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  1. An institution, body, office or agency established by or based on the Treaty on European Union and the Treaties establishing the European Communities.

    All education and training facilities for people of different age groups.

    An intergovernmental organization having legal personality under public international law or a specialized agency established by such an international organization. An international organization, the majority of whose members are Member States or Associated Countries and whose main objective is to promote scientific and technological cooperation in Europe, is an International Organization of European Interest.

    A person with legal rights and obligations. Unlike a legal entity, a natural person does not have a legal act (e.g. association, limited liability company, etc.).

    An NPO is an institution or organization which, by virtue of its legal form, is not profit-oriented or which is required by law not to distribute profits to its shareholders or individual members. An NGO is a non-governmental, non-profit organization that does not represent business interests. Pursues a common purpose for the benefit of society.

    A partnership, corporation, person, or agency that is for-profit and not operated by the government.

    Any government or other public administration, including public advisory bodies, at the national, regional or local level.

    A research institution is a legal entity established as a non-profit organization whose main objective is to conduct research or technological development. A college/university is a legal entity recognized by its national education system as a university or college or secondary school. It may be a public or private institution.

    A microenterprise, a small or medium-sized enterprise (business) as defined in EU Recommendation 2003/361. To qualify as an SME for EU funding, an enterprise must meet certain conditions, including (a) fewer than 250 employees and (b) an annual turnover not exceeding EUR 50 million and/or an annual balance sheet total not exceeding EUR 43 million. These ceilings apply only to the figures for individual companies.

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  1. Governance, partnership: Projects aimed at increasing the application of multilevel and transnational or cross-border governance, designing and testing appropriate governance structures and mechanisms. Also cooperation between public institutions on any theme.

    Innovation capacity and awareness-raising: Actions that increase a person’s or organisation’s capacity for innovation (not innovation as such), and that establish the capacity to diffuse and apply innovation; projects that stimulate innovation in different areas and innovation capacities; strengthening and empowering of innovation networks.

    Institutional cooperation and cooperation networks: Projects working on the improvement of institutional cross-border co-operation and capacities, on renewing and simplifying administrative management through long term cooperation between institutions (e.g. Euregion), on establishing and sharing regional knowledge and intercultural understanding and cohesion. It also deals with cooperations between universities, health care facilities, schools and sports organisations, as well as with management and capacity building.

    Activities focussing on agricultural products, organic farming, horticulture, as well as forest management and wood products; furthermore the development of the food sector, food chains, organic food production, and seafood products and any topics related to animals and fishing.

    Agriculture and fisheries and forestry: Projects focussing on agricultural products (i.e. fruits, meat, olives, etc.), organic farming, horticulture, as well as forest management and wood products. Also the development of the agro-food sector, food chains, organic food production, and seafood products. Any topics related to animals (i.e. health, management) and fishing (i.e. sustainable fishery, aquaculture).

    Soil and air quality: Projects that deal with any topic against soil and air pollution, except water pollution, for example, reduction of soil and air contamination, pollution-management systems, but also prevention and eradication of soil erosion, new ways of improving air quality (also indoors) and soil/air knowledge in general.

    Climate change and biodiversity projects assisting mitigation and adaption to climate change and environmental impacts of climate change. Development of low carbon technologies and strategies, reduction of CO2 emissions from all sectors. Promotion of biodiversity, new instruments to enhance biodiversity and natural protection.

    Soil and air quality projects that deal with any topic against soil and air pollution, except water pollution, for example, reduction of soil and air contamination, pollution-management systems, but also prevention and eradication of soil erosion, new ways of improving air quality (also indoors) and soil/air knowledge in general.

    Water management projects about management and distribution of drinking water, integrated sustainable water management, monitoring systems for water supply and improving drinking water quality; also water treatment (wastewater), in particular, innovative technologies to improve wastewater, treatments in the purification of industrial and domestic wastewater and water reuse policies. Waterways, lakes and rivers: This deals with any topics on waterways, lakes and rivers, from improving water quality, protecting and developing of ecosystems or sustainable wetland management.

    Activities that protect, promote and enhance cultural and natural heritage, increase the attractiveness through preservation and valorisation of common cultural and natural heritage in a sustainable manner, and improve and develop cultural and natural heritage objects, services and products. Cultural heritage management, art and culture, (maritime) heritage routes, access to cultural and natural heritage. Also all topics on cultural services such as festivals, concerts, art workshops.

    Tourism projects dealing with the promotion of natural assets, and the protection and development of natural heritage, as well as increasing the touristic attractiveness through the better use of natural, cultural and historical heritage. Also projects about improved tourist services/products, development of ecotourism models, tourism development strategies.

    Sustainable management of natural resources projects focussing on the protection, promotion and valorization, and sustainable management and conservation of natural areas (habitats, geo parks, protected areas, etc.). Also projects focussing on preserving and enhancing cultural and natural heritage and landscape, as well as protecting the marine environment.

    Projects on waste management (innovative services and strategies), ecological waste treatment, treatment techniques/systems; waste disposal and recycling (improvement of recycling, innovative recycling technologies, recovery of organic waste, repair & re-use centres and networks); also prevention of pollution and pollution control (ecological and circular economy, marine littering, etc.).

    Labour market and employment: creating employment opportunities and/or optimising jobs, academic (un)employment and job mobility, workforce attraction and improvement of employment conditions for different groups.

    SME and entrepreneurship: strengthening SME capacities, boosting entrepreneurial activities in different sectors and for different groups, supporting social entrepreneurship, creating business support/advisory systems for start-ups/spin-offs/incubators, improving the competitiveness of SMEs, and promoting new business processes.

    Community integration and common identity projects that build identity, create a more cohesive society, promote positive relations through an increased provision of shared spaces and services.

    Demographic change and immigration is about projects tackling major societal challenges like demographic change in different areas and migration, in particular, aging society (active aging, best agers, silver economy strategies) and related new public services (adaptation of key services and infrastructure), social and spatial segregation, and brain drain. Also all topics on migration (policy tools, strategic planning, integration).

    All projects where ICT has a significant role, including tailor-made ICT solutions in different fields, as well as digital innovation hubs, open data, Internet of Things; ICT access and connecting (remote) areas with digital infrastructure and services; services and applications for citizens (e-health, e-government, e-learning, e-inclusion, etc.); services and applications for companies (e-commerce, networking, digital transformation, etc.).

    This is about the mitigation and management of risks and disasters, and the anticipation and response capacity towards the actors regarding specific risks and management of natural disasters, for example, prevention of flood and drought hazards, forest fire, strong weather conditions, etc.. It is also about risk assessment and safety.

    Education and training projects on expanding educational opportunities, reducing barriers in the field of education, improving higher education and lifelong learning, training and labour mobility, educational networks, higher vocational education, common learning programmes.

    Topics on energy management, energy-saving methods, evaluating energy efficiency measurements, energy rehabilitation/efficiency in buildings / public infrastructure, promotion of energy efficiency, cooperation among experienced energy efficiency firms, institutions and local administrations, co-generation.

    Projects focussing on wind, solar, biomass, hydroelectric, geothermal and other renewable energy, increasing the production of sustainable renewable energy and improving research capacities in biomass. Also projects focussing on storage and management of renewable energy, new technologies, sustainable regional bioenergy policies and financial Instruments for investments on renewable energy.

    Social projects concerning people with disabilities and excluded groups; enhancement of the capacity of children, young people, women and elderly; creation of infrastructure to improve access for disabled people, integration of socially vulnerable people; innovate in the care of victims of gender violence, social inclusion of women, etc.

    This deals with the development of health and social services and improved accessibility and efficiency for different groups (elderly, children, etc.). It is also about new healthcare models and medical diagnosis and treatments (dementia, cancer, diabetes, etc.), hospitals, care management, and rare diseases, as well as improving wellbeing and promoting sports.

    Projects about (organised) crime, efficient and secure borders, such as enhancing the effectiveness of the police in the prevention of drug crimes, the development of safety services, or tackling security and organised crime issues.

    Activities related to:

    • Transport and mobility covering all sorts of transport (incl. urban transport) and mobility.
    • Improving transport connections dealing with traffic and/or transport connections, rehabiliation/modernisation, better connectivity, improving accessibility/connections, but also public transport.
    • Multimodal transport and logistics and freight transport focusing on using different means of transport, developing multimodal connections, optimising intermodal transport chains; offering multimodal logistics solutions and providing access to clean, efficient and multimodal transport corridors and hubs; establishing cooperation among logistic centres and developing multimodal mobility strategies.

    Activities related to:

    • urban development, such as planning and design of cities and urban areas, urban renewal, urban-rural links (climate, sustainable mobility, water efficiency, participation, sustainable land use, smart cities, public urban areas, regeneration)
    • regional planning and development, such as the implementation of regional development policies/instruments and programmes, sustainable land use management plans, integrated regional action plans, spatial planning, and marine protected area management.
    • rural and peripheral development, referring to remote, sparsely populated areas, rural community development, and rural economics, in particular access to remote areas and policies for rural areas.
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Deadline expired

The deadline for this call has expired.

Call key data

Policy Experimentation - School Education

Funding Program

Erasmus+ - Key Action 3 – Support to Policy Development and Cooperation

Call number

ERASMUS-EDU-2024-POL-EXP-SCHOOL

deadlines

Opening
05.12.2023

Deadline
04.06.2024 17:00

Funding rate

80%

Call budget

€ 7,000,000.00

Estimated EU contribution per project

max. € 1,000,000.00

Link to the call

ec.europa.eu

Link to the submission

ec.europa.eu

Call content

short description

This European policy experimentation aim to support reforms and policy impact in Member States in the school education sector.

Call objectives

Proposals submitted under this topic must address one of the following priorities:

  • Priority 8: Pathways to school success
  • Priority 9: Building sustainability competences
  • Priority 10: Support structures and mechanisms for enhancing mobility of teachers

All three priorities are linked to and inspired by the European Education Area (EEA) priorities and relevant recent EU policy documents:

  • On inclusive education – Council Recommendation on Pathways to School Success and its accompanying Staff Working Document, and Expert Group on supportive learning environments for groups at risk of underachievement and for supporting well-being at school;
  • On green education – Council Recommendation on Learning for the green transition and sustainable development and GreenComp, the European Sustainability Competence Framework;
  • Promotion of learning mobility of teachers to contribute to their continuous professional development, the attractiveness of the teaching profession and reduce teacher shortages across Europe - Council conclusions on enhancing teachers’ and trainers’ mobility, in particular European mobility, during their initial and in-service education and training.

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Expected effects and impacts

Priority 8: Pathways to school success

  • Subpriority a: Assessing learners’ competences - developing assessment practices to support school success for all learners (with a special focus on formative assessment)

Build, test and evaluate the effectiveness of interventions (to be integrated into national educational policies) promoting assessment forms which are inclusive and ‘fit for purpose’ (e.g., effectively measure competences, including social and emotional learning, and support competence development), including interventions aimed at building assessment literacy for different groups (teachers, school leaders and learners; policy makers; parents).

  • Subpriority b: Building a systemic, whole-school approach to mental health and well- being in schools in Europe

Build, test, implement and evaluate policy interventions to support schools and school leaders in building an integrated and comprehensive strategy towards supporting well- being and mental health in schools; develop solutions (including embedding well-being in curricula, school planning and governance processes, training materials and courses for teachers and school leaders, handbooks, etc.) to prepare school leaders, teachers, trainers and other educational staff to understand well-being and mental health issues and to support development of social and emotional competences of learners and their teachers.

Priority 9: Building sustainability competences

  • Improved methods for teaching sustainability competences in formal general education;
  • Better linkage of curriculum content, learning outcomes and student assessment with regard to sustainability competences;
  • Improved teacher preparedness for teaching sustainability competences.

Priority 10: Support structures and mechanisms for enhancing mobility of teachers

The expected impact is to develop, test and share practices and innovative mechanisms for overcoming the main obstacles to mobility of teachers as specified in the Council conclusions on enhancing teachers’ and trainers’ mobility.

Projects should maximise their impact by ensuring that the identified solutions are open, widely accessible, scalable and transferable.

For maximum impact, projects should bring together expertise of policy makers in school education, local and regional coordinators, school owners and other coordination bodies, schools, and especially Erasmus+ accredited schools. Projects should make use of practical know-how of teachers experienced in Erasmus+ (especially accreditation coordinators) or other international mobility programmes.

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Expected results

Priority 8: Pathways to school success

Subpriority a: Assessing learners’ competences - developing assessment practices to support school success for all learners (with a special focus on formative assessment)

Projects should implement at least the first 3 activities mentioned below (other activities can also be added, the list below being non-exhaustive list) and support education authorities to:

  • Establish standards and guidelines that ensure a balanced and coherent approach to assessment of learners’ competences, which is consistent with curricula and learning standards and aligns formative assessment with more traditional, summative ways of assessment;
  • Design alternative forms of assessment, methods and tools (including feedback, portfolios, etc) that are more inclusive and equitable, and effectively help students progress in their learning process and measure a broad set learners’ competences, including higher-order thinking (e.g. problem-solving, creativity, collaborative work, etc.) and social and emotional competences;
  • Help teachers expand their assessment repertoire and capacity to support diverse learner needs. This should include addressing competence assessment in initial teacher education programmes and in continuing professional development programmes, both in subject areas and transversal competences, as well as providing support for ongoing professional learning communities and other networks;
  • Ensure involvement of learners at classroom, school and policy levels in decisions concerning assessment;
  • Support school leadersto promote coherent, whole school approaches to assessment;
  • Ensure the development of a shared vocabulary and facilitate communication and dialogue across networks and in schools (school and teacher professional networks, teacher educators and other education stakeholder groups), and between educators, learners and their parents;
  • Pilot and refine new assessment approaches in selected schools and school networks, with a view to prepare system-wide change;
  • Ensure ongoing monitoring and evaluation, considering the extent to which teachers’ practices and students’ experience shift in line with the new proposed assessment methods.

Subpriority b: Building a systemic, whole-school approach to mental health and well- being in schools in Europe

Based on a whole-school approach to well-being and mental health, on the recommendations within Pathways to School Success policy framework, projects should implement at least 2 of the activities below:

  • Develop, adapt and implement an integrated and comprehensive strategy towards success at school with well-being and mental health as a key component. Such a strategy should include a high focus on prevention, combined as appropriate with intervention measures, be evidence-based and combine universal measures with targeted and/or individualised provisions for learners requiring additional attention. It should be multi-layered and multisectoral (eg: cooperation between health, education, social welfare and child protection). It should also include a set of clear goals and plans with measurable indicators or checks;
  • Accompany schools, from early childhood to upper secondary, in building their capacity for an enabling learning environments for well-being and mental health through:
    • embedding mental health literacy and social and emotional learning as an educational goal,
    • development of mental health and psychosocial support policies informed by learners’ needs, voices and capacities
    • access to early intervention and mental health services and support
    • meaningful collaboration between the school, family, and community to build a safe and nurturing learning environment
    • enhanced capacity of the education professionals, including school leaders, teachers and mental health workforce professionals (e.g., school psychologists, school social workers, school counsellors, school nurses and doctors, etc.) that work in partnership with children, families and community-based mental health services.
  • Prepare school leaders, teachers, trainers and other education professionals to understand well-being and mental health issues, to strengthen their knowledge and capacities in a systematic way, both in initial teacher education (ITE) and continuing professional development (CPD) programmes.

Priority 9: Building sustainability competences

Main activities under this priority could involve (non-exhaustive list):

  • Develop models and approaches for the teaching and learning of sustainability competences at all levels of formal general education at school level (where relevant, this can include ECEC and initial VET);
  • Explore different forms of assessment for sustainability competences;
  • Explore ways to build teachers’ capacities related to sustainability competences;
  • Build, test and evaluate the effectiveness of interventions related to sustainability competence development.

Priority 10: Support structures and mechanisms for enhancing mobility of teachers

The objective for this European policy experimentation is to support the embedding of learning mobility abroad for teachers (and more generally staff) as standard in the internationalisation strategy of schools, in the education and training systems, as well as in teachers’ careers.

Projects should implement at least 2 of the following activities:

  • Set up mobility offices, reference points, mobility coordinators or similar public support services providing administrative, practical, legal and policy advice to schools developing internationalisation strategies and wanting to implement cross-border learning mobility activities;
  • Establish structured opportunities for peer-learning and mentoring between teachers and schools experienced in implementation of learning mobility, and those that are less experienced;
  • Define and test simplified practices for ensuring substitute teachers during learning mobility periods (e.g. through pooling of teacher resources or simplified hiring procedures);
  • Gather information on legal possibilities to recognize project management work performed by school staff as part of their regular (remunerated) work tasks, producing practical guidance to implement such possibilities and testing them;
  • Create partnerships between education and training institutions and other public and private organisations (social partners, NGOs) that can contribute to the quality of teacher mobility.

In addition, projects should implement at least 2 of the following activities:

  • Test practical and procedural solutions for removing administrative barriers and structural obstacles to the mobility of teachers (including reciprocal exchanges of teachers on teaching assignments);
  • Gather and structure information about existing practices and procedures for recognising and rewarding learning outcomes of mobility periods abroad as a legitimate and valuable part of teachers’ professional development activities;
  • Define and test mobility windows in the school year: a period during the school year in which sending and hosting teachers and future teachers is appropriate and easy to implement (e.g. in terms of easily available substitutes);
  • Design and implement modules dedicated to acquiring the skills necessary to organise learning mobility periods abroad for use in initial teacher education and continuous professional development for teachers (e.g., language skills, intercultural mediation, digital skills, comparative curriculum analysis).

Projects can improve their impact by implementing further complementary activities, including (but not limited to):

  • Creating stable partnerships between schools from different Member States to implement regular and reciprocal mobility activities integrated into the school curricula;
  • Creating synergies between Erasmus+ and other local, regional, national and EU funding mechanisms;
  • Improving the capacity of education and training institutions to host teachers and teachers in training from abroad;
  • Training school leaders to better understand and use the potential of learning mobility as an instrument to improve the school’s everyday work and development strategies;
  • Designing or significantly improving simplified procedures for financial management of EU grants for schools (in the context of national financing and accounting rules);
  • Cooperating with Erasmus+ Teacher Academies, in particular to integrate and standardize teacher mobility into teacher training programmes;
  • Creating training programmes, learning tools, and/or materials to train school staff in preparation, implementation, and follow-up of learning mobility.

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Eligibility Criteria

Regions / countries for funding

EU Member States, Overseas Countries and Territories (OCT)
Iceland (Ísland), Liechtenstein, North Macedonia (Северна Македонија), Norway (Norge), Serbia (Srbija/Сpбија), Türkiye

eligible entities

Education and training institution, Non-Profit Organisation (NPO) / Non-Governmental Organisation (NGO), Other, Private institution, incl. private company (private for profit), Public Body (national, regional and local; incl. EGTCs), Research Institution incl. University, Small and medium-sized enterprise (SME)

Mandatory partnership

Yes

Project Partnership

Proposals must be submitted by a consortium of at least 3 applicants (beneficiaries, not affiliated entities), from a minimum of 3 EU Member States or third countries associated to the Programme.

Affiliated entities and associated partners do not count towards the minimum eligibility criteria for the consortium composition, and can not be coordinator.

Organisations from third countries not associated to the Programme can be involved as associated partners (not as beneficiaries and affiliated entities).

In order to be eligible, the applicants (beneficiaries and affiliated entities) must:

  • be legal entities (public or private bodies) active in the fields of education and training, research and innovation or in the world of work;
  • Under topic 4 ‘School Education’, in order to be eligible, the coordinator must be a public educational authority (national, regional or local level), in accordance with the structure of the relevant education and training system;
  • be established in one of the eligible countries, i.e.: Erasmus+ Programme Countries:
    • EU Member States (including overseas countries and territories (OCTs))
    • non-EU countries: − listed EEA countries and countries associated to the Erasmus+ Programme (list of participating countries)
  • for higher education institutions (HEIs) established in Erasmus+ Programme Countries (see above): be holders of the ECHE certificate (Erasmus Charter for Higher Education).

other eligibility criteria

  • Natural persons are NOT eligible (with the exception of self- employed persons, i.e. sole traders, where the company does not have legal personality separate from that of the natural person).
  • International organisations are NOT eligible. The rules on eligible countries do not apply to them.
  • Entities which do not have legal personality under their national law may exceptionally participate, provided that their representatives have the capacity to undertake legal obligations on their behalf, and offer guarantees for the protection of the EU financial interests equivalent to that offered by legal persons.
  • EU bodies (with the exception of the European Commission Joint Research Centre) can NOT be part of the consortium.
  • Entities composed of members may participate as ‘sole beneficiaries’ or ‘beneficiaries without legal personality’. Please note that  if the action will be implemented by the members, they should also participate (either as beneficiaries or as affiliated entities, otherwise their costs will NOT be eligible).
  • Beneficiaries from countries with ongoing negotiations (see list above) may participate in the call and can sign grants if the negotiations are concluded before grant signature (with retroactive effect, if provided in the agreement).
  • UK applicants — The participation in the Programme has been requested by the United Kingdom. If there is an agreement on this participation, UK entities will be eligible to participate in this call (in accordance with the conditions of the agreement).

Additional information

Topics

Air Quality, Biodiversity & Environment, Climate & Climate Change, Water quality & management, 
Education & Training, Children & Youth, Media, 
Health, Social Services, Sports

Relevance for EU Macro-Region

EUSAIR - EU Strategy for the Adriatic and Ionian Region, EUSALP - EU Strategy for the Alpine Space, EUSBSR - EU Strategy for the Baltic Sea Region, EUSDR - EU Strategy for the Danube Region

UN Sustainable Development Goals (UN-SDGs)

project duration

between 24 and 36 months

Additional Information

Proposals must be submitted electronically via the Funding & Tenders Portal Electronic Submission System (accessible via the Topic page in the Search Funding & Tenders section. Paper submissions are NOT possible.

Proposals (including annexes and supporting documents) must be submitted using the forms provided inside the Submission System ( NOT the documents available on the Topic page — they are only for information).

Proposals must be complete and contain all the requested information and all required annexes and supporting documents:

  • Application Form Part A — contains administrative information about the participants (future coordinator, beneficiaries and affiliated entities) and the summarised budget for the project (to be filled in directly online);
  • Application Form Part B — contains the technical description of the project (to be downloaded from the Portal Submission System, completed and then assembled and re-uploaded));
  • Mandatory annexes and supporting documents (templates available to be downloaded from the Portal Submission System, completed, assembled and re- uploaded):
    • Detailed budget table/calculator

Proposals are limited to maximum 70 pages (Part B).

The grant will be a lump-sum grant. This means that it will reimburse a fixed amount, based on a lump sum or financing not linked to costs.

Call documents

Erasmus+ Programmleitfaden 2023 - DEErasmus+ Programmleitfaden 2023 - DE(5553kB)
Erasmus+ Programme Guide 2023-ENErasmus+ Programme Guide 2023-EN(835kB)

Contact

Erasmus+ National Agencies
Website

European Education and Culture Executive Agency
Website

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