants when going to a far place or, all the more, abroad.  
  • Barriers linked to discrimination: Barriers can occur as a result of discriminations linked to gender, age, ethnicity, religion, beliefs, sexual orientation, disability, or intersectional factors (a combination of two or several of the mentioned discrimination barriers).
  • Geographical barriers: Living in remote or rural areas, on small islands or in peripheral/outermost regions, in urban suburbs, in less serviced areas (limited public transport, poor facilities) or less developed areas in third countries, etc., may constitute a barrier.

Digital Transformation

The COVID-19 crisis shed light on the importance of digital education for the digital transformation that Europe needs. In particular, it emphasised the increased need to harness the potential of digital technologies for teaching and learning and to develop digital skills for all. In line with the strategic priorities of the Digital Education Action Plan (2021-2027)2, the Programme aims to support this endeavour to engage learners, educators, youth workers, young people and organisations in the path to digital transformation.

The programme will support the first strategic priority of the Action Plan, the development of a high-performing digital education ecosystem, by building capacity and critical understanding in all type of education and training institutions on how to exploit the opportunities offered by digital technologies for teaching and learning at all levels and for all sectors and to develop digital transformation plans.

The programme will also support the second strategic priority of the Action Plan, by supporting actions aiming at enhancing digital skills and competence development at all levels of society and for everyone (including young people with fewer opportunities, students, job seekers and workers). The focus will be on fostering both basic and advanced digital skills as well as digital literacy, which has become essential for everyday life and for enabling people to navigate a world full of algorithms and participate fully in civil society and democracy.

In line with these two strategic priorities of the Action Plan, a European Digital Education Hub will be established to improve coordination on digital education at the EU level and to contribute to research exchange of good practice and research experimentation. The aim of the Hub will be to support Member States through closer cross-sectoral cooperation; a network of national advisory services on digital education to exchange experience and good practice on the enabling factors of digital education; linking national and regional digital education initiatives and strategies; and connecting national authorities, the private sector, experts, education and training providers and civil society through a more agile development of policy and practice in digital education. Moreover, the Hub will help monitor the implementation of the Digital Education Action Plan.

The Programme should reach out to a larger target group both within and beyond the Union by a greater use of information, communication and technology tools, combined use of physical mobility and virtual learning and virtual cooperation.

Participation in democratic life

The Programme addresses the Europe-wide trends of limited participation in democratic life and the low levels of knowledge and awareness about European matters that have an impact on the lives of all European citizens. Many people are reluctant, or face difficulties, in actively engaging and participating in their communities or in the Union's political and social life. Strengthening European identity and the participation of young people in democratic processes is of paramount importance for the Union's future.

The Programme supports active citizenship and ethics in lifelong learning; it fosters the development of social and intercultural competences, critical thinking and media literacy. Priority is given to projects that offer opportunities for people’s participation in democratic life, social and civic engagement through formal or non-formal learning activities. The focus is put on raising awareness of and understanding the European Union context, notably as regards the common EU values, the principles of unity and diversity, as well as their social, cultural and historical heritage.

Environment and fight against climate change

Environment and climate action are key priorities for the EU now and in the future. The European Green Deal Communication 3 is the European new growth strategy and recognises the key role of schools, training institutions and universities to engage with pupils, parents, and the wider community on the changes needed for a successful transition to become climate neutral by 2050.

The Programme will therefore be a key instrument for the building of knowledge, skills and attitudes on climate change and sustainable development both within the European Union and beyond. The Erasmus+ programme will increase the number of mobility opportunities in green forward-looking fields, which foster the development of competences, enhance career prospects and engage participants in subject areas, which are strategic for the sustainable growth of our planet, with special attention to rural development (sustainable farming, management of natural resources, soil protection, bio-agriculture). Moreover, Erasmus+, with mobility at its core, should strive for carbon-neutrality by promoting sustainable transport modes and more responsible behavior.

Since environment and fight against global warming will become a horizontal priority for the selection of projects, priority will be given to projects aimed at developing competences in various environmental sustainability-relevant sectors, including those in the framework of the contribution from education and culture to sustainable development goals, developing green sectorial skills strategies and methodologies, future-oriented curricula that better meet the needs of individuals, as well as initiatives that support the planned approaches of the participating organisations regarding environmental sustainability.

The Programme supports the use of innovative practices to make learners, staff and youth workers true factors of change (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). Priority will also be given to projects that – through education, training, youth and sport activities - enable behavioural changes for individual preferences, cultural values and awareness for sustainable development, consumption habits, and lifestyles.

Therefore, organisations and participants involved should strive to incorporate green practices in all projects through an environmental-friendly approach when designing the activity, which will encourage them to discuss and learn about environmental issues, to reflect about local actions and to come up with alternative greener ways of implementing their activities.

Platforms such as eTwinning and EPALE will continue to produce support materials and facilitate the exchange of effective educational practices and policies on environmental and sustainability matters. Erasmus+ is also a powerful instrument to reach out to and engage with a wide spectrum of players in our society (schools, universities, VET providers, youth and sport organisations, NGOs, local and regional authorities, civil society organisations, etc.).

Participation in democratic life

The Programme addresses the citizens’ limited participation in its democratic processes and their lack of knowledge about the European Union, and tries to help them overcome the difficulties in actively engaging and participating in their communities or in the Union's political and social life. Strengthening citizens’ understanding of the European Union from an early age is crucial for the Union’s future. In addition to formal education, non-formal learning can enhance the citizens’ understanding of the European Union and foster a sense of belonging to it.

The Programme supports active citizenship and ethics in lifelong learning; it fosters the development of social and intercultural competences, critical thinking and media literacy. Priority is given to projects that offer opportunities for people’s participation in democratic life, social and civic engagement through formal or non-formal learning activities. The focus is put on raising awareness of and understanding the European Union context, notably as regards the common EU values, the principles of unity and diversity, as well as their social, cultural and historical heritage.

In the field of youth, a Youth Participation Strategyhttps://www.salto-youth.net/rc/participation/ypstrategy/ has been designed to provide a common framework and support the use of the Programme to foster youth participation in democratic life.

What is the structure of the Erasmus+ Programme?

In order to achieve its objectives, the Erasmus+ Programme foresees the implementation of the following Actions in the 2021-2027 period:

Key Action 1 - Mobility of Individuals

This Key Action supports:

  • Mobility of learners and staff: opportunities for pupils, students, trainees and young people, as well as for professors, teachers, trainers, youth workers, sport coaches, staff of education institutions and civil society organisations to undertake a learning and/or professional experience in another country;
  • Youth Participation Activities: youth-led local and transnational initiatives run by informal groups of young people and/or youth organisations to help young people engage and learn to participate in democratic life, raising awareness about European Union common values and fundamental rights, bringing together young people and decision makers at local, national and European level, as well as contributing to European Union common goals;
  • DiscoverEU Activities: action offering 18-years-old young people the opportunity to have a first-time, short-term individual or group experience traveling throughout Europe in the frame of an informal educational activity aimed at fostering their sense of belonging to the European Union and discovering its cultural diversity.
  • The programme offers language learning opportunities to participants carrying out a mobility activity abroad. This support will mainly be offered via the Erasmus+ Online Language Support (OLS) tool, adapted as necessary to individual sectors, as e-learning offers advantages for language learning in terms of access and flexibility. In particular cases, that is, when online learning is not the best tool to reach the target group, additional forms of language support will be offered.

Key Action 2 – Cooperation among organisations and institutions

This Key Action supports:

Partnerships for Cooperation, including:

  • Cooperation Partnerships: The primary goal of Cooperation Partnerships is to allow organisations to increase the quality and relevance of their activities, to develop and reinforce their networks of partners, to increase their capacity to operate jointly at transnational level, boosting internationalisation of their activities, and through exchanging or developing new practices and methods as well as sharing and confronting ideas.
  • Small-scale Partnerships: this action aims at widening access to the programme to small-scale actors and individuals who are hard to reach in the fields of school education, adult education, vocational education and training, youth and sport. With lower grant amounts awarded to organisations, shorter duration and simpler administrative requirements compared to the Cooperation Partnerships, this action aims at reaching out to grassroots organisations and newcomers to the Programme and less experienced organisations, reducing entry barriers to the programme for organisations with smaller organisational capacity.

Partnerships for Excellence, including:

  • European Universities: This action supports the emergence of bottom-up networks of higher education institutions, which will bring cross-border cooperation to the next level of ambition, through the development of joint long-term strategies for top-quality education, research and innovation, based on a common vision and shared values;
  • Centres for Vocational Excellence: This initiative supports the development of transnational platforms of centres of vocational excellence closely integrated in local and regional strategies for growth, innovation and competitiveness, while supporting overall structural changes and economic policies in the European Union;
  • Erasmus+ Teachers Academies: The overall objective of this action is to create European partnerships of teacher education and training providers to set up Erasmus+ Teacher Academies that will develop a European and international outlook in teacher education. These Academies will embrace multilingualism and cultural diversity, develop teacher education in line with the EU’s priorities in education policy and contribute to the objectives of the European Education Area.
  • Erasmus Mundus Action: This action aims at fostering excellence and world-wide internationalisation of higher education institutions via study programmes – at master course level – jointly delivered and jointly recognised by higher education institutions established in Europe, and open to institutions in other countries of the world.

Partnerships for Innovation, including:

  • Alliances for Innovation: This action aims at fostering strategic cooperation between key players in higher education and vocational education and training, business and research – the "knowledge triangle" – to foster innovation and modernisation of education and training systems in identifying and supplying the right set of skills, knowledge and competences to match the future labour market demand in sectors and fields that are strategic for Europe's sustainable growth and competitiveness;
  • Forward-looking projects: This action will aim to foster innovation, creativity and e-participation, as well as social entrepreneurship in different fields of education, training, youth and sport. It will support forward-looking ideas based around key European priorities, and that have the potential of becoming mainstreamed and giving input for improving education and training, youth and sport systems, as well as to bring a substantial innovative effect in terms of methods and practices to all types of learning and active participation settings for Europe's social cohesion.

Capacity Building projects in the field of youth: this action supports cooperation and exchange in the field of youth between Programme and Partner Country organisations and covers non-formal learning activities, with a focus on raising the capacity of organisations working with young people outside formal learning, while ensuring the active participation of young people.

Not-for-profit sport events: This action will support the preparation, organisation and follow up of not-for-profit sport events, organised either in one single country or in several countries by not-for-profit organisations or public bodies active in the field of sport. These events will aim at increasing the visibility of the Erasmus+ sport actions as well as raise awareness on the role of sport in promoting social inclusion, equal opportunities and health-enhancing physical activities.

Online platforms such as eTwinning, the Electronic Platform for Adult Learning in Europe (EPALE), the School Education Gateway (SEG) and the European Youth Portal will offer virtual collaboration spaces, partner-finding databases, communities of practice and other online services for teachers, trainers, youth workers, policy makers and other practitioners, as well as for pupils, young people and adult learners in Europe and beyond.

Key action 3 – Support to policy development and cooperation

This Key Action supports:

The European Youth Together action, targeting youth organisations at grass root level which want to establish partnerships across borders, i.e. which aim at adding a European dimension to their activities. The purpose is to encourage new applications from organisations that are not already well established at European level.

  • Actions aimed at preparing and supporting the implementation of the EU policy agenda on education, training, youth and sport, including sectoral agendas for higher education, vocational education and training, schools and adult learning, and in particular by facilitating the governance and functioning of the Open Methods of Coordination.
  • Carrying out European policy experimentations, led by high-level public authorities and involving field trials on policy measures in several countries, based on sound evaluation methods. In line with the EU Youth Strategy, a financial support will also be provided to the structures animating the National Working Group designated by each national authority in the frame of the EU Youth Dialogue at national level.

  • Actions aimed at gathering evidence and knowledge about education, training, youth and sport systems and policies at national and European level, with a view to facilitate reasoned policy-making. Evidence gathering and analysis will be undertaken through EU-wide or international surveys and studies as well as thematic and country-specific expertise.

  • Actions which facilitate transparency and recognition of skills and qualifications, as well as the transfer of credits, to foster quality assurance, support validation of non-formal and informal learning, skills management and guidance. This area will also include the support to national and European-level bodies or networks that facilitate cross-European exchanges as well as the development of flexible learning pathways between different fields of education, training and youth and across formal, non-formal and informal learning settings.

Actions that foster policy dialogue with stakeholders within and outside the European Union, through, for example, conferences, events and other activities involving policy makers, practitioners and other stakeholders in the fields of education, training, youth and sport, to raise awareness about the relevant European policy agendas and to promote Europe as an excellent study and research destination

  • Cooperation with international organisations with highly recognised expertise and analytical capacity (such as the OECD and the Council of Europe), to strengthen the impact and added value of policies in the fields of education, training, youth and sport;

Jean Monnet Actions

The Jean Monnet Actions will support:

  • Jean Monnet Action in the field of Higher Education: This action supports Higher Education Institutions inside and outside Europe to promote teaching and research on European integration and promote policy debate and exchanges involving the academic world and policy-makers on Union policy priorities. The following sub-actions are supported: Jean Monnet Modules: short teaching programmes in one or more disciplines of European Union studies; Jean Monnet Chairs: longer teaching posts with a specialisation in European Union studies for individual university professors, Jean Monnet Centres of Excellence: focal points gathering knowledge of high-level experts in various disciplines of European studies, as well as developing transnational activities and structural links with academic institutions in other countries;

  • Jean Monnet Action in other fields of education and training: This action promotes knowledge on the European Union in schools and vocational education and training (VET) institutes in the Programme Countries. It aims to offer opportunities to education providers to develop and deliver content to learners, to teacher training providers to support teachers with methodologies and updated knowledge on European Union issues and to promote debate and exchanges between school and VET representatives and stakeholders on learning about European Union subjects. The following sub-actions are supported: Teacher Training: design and offer structured training proposals on EU subjects to teachers; Networks: exchange of good practices and experiencing co-teaching within a group of countries.

  • Support to designated institutions: The action supports institutions pursuing an aim of European interest, providing to the Union, its Member States and its citizens with high quality services in specific priority subject areas. The main activities and outreach of these institutions involve research, including collection of data and their analysis to prepare future policies, teaching in situ and online for future staff of the international organisations and for civil servants in particular in juridical and management areas, organising events on priority issues for the Union and disseminating specific results and general information for the broad public.