An assessment of the inclusiveness of Erasmus+ International Credit Mobility
A study analysing the barriers hindering the mobility of students from disadvantaged backgrounds in Partner Countries under Erasmus+ International Credit Mobility.
It analyses the current state of play and provides proposals to improve the inclusiveness of international credit mobility for the Erasmus+ Programme 2021-2027.
- 21 countries neighbouring the EU
- Southern Mediterranean countries (Algeria, Egypt, Israel, Jordan, Lebanon, Libya, Morocco, Palestine, Syria, and Tunisia)
- the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, and Montenegro)
- the Eastern Partnership (Armenia, Azerbaijan, Belarus, Georgia, Moldova, and Ukraine)
- carried out by the SPHERE consortium (Support and Promotion for Higher Education Reform Experts)
- involved consultations with national ministries, national Erasmus+ offices, higher education institutions and students in Partner Countries, and with Erasmus+ national agencies and higher education institutions in Programme Countries
Date of publication: January 2020
Mid-term evaluation of the Erasmus+ Programme
How has Erasmus+ proven to be such a success? And what have we learnt to improve on?
Based on over a million responses to this type of questions, brought together as the most comprehensive and recent source of evidence, here are the highlights from the Mid-term evaluation:
- "Erasmus+, the EU's flagship programme for education, training, youth and sport (2014-2020), has proved to be highly beneficial to the participants, not only in terms of supporting the transition to employment but also by creating a feeling of being an EU citizen."
- "Erasmus+ will boost the learning mobility of 4 million learners, teachers and trainers by 2020 and internationalise the work of education, training, youth and sport organisations, within and beyond the EU."
- "Evidence shows that Erasmus+ is more coherent, relevant and partly more efficient and simpler than its predecessors."
- "As regards the future of Erasmus+, the evaluation makes a clear case for a stronger investment in education and training with a new emphasis on the younger generations and the most vulnerable groups."
These are some headlines of the report of the European Commission on the mid-term evaluation of the Erasmus+ programme. If you want to find out more, including recommendations, follow the links below.
Report of the Commission: as adopted on 31 January 2018, is available below and is accompanied by a detailed staff working document (evidence-basis in English only):
This evaluation builds particularly on:
- Programme Country Reports on the implementation and the impact of Erasmus+:
- Evaluation Quality Control
- Opinion of the Regulatory Scrutiny Board (RSB)
- Evaluation reports of an external independent contractor (ICF):
- Executive Summary (DE, EN, FR)
- Erasmus+ mid term Evaluation Factsheet (DE, EN, FR)
For the detailed results of the Open Public Consultation, please visit the dedicated webpage.
- Study on Cost-Effectiveness of Education and Culture Spending Programmes (2013)
- Interim Evaluation of Erasmus Mundus II 2009-2013 (2012)
- Interim Evaluation of the Lifelong Learning Programme (2011)
- External ex-post evaluation of the Erasmus Mundus Programe 2004-2008 (2009)
- Ex-post Evaluation of the TEMPUS III Programme (2009)
- Ex-post evaluation of Socrates II, Leonardo da Vinci II, and eLearning (2008)
- External Interim Evaluation of the Leonardo da Vinci II programme (2003 - French)
- Final Evaluation of Leonardo da Vinci 1 (2004)