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[…] Practical guidelines to help your international projects address the priorities of the Erasmus+ and the European Solidarity Corps programmes Unlock the Power of Priorities Are you ready to explore the full potential of the Erasmus+ and European Solidarity Corps programmes? Do you want to learn how to better incorporate the programmes’ horizontal priorities into your activity? What follows here should help you understand how the four main priorities can be applied to your project idea, no matter which sector you are working with. Remember! Each project is unique and is based on the specific needs of participants and organisations involved. The way these priorities are implemented will vary from one project to another. The way information has been structured here is also different for each priority – see how it works for you! Erasmus+ is the EU programme that supports education, training, youth, and sport in Europe (and beyond) through opportunities for mobility and cooperation. The European Solidarity Corps supports young people to engage in volunteering and solidarity activities that benefit communities. Both programmes emphasise Inclusion & Diversity, Environment and Fight Against Climate Change, Digital Transformation, and Participation in Democratic Life. But what do these priorities mean for your project, and why are they important? Copywriter: Susie Nicodemi Graphic Design: www.wearestardust.be We are grateful to other SALTO Resource Centres, National Agencies and to beneficiaries who supported us in creating and testing of the handout LEARN MORE LINKTR.EE/ UNLOCK_PRIORITIES INCLUSION & DIVERSITY These EU programmes aim to ensure that all diverse individuals can benefit from the opportunities. To achieve this, the programmes offer mechanisms and resources to help people overcome obstacles they might face to participate in the activities. These obstacles can be health issues, social or cultural challenges, economic or geographical barriers, educational disadvantages, discrimination, or any other barrier. European projects should be inclusive, accessible and embrace diversity in all its forms. They should reach out to different people and recognise the diverse backgrounds of participants as a valuable learning opportunity. It is important to foster an equitable and respectful environment in all projects. ENVIRONMENTAL SUSTAINABILITY AND CLIMATE CHANGE Environment and climate degradations affect everyone. It is vital for people to understand these crises and to increase their know-how and their will to act for a more environmentally sustainable future. Promoting learning and actions for the green transition, both formal and informal, is a priority in the Erasmus+ and the European Solidarity Corps programmes. European project activities should be environmentally friendly. They should promote sustainable responsible behaviour among the participants and the participating organisations. DIGITAL TRANSFORMATION IN EDUCATION, TRAINING AND YOUTH The ongoing digital transformation continuously impacts our societies and economies. It creates new ways to learn, train, work and actively participate in society, entertain, and communicate. Digital skills and competences are the cornerstone of social inclusion, active citizenship, employability, productivity, security, and growth. The programmes contribute to more inclusive and cohesive, greener, and digitally fit societies. Europe’s innovation capacity, developing digital skills and competences and skills in forward-looking fields, such as combating climate change, clean energy, artificial intelligence, robotics, and big data analysis, is essential for Europe’s future sustainable growth and cohesion. PARTICIPATION IN DEMOCRATIC LIFE, COMMON VALUES AND CIVIC ENGAGEMENT Participation in democratic processes is essential for the growth and development of societies in Europe and beyond. This includes developing the necessary competencies and finding diverse ways to hear and address people’s needs. The EU programmes serve as a tool to overcome barriers and facilitate active engagement and participation. European projects should help everyone who is engaged to exercise their right to participate in decision-making and to develop the competencies needed for active citizenship. Projects should use participatory practices that motivate people to be actively involved and be planned together with different people. . 3 . PRIORITIES INTERSECT While these are four distinct priorities, they often very much intersect. For instance, ensuring that underrepresented people can participate in decision-making is an important act of inclusion. Similarly, smart use of digital tools can enhance projects by making them more environmentally sustainable, more inclusive, and participatory. Also, individuals from various backgrounds are using their voices and skills to advocate for sustainability and inclusion through diverse forms of participation, including their action in projects. It’s important to recognise these connections between priorities and leverage them. Addressing multiple priorities in the same initiative can create more comprehensive and impactful projects. HOW WOULD YOU CONNECT THESE PRIORITIES IN YOUR PROJECT? . 4 . Connecting priorities to your project GET INSPIRED BY THESE POTENTIAL PROJECT EXAMPLES! These projects from different sectors and organisations try to connect different priorities. Where in the examples do you see which priority? What can you learn from these? How would you implement it differently? YOUTH SOCIAL MEDIA AND ADVOCACY PROJECT A group of young people implemented an international project to share and learn more about social media. As part of the project, they discussed the environmental impact of the digital tools they use. They even challenged themselves to go a full day without any social media at all for a day! While reflecting on their usage habits and how to expand them, they connected with several influencers with disabilities. Together, they discussed the powerful role social media plays in advocacy – whether it´s engaging with politicians, building communities, or sharing vital information. DEMOCRACY AND DIGITAL PARTICIPATION PROJECT A diverse group of adult learners, with and without learning disabilities, came together for a project focused on democracy. Participants learned different ways to engage in decision-making processes, about the discriminatory barriers that exist for some of them and discovered inclusive tools for digital participation. They were involved in participatory decision-making throughout the project. Eco-friendly practices were tried, such as using the train and opting for vegan food. Afterwards, they met with local and national decision-makers to advocate for more inclusive systems in areas such as participatory budgeting, voting and public policy discussions. SUSTAINABLE CHOICES PROJECT FOR ELEMENTARY SCHOOL STUDENTS This project was about making environmentally friendly choices in daily life. Elementary school students, including those facing social and economic challenges, participated in it. They learned about the importance of sustainability, who makes these decisions, and discussed changes they could make both at home and in the classroom. Part of their learning took place in a Virtual Reality (VR) environment, where they played an interactive game on recycling and sustainable choices. INCLUSIVE UNIVERSITIES INITIATIVE Several universities cooperated in partnership with non-governmental organisations to improve their work with the LGBTQIA+ community. Together, they identified barriers which affect students and staff. The project helped increase their understanding of the community’s needs and to develop more inclusive and accessible practices. One of the key focus areas was to enhance the digital learning environment, which led to the purchase of accessible software and online learning tools. The project also included advocacy efforts, aiming to drive institutional and national- level changes to create a more inclusive university experience for everyone. . 5 . Connecting priorities to your project Feel free to reach out to your National Agency or your National Erasmus+ Office. They can support you in developing and implementing your project. They may also be able to provide or recommend training you can attend to learn more or build partnerships with others who work on similar priorities as you. SALTO Resource Centres also provide information, training, tools and support to your projects. GIVE IT A TRY! USING SPORTS FOR PARTICIPATIVE LEARNING Sports+ organisations brought together groups of migrant young women, to develop their leadership skills in coaching girls’ football. The facilitators used sport (football) as a tool to encourage discussion about participation, especially on the role of women in society. They also raised money to plant trees and bushes to make the sports environment better for others afterwards, promoting this on local and social media. Through sport and other activities, the self-confidence and active citizenship competences of socio-economically disadvantaged young women were built. This project also showed how sport can empower young women to understand more about themselves, their environment and start to lead change in their community. ENVIRONMENTAL ACTION PROJECT FOR VOCATIONAL STUDENTS Vocational school students from two different countries collaborated on a project to identify local environmental issues in their municipalities. As part of the project, they created an app that allows users to take photos of environmental problems, report them to local authorities, or invite other volunteers to help address them. Along the way, students learned both from each other and from experts about environmental protection, digital tools development and municipal decision-making processes. HOW WOULD YOU DO IT? WHAT CAN YOU LEARN FROM THESE PROJECT EXAMPLES? TRY IT OUT, REACH FOR SUPPORT & CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 6 . How to put (more) inclusion & diversity in your project? Inclusion and diversity in Erasmus+ and European Solidarity Corps promote equity and fairness, ensuring participation is open and possible for everyone, regardless of the barriers they face. People that face barriers have fewer opportunities compared to others. By providing the necessary support and resources, you can make your project accessible to people from all backgrounds. Check out these recommendations to make your projects more inclusive! TO PUT MORE INCLUSION AND DIVERSITY IN YOUR PROJECTS: actively include people with fewer opportunities in all stages of your project (on any topic) = inclusive project, address inclusion and diversity-related topics = project about inclusion, or both: include people with fewer opportunities in a project about a topic related to inclusion and diversity. TO INCLUDE MORE PEOPLE WITH FEWER OPPORTUNITIES IN YOUR PROJECT: work with partners who with people with fewer opportunities (special schools, social services, inclusion organisations...), make sure that your partners (mainstream organisations) also actively reach out to include people with fewer opportunities, scan your approaches and venues for obstacles that (inadvertently) exclude some people. Show in the grant application that you KNOW THE TARGET GROUPS (with fewer opportunities) who you are working with. Demonstrate your motivation, skills, and experience in working with people with fewer opportunities. Provide information about the specific needs they have: the support needed, so all can participate on an equal footing (including accompanying persons, coaches, sign language interpreters...), extra funding for specific needs, or for a preparatory visit to better understand the location, preparation, inclusive methods, and follow-up that are tailored to the specific needs. . 7 . How to put (more) inclusion & diversity in your project? Here are a few ideas to help you have more inclusion and diversity in your activity. TIPS FOR PROJECTS BEFORE THE ACTIVITY Make your information and approaches appealing and accessible to the target group. Use channels, language, and visuals that your target group uses, understands, and can identify with. Mention explicitly in your promotional material that you welcome applications from people with fewer opportunities (and how you can support them), to stimulate participation from diverse target groups. Ensure that your participation/selection criteria are not exclusive (e.g. only the best can go) - go for diverse profiles. Adapt the activities (e.g. methods, length, spaces...) to the needs, interests, and capabilities of your participants. Anticipate project implementation challenges as much as possible (risk assessment). Learn (and don’t assume) the needs and challenges of your participants and adapt your preparations and administration (documents, platform) for all. Provide tailored support where needed. Collect a list of emergency contacts (back home) that can be contacted during the activity abroad. Analyse participants’ learning needs, define activities in the project accordingly and offer diverse ways to participate, if needed. Stimulate active participation in the project. . 8 . AFTER THE ACTIVITY your activities in the programme, but also in the leisure time. How to put (more) inclusion & diversity in your project? DURING THE ACTIVITY Ensure that the venue and lodging are suited for people with reduced mobility, sensory and intellectual challenges, mental health needs, diverse genders, diets, cultural and social customs... Provide tailor-made support both during the work programme, as well as outside the programme (leisure time, lodging...). Create a safe space for learning; adapt the methods and programme to the learning needs or offer diverse ways to participate. Foresee enough breathing moments and a quiet room to reflect on the experience. ’ in the team for all participants. They should be contactable at any time in case of need. Use the diversity in the group as a positive source of learning. Make sure the learning materials are appealing and accessible (e.g. for people who are blind and with low vision, people with sensory and intellectual challenges, learning barriers...) and record their learning (e.g. Europass Mobility Certificate, Youthpass, Learning Agreement Complement…). Include all participants in dissemination activities according to their interests and capabilities. Support participants to take their next steps based on the learning experience during the activity. Gather (and take into account) feedback from participants with fewer opportunities to make your next activity even more inclusive! CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 9 . How to include greener approaches in your project? Environment and climate action are key priorities for the EU now and in the future: sustainability should become a part of the entire spectrum of education and training. This includes curricula, professional development for educators as well as buildings, infrastructure, and operations. The two programmes promote: education for sustainable development, including upskilling participants with the knowledge, competencies, and abilities they need to support sustainable development in their reality; behaviour change to reduce the carbon footprint of European projects, including promoting low-emission transport and green project management; increasing the knowledge and new competences of those sectors linked to the green transition. TO TRAVEL GREEN: The programmes support green travel. Unfortunately, travelling ‘green’ can potentially make tickets more costly, or take more time. There is top-up funding to help with this. To find out more about how this works, check out the Erasmus+ or European Solidarity Corps Programme Guides. WHAT IS GREEN TRAVEL? . 10 . TIPS FOR PROJECTS What are the needs of your community on this topic? What green competences are there already, and what is missing? What experts and green actors can you engage with? How can you train the project managers on environmental issues? How can you make decisions based on evidence? How can you foster long-term, behavioural change in your participants? When planning your activities (meetings, events, workshops...) think about the need to meet or not? Can these activities happen online? How can you lower the energy and material use of participants, of the project, of the organisations involved? Could you do without these flyers or goodies? Can you find alternatives that are sustainable? What is the long-term impact of your activities? What will you leave behind or throw away? What indicators can you use to measure and show the impact of your project in your final report? PRACTICAL STEPS TO REDUCE THE CARBON FOOTPRINT OF YOUR PROJECT: Do a waste audit, and start refusing, reducing, and recycling. Choose locations that are accessible by green travel. Help your participants book train tickets, organise carpooling, provide bike racks... Measure your carbon footprint as you go, for each relevant category (travels, event, procurement…). Compensate where you can’t reduce. Ask your project partners about their environmental impact and good practices (for example when choosing a venue, restaurant, printing service, a facilitator…). Make plant-based meals the default option, with local and seasonal ingredients. Use reusable cutlery and encourage participants to bring their own water bottle and mug. Let participants choose what they need from goodies, snacks, or refreshments, instead of allocating for every person, reducing unnecessary waste. Share your green actions to inspire others and set new standards. Empower your participants to adopt green habits. How to include greener approaches in your project? CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 11 . Erasmus+ and European Solidarity Corps projects can play an important role in developing individual and institutional digital readiness, capacity and skills, thus offering everyone an equal opportunity to thrive in life, find employment, and be engaged citizens. Digital transformation is especially important for education and training, youth work and sport, as a systemic process of change where technology is used to enable new processes and methods, with the goal to increase quality and inclusiveness of education, training and youth work. Purposeful use of digital, AI and other emerging technologies can provide new learning and communication possibilities, enhance information access, and allow for modern pedagogical approaches to enhance the quality of teaching and learning, in both formal and non-formal settings. A PROJECT MAY ADDRESS, FOR EXAMPLE: Development of digital skills form basic to advanced1 Strengthening digital education ecosystem2 Digital pedagogy Digital content for education and training and youth Artificial Intelligence in education, training and youth work Digital readiness and capacity of institutions -setting up digital transformation plans/digital education strategies within the educational institutions Digital inclusion and addressing digital inequalities STEAM approach (Science, Technology, Engineering, Arts, Mathematics). Virtual and blended mobility, virtual learning and virtual cooperation Any other topic in line with Digital Education Action Plan (2021-2027)3 How to implement a project with a focus on the digital priority of the programme? 1 Council Recommendation on improving the provision of digital skills and competences in education and training 2 Council recommendation on Key enabling factors for successful digital education and training 3 Digital Education Action Plan (2021-2027) . 12 . How to implement a project with a focus on the digital priority of the programme? QUESTIONS TO PONDER DIGITAL TRANSFORMATION DIGITAL EDUCATION ECOSYSTEM SYNERGIES WITH OTHER PRIORITIES DIGITAL SKILLS DIGITAL PEDAGOGY 1 3 5 2 4 How is digital technology used purposefully and meaningfully to enable new processes and methods? How does the project enhance digital skills and competencies for digital transformation? How are digital pedagogy and methods used to support deep learning? How does project strengthen a high performing digital education ecosystem? How does the digital transformation synergize with the programme priorities in the project? . 13 . UTILIZE THE TOOLS AND FRAMEWORKS TO SUPPORT THE IMPLEMENTATION OF THE DIGITAL PRIORITY IN YOUR PROJECT You can use frameworks (like DigComp, DigCompEdu and DigCompOrg) in addition to the Digital Education Action Plan to identify the needs, objectives and activities when designing projects. They provide a shared framework of reference to align a project within a broader European context. The tools and frameworks support your project activities like capacity building on digital skills and self-assessment (e.g. SELFIE tools). In addition, you may use the tools and frameworks to reflect on activities in the project and assess the impact. One pagers by SALTO Digital provide guidelines and concrete ideas on how the related frameworks and tools can be used in projects. Theme cards provide brief introductions on various digital topics (like AI and STEAM) and help new projects in addressing the digital priority. You will find one-pagers and other useful resources for your project at: saltodigital.eu How to implement a project with a focus on the digital priority of the programme? . 14 . Participation is about people having the right, means, space, opportunity and, where necessary, the support to freely on matters affecting them, and be active within the democratic and civic life of our communities. WHAT COMES TO MIND WHEN YOU THINK OF DEMOCRATIC PARTICIPATION? Participation can take many forms. While voting or being a political candidate might be some of the first things that come to mind, there are many other forms of participation. You can: engage in and with elected or representative bodies (pupils’/ student/ youth councils, citizen assemblies, political parties, unions...) sign petitions; join forces to make a change with your friends (or with the help of a structured organisation); write recommendations for improvements in the local municipality; protest; volunteer; donate; post on social media; reach out to decision-makers; boycott products for ethical reasons…and loads more. It is about expressing your needs and views, being heard, and then having it affect processes and outcomes around you. How can Erasmus+ and European Solidarity Corps programmes support you in that? How to have more and better participation in your project? . 15 . FOCUS ON PARTICIPATION Participation can be both a topic (you discuss participation) and a process in your project (you apply participation principles). WHEN WRITING YOUR GRANT APPLICATION, IMPLEMENTING, AND REFLECTING ON YOUR PROJECT, THINK ABOUT: TOPIC What could be an important topic for the people you plan to engage in the project? How could you get to know that? (for example, base it on previous activities, surveys, ask your teammates and target groups via different methods...) Even if the project is focused on another topic, how could you approach participation through the lens of your topic? (for example, voting, protests, community actions on your chosen topics, dialogue with decision-makers) What aspects of democratic participation could be a topic in your project? What would you focus on? (for example, a project about voting, being active through volunteering in the local community, experience exchange on the work of pupils’ councils / youth councils / academic senates, the importance of protests, learner-led education activities...) PROCESS AND DECISION-MAKING Do you provide enough and relevant information for participants to be able to make decisions? In what form is the information given? How do you make sure participants have a safe space to ask questions about their involvement? How do you in decision-making before, during and after the project? How do you share responsibilities during the project? How can each of the participants contribute? What roles are there? How could you involve participants in all kinds of decision-making in the project? (about practical issues, methods used, topics, promotion, expert involvement, communication...) How do you ensure that everyone’s opinion is heard throughout the project and activity? What methods, both online and offline, could you use to achieve that? TIPS FOR PROJECTS How to have more and better participation in your project? . 16 . IMPACT AND NEXT STEPS How could you evaluate the results and process of the project together with participants? How could your project change something in the local community / broader society? Who could you cooperate with to achieve that? (local, national, international decision-makers; youth workers; school principals; university rectors...) How do you make sure that people involved in the project know where and how their opinion and needs are implemented / are affecting further processes? (Remember to explain if and why some of their ideas might not be implemented). How could you communicate about the results of the project and needs of participants on a local, national, international level? How do you evaluate the impact and learning of the project together with all participants? How do you transfer that learning to everyday life beyond the project? How does participation in the project change something in the participants’ knowledge and attitude regarding their opportunity to affect change? How could you develop that? How to have more and better participation in your project? . 17 . CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES LEARN MORE Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Ready to unlock the Power of Priorities? LINKTR.EE/ UNLOCK_PRIORITIES …

[…] Arbeitshilfe Nachhaltigkeit in der Mobilitätsberatung 1Nachhaltigkeit ist ein Handlungsprinzip bei der Nutzung von Ressourcen. Die Vereinten Nationen definieren nachhaltige Entwicklung im Brundtland-Bericht1 als eine, die die Bedürf- nisse der Gegenwart befriedigt, ohne die Fähig- keit künftiger Generationen zu gefährden, ihre eigenen zu befriedigen. Nachhaltigkeit als Hand- lungsprinzip sollte für alle und jeden gelten – so auch in der Mobilitätsberatung. Vor dem Hintergrund der Umsetzung der Erasmus+ Leitlinien in Mobilitätsprojekten, die u. a. die Dimension „Ökologisch nachhaltige und verantwortungsvolle Praktiken“2 beinhaltet, gewinnt das Thema zunehmend an Bedeutung. ― Hintergrund der Arbeitshilfe Diese Arbeitshilfe ist das Ergebnis eines Workshops im Februar 2024 mit Mobilitätsberatenden in der Beruflichen Aus- und Weiterbildung im Erasmus+ Programm der Euro- päischen Union sowie im Programm „Berufsbildung ohne Grenzen“, das durch das Bundesministerium für Wirtschaft und Klimaschutz kofinanziert wird. Die Nachhaltigkeit umfasst mehrere Dimensionen: soziale, ökonomische und ökologische. In der vorliegenden Arbeits- hilfe liegt der Fokus vorrangig auf ökologischen Aspekten. ― Ziele der Arbeitshilfe Die Arbeitshilfe soll Beratenden eine Orientierungsgrund- lage für nachhaltige Aspekte in der Mobilitätsberatung liefern. Beratende haben Einfluss auf die Berufsschulen, Lehrkräfte, Betriebe und deren Mitarbeitende bzw. Auszu- bildende und andere Zielgruppen wie Bildungsträger und Vereine. Durch gezielte Anregungen kann die Nachhaltig- keit sowohl im Arbeitsalltag der Beratenden als auch in den Betrieben, Berufsschulen, anderen Einrichtungen und bei den Auszubildenden gestärkt werden. 1 UN. Secretary-General, World Commission on Environment and Development: Report of the World Commission on Environment and Development: Note/by the Secretary-General. UN, New York, 4.8.1987. URL: Report of the World Commission on Environment and Development : (un.org) (Zugriff: 3. April 2024). 2 Europäische Kommission: Erasmus+ Programmleitfaden, deutsche Fassung, Version 1 (2024) vom 28.11.2023, S. 103. AV_Programmleitfaden_DE_V1.pdf (na-bibb.de) (Zugriff: 3. April 2024). Im Fokus Einleitung1 https://digitallibrary.un.org/record/139811?v=pdf https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/Dokumente/01_Erasmusplus_2021-2027/Dokumente_uebergreifend/2024/AV_Programmleitfaden_DE_V1.pdf Unter Mobilitätsberatenden verstehen wir Beratende für die Realisierung von Auslandsaufenthalten. Beratende agieren in unterschiedlichen Handlungs- feldern und können innerhalb dieser einen wichtigen Beitrag zur Förderung der Nachhaltigkeit in der Mobilität leisten. So trägt ihre Arbeit dazu bei, umweltfreund- lichere und effizientere Mobilitäten zu entwickeln und zu implementieren, die langfristig zur Verbesserung der Lebensqualität und zum Schutz der Umwelt beitragen. Die Beratenden vermitteln zwischen individuellen Mobi- litätsbedürfnissen und umweltbewussten Alternativen. Indem sie ihre Teilnehmenden über nachhaltige Ver- kehrsmittel, Routenoptimierung und Ressourcenscho- nung informieren, tragen sie aktiv zur Reduzierung des ökologischen Fußabdrucks bei. Darüber hinaus können sie durch Empfehlung von umweltfreundlichen Ver- kehrsmitteln, wie öffentlichen Verkehrsmitteln, Fahr- rädern und Elektrofahrzeugen, dazu beitragen, Emissio- nen zu verringern und die Luftqualität zu verbessern. Im Fokus Beraterinnen und Berater In Betrieben können Beratende dabei helfen, Maß- nahmen zur Förderung nachhaltiger Mobilität zu imple- mentieren. Dies kann die Einrichtung von Fahrrad- parkplätzen, die Organisation von Fahrgemeinschaften oder die Bereitstellung von Informationen über öffent- liche Verkehrsmittel umfassen. Durch Schulungen und Sensibilisierungsmaßnahmen für Mitarbeitende und Auszubildende können Mobilitätsberatende das Be- wusstsein für nachhaltige Mobilität fördern und Ver- haltensänderungen anregen. ― Beratung • Beratungsangebote und Workshops vor Ort mit guter Erreichbarkeit durch öffentliche Verkehrsmittel organisieren • Beratungstermine teilweise digital anbieten, um Reisezeiten/-kosten zu reduzieren sowie den öko- logischen Fußabdruck zu verringern • Papierlose Kommunikation mit den Zielgruppen, um den Papierverbrauch zu minimieren und Ressourcen zu schonen • Nutzung nachhaltiger Transportmöglichkeiten fördern ― Selbstmanagement • Falls Drucken, nur auf zertifiziertem Papier oder Gras-Papier • Eigene Haltung regelmäßig hinterfragen: Handle ich nachhaltig? Wo kann ich besser nachhaltig handeln? ― Öffentlichkeitsarbeit • Wenn möglich auf Give-aways, Flyer etc. verzichten, um Abfall zu reduzieren und umweltfreundliche Praktiken zu fördern • Gute Praxis von nachhaltigen Mobilitäten verbreiten durch Storytelling, soziale Medien etc. ― Eigene Mobilität • Wo möglich, umweltfreundliche Verkehrsmittel nutzen • Beratungstermine so planen, dass Anfahrtswege optimal aufeinander abgestimmt sind 2 Tipps und Anregungen ― Betriebe Unter Betriebe verstehen wir Unternehmen, die ihre Auszubildenden, jungen Fachkräfte und/oder Ausbil- dungspersonal ins Ausland entsenden. • Auszubildenden-Mobilitäten: Unternehmen sowie Ausbilderinnen und Ausbilder für nachhaltige Mobilitäten sensibilisieren, Green Travel unterstützen, z. B. durch die Wahl von umweltfreund- lichen Verkehrsmitteln • Beratung: Während der Beratung von Unternehmensver- tretenden wird auf die Einordnung der Mobilität in eine nachhaltige Gesamtstrategie des Unternehmens hingewiesen. ― Berufsschulen Unter Berufsschulen verstehen wir Berufsbildungsein- richtungen, die Berufsschülerinnen und Berufsschüler sowie Bildungspersonal entsenden. Die Berufliche Bildung für Nachhaltige Entwicklung (BBNE) bewirkt, dass Nachhaltigkeit thematisch in allen Lernfeldern und Unterrichtsfächern praxisnah aufge- griffen werden kann. • Mit der Berufsschule überlegen, ob Nachhaltigkeit in Bezug auf die Mobilität im Unterricht inhaltlich eingebunden werden kann und wenn ja, wie. Bei- spielsweise kann in Fächern wie Wirtschaft/Politik die Nachhaltigkeit in Bezug auf das Reisen, Leben (im Ausland) und generelles Handeln sowie in den berufs- bezogenen Lernfeldern je nach Ausbildungsberuf, z. B. Materialauswahl, thematisiert werden. • Bei den Vor- und Nachtreffen zu den Mobilitäten kann das Thema Nachhaltigkeit mit Aufgaben und Informationen für die Teilnehmenden berücksichtigt werden (s. Vorlagen 1 bis 3). • Durch Fragebogen vor und nach dem Auslandsauf- enthalt können die Auszubildenden und jungen Fach- kräfte für das Thema Nachhaltigkeit sensibilisiert werden (s. Vorlage 1). 3 Administration und Institution Betriebe BerufsschulenTeilnehmende Die vier Anspruchsgruppen in der Mobilitätsberatung ― Teilnehmende Unter Teilnehmenden verstehen wir Auszubildende, junge Fachkräfte und Berufsbildungspersonal in einem inländischen Betrieb oder einer Berufsschule, die einen Aus- landsaufenthalt absolvieren. Für die Anreise können folgende Nach- haltigkeitsaspekte berücksichtigt werden: • Bewerben und Unterstützen von Green Mobility (in Erasmus+ Green Travel): umweltfreund- lichere Verkehrsmittel zum Ziel- ort der Mobilität bewerben und unterstützen (z. B. in der Beratung eine Regel aufstellen, dass im Ra- dius von 1.000 km nur nachhaltig gereist werden darf) • Nutzung von digitalen Reiseunter- lagen • Wenn möglich, Gepäckumfang reduzieren (je höher das Gewicht des Gepäcks, desto höher ist die CO2-Bilanz) • Wahl von umweltfreundlichen Verkehrsmitteln: Nutzung öffent- licher Verkehrsmittel, Fahrge- meinschaften oder die Förderung von CO2-Kompensationen für Flugreisen Um die Teilnehmenden zu sensibilisieren, können folgende Tätigkeiten durchgeführt werden: • Durch kleine Arbeitsaufgaben die Teilnehmenden für Nach- haltigkeitsthemen sensibilisieren (Praxistipp: ökologischen Fußab- druck für verschiedene Anfahrts- wege berechnen lassen, s. Vorlage 2) • Durch Fragebogen vor und nach dem Auslandsaufenthalt die Aus- zubildenden und jungen Fachkräf- te für das Thema Nachhaltigkeit sensibilisieren (s. Vorlage 1) Um den Aufenthalt vor Ort nachhaltig zu gestalten, können folgende Anregungen gegeben werden: • Persönliche Arbeitsausrüstung wenn nötig und möglich mitneh- men, um vor Ort Neuanschaffun- gen zu vermeiden • Mehrweg-Trinkflasche oder eine Brotdose einpacken, um vor Ort Müll zu vermeiden • Stoffbeutel statt Plastiktüte beim Einkaufen verwenden • Plastik beim Einkaufen vermei- den, z. B. Joghurt im Mehrweg- Glasbehälter kaufen, Gemüse lose statt in Plastikverpackung kaufen ― Administration und Institution Unter Administration und Institu- tion verstehen wir die Institutionen, an denen Beratende beschäftigt sind, sowie eventuelle Förderorgani- sationen im Hintergrund, mit denen die Beratenden kooperieren. • Allgemeine Haltung zur Nachhal- tigkeit offen kommunizieren und regelmäßig Denkanstöße an Kol- leginnen und Kollegen sowie an Kooperationspartner und weitere Anspruchsgruppen geben Im Fokus Anspruchsgruppen Die Teilnehmenden entwickelten im Workshop niederschwellige Vorlagen als Orientierungshilfen. Diese können Sie gerne für Ihre Arbeit direkt so wie hier dargestellt nutzen, individuell anpassen oder digital einsetzen. Insgesamt wurden vier verschiedene Vorlagen entwickelt. Im Fokus Vorlagen Mein nachhaltiger Aufenthalt Vorlage 1 Fragebogen Fragen vor und nach der Mobilität können Teilnehmende dazu anregen, bewusstere und nachhaltige Entscheidungen zu treffen und Ressourcen zu schonen. Die Fragen sollten so konkret wie möglich sein und direkte Handlungsanlässe eröffnen. Die folgenden Fragebogen basieren auf einer Vorlage der Handwerkskammer Potsdam, die von den Workshop-Teilnehmenden für diese Arbeitshilfe angepasst wurde. Vorlage 2 Arbeitsaufgaben für Teilnehmende Sie können mit niederschwelligen Aufga- ben oder Planspielen die Teilnehmenden vor, während und nach der Mobilität für nachhaltige Aspekte sensibilisieren. In Vorlage 2 finden Sie einige Beispiele für Arbeitsaufgaben, die Sie Ihren Teilneh- menden zur Reflexion über das Thema nachhaltige Mobilität stellen können. Vorlage 3 Denkanstöße für Teilnehmende Sie können die Teilnehmenden mit Denk- anstößen unterstützen, ihre Haltung während der Mobilität nachhaltig aus- zurichten. Diese können verschiedene Dimensionen umfassen, wie z. B. Mobilität, Konsumverhalten und interkulturellen Austausch. Nachhaltige Impulse während der Mobilität können auch zu einer nach- haltigeren Lebensweise im Heimatland führen. Vorlage 4 Mehrwert der Mobilität für Ihr betriebliches Nachhaltigkeitsprofil Um auch den Betrieben gegenüber dar- zustellen, warum die Mobilität ihrer Aus- zubildenden oder jungen Fachkräfte das betriebliche Nachhaltigkeitsprofil stärkt, finden Sie in Vorlage 4 eine Reihe von passenden Argumenten. 4 1.1. Kurzfragebogen: Nachhaltige Entwicklung (vor Abreise) Bitte ankreuzen (Mehrfachnennung möglich). Wenn möglich, besprechen Sie sich mit Ihrem Betrieb. Ist Ihnen das Thema „Nachhaltige Entwicklung“ allgemein (privat oder betrieblich/schulisch) bekannt? Verfolgen Sie aktuelle gesellschaftliche Diskussionen zum Thema „Nachhaltigkeit“? Was bedeutet Ihnen persönlich das Thema „Nachhaltigkeit“? (Worüber machen Sie sich Gedanken?/ Was setzen Sie konkret um, z. B. in Bezug auf Einkauf, Verkehrsmittel etc.?) Welche Verkehrsmittel nutzen Sie überwiegend im Nahverkehr? Name: ja ja Öffis nur vage nur vage Auto/Motorrad nein nein Fahrrad / zu Fuß Mein nachhaltiger Aufenthalt Welche Begriffe würden Sie mit dem Thema „Nachhaltigkeit“ in Zusammenhang bringen? Energieeffizienz Verkehrsmittel Haltbarkeit von Produkten Regionalität Kreislaufwirtschaft Integration Gesunde Ernährung Ressourcen Offene Kommunikation im Betrieb Umweltschutz Qualität von Produkten Weiterbildung Chancengleichheit Netzwerke für Austausch Wettbewerbsfähigkeit Innovation Werden Themen zur „Nachhaltigkeit“ in Ihrem Betrieb und/oder der Schule thematisiert? ja, im Betrieb sehr offen von der Geschäftsführung mit den Kollegeninnen und Kollegen ja, die Themen werden im Unterricht behandelt ja, jedoch werden Ideen (betrieblich/schulisch/privat) nur im Kollegenkreis ausgetauscht ja, aber solche Themen reduzieren sich ausschließlich auf private Belange nein Gibt es konkrete ökologische Aspekte, die in Ihrem Betrieb und/oder in Ihrer Schule eine Rolle spielen und die Sie kennen? Gibt es Kooperationen Ihres Betriebs und/oder Ihrer Schule im Bereich Umweltschutz oder zu sozialen, gesellschaftlichen Themen? Gibt es in Ihrem Betrieb und/oder in Ihrer Schule ein Umweltmanagement oder perspektivisch ein Konzept der Art? Aufgabe: Bitte beschäftigen Sie sich allgemein mit den SDGs (17 Ziele für nachhaltige Entwicklung), sprechen Sie offen das Thema an und nehmen Sie das Thema bewusst mit ins Praktikum. ja ja z. B. Reduzierung von Emissionen z. B. Mülltrennung nein nein z. B. ökologische Produktentwicklung keine Angabe keine Angabe 1.2. Kurzfragebogen: Nachhaltige Entwicklung (nach der Mobilität) Name: Ist Ihnen das Thema „Nachhaltigkeit“ vertrauter geworden und kennen Sie die 17 SDGs? Ist Ihnen in Ihrem Gastland/-ort etwas zur „Nachhaltigkeit“ aufgefallen? Wurde „Nachhaltigkeit“ in Ihrem Gastbetrieb thematisiert? ja nur vage nein Interessantes/Positives: Uninteressantes/Negatives: ja nein Mein nachhaltiger Aufenthalt Gab es Austausch zu diesen Themen? Energieeffizienz Verkehrsmittel Haltbarkeit von Produkten Netzwerke für Austausch Kreislaufwirtschaft/Regionalität Integration Gesunde Ernährung Ressourcen Offene Kommunikation im Betrieb Chancengleichheit Qualität von Produkten Weiterbildung Hat Ihr Gastbetrieb konkrete ökologische Konzepte oder Ansätze hierfür? Werden Sie mit Ihrem Heimatbetrieb und/oder Ihrer Heimatschule Ihre gewonnenen Erkenntnisse besprechen? Welche Themen der „Nachhaltigkeit“ würden Sie zukünftig gern in Ihrem Betrieb und/oder in Ihrer Schule einbringen? Was nehmen Sie persönlich für sich selbst mit, wenn es um „Nachhaltigkeit“ geht? ja ja nein nein zu einem späteren Zeitpunkt Welche: 2. Arbeitsaufgaben für Teilnehmende Sie können die Teilnehmenden mit niederschwelligen Aufgaben oder Planspielen vor, während und nach der Mobilität für nachhaltige Aspekte sensibilisieren. Im Folgenden finden Sie einige Beispiele für Arbeitsaufgaben, die Sie Ihren Teilnehmenden zur Reflexion über das Thema nachhaltige Mobilität stellen können. Phase: Vor der Mobilität Beispiel 1: Rechenaufgabe Berechnen Sie mit einem Rechner wie z. B. vom Umweltbundesamt https://uba- event-free.co2ckpit.de/de_DE/footprint/ die CO2-Emission für Ihre Reise von Ihrem Wohnort bis zum Zielort mit: • der Bahn • dem Bus • dem Auto • dem Flugzeug Phase: Während der Mobilität Perspektivwechsel 1 Mit offenen Augen durch die Welt laufen: Was nehmen Sie an neuen Ideen zum nachhaltigen Leben mit nach Hause? Phase: Nach der Mobilität Perspektivwechsel 2 Was ist Ihnen vor Ort in Bezug auf das Thema Nachhaltigkeit aufgefallen? Nennen Sie ein positives und ein negatives Beispiel für das Thema Nachhaltigkeit – gerne auch dokumentiert mit einem Foto oder Video von vor Ort. Beispiel 2: Brainstorming-Spiel Was unternehme ich, um vor Ort nachhaltig zu leben? • Ich nehme eine Mehrweg-Trinkflasche und eine Brotdose sowie Arbeitskleidung mit, um Neukauf zu vermeiden (falls berufs- spezifische Kleidung erforderlich ist). • Ich informiere mich über Transportmög- lichkeiten vor Ort wie den ÖPNV, Fahrrad- verleih-Stationen. Mein nachhaltiger Aufenthalt https://uba-event-free.co2ckpit.de/de_DE/footprint/ https://uba-event-free.co2ckpit.de/de_DE/footprint/ 3. Denkanstöße für Teilnehmende Sie können die Teilnehmenden mit Denkanstößen unterstützen, ihre Haltung während der Mobilität nachhaltig auszurichten. Diese können verschiedene Dimensionen umfassen, wie z. B. Mobilität, Konsumverhalten und inter- kulturellen Austausch. Nachhaltige Impulse während der Mobilität können auch zu einer nachhaltigeren Lebens- weise im Heimatland führen. „Setzen Sie sich vor Ort mit den Fortbewegungsmöglichkeiten auseinander, fahren Sie z. B. Bus/Bahn, leihen Sie sich ein Fahrrad aus, nutzen Sie Sharing-Dienste und Mitfahrmöglichkeiten.“ ― „Suchen Sie sich Supermärkte/Märkte heraus, die biologisch und fair produzierte Lebensmittel anbieten, möglicherweise sogar unverpackt.“ ― „Finden Sie heraus, welche Lebensmittel im Zielland gerade Saison haben. Diese können von den saisonalen/lokalen Lebensmitteln in Deutschland abweichen.“ ― „Machen Sie sich mit dem Pfandsystem o. Ä. im Zielland vertraut und handeln und konsumieren Sie möglichst dementsprechend.“ ― „Thematisieren Sie die Nachhaltigkeit auch in Ihrem aufnehmenden Betrieb im Ausland und diskutieren Sie Maßnahmen für den Beruf, in dem Sie dort arbeiten.“ ― „Schauen Sie einmal in die APP ins EU-Ausland! Sie liefert viele Impulse!“ Mein nachhaltiger Aufenthalt https://play.google.com/store/apps/details?id=de.evz.appinsausland&pli=1%22APP%20ins%20EU-Ausland 4. Mehrwert der Mobilität für Ihr betriebliches Nachhaltigkeitsprofil Wenn Ihre Auszubildenden und/oder jungen Fachkräfte einen Auslandsaufenthalt absolvieren, dann stärkt dies Ihr betriebliches Nachhaltigkeitsprofil in Bezug auf die folgenden Aspekte: ― Mobilität unterstützt die soziale Nach- haltigkeitsdimension Ihres Betriebs! Fachkräfteattraktivität Durch den Auslandsaufenthalt ergeben sich im Vergleich zu Ihren Mitbewerbern besondere Entwicklungsmög- lichkeiten für Ihre Auszubildenden und jungen Fach- kräfte. Sie werden dadurch als Betrieb für zukünftige Auszubildende und Fachkräfte attraktiver. Persönlichkeitsentwicklung und Wissenserweiterung Durch den Auslandsaufenthalt entwickelt sich die Persönlichkeit Ihrer Auszubildenden und jungen Fach- kräfte. Die im Ausland erworbenen Kompetenzen ver- bessern neben den persönlichen Fähigkeiten auch das fachliche Wissen. Dadurch erhöht sich die Qualifikation Ihrer Mitarbeitenden. Mitarbeiterbindung Auszubildende und junge Fachkräfte werden durch die attraktiven Mobilitätsangebote an Ihren Betrieb gebunden. Vielfalt stärken Die Förderung von Diversität im Team steigert die Zu- friedenheit der Mitarbeitenden und fördert die Akzep- tanz für verschiedene Perspektiven. ― Mobilität unterstützt die ökonomische Nachhaltigkeitsdimension Ihres Betriebs! Kosten sparen Die Teilnahme von Auszubildenden am Förderpro- gramm Erasmus+ spart Ihrem Betrieb Reisekosten und schont Ihre finanziellen Ressourcen. Durch die externe Beratung und Unterstützung bei der Organisation der Mobilität Ihrer Auszubildenden bzw. Ihrer jungen Fach- kräfte sparen Sie auch personelle Ressourcen in Ihrem Betrieb. Neue Geschäftsmodelle Durch die Ideen und Anregungen, die die Auszubil- denden und jungen Fachkräfte im Ausland sammeln, können sich für Ihren Betrieb neue Geschäftsmodelle ergeben. Der interkulturelle Austausch und die verbes- serten Kompetenzen fördern Ihre Innovation und Wett- bewerbsfähigkeit. Ein positives Unternehmensimage stärkt Vertrauen und schafft Geschäftsmöglichkeiten. Produktivitätssteigerung Ihre Auszubildenden und jungen Fachkräfte werden durch den Auslandsaufenthalt motiviert. Dies verbes- sert Ihr Arbeitsumfeld und steigert Ihre Produktivität. Mein nachhaltiger Aufenthalt Mein nachhaltiger Aufenthalt Mein nachhaltiger Aufenthalt Mein nachhaltiger Aufenthalt Impressum Zentralstelle für die Weiterbildung im Handwerk (ZWH) Sternwartstraße 27–29 40223 Düsseldorf Telefon: 0211 302009-0 Fax: 0211 302009-99 info@zwh.de www.zwh.de Ansprechperson: Juliane Kriese Text: Eszter Csepe-Bannert, Juliane Kriese, Satiye Sarigöz, Maike Tünkers Grafik: Fabian Jerchow Illustrationen: iStock | Visual Generation Textfeld 1: Textfeld 2: Kontrollkästchen 8: Off Kontrollkästchen 6: Off Kontrollkästchen 9: Off Kontrollkästchen 7: Off Kontrollkästchen 10: Off Kontrollkästchen 5: Off Kontrollkästchen 3: Off Kontrollkästchen 4: Off Kontrollkästchen 2: Off Kontrollkästchen 11: Off Kontrollkästchen 16: Off Kontrollkästchen 28: Off Kontrollkästchen 29: Off Kontrollkästchen 30: Off Kontrollkästchen 31: Off Kontrollkästchen 15: Off Kontrollkästchen 27: Off Kontrollkästchen 14: Off Kontrollkästchen 13: Off Kontrollkästchen 12: Off Kontrollkästchen 17: Off Kontrollkästchen 21: Off Kontrollkästchen 20: Off Kontrollkästchen 19: Off Kontrollkästchen 18: Off Kontrollkästchen 22: Off Kontrollkästchen 26: Off Kontrollkästchen 25: Off Kontrollkästchen 24: Off Kontrollkästchen 23: Off Kontrollkästchen 35: Off Kontrollkästchen 32: Off Kontrollkästchen 34: Off Kontrollkästchen 38: Off Kontrollkästchen 36: Off Kontrollkästchen 39: Off Kontrollkästchen 37: Off Kontrollkästchen 40: Off Kontrollkästchen 33: Off Textfeld 3: Textfeld 4: Kontrollkästchen 41: Off Kontrollkästchen 42: Off Kontrollkästchen 43: Off Textfeld 5: Textfeld 6: Kontrollkästchen 44: Off Kontrollkästchen 45: Off Kontrollkästchen 46: Off Kontrollkästchen 49: Off Kontrollkästchen 48: Off Kontrollkästchen 47: Off Kontrollkästchen 50: Off Kontrollkästchen 53: Off Kontrollkästchen 52: Off Kontrollkästchen 51: Off Kontrollkästchen 54: Off Kontrollkästchen 57: Off Kontrollkästchen 62: Off Textfeld 7: Kontrollkästchen 56: Off Kontrollkästchen 55: Off Kontrollkästchen 58: Off Kontrollkästchen 60: Off Kontrollkästchen 59: Off Kontrollkästchen 61: Off Textfeld 8: Textfeld 9: …

[…] 2026 ERASMUS+ Guide for Experts on Quality Assessment Actions managed by National Agencies Version 1 (2026): 22-12-2025 EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture European Commission B-1049 Brussels © European Union, 2025, version 1. Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. EUROPEAN COMMISSION ERASMUS+ 2026 Guide for Experts on Quality Assessment For actions managed by National Agencies Directorate-General for Education, Youth, Sport and Culture 2026-v1 Erasmus + EN 4 Table of Contents 1. Introduction .............................................................................................. 5 2. Experts .................................................................................................... 5 2.1 Role of experts ................................................................................... 5 2.2 Appointment of experts, code of conduct and prevention of conflict of interest .............................................................................................................. 6 2.3 Personal data considerations ................................................................ 7 3. Assessment of applications ......................................................................... 8 3.1 Preparation for assessment .................................................................. 8 3.2 Assessment ........................................................................................ 8 3.3 Award criteria and scoring .................................................................... 9 4. General principles of qualitative assessment ................................................ 12 4.1 Consolidated assessment and final score ............................................... 12 4.2 Proportionality ................................................................................... 12 4.3 Quality, cost-efficiency, value for money of the activities ........................ 13 5. Guidance on how to assess the award criteria .............................................. 13 Key Action 1: Mobility of individuals ........................................................... 16 Mobility project for Higher education students and staff supported by external policy funds........................................................................................ 16 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education ....................... 18 Mobility project for young people: Youth Exchanges ................................ 21 Mobility project for youth workers ......................................................... 26 Youth participation activities ................................................................. 32 Mobility project for young people: DiscoverEU Inclusion Action ................. 38 Mobility of staff in the field of sport ....................................................... 42 Key Action 2: Partnerships for Cooperation ................................................. 45 Cooperation Partnerships ..................................................................... 45 Small-scale Partnerships ...................................................................... 58 European Partnerships for School Development ...................................... 65 How to assess the cost-effectiveness of the project? ............................... 70 6. Reference policy documents ....................................................................... 72 Transversal policy priorities for education, training, youth and sport .............. 72 Policy priorities in school education ............................................................ 75 Policy priorities in vocational education and training (VET) ............................ 79 Policy priorities in higher education ............................................................ 81 Policy priorities in adult education .............................................................. 81 Policy priorities in the field of youth ........................................................... 82 Annex I - Declaration on absence of conflict of interests and of confidentiality ..... 84 5 1. Introduction A large part of the Erasmus+ Programme is implemented under the indirect management mode. This means that National Agencies are in charge of selecting projects to be co-funded and of approving accreditations under actions entrusted to them by the European Commission. National Agencies assess proposals1 with the assistance of independent experts to ensure that only those of the highest quality are selected and that only applicants fulfilling specified criteria are awarded a grant or accreditation 2 . As such, the final decision on the selection or rejection of applications is taken by the National Agencies. This Guide for Experts (hereinafter ‘the Guide’) is a tool for experts when assessing applications submitted to the National Agencies. It provides instructions and guidance in order to ensure a standardised and high-quality assessment of applications. This Guide provides information on: • the role and appointment of experts; • the principles of the assessment; • the assessment process in practice; • how to assess the award criteria for each action and field. 2. Experts 2.1 Role of experts The assessment and selection of grant applications is organised based on a peer review system following a transparent process that guarantees impartiality and equal treatment of all applicants. The role of experts is important to ensure a fair, impartial, consistent and accurate assessment of applications according to the objectives and policy priorities of the concerned action and field, as well as the criteria set out in the calls for proposals. The assessment is an essential part of the selection procedure. Based on the experts' assessment, applications per action and per field are ranked in quality order. The ranking list serves as a basis for the National Agency to take the grant award decision, following the proposal of the Evaluation Committee. Based on the experts' comments, the National Agency shall provide feedback to the applicants on the quality of their application in order to ensure transparency and help non-selected applicants improve their possible future applications (cf. section 4). Eligibility is checked by the National Agencies. If an expert identifies an eligibility issue (e.g. number of participants involved, type of project or/and activities, 1 Please note that the terms "proposal" and "application" are used interchangeably in this Guide. 2 Please note that in case of Erasmus accreditations in the fields of school education, vocational education and training, adult education and youth, additional documents will complement the information presented in this Guide. The additional information will be published on the website of the National Agencies closer to the relevant submission deadline. 6 implementation period) he/she has to inform the respective National Agency, before finalising the assessment. 2.2 Appointment of experts, code of conduct and prevention of conflict of interest Experts are appointed based on their skills and knowledge in the fields of education, training, youth and sport in which they are asked to assess applications. It is encouraged that National Agencies also include in their pool of independent experts, professionals with expertise in the inclusion and diversity field. To ensure their independence, the names of the experts are not made public. Experts are required to perform the assessment to the highest professional standards and within the deadline agreed with the National Agency. Through the appointment by the National Agency, experts are bound to a code of conduct as set out in the appointment letter or contract with the expert. All information related to the assessment process is strictly confidential. Therefore, experts are not allowed to disclose any information about the applications submitted and results of the assessment and selection to the public. Depending on the action and the level of grant requested, the assessment of applications will be undertaken by minimum one expert, which can be either internal or external to the National Agency. Experts can also be appointed from another EU Member State or third country associated to the Erasmus+ Programme than the one of the National Agency. Experts must not be in a situation of a conflict of interest3 in relation to the proposals on which they are requested to give their opinion. To this end, they must sign a declaration provided by the National Agency that no such conflict of interest exists and that they undertake to inform the National Agency should such conflict arise (cf. template in Annex I to this Guide). The same declaration binds experts to confidentiality. Persons involved in an application for the action and selection round under assessment are considered as being in a situation of a conflict of interest for that selection round and will not be appointed experts. When a potential conflict of interest is reported by the expert or brought to the attention of the National Agency by any means, the National Agency will consider the circumstances and decide either to exclude the expert from the assessment of the given application or the whole selection round or allow the expert to take part in the assessment, depending on the objective elements of information at its disposal. 3 Regulation (EU, Euratom) 2024/2509 of the European Parliament and of the Council of 23 September 2024 on the financial rules applicable to the general budget of the Union (recast), OJ L, 2024/2509, ELI: http://data.europa.eu/eli/reg/2024/2509/oj (EU Financial Regulation), Article 61 (3): ‘… a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person… is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest’. http://data.europa.eu/eli/reg/2024/2509/oj 7 2.3 Personal data considerations Applications or reports may contain personal data. Experts should assume that some personal data will be included when they receive a body of work from the National Agency. Therefore, before accessing or downloading data provided by the National Agency, experts should apply data protection principles concerning purpose limitation, security, confidentiality, data minimisation, data retention and responsibility. Experts should protect any computers, tablets, laptops or mobiles with a strong password. Experts should consider encryption if the system allows it and other security settings, for example, remote locking or remote wiping of the device. Data should be stored locally, not in the cloud or other remote locations. However, if remote storage is the only option available, experts should use virtual private network (VPN) connections with solid encryption via servers located in EU/EEA countries. Data should not be transmitted by email to the expert's private email address, and experts should reduce the use of USB storage devices to the absolute minimum. When accessing European Commission tools, such as Erasmus+ and European Solidarity page or Assessment Module, experts are required to log in with their EU Login name and password. The EU Login name and password must not be shared or reused from other persons. The EU Login name is a unique identification of the expert, and authentication and authorisation mechanisms will link all expert actions in the European Commission tools with this EU Login. Therefore, the EU Login details should be protected, memorised and not written down. When working on a portable device, such as a laptop, tablet or mobile, extra care should be taken when leaving the device unattended. The device should be locked in a safe location when not used, even at home. An Internet connection via cable or protected WIFI network should be used when transmitting data to the device. We do not advise using WIFI connections in restaurants, cafes or other public locations. When working in public places, experts should consider the surroundings and avoid situations where other people may see data or documents provided by the National Agency on their devices. The expert's computer, laptop, tablet, or any other device should have all the latest security patches and fixes installed. Use of well-known anti-virus software is strongly advised. The use of screen recording software is not recommended. Extra care should be taken when using screen readers. When working from home, experts should apply the confidentiality rules and avoid showing the work to family members or other persons. Experts should use personal data only to assess the applications or reports, and data should be handed over or destroyed soon after the expert's work is concluded. The deletion, if applicable, should be permanent and not reversible. 8 In case of a suspicion of a breach of personal data protection, experts must immediately inform the National Agency and provide any information allowing the National Agency to assess the situation and take the necessary steps to secure the rights and freedoms of the affected data subjects. The National Agency must inform the European Commission within 48 hours after being told by the expert about the incident. 3. Assessment of applications 3.1 Preparation for assessment Before the start of the assessment, the experts need to be briefed by the National Agency on the Programme and the action under assessment, as well as on the assessment process and procedures. Experts will be provided with the reference documents for the assessment and with access to the online evaluation tool where they perform the assessment using standardised quality assessment forms. Before starting the assessment of applications, experts must: • have a sound knowledge of the Erasmus+ Programme Guide which provides all necessary information to potential applicants on the Programme in general and on the actions for which they can apply for a grant; • acquire an in-depth knowledge of the action concerned, its objectives, and the policy priorities that apply. For specific guidance on policy priorities, experts are referred also to the documents listed in section 6 of this Guide; • have an in-depth understanding of the award criteria applicable to the applications under assessment (cf. section 3.3); • know the content and structure of the application form; • be familiar with all the reference documents and tools provided by the National Agency; • have EU Login account created and access to the IT tools of the European Commission configured by the National Agency. Experts have to read the whole application carefully before completing the quality assessment form. It is recommended to read several applications before assessing any one of them in full: this allows experts to benchmark answers in different sections of the applications. Each expert works individually and independently, gives scores and comments for each criterion and summarises his/her assessment in the quality assessment form in the language specified by the National Agency. 3.2 Assessment The standard quality assessment forms are established by the European Commission and used in order to ensure a coherent assessment of applications. When assessing, experts have to: • Participate in the briefing organised by the National Agency; https://erasmus-plus.ec.europa.eu/erasmus-programme-guide 9 • Use the specialised IT tools provided by the European Commission with access granted by the National Agency; • Liaise with the National Agency for any issues related to the use of the IT tools provided by the European Commission; • Examine the issues to be considered under each award criterion; • Enter scores for each applicable criterion and provide comments on each criterion and on the application as a whole (cf. section 3.3); • Fill in the section on ‘typology questions’ (a set of yes/no questions that concern specific details of the application); • Validate the individual assessment; • Consolidate the individual assessments if more than one assessor is involved per application; • Approve each consolidated assessment where the expert in question is not the consolidator. 3.3 Award criteria and scoring Experts assess applications only against the award criteria defined in the Erasmus+ Programme Guide. Each award criterion is defined through several elements, which must be taken into account by experts when analysing an application. These elements form an exhaustive list of points to be considered before giving a score for the given criterion. These elements are intended to help experts arrive at the final assessment of the criterion in question; however, they must not be scored separately. In order to give clear guidance to experts on how individual elements of analysis should be assessed, further information is provided in section 5 of this Guide. When assessing applications against award criteria, experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application. Experts cannot assume information that is not explicitly provided. Information relevant for a specific award criterion may appear in different parts of the application and experts must take all of it into account when scoring the award criterion. Experts are in no case allowed to contact applicants directly. In case of any problems arising during the assessment, experts should contact the National Agency. The National Agency will decide whether the applicant needs to provide additional information or clarifications, or if the application should be assessed in the form it has been submitted. Experts must duly consider the type of project, the scale of the activities and the grant requested when analysing the applications. As projects may vary widely in terms of their size, complexity, experience and capacity of the participating organisations, whether they are more process- or result-oriented etc., experts have to apply the proportionality principle when assessing all award criteria, as indicated in section 5. https://erasmus-plus.ec.europa.eu/erasmus-programme-guide https://erasmus-plus.ec.europa.eu/erasmus-programme-guide http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf 10 An application can receive a maximum of 100 points for all criteria relevant for the action. Experts assess the application based on the given award criteria and score each criterion with maxima as defined in the Programme Guide. The total number of points out of a maximum of 100 for each application is the sum of scores given for each award criterion. Experts cannot use half points or decimals when assigning scores. In order to be considered for funding an application has to score at least the minimum total score specified in the Programme Guide for a given action, and at least half of the maximum points for each award criterion. Within the maximum number of points per award criterion, ranges of scores are defined that correspond to a fixed definition of the expected quality standard so that a coherent approach is implemented across experts and across countries. These standards are as follows: • Very good – the application addresses all relevant aspects of the criterion in question convincingly and successfully. The answer provides all the information and evidence needed and there are no concerns or areas of weakness. • Good – the application addresses the criterion well, although some small improvements could be made. The answer gives clear information on all or nearly all of the evidence needed. • Fair – the application broadly addresses the criterion, but there are some weaknesses. The answer gives some relevant information, but there are several areas where detail is lacking or the information is unclear. • Weak – the application fails to address the criterion or cannot be judged due to missing or incomplete information. The answer does not address the question asked, or gives very little relevant information. The table below shows the ranges of scores for the individual quality standards depending on the maximum score that can be awarded to the relevant award criterion. Maximum score for a criterion Range of scores Very good Good Fair Weak 50 43-50 34-42 25-33 0-24 40 34-40 28- 33 20-27 0-19 35 30-35 24-29 18-23 0-17 30 26-30 21-25 15-20 0-14 25 22-25 18-21 13-17 0-12 11 20 17-20 14-16 10-13 0-9 15 14-15 11-13 8-10 0-7 Experts are expected to give comments on each award criterion and, in their comments, refer explicitly to the elements of analysis under the relevant criterion. The comments on each award criterion have to reflect and justify the score given for it. At the end of the assessment, experts give a summary of evaluation of the application as a whole. In this summary, experts must provide a thorough analysis of the application highlighting its relative strengths and weaknesses and indicating what improvements could be made in the future in case of failed proposals. As this evaluation summary will be used by National Agencies to provide feedback to applicants, and justification for rejection decisions, experts must pay particular attention to clarity, consistency and appropriate level of detail. As part of the quality assessment, experts check the grant application for accuracy and consistency. In particular, they analyse the coherence of the grant request in relation to the proposed activities and results. In case the application is of sufficient quality to receive a grant but such coherence is missing, experts can suggest a reduction of the grant amount requested4, specifying clearly the grant items and the reasons why they are considered incoherent, disproportionate or excessive. However, it is the National Agency that ultimately decides on the grant amount that is awarded to successful applicants. Experts may not suggest a higher grant than the amount requested by the applicant. The National Agency monitors the quality of expert assessments and can require the expert to revise the assessment should the necessary quality standard not be met. Experts must assess all applications in full. However, depending on the approach chosen by the National Agency, the ‘Relevance’ criterion may be assessed first and if it scores below the minimum threshold required for funding, the evaluation process may be discontinued, and the proposal rejected at this stage. If the experts notice during the assessment that the same or similar text appears in two or more applications submitted under a given selection round, as well as any other indications of possible double submissions or original content/authorship issues, they must inform the National Agency immediately. 4 With the exception of Cooperation Partnerships, Small-scale Partnership projects and European Partnerships for School Development, where the lump sum grant is a fixed amount, and the experts cannot propose to downgrade or upgrade a project (i.e. attribute a different lump sum than the one requested by the applicant) or to reduce the amount of the fixed lump sum. 12 4. General principles of qualitative assessment 4.1 Consolidated assessment and final score In case an application is assessed by only one expert, then that expert’s assessment determines the final score and comments. In case of applications assessed by two experts, the two individual assessments will be consolidated in order to arrive at the final score and comments for the application. The final score may not include decimals. If the difference between the assessments of the two experts is less than 30 points of the total score for the application, one of the two experts is requested to prepare a consolidated assessment in terms of scores and comments. The consolidated assessment should always take into account the preceding individual assessments but the final version may differ in terms of numerical score and comments. The consolidation needs to be based on agreement between the two experts and provides a final recommendation to the National Agency on the grant amount to be awarded to the applicant. In case the two experts fail to agree on the consolidation, the National Agency will decide on the need for an independent assessment by a third expert. In case there is a difference of 30 points or more in the assessment results of both experts, the National Agency will always ask a third expert to undertake an additional independent assessment of the application, unless both experts have scored the application under the thresholds for acceptance for the given action. The final score will then be determined by the two assessments that are closest in terms of their overall score and the most extreme assessment will not be taken into account for the consolidated assessment. Consolidation of the two closest individual assessments will then follow the same rules as explained above. The consolidated assessment is considered the final experts’ assessment of a given application. It means that in case of applications for a grant, the consolidated assessment forms the basis for ranking the application on the list of eligible grant applications, while in case of applications for Erasmus accreditation for higher education mobility consortia, the evaluation committee determines if the applicant will receive the accreditation or not. 4.2 Proportionality To ensure that the Erasmus+ Programme fully reaches its objectives, experts shall assess the qualitative level of the planned activities, intended goals, expected impact and results of the project in a proportional way, in relation to the size and profile of the applicant organisations and, if applicable, project partners. Quantity (of activities planned, of priorities met or results produced, etc.) will not be judged in absolute terms but in relation to the capacities and potential of the applicants (and partners, where applicable). 13 4.3 Quality, cost-efficiency, value for money The funding rules of Erasmus+ Key Action 1 managed by National Agencies are largely based on unit costs (i.e. amounts are calculated per day, per participant, etc.). Experts may judge that some of the units indicated in an application form are not to be considered, even for projects deserving a high qualitative scoring. They may therefore propose a reduction of these units, which consequently will determine a reduction of the grant awarded by the NA, if the project is selected for funding. This approach applies to all actions of the Programme managed by National Agencies, with the exception of Small-scale Partnerships, Cooperation Partnerships and European Partnerships for School Development (Key Action 2) where the funding rules are based on a single and fixed lump sum amount. If the assessment of a Key Action 2 proposal shows that a proposal’s cost-effectiveness is not adequate, there is no possibility to "downgrade" or “upgrade” it to a lower or higher lump sum amount. This means that the proposal will not achieve the minimum score under the award criterion ‘Quality of the project design and implementation’ and it will have to be rejected. 5. Guidance on how to assess the award criteria In addition to the general principles described in chapter 4 of this Guide, this section provides explanation how to assess the award criteria for specific Erasmus+ actions: Key Action 1: Mobility of individuals • Mobility project for Higher education students and staff supported by external policy funds • Mobility project for School education pupils and staff • Mobility project for VET learners and staff • Mobility project for Adult education learners and staff • Mobility project for young people– Youth Exchanges • Mobility projects for youth workers • Youth Participation Activities • DiscoverEU Inclusion Action • Mobility of staff in the field of sport Key Action 2: Cooperation among organisations and institutions • Cooperation Partnerships • Small-scale Partnerships • European Partnerships for School Development Priorities applying to all Erasmus+ sectors and actions The four Erasmus+ Programme priorities apply to all sectors and actions and should be understood as both thematic focus points, and as overarching principles of project design. Applicants can indicate the priorities they are working on by selecting the relevant ones directly (in Key Action 2), and by selecting linked topics and activity formats. Experts should take into account the overall integration of the four programme priorities in project proposals, and should assess the potential of project proposals to become best practice examples under each of them: 14 • Inclusion and diversity Projects should promote social inclusion and aim at improving the outreach to people with fewer opportunities. When designing their projects and activities, organisations should have an inclusive approach, addressing barriers that hinder the participation of a diverse range of participants, including people with disabilities and people with a migrant background, as well as people living in rural and remote areas, people facing socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. Projects should contribute to the creation of inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. When assessing the inclusion dimension, experts should duly consider any extra support needed to work with these specific target groups. • Environment and fight against climate change: Projects should aim at raising awareness about environmental and climate change challenges. Experts will take into consideration if the project aims at developing competences in various sustainability-relevant sectors, striving for carbon- neutrality by promoting sustainable transport modes and including other green practices in their activities. Experts should be attentive at proposed innovative practices that will enable behavioral changes for individual preferences, cultural values and awareness for sustainable development, consumption habits, and lifestyles (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). • Addressing digital transformation through development of digital readiness, resilience and capacity: Projects should aim to increase the capacity and readiness of institutions, organisations, staff and learners to manage an effective shift towards digital education and youth work. Experts should take into account the purposeful use of digital technologies to carry out the projects, the development of digital skills and expertise in the use of digital tools for teachers, youth workers and learners, and the creation or innovative use of digital education content. • Participation in democratic life: Experts should consider if projects address the challenges and barriers that limit citizens’ participation in its democratic processes and contribute to their increased awareness and understanding of the European Union, supporting participants in overcoming the difficulties in actively engaging and participating in their communities or in the Union's political and social life. Projects supporting this priority should aim to promote active citizenship and ethics in lifelong learning, reinforce participatory and citizenship competences, 15 foster the development or improvement of social and intercultural competences, critical thinking and media literacy. People’s participation in democratic life, social and civic engagement can be promoted through meaningful formal or non-formal learning experiences. This priority focuses also on awareness-raising and understanding of the European Union context, notably as regards the common EU values5, the principles of unity and diversity, as well as their cultural identity, cultural awareness and their social and historical heritage. 5 EU values are set out in Article 2 of the Treaty of European Union and briefly defined here: https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and- values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en 16 Key Action 1: Mobility of individuals Mobility projects for higher education students and staff supported by external policy funds Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Quality of the project design and cooperation arrangements (maximum 40 points), Project-level award criterion The extent to which the applicant organisation describes with clarity the responsibilities, roles and tasks between partners. The expert should assess the planned cooperation arrangements, including: • Who offers which courses and when? • Who provides support for visa/insurance/accommodation? • Who is in charge for the selection and/or evaluation of participants? • What will the students/staff have to do? • If applicable, how the finances will be split between the applicant and its partner(s) and whether the organisational support grant will be shared. • How will communication channels work? • Are there specific provisions regarding the organisation of traineeships? The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength; • Non-discriminatory approach: ensure that the proposed activities are designed to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. A reference to the Erasmus Charter for Higher Education (ECHE) also covers this aspect. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 17 The completeness and quality of arrangements for the selection of participants, the support provided to them and the recognition of their mobility period (in particular in the third country not associated to the Programme). The expert should assess the planned practical implementation of the mobilities, in particular: • The clarity, completeness and quality of all the phases of the mobilities (preparation, implementation of mobility activities and follow- up). • The appropriateness of measures for selecting participants. Special attention should be given by the expert to measures planned by the applicant and its partner organisation(s) in accordance with the Inclusion and Diversity Strategy of the Erasmus+ programme and applicable national guidelines. • The information and support provided prior to the mobility, e.g. accommodation services, language training, learning/mobility agreements and administrative support (insurance, visa, etc.). • The mechanisms envisaged for recognition of student learning outcomes (e.g. ECTS or other mechanisms). • The way in which the HEIs will recognise and reward the outcomes of outgoing staff mobility. The specific mechanisms to guarantee quality of traineeships when this type of mobility is envisaged. Relevance of the strategy (maximum 40 points), Region-level award criterion The extent to which the planned mobility project is relevant to the internationalisation strategy of the higher education institutions involved. The rationale for choosing staff and/or student mobility and the previous experience of similar projects with higher education institutions/organisations in the partner region. The expert should assess how the planned activities fit the applicant and partner institutions’ internationalisation strategies and reinforce their capacities. The expert should assess the justification provided for the choice and volume of activities requested, with respect to the internationalisation strategies, capacities and previous experience of the institutions involved. In line with the Programme's inclusion dimension, partnerships with newcomer and less experienced HEIs are encouraged, as participation is expected to have a particularly high impact on them. Impact and dissemination (maximum 20 points), Region-level award criterion The potential impact of the project on participants, beneficiaries, partner organisations, at local, regional and national levels the quality of measures aimed at disseminating the results of the mobility project at faculty and institution levels, and beyond where applicable, in all countries involved. The expert should assess the potential impact and dissemination of the project results in terms of: • The potential impact of the mobility on individuals and HEIs, at local, regional and national level during and after the project lifetime in proportion of the project size and scope. • The dissemination activities described and the channels mentioned. • The strategy for monitoring and evaluating the outcomes of the mobility. 18 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 20 points) The extent to which the applicant’s profile, experience, activities and target population of learners are relevant for the field The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. In case of education providers, the ‘target population of learners’ refers to the profiles of learners enrolled in the organisation. For other organisations (e.g. education authorities or coordination bodies), the same term encompasses the categories of learners for which the organisation is in charge, or for which it is providing services. The extent to which the project proposal is relevant for the objectives of the action The expert should assess if the objectives of the action as stated in the action’s chapter in the Programme Guide are addressed. The objectives and overall framework of each project should be complementary with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation that the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. ; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 19 The extent to which the project proposal is relevant for the following specific priorities: • Supporting newcomers and less experienced organisations This element highlights the importance of short-term projects as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. In this direction, the expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of people or individuals who have never or not regularly benefitted from the opportunities offered by this action in the past. The exact definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the project proposal is relevant for the following specific priorities: • Supporting participants with fewer opportunities • Supporting participants in ErasmusPro activities (in VET) • Supporting participants in long-term mobility of pupils (in school education) In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider if the proposed activities (if any) and the applicant organisation have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected). In the fields of VET and school education, the expert should also take into account if the applicant organisation has committed to implementing long-term mobility activities for learners, which constitute more challenging and impactful formats offered by the Programme. In the field of adult education, the expert must pay particular attention that the project proposal includes an inclusive and balanced mix of participant profiles, with significant involvement of participants with fewer opportunities, in line with the objectives of the action. Significant involvement of participants with fewer opportunities can be quantitative (by involving a large proportion of participants in this profile), or qualitative (by designing activities that give particular attention to inclusion, integration and support of participants with fewer opportunities). Quality of project design (maximum 50 points) The extent to which the proposed project objectives address the needs of the applicant organisation, its staff and learners in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The extent to which the operational and logistical aspects of the project design (such as proposed venues) are appropriate and cost-effective; The expert should consider if the plans proposed by the applicant are appropriate in terms of their cost and purpose. For example, if costly venues are proposed, the expert should evaluate if those venues are necessary or could be replaced by other, less costly options without a negative effect on the project in terms of its objectives, inclusion, or other relevant aspects. 20 The extent to which the proposed activities are appropriate for the achievement of the project objectives The expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project incorporates the use of digital tools (particularly eTwinning for school education and iVET, and EPALE for cVET and adult education) and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider both the number of participants that will benefit from blended forms of activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. Quality of follow-up actions (maximum 30 points) The extent to which the applicant has clearly defined the tasks and responsibilities for delivery of activities in accordance with Erasmus quality standards This element refers to the distribution of tasks and responsibilities among the staff members of the applicant organisation. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes This element covers the applicant’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the applicant’s proposal on how to evaluate if the stated objectives have been reached. The expert should consider whether the proposed methods are clear and whether the defined success criteria are clearly observable/measurable. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 21 Mobility projects for young people: Youth Exchanges Award criteria elements as described in the Programme Guide Guidance on how to assess the criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should assess how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action. The expert should assess if the proposal addresses the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed 22 these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of the participating organisations and participants of the exchange. The expert should assess if the rationale for the project is clearly described. The expert should assess if the applicant explains why the project is needed and how the demand for the project has been identified. The expert should evaluate if the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project is suitable for producing high-quality learning outcomes for the participants. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, during and after the project lifetime and outside the organisations and individuals directly participating in the project, at local, regional, national and/or European or global level. The expert should assess if the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of newcomers and less experienced organisations and of groups of young people are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases. The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages. The extent to which the balanced representation of participants in terms of countries and gender is respected and the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed the proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. 23 when defining the way participants will be selected). Furthermore, the Programme strives for geographical and gender balance. The expert should take this angle into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including any online/ digital components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass. The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/ development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory. The expert should consider all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective. The expert should assess how the project plans to address the issue of protection and safety of participants, and which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. The expert should also look for the presence of accompanying people, that will support the young people with fewer opportunities, should such individuals be present. The extent to which the tasks and responsibilities for the activities are clearly The expert should assess if all relevant tasks and responsibilities have been covered and clearly assigned and distributed among the persons implementing the project. 24 defined in accordance with Erasmus quality standards. The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert shall assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will consider the following factors during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives The expert shall assess the extent to which the participating organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert shall verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the proposal should demonstrate that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. 25 The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert shall consider how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should assess also how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 26 Mobility projects for youth workers Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the youth work field. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project proposal is relevant for the objectives of the Action. The expert will assess the references in the proposal to the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and the proposal should address them in a qualitative way. 27 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of development of the participating youth workers and youth work organisations. The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert should look for explanations on why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. 28 The extent to which the project is suitable for: – reinforcing or transforming the participating organisations’ practice, in relation to quality, innovation and recognition of youth work, as well as their scope, from local to global as appropriate. – producing high-quality learning outcomes for participating youth workers. – involving participants active in youth work in the participating organisations as well as organisations who undertake concrete youth work and regular work with young people on local level. – producing impact on participating youth workers and participating organisations during and after the project lifetime. – producing impact outside the organisations and on individuals not directly participating in the project, at local, regional, national and/or European or global level. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The expert should consider how the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved. The expert should consider how the project would equip youth workers with competences and methods for their professional development (including for digital youth work), aiming at having a clear impact on their regular work with young people and on their organisation they are active in, fostering the development of quality youth work at local, national and European level, contributing to the European Youth Work Agenda for quality, innovation and recognition of youth work. The expert should consider the project’s impact on others (where relevant also on communities and youth work practices). The extent to which (if applicable) the proposed system development and outreach activities are contributing to the development of youth work environment. The expert should, if applicable, consider the expected impact of proposed system development and/or outreach activities on the youth work environment. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of young people and youth workers who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. 29 Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation, contributing not only to the participants' practice, but also improving the quality of youth work within the participating organisations. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. When considering this element, the expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner all the phases of the project (preparation, implementation and follow-up) and the active involvement of the participants in all the phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The extent to which the balanced representation of participants in terms of countries and gender is respected. The Programme strives for geographical and gender balance. The expert should take this into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the measures for selecting youth workers are appropriate and in line with youth worker definition in legal base The expert should take into consideration that in order to ensure a wider benefit and impact of the project, it is important that a real connection exists between youth workers and the local youth work field. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. The expert should look at the non-formal and informal learning processes proposed, at which extent such processes are suitable of stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants and participating organisations involved. The expert will assess also if such learning processes are planned in a participative way and analysed throughout the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities. The expert should evaluate how digital tools and virtual components are included in the proposed activities and will be used to support learning and to complement physical activities. 30 The extent to which the support measures for reflection process, the identification and documentation of the participants' learning outcomes, and the use of transparency and recognition tools, in particular Youthpass, are appropriate. The expert should consider how participating organisations have addressed the participants’ learning objectives, how they plan to support reflection around those, as well as the identification and recognition of the participants’ learning outcomes. The expert should also consider as an element of project quality, if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. The extent to which (if applicable) the tools and practices proposed under “system development and outreach activities” are appropriate and can be replicated and inspire other organisations. The expert should focus on the design and quality of complementary activities (if any) and on their replicability. The expert can consider the following questions in this regard: Can tools and/or practices proposed be adapted or re-used by other organisations? How do the organisations plan to make other actors from the field aware of such tools and practices and to inspire other organisations and processes? Quality of project management (maximum score 30 points) The extent to which the quality of the practical arrangements, management and support modalities are satisfying. The expert should assess all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures foreseen to ensure safety and protection of participants are adequate and effective. The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. The expert should always keep in mind that activities must be organised with a high standard of safety and protection for involved participants. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards. The expert should consider the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the plan for cooperation and communication between the participants of the group(s), participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work). 31 - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project. - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project. - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives. The expert should verify that the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities. The expert should also verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert should check that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine- tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will assess how the participating organisations have reflected together on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 32 Youth participation activities Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action The expert should consider that the proposal references the objectives of the Action as stated in the action’s chapter in the Programme Guide. The expert should evaluate the extent to which the objectives and overall framework of each project is complementary with those objectives and are addressed in a qualitative way. In particular, the expert should consider how the proposal fosters young peoples' engagement and empowers them to become active citizens. 33 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • The proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • The proposed activities are designed in a non- discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria; • The presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • How opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; The extent to which the project and the proposed activities address the needs of the young people and participating organisations The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project provides a European added value The expert should consider whether the proposed activities bring added value at EU level through results that would not be attained by activities carried out in a single country or through relevance of proposed activities beyond the national context (with regard to the topics, aims, approaches and expected outcomes). The extent to which the project is suitable for producing high-quality learning outcomes for the participants The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, as well as for young people and organisations not directly participating in the project, at local, regional, national and/or European or global level The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). 34 The extent to which the project introduces newcomers and less experienced organisations to the Action, including groups of young people The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates consistency between identified needs, project objectives, participant profiles and activities proposed; The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in the funded activities. The expert should judge whether the applicant has explained convincingly how the implementation of all the proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages (as in Youth participation activities, young people need to have a significant role throughout the project). The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities; In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. when defining the way participants will be selected). The extent to which the project addresses sustainable and environmental-friendly practices The expert should consider that the proposal refers both to the content of the project’s activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project makes use of alternative, innovative and smart forms of youth participation The expert should keep in mind that the Youth participation activities format is designed in a particularly open manner in order to include a range of methods and approaches to youth participation and allow development and testing. The expert should judge to what extent the project intends to incorporate new or alternative ideas, practices or tools for youth participation, be it through digital or other formats. 35 The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards The expert should focus on the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. 36 The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project; The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project; - the means of communication and cooperation (including use of digital tools) - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities In the case of Youth participation activities with no partner organisations, the expert should consider how the organisation will share tasks and responsibilities internally, and the involvement of potential external stakeholders in the project. If the project will be supported by one or more coaches, the envisaged cooperation and relevance of their expertise in relation to the objectives of the project should be considered. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes in relation to its objectives; The expert will verify to what extent the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities and that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert will verify that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will focus on how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the 37 project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 38 Mobility project for young people: DiscoverEU Inclusion Action Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 40 points) The relevance of the project to: - the objectives of the Action; - the needs of the participating organisations and participants; - the extent to which the project enables learning through discovery; The expert will evaluate to which extent the proposal corresponds to the objectives and the format of the Action as described in the corresponding action chapter in Part B of the Programme Guide. The expert will assess to what extent the rationale for the project is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant) and to the specific target group. In particular the expert should pay attention to the following specific aspects: • the proposal involves as participants exclusively young people with fewer opportunities as described in the Erasmus+ Programme Guide and in the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy6. Their participation in DiscoverEU on an equal footing with their peers is vital to contribute to inclusion and diversity of young people and to enable their learning through discovery. • the proposal promotes diversity, intercultural and inter- religious dialogue, common values of freedom, tolerance and respect for human rights as well as aims on enhancing critical thinking and sense of initiative of young people when preparing them for, accompanying them during and following up after their DiscoverEU travel The extent to which the project is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The expert should take the following factor into consideration during the assessment: - Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength. The potential impact of the project on participants and participating The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact both on participants and organisations involved (and, 6 https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf 39 organisations during and after the project lifetime; where relevant, on communities/practices) also after the end of the project lifetime. The extent to which the organisation can proof previous experience in working with young people with fewer opportunities at grass root level The expert should consider that DiscoverEU Inclusion Action is specifically addressed to grass root organisations, which work regularly with young people with fewer opportunities and which can identify early enough potential participants to prepare them for their DiscoverEU travel. The organisation has to strike the right balance between offering suitable assistance and encouraging the young people to as much autonomy as possible. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. Organisations implementing the DiscoverEU Inclusion Action may foresee elements in the travel itinerary as well as in pre- and after activities, that address at least one of the EU priorities on green, digital or the participatory dimension of the Erasmus+ Programme. Please refer to the DiscoverEU routes7 as an option and inspiration for the travel The extent to which the project introduces newcomers and less experienced organisations to the Erasmus+ Programme that can prove experience in working with young people with fewer opportunities The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of the project design (maximum score 40 points) The proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the participants’ and organisation’s needs and challenges, and if achieving these objectives can lead to positive changes at the level of the organisation and of the participants. The expert should assess whether the applicant has provided a convincing explanation of how the implementation of all proposed activities will logically lead to achieving the project’s stated objectives. The clarity, completeness and quality of all the phases of the project: preparation tailored to the specific needs of the participants, support during the travel, implementation of activities and follow-up; The expert should assess to what extent the description of the different phases is clear and complete and shows that the organisation and the DiscoverEU participants have agreed on a division of tasks, programme of the activities during the travel, working methods, practical arrangements, catering for the needs of the participants and follow up measures. 7 https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en 40 The extent to which the participants are involved in all phases of the activities The expert should focus on how the organisations plan to give an active role and involve young participants during the project lifetime while giving as much autonomy to the participants as possible. The activities are designed in an accessible and inclusive way In line with the inclusion dimension of the Programme, the expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The experts should also consider if the applicant organisations have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected), as well as participants with different background and abilities. In addition, the expert should verify that the proposal shows that the activities and profiles of the participants fit the action, engages the young people with fewer opportunities in all the steps of their DiscoverEU travel (before, during and after) and ensure equal footing with their DiscoverEU peers while travelling across Europe The quality of arrangements and support for the reflection process, the identification and documentation of the participants' learning outcome, and the use of Youthpass; The expert should consider how the organisations have addressed the issue of participant’s learning objectives, how they plan to support the reflection around those, their identification as well as the recognition of their learning outcomes. The fact that - beyond making available the Youthpass certificate to participants - the participating organisations intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process is considered as an element of quality of the project. N.B. the Youthpass for DiscoverEU inclusion action is still under development and might not be available at application stage – experts are, therefore, invited to assess the learning outcomes in a general way until Youthpass for the Inclusion Action is implemented. The adequacy and effectiveness of the measures foreseen to ensure safety and protection of participants; The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the activities incorporate sustainable and environmental-friendly practices The expert should consider that the project refers both to the content of the project’s activities and objectives with a focus on sustainable and environmental-friendly practices, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 41 Quality of project management (maximum score 20 points) The quality of the practical arrangements, management and support modalities; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The quality of the cooperation and communication with other relevant stakeholders if applicable; The expert should assess to what extent the proposal shows that the organisations have established and will run a cohesive cooperation with active involvement of all partners and with common goals to be achieved, if applicable. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of the organisation with other relevant stakeholders in the project; - the profile and background of organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas; - a clear and commonly agreed definition of roles and tasks of each organisation involved in the project, where relevant; - the capacity to ensure effective follow-up and dissemination of the results achieved through the project; - the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The quality of measures for evaluating the different phases and outcomes of the project; The expert should verify that the proposal shows that the organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert should examine to what extent the final evaluation will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. The expert should also check that besides the final evaluation, the proposal shows that participating organisations will monitor the implementation of the mobility activities to ensure the smooth running of the project and fine-tuning, if necessary. The appropriateness and quality of measures aimed at disseminating the outcomes of the project within and outside the participating organisations. The expert should focus on the organisations have reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also, at how the organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. 42 Mobility of staff in the field of sport Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance and impact (maximum 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the grassroots sport The expert should consider if the applicant organisation forms a genuine part of the grassroots sport field. Grassroots sport is defined as physical leisure activities practised regularly at non-professional level by people of all ages for health, education or social purposes. The extent to which the project proposal is relevant for the objectives of the action The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be in line with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the project proposal is relevant for the needs and development of the participating organisations and staff The expert should assess to what extent the rationale for the project is clearly described. In this direction, the expert should look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the participating organisations and the individual participants The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. 43 The extent to which the project is suitable for: • Producing high-quality learning outcomes for participating staff; • reinforcing or transforming the participating organisations’ work practices, increasing its quality, capacities and innovation • producing potential impact on participating organisations and staff during and after project lifetime The expert should verify that the proposal equips staff with competences and methods for their professional development, aiming at having a clear impact on their regular work and on their organisation they are active in. Potential impact on transformation of participating organisations’ work practices is clearly described. The extent to which the project defines concrete learning outcomes The expert should consider if the learning outcomes for the participants are clearly explained and in line with the identified needs. The proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning. Recommended EU recognition tool for sport staff: Europass. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme; The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by the Programme in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of project design and implementation (maximum 40 points) The extent to which the proposed project objectives address the needs of the applicant organisation and its staff in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The quality of practical arrangements, management and support modalities The expert should consider if the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, monitoring of activities, ensuring the safety of participants. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider that the project refers both to the content of the activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 44 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider that the project refers both to the number of participants that will benefit from virtual activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The balanced representation of participants in terms of gender; The expert should assess the composition of the group of participants involved in the projects which should be the closest possible to ensuring the principle of gender balance. For staff from non-grassroot organisations, a clear explanation how participation of such staff will benefit grassroot sport If the applicant organisation is a non-grassroots sport organisation (e.g. international organisation) the expert should assess if the proposal contains a clear explanation how participation of such staff will benefit grassroots sport Quality of follow-up actions (maximum 30 points) The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 45 Key Action 2: Partnerships for Cooperation Cooperation Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 25 points) The extent to which the proposal is relevant for objectives and priorities of the Action. The proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency; - In case of projects submitted by ENGOs in the fields of education, training and youth to the European Education and Culture Executive Agency: the extent to which the applicant runs activities that support the implementation of EU policies in one of these sectors. The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", the expert will consider it as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-12 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 46 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of the application. The expert should consider if the proposal proves that the participating organisations have already experience in the field.. If the organisations is not active in the relevant field/sector, the organisation must prove that it brings a clear added value to the project in the context of the field in which the application was submitted In the same way, the proposal shows how the area of activity of the participating organisation are related or have the potential to be implemented in the field of application. This element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the proposal is based on a genuine and adequate needs analysis. The expert should verify that the proposal proves that a solid analysis, drawing on existing knowledge, know- how and practice, has been carried out to identify needs of the target group(s), and organisations. 47 The expert should also examine that the needs identified are relevant for the field under which the proposal was submitted and are clearly linked to those priorities of the Action that the project intends to meet. The extent to which the proposal is suitable for creating synergies between different fields of education, training, youth and sport, or it has potentially a strong impact on one or more of those fields. The expert should examine that the project is likely to produce outcomes that may be relevant also for other fields of education, training, youth or sport than the field that is expected to be most impacted by the project. The extent to which the proposal is innovative. The expert should examine that the project is likely to produce results that will be innovative for its field in general, or for the geographical context in which the project is implemented. The innovative dimension of a project can relate to the content of the outputs produced by the project, and/or to the processes and working methods applied, and/or to the organisations and persons involved or targeted. For example, it will produce something significantly new in terms of learning opportunities, skills development, access to information, recognition of learning outcomes etc. The extent to which the proposal is complementary to other initiatives already carried out by the participating organisations. The expert will examine that the project will add to the existing knowledge, know-how and/or practices of the organisations and persons involved. AND/OR: If the application is based on a previous project or existing innovative content, it demonstrates significant added value compared to the previous project results or in terms of new target groups, educational, training or youth activities or geographical spread, and contributes to improving the quality of teaching/learning training in the countries participating in the project. In so far as the initial developer of these previous results is not participating in the project, the relationship between the participating organisations and the initial developer are transparent and respect pre-existing rights. The proposed innovation or complementarity is proportional to the scale of the project and the experience of the participating organisations. In case of inclusion projects involving staff or learners with fewer opportunities, the level of innovation should be considered in relation to the possibilities of the target groups involved. The extent to which the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. 48 Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the objectives of the project are clearly stated and can be achieved taking into account the nature and experience of the partnership. The expert should also take into account if achieving those objectives can lead to positive changes at the level of the organisations. The expert should consider if the proposal identifies and adequately addresses clearly specified needs of the target group of the project, including at a wider scale, not only benefitting participants who directly take part in project activities. The extent to which the proposed methodology is clear, adequate and feasible. The expert will assess to what extent the proposed methodology is realistic and appropriate for producing the expected results. The methodology builds on solid arguments /evidence basis and takes account of existing knowledge and practice. In case of inclusion projects involving staff or participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The expert should verify that the project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes The project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results. The expert should verify that the proposal shows that all phases of the project have been properly designed in order for the project to realise its objectives and address properly the identified needs. The expert will also assess to what extent the work plan is clearly defined, comprehensive and realistic and the project contains a clear and well-planned timetable. In addition, the grant requested (lump-sum amount) under which the project will fall is coherent with the activities that the applicant wants to implement and the objectives to be reached. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. 49 The extent to which the project is cost- effective and allocates appropriate resources to each activity. The expert should examine that the proposal provides value for money in terms of the results planned as compared to the grant requested lump sum. The grant requested lump sum is realistic for a good quality implementation of the planned activities. The expert will assess the resources allocated to each work package and activities, which need to be sufficient and adequate for a proper implementation. Activities also need to address crucial aspects of the award criteria such as inclusion, integration of results, and monitoring. The expert should compare the project and its work packages with other projects, in order to better consider applicant explanations in this regard. All project management activities should be included in a separate work package, without specific objectives, representing a maximum of 20% of the requested budget. The extent to which the project proposes appropriate quality control, monitoring and evaluation measures to ensure that the project implementation is of high quality, completed in time and on budget. The expert should verify that the proposal foresees appropriate evaluation and monitoring activities at critical stages of the project, which will allow measuring the progress and quality of the project activities and outcomes, as well as the appropriate use of funds. The quality control measures will allow the project to take any necessary corrective measures in time. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined. 50 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation between partner organisations. If Erasmus+ online platforms are available in the field(s) of the participating organisations: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, Youthpass) as tools for preparation, implementation and follow-up of the project activities. The expert should consider that the project refers both to the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and to the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The project is designed in an eco- friendly way and incorporates green practices in different project phases. The expert should consider the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). The extent to which the project clearly describes both qualitative and quantitative indicators, that are realistic, feasible, and contribute to strengthening the overall quality of the project. The expert should verify that the proposal presents a clear and coherent set of qualitative and quantitative indicators that are appropriate for the project’s objectives and planned activities, in order to assess its progress and results. 51 If the project plans training, teaching or learning activities: the extent to which these activities are appropriate to the project's aims and involve the appropriate profile and number of participants. The quality of practical arrangements, management and support modalities in learning, teaching and training activities. The expert should consider that in case transnational teaching, training or learning activities are proposed, these contribute directly to the objectives of the project and are strongly embedded in the project logic as a whole. The expert should examine that the proposal proves that the teaching, training or learning activities in a specific field are embedded in a coherent package of activities and that these activities are of the appropriate volume, bring an added value and will have a direct impact on the achievement of the project results. The expert should assess to what extent the teaching, training or learning activities are well conceived, i.e. the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, training, teaching or learning agreements, monitoring of teaching, training or learning activities, ensuring the safety of participants. If the project plans training, teaching or learning activities: The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles. The expert should consider that in case transnational teaching, training or learning activities are proposed, relevant transparency and recognition tools and/or policy approaches developed in the framework of policy cooperation at European level will be used for recognising and validating the learning outcomes of participants, such as: European / national qualifications frameworks; European framework of key competences and the European guidelines for the validation of non- formal and informal learning. Only for the Adult Education field: The expert should verify that the proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning and its permeability with formal education pathways. Recommended EU recognition tool for adult education staff: Europass. If the proposal provides for long-term teaching, training or learning activities of staff, the expert should look for a description of the measures put in place for ensuring the quality of the mobility activities, comprising 1) preparation including linguistic and subject preparation before and during the mobility and 2) support to and monitoring of participants during their mobility by the sending and/or hosting organisation. Only for the School Education field: The expert should verify that the proposal clearly describes how the learning outcomes of participating pupils and school staff will be recognised/validated within the context of the school and the curriculum. Recommended EU recognition tool for school education staff and pupils: Europass. If the project includes activities for pupils, these activities are integrated into the curriculum and contribute to achieve defined learning goals. Only for the VET field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1. Recommended recognition tools: ECVET, Europass. Only for the Higher Education field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1, in line with the Erasmus Charter for Higher Education (ECHE). Recommended recognition tool: ECTS. Only for the Youth field: The expert should verify that learning outcomes are recognised following the same arrangements and criteria used in mobility activities under Key Action 1, and notably through the use of Youthpass. 53 Quality of the partnership and the cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile, past experience in the Programme and expertise to successfully complete all project objectives. Taking into account the nature of the project and its expected impact, the expert should examine that the participating organisations have the skills and competences required to ensure that the work programme can be implemented efficiently, effectively and professionally. The expert should evaluate to what extent the proposal concretely identifies which skills, experiences, expertise and management support each of the participating organisations will make available to implement all aspects of the project proposed. The expert should also verify that the proposal shows that the participating organisations have established and will run a cohesive consortium with active involvement of all partners and with common goals to be achieved. In this respect, the following factors should be taken into consideration during the assessment: ▪ the level of networking, cooperation and commitment of each participating organisation in the project; ▪ the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications; ▪ the capacity of the consortium to ensure effective implementation, follow-up and dissemination of the results achieved through the project. ▪ in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) the participation of staff or learners with fewer opportunities. The expert should look for a clear and commonly agreed definition and an appropriate distribution of roles and tasks and a balanced participation and input of the participating organisations in the implementation of the work programme, taking into account the complementary competencies, the nature of the activities and the know-how of the partners involved. The expert will examine if it is necessary for the project's success to use expertise of organisations from different fields, and/or the project intends to impact more than one field of education, training and youth, relevant organisations of all concerned fields 54 participate in the project. The proposal demonstrates convincingly why the participation of the organisations from different fields of education, training, youth and/or other socio-economic sectors is best suited to produce the outputs that respond to the identified needs. The extent to which the project involves newcomers and less experienced organisations to the Action. The expert should verify if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert assesses if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. If applicable, the extent to which the involvement of a participating organisation from a third country not associated to the Programme brings an essential added value to the project (if this condition is not fulfilled, the participating organisation from a third country not associated to the Programme will be excluded from the project proposal at assessment stage). The participation of organisations from third countries not associated to the Programme provides genuine added value to the project because of the specific skills, experiences or expertise that these organisations bring to the project and that prove to be essential for the achievement of the project's objectives and/or to ensure a significantly higher quality of the project outputs. NB: If the proposal does not provide convincing evidence of such added value of a third country not associated to the Programme organisation's participation in the project, the latter will be proposed for removal from the project proposal at assessment stage. The expert shall continue the assessment process of the proposal without the participation of such partner and complete the assessment even without the participation of the third country not associated to the Programme organisation. Impact (maximum score 25 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 55 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as their wider communities. The project is likely to have a substantial positive impact on the participating organisations and on their staff and/or learners. The impact of the project on the participants and organisations involved is likely to occur during and remain after the lifetime of the project. The proposal demonstrates which benefits (trans-national, interdisciplinary, cross-field) the proposed cooperation brings to the partners – also in the long run, after Erasmus+ funding, e.g. how it contributes to the internationalisation strategies of the participating organisations. The extent to which the expected project results have the potential to be used outside the organisations participating in the project during and after the project lifetime, and at local, regional, national or European level. The project results have the potential to be transferred and exploited in other European countries. The proposal identifies relevant stakeholders, including policymakers at the most appropriate level, whether local, regional, national and/or European. Taking due account of the scope and size of the project: - it is likely to have a positive impact at local, regional, national and/or European level; - it is likely to lead to innovative developments at system level and/or provide useful input to policy developments; - it shows potential for scalability and synergies with other Erasmus+ actions and/or other European Programmes. 56 The project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. If relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations. The proposal identifies the project results that can be transferred to the relevant target groups. An appropriate and effective set of measures and tools will be used to reach the target groups for dissemination. The planned dissemination and exploitation activities will ensure an optimal use of the results at local, regional, national and/or European level depending on the scope and size of the project. In each of the participating organisations specific and adequate resources are allocated to the dissemination activities. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. Only for the Adult Education and VET fields: If relevant, the proposal explains if and how EPALE will be used to increase the impact of the project and support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results Platform. 57 The project proposal includes concrete and effective steps to ensure the sustainability of the project, its capacity to continue having an impact and producing results after the EU grant has been used up. The project is placed in a perspective that goes beyond the project period. It plans to achieve a multiplier effect and sustainable impact that are within its reach considering the scope and size of the project. If relevant for the type of project, its results will be integrated in the management / pedagogical framework of the participating organisations. If relevant for the type of project, the participating organisations have the intention and are able to attract external co-funding or other support from diverse sources to ensure sustainability of the activities developed by the project and continued use of outputs and results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the sustainability of the project. Only for the VET field: The proposal is likely to have the foreseen positive impact on the target groups beyond the project lifetime. The proposal explains which project activities and results are supposed to be continued and maintained after the end of Erasmus+ funding (i.e. continuation of new courses, use and maintenance of new teaching tools…) and how and with which resources other than from the EU (finance, staff, equipment) this will be done. Only for the Youth field: The proposal is likely to have the expected positive impact on the target groups beyond the project lifetime, in particular for participants with fewer opportunities. The proposal describes how the participating organisations will exploit the experience within the project to improve the situation of these target groups and to further stimulate their development after the activity. 58 Small-scale Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 30 points) The extent to which the project proposal is relevant to the objectives and the priorities of the Action. In addition, the proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency. The expert should assess if the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field-specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+ sectors, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", it will be considered as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-14 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 59 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of The expert should consider if the participating organisations form a genuine part of the field in which the application has been 60 the application. submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of their staff and the nature of the organisation area of activity and previous experience working in the field of the application. The expert should take into consideration that the Small-scale partnerships are particularly relevant to target newcomer and less experienced organisations. Therefore, previous experience within Erasmus+ should, in this case, not necessarily be considered as an element that determines the relevance of the proposal. However, it is essential that this organisation brings a clear added value to the project in the context of the field in which the application was submitted. The extent to which the proposal brings added value at EU level by building capacity of organisations to engage in cross-border cooperation and networking. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address the needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the proposed objectives are well explained in relation to the partner organisations’ needs and challenges, as well as the needs of the indicated target groups. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The extent to which the proposed methodology is clear, adequate and feasible: - project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results; - the project is cost-effective and allocates appropriate resources to each activity. The expert should consider if the application is sufficiently specific, clear, concrete, and realistic in presenting the content and expected results of proposed activities. Experts should judge if the partner organisations have explained convincingly how the implementation of proposed activities will logically lead to addressing the identified needs and the achieving the project’s stated objectives. In addition, the requested lump sum amount should be considered in view of achieving the objectives of the project. This should include a consideration on whether appropriate phases for preparation, 61 implementation, monitoring, evaluation and sharing of results have been planned. Value for money needs to be assessed, as the lump sum requested must be in line with and justified by the proposed activities. In order to do so, the expert should evaluate the proposal both at activity level as well as at the level of the entire project. The description of the definition of the grant amount is key in this evaluation. If possible, experts should also compare the project and its activities with other projects, in order to better consider these explanations. The simplified budget scheme does not require a separate budget for project management. Instead, these costs should be covered by the amounts allocated to each project activity. Around 20% of the project requested lump sum is typically used for project management expenses, but this can be flexible depending on the applicant's resources and project size and complexity. It can be acceptable that smaller projects may use a larger portion of their budget for these horizontal costs. If the proposed deliverables are found entirely insufficient to justify the requested grant, the award criterion should be assessed below the minimum threshold. (half of the maximum points of the award criterion) The work plan has to be clearly defined, comprehensive and realistic in relation to the requested lump sum amount. The portion of the grant amount allocated to each project activity described in the proposal should be sufficient and adequate to the nature and value of the activity. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes 62 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation with partner organisations. If applicable: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, EU Youth Strategy Platform) as tools for preparation, implementation and follow-up of the project activities. The expert should assess the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The extent to which the project is designed in an eco-friendly way and incorporates green practices in different project phases. The expert should take into consideration the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). Quality of the partnership and cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile. Experts should assess the extent to which the proposal clearly explains the reasons for participation of the involved organisations and their common interests. The role and contribution of each the participating organisation should be clearly described and taken into account. Consider the specific nature of Small-scale partnerships and their focus on newcomer and less experienced organisations, the expert should judge whether the participating organisations have the skills and competences required to run the proposed activities. While leaving scope for learning to cooperate and foster development throughout the project, organisations should ensure sufficient quality in the implementation, even if they have little or no previous experience within Erasmus+. 63 The extent to which the project involves newcomers and less experienced organisations to the Action. This element highlights the importance of small- scale partnerships as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. The expert should consider if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The expert must use past participation information included in the application form and they must apply the exact definitions of a ‘newcomer’ and ‘less experienced organisation’ provided in the glossary of the Programme Guide. The expert must register their conclusions as part of typology questions accompanying the assessment. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. In particular, considering the nature of this action, it is important that the proposal describes an active role and substantial participation of newcomer and less-experienced organisations in the project tasks and activities. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations. The expert should assess if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. Impact (maximum 20 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisation. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 64 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as the wider community. The expert should consider if the project can have a substantial positive impact on the participating organisations, their staff and learners, during and after the project implementation. If relevant and in proportion to the project size and scope, the experts should consider whether the proposal identifies target groups or organisations not participating in the project that will be positively impacted by the implementation of the activities. The extent to which the project proposal includes an appropriate way to evaluate the project outcomes. The expert should consider, in proportion to the project size and scope, the partnership’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the partner organisations’ proposal on how to evaluate if the stated objectives have been reached. The extent to which the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The expert should consider if the proposal identifies the project results that can be made available to the relevant target groups. The expert should also consider whether the partner organisations have used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 65 European Partnerships for School Development The main purpose of the European Partnerships for School Development is to encourage better cross-border cooperation and mobility among schools across Europe with a sustainable and systemic impact. Projects should do this through improvements in the practices, policies and procedures of school authorities and schools that will take place over the duration of the project and have an impact long beyond the project duration. It is also expected that school authorities apply the principles or changes developed within a Partnership for School Development to other schools under their authority that were not part of the project, contributing to a wider audience than the participating organisations. Projects need to achieve a balance between being realistic and ambitious to achieve systemic and long-term impact. This is why the award criterion “Impact” carries the largest part of the assessment with 35 out of 100 points, and all other criteria are linked to it. The large number of points reflects the complexity of the criterion and the wide variation in quality that experts may encounter. Experts should make full use of the 35 points scale to fine-tune their assessment and differentiate applications according to their level of quality. Recognising original, convincing and genuine proposals: experts should consider the information presented in the application form critically to evaluate • if it shows a real self-reflection on the part of the applicant; • if it is rooted in reality of everyday educational work and challenges in the school education systems of the participating countries and regions, and; if the links being established with European or national policy narratives are concrete and tangible. Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 15 points) Relevance for action objectives: the proposal contributes to the objectives of the European Partnerships for School Development; The expert should consider if the project addresses the objectives of the action as stated in the action’s chapter in the Programme Guide. NB: If the proposal does not provide convincing evidence that it is relevant to the objectives, the expert must assess the application to be below the minimum threshold for this award criterion. Needs analysis: the application is based on comprehensive analysis of needs and challenges in the school education systems of the participating countries/regions; The applicant must show precise and real challenges that the project will address. The needs analysis must include relevant context, real-life examples and data, and must explain why the project is actually needed. European added value: the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country; The expert should assess whether the transnational dimension of the project clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. EU values: the proposal is relevant for the respect and promotion of shared EU values, such as respect for human The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: 66 dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. Quality of project design (maximum 30 points) Work packages: ▪ the proposed methodology is clear, adequate and feasible; ▪ the project work plan is coherent, clear, complete and effective; Each work package must address its task as defined in the Programme Guide; it must be clear and concrete; implementable, and its progress must be trackable. The different work packages must be coherent, complementary and clearly contributing to overall project results. The relationship between each work package and the overall project objectives must be presented clearly and concretely, so that the contribution of every work package to the project objectives is explicit. The project methodology must be realistic and appropriate for producing the expected results. NB: If the application contains any work packages that are severely lacking in clarity, are impossible to track and evaluate, or do not address their task as defined in the Programme Guide, the expert must assess the application to be below the minimum threshold for this award criterion. Monitoring: the project proposes appropriate quality control, monitoring and supervision measures to ensure that the project implementation is of high quality, completed in time and on budget; The proposal clearly defines the people responsible for monitoring the project’s progress and results and defines an effective methodology and frequency of monitoring exercises. The application identifies potential risks and proposes effective ways to address them. 67 Budgeting: the project is cost-effective and allocates appropriate resources to each activity and partner; The expert should examine whether the proposal provides value for money in terms of the planned results and the expected impact compared to the defined project lump sum. The experts should assess the resources allocated to each work package and activity, and whether they are adequate for effective implementation and achieving the desired impact. The expert should compare the project proposal and its work packages with other project proposals to better assess the proposal’s value for money. Inclusion and diversity: the activities are designed in an accessible and inclusive way; The expert should consider whether the design of the activities is in line with the inclusion dimension of the Programme, and if the project proposal has the potential to increase the participation of people with fewer opportunities. Digital: the project incorporates the use of digital tools such as the European School Education Platform (including eTwinning) and learning methods to complement their physical activities and improve cooperation between partner organisations; The expert should consider whether digital tools and learning methods are used as part of the project in an effective way. The expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project proposal or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. Environmental sustainability: the project is designed in an eco-friendly way and incorporates green practices in different project phases; The expert should consider, if in addition or as part of their tasks, the project has the potential to raise awareness about environmental and climate change challenges. Participation and civic engagement: the project encourages participation and civic engagement. The expert should consider, if in addition or as part of their tasks, the project promotes participation and civic engagement. Quality of the partnership and the cooperation arrangements (maximum 20 points) Project coordinator: the coordinating organisation has appropriate expertise, resources and role in the education system to successfully lead the project; The expert should examine if the coordinating organisation has the capacity to coordinate the partnership and ensure that the project is implemented efficiently, effectively and professionally. The role of the coordinating organisation in the education system (responsibilities and decision- making capacity) must be appropriate for the scope and ambition of the project objectives. Partnership composition: ▪ the partner school authorities have complementary experience, needs, and roles in the education system; ▪ the partner schools have a clear and proportional role in the project; ▪ the partner schools are sufficiently diverse in terms of their experience in cross-border mobility and cooperation; The expert should evaluate to what extent the proposal identifies the contributions of each participating organisation in terms of expertise, resources and know-how to implement the project. Complementarity between school authorities means that they share similar challenges and interests, and are able to work on them together due to similar or compatible roles and responsibilities in their respective school education systems. The project role of each participating school must be clear. 68 ▪ the size and scope of the partnership is appropriate for the achievement of the planned project results; The participation of other organisations (apart from school authorities and schools) must be justified in relation to planned project results. Allocation of tasks: the proposed allocation of tasks demonstrates the commitment and continuous active involvement of all participating organisations, and in particular the coordinating and partner school authorities; The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks with active involvement of all participating organisations. Due to their role, responsibility and resources, a strong, continuous and practical, hands-on involvement of school authorities is necessary. Complementarity: the proposal is complementary to other initiatives already being carried out by the participating organisations, in particular Erasmus accreditations in Key Action 1; The expert will examine how the project will build on existing knowledge, practices and other projects of the participating organisations. If the participating organisations hold an Erasmus accreditation in the field of school education, they should create synergies with the European Partnership for School Development and demonstrate them with concrete examples (e.g. shared results, improved mobility procedures, easier and better recognition of learning outcomes). Communication and coordination: the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert must assess to what extent appropriate channels, tools, or platforms are in place for regular communication, and clear responsibilities are assigned for this purpose in each partner organisation. The continuity of project implementation must be ensured through involvement of multiple people per organisation, especially in school authorities. Impact (maximum 35 points) Project results: the project proposal clearly identifies improvements in the practices, policies and procedures of school authorities and schools that will happen as a result of the project; To be scored highly, proposals need to identify changes in the way the participating organisations operate (i.e. their practices, policies and procedures) and how the project will improve on that. For European Partnerships for School Development, such changes are more important than tangible outputs. Rather than spending a large part of the grant on developing new outputs, projects should identify and spread existing good practices and build on outputs from previous projects. When possible, changes in policy should accompany the changes in practices and procedures to consolidate them and lead to long-term impact. Tracking project results: the proposal defines clear implementation milestones, and qualitative and quantitative indicators to prove that the planned improvements have taken place; Within this criterion, project results refer to what will be done, while impact refers to the effects that these results will have. Tracking project results and tracking impact must be described separately (many applicants make the common error of tracking only results and not impact). The expert must assess whether the proposed plan is clear (coherent and sufficiently detailed) and realistic (achieving the implementation milestones will gradually lead to the expected results), and whether the proposed indicators are relevant, credible, clear and robust. 69 Tracking impact: the proposal defines clear qualitative and quantitative indicators to track the impact of the project results; Measuring impact consists of tracking the positive effects of the project results beyond the fact of having produced them. Impact is an effect of using the results and it should therefore start during the project and continue beyond the project duration. The expert must assess whether the proposed indicators are relevant, credible, clear and robust. Long-term impact: - the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations; - the project includes a clear plan and preparation to continue using its results after the project; The assessment of this element is based on a perspective that goes beyond the project period. The experts should assess if the proposed long-term impact plan is realistic, well-developed, and concrete. Transferable results: the planned project results can be used outside the participating organisations at local, regional, national or European level; The project results have the potential to be transferred to and used by other organisations in the participating countries (e.g. other schools under the responsibility of the same school authority, other school authorities in the same or different regions), as well as in other countries. Sharing results: the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The planned activities for sharing results are appropriate and will promote the use of the results at local, regional, national and/or European level. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. 70 How to assess the cost-effectiveness of a project proposal? Given the diverse nature of all the fields covered in the programme, the needs and type of activities presented by the applicants differ. It is therefore left to the applicants to describe the planned activities which are adequate for their respective objectives and fit within the funding level of the chosen lump sum. Such choice is based on the level of complexity and ambition of their proposal, considering elements such as the number of partners, the duration of the project and the number and type of proposed activities. A high degree of flexibility is left to applicants to define their targets in line with the programme objectives and build their project around the requested lump sum budget. The applicants are therefore not required to provide detailed cost estimate (staff costs, equipment, management costs, etc. Nevertheless, they are required to provide evidence for the elements of value for money in their application, showing that the amount requested is adequate to the content and objectives of their proposed activities. For this purpose, they are required to indicate the portion of the lump sum that they intend to allocate to the production of each of the outputs (work packages and activities). Experts assess the value for money at the level of each eligible activity and work package and at the level of the entire project, including annexes and as part of scoring the award criterion ‘Quality of the project design and implementation’. Proposals which are found to offer poor value for money will have a lower score and fewer chances to be selected for funding. In case the expert finds the proposed deliverables entirely insufficient to justify the total requested grant, award criterion ‘Quality of project design and implementation’ should be scored below the minimum threshold (half of the maximum points of the award criterion) and consequently, the proposal should be rejected. In addition to assessing the cost-effectiveness of the entire project, the expert needs to take into account the funding that applicants have proposed to allocate to each work package/activity. For this purpose, the key aspect to consider is the explanation that applicants have provided about the composition of costs included in the work package/activity. At the level of work packages/activities, experts should also use the comparison method both within a project and with other projects to contextualise the explanations provided by the applicants. The resources to be allocated by the applicant to each work package and/or activity must show a balance between cost-effectiveness and the delivery of good quality. In particular, crucial aspects referred to in award criteria (inclusion, integration of results, monitoring) must be adequately addressed. For the Cooperation partnerships and European Partnerships for School Development, all the activities directly linked to the management of the project shall be included in a specific work package (project management work package). This work package can represent maximum 20% of the requested budget for the other work packages. For the Small-scale partnerships, the budget allocated to the planning, organisation and management of the activities is to be covered with the amounts allocated to each of the project activities. Experts shall also take this aspect into account in their assessment. Based on experience of similar actions in the Erasmus+ programme, around 20% of the project requested lump sum is typically used for project management expenses. The reference value of 20% needs to be assessed in a flexible manner, considering that costs related to setting up and managing a project may vary from one applicant to the other function to their e.g. dimension, available resources, etc. Therefore, experts may deem it acceptable that smaller projects can use a larger portion of their budget to cover 71 the horizontal costs. The list below presents some examples for the approximate grant amounts attributed to typical activities in the 2014-2020 Programming period: - Project meeting with 8 participants: 4.500 – 6.000 EUR - Event with 100 participants: 10.000 – 20.000 EUR - Mobility of 20 participants for 10 days: 22.000 – 35.000 EUR - Language training for 20 participants: about 3.000 EUR The actual cost of a specific activity proposed in an application may vary depending on factors such as travel distances, labour costs in different countries, involvement of participants with fewer opportunities, choosing more environmentally sustainable services and products, etc. This is why the applicants are requested to provide a breakdown and explanation of their expected costs in the application form. The experts should use the information provided by the applicant when assessing if higher than average costs are justified, or if lower than average costs are realistic for a certain activity. In case of strong doubts about the value for money of an activity or the entire project, where the professional judgment of the expert alone is not sufficient, or in case of serious disagreement between two experts, a comparison with similar activities between projects and with previous projects funded under the action Strategic Partnerships in the Erasmus + programme 2014-2020 can be made as part of a consolidation exercise. Using this reference shall only be used as a methodological support, using the necessary degree of flexibility and proportionality to make the assessment fair and accurate. 72 6. Reference policy documents Transversal policy priorities for education, training, youth and sport ▪ Overall policy priorities - European Education Area - Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030): https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf - EU Youth Strategy – Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN - Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27: Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27 | Erasmus+ (europa.eu) - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy: Implementation guidelines - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy | Erasmus+ (europa.eu) - 2030 Agenda for Sustainable Development of the United Nations: http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm - Rethinking Education: Investing in skills for better socio-economic outcomes: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF - The EU Youth report: http://ec.europa.eu/youth/policy/implementation/report_en.htm - Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/docu ments/citizenship-education-declaration_en.pdf - Investing in Europe's Youth: http://ec.europa.eu/social/main.jsp?catId=950&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Commission communication "Strengthening European Identity through Education and Culture The European Commission's contribution to the Leaders' meeting in Gothenburg" (2017) http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN - Council Recommendation on Key Competences for Lifelong Learning, Official Journal, 2018/C 189/01 https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 - Commission communication “The Union of Skills”: https://eur-lex.europa.eu/legal- content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 - Council Recommendation “Europe on the Move – Learning mobility opportunities for everyone”: https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf - EN EUROPEAN COMMISSION Brussels, 5.3.2025 COM(2025) 89 final COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A: STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf ▪ Recognition and transparency - Europass: http://europass.cedefop.europa.eu/en/home 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education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf - Validation: Council Recommendation of 20 December 2012 on the validation of non- formal and informal learning https://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF - Validation: Staff Working Document on the evaluation of the 2012 Council Recommendation on validation https://ec.europa.eu/social/BlobServlet?docId=22839&langId=en ▪ Digital education - The Future of Learning: New Ways to Learn New Skills for Future Jobs: http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html - Digital Competence Framework for Citizens (DigComp): https://ec.europa.eu/jrc/en/digcomp - Digital Competence Framework for Educators (DigCompEdu): https://ec.europa.eu/jrc/en/digcompedu - A collection of articles from Open Education Europa: https://www.schooleducationgateway.eu/en/pub/resources/oee.htm - Open Educational 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reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence - Cultural awareness and expression handbook: Open method of coordination (OMC) working group of EU Member States’ experts on ‘cultural awareness and expression’ (2016). https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50- 01aa75ed71a1 - European Commission (2016) EntreComp: The Entrepreneurship Competence Framework.https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/entrecomp-entrepreneurship-competence-framework - Council conclusions of 26 November 2012 on literacy: http://ec.europa.eu/eqf/home_en.htm http://ec.europa.eu/eqf/home_en.htm https://www.youthpass.eu/en/youthpass/ https://www.youthpass.eu/en/youthpass/ http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf 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https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework 74 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393: 0001:0004:EN:PDF - Final Report of the EU High Level Group of experts on Literacy (2012): http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/ literacy-report_en.pdf - Addressing the gender gap in STEM education across educational levels - Publications Office of the EU - JRC Publications Repository - STEM competencies, challenges, and measurements: a literature review - JRC Publications Repository - STEM and STEAM education, and disciplinary integration: a guide to informed policy action ▪ Language learning - Commission Staff Working Document, 2012: "Language Competences for employability, mobility and growth: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC037 2&from=EN - Improving the effectiveness of language learning – CLIL and Computer-assisted Language learning, 2014: http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf - Rethinking language education in schools, 2017 - https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8- ac73-01aa75ed71a1/ - Migrants in European schools – learning and maintaining languages, 2017 https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73- 01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFn oECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ - Multilingual education in the light of diversity – lessons learned, 2017 http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf - The future of language education in Europe – Case studies of innovative practices, 2020 https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language- education/ - Education begins with language, 2020 https://op.europa.eu/en/publication-detail/- /publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en - Council recommendation on a comprehensive approach to the teaching and learning of languages, 2019 https://ec.europa.eu/education/education-in-the-eu/council- recommendation-improving-teaching-and-learning-languages_en http://eur/ http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf 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http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en 75 Policy priorities in school education General policy information relevant for all project proposals: • Commission Communication on Achieving the European Education Area and the subsequent Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education (2021) education https://eurhttps://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal Tasks/education https:/eur-lex.europa.eu/legal- content/en/TXT/?uri=CELEX:32021H1214(01)lex.europa.eu/legal- content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 • Support to implementation of the 2021 Council Recommendation through the Working Group on Schools - thematic report and factsheet Blended learning for inclusion - Publications Office of the EU (europa.eu) - Learning for the green transition and sustainable development. Council Recommendation adopted on 16 June 2022. Implementation tools: peer learning (dedicated Working Group, Education for Climate Coalition under Erasmus+, GreenComp community of practices); funding; dissemination of resources https://eur- lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 - 28 November 2022: Council adopted a Recommendation on Pathways to School Success. Pathways to School Success | European Education Area (europa.eu) • Council Resolution of the European Education Area • Education and Training Monitor 2024 • Education and Training Monitor 2023 • Education and Training Monitor 2022 • DigCompEdu framework - https://europa.eu/!K4xkfK Tackling learning disadvantage, early school leaving and low proficiency in basic skills • Early School Leaving: https://education.ec.europa.eu/education-levels/school- education/early-school-leaving • European Toolkit for Schools ‘Promoting inclusive education and tackling early school leaving’: https://school-education.ec.europa.eu/en/insights/school- success-for-all • NESET Report: The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof (2022): https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec- b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 • A systemic, whole-school approach to mental health and well-being in schools in the EU (2023): https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e- 01aa75ed71a1/language-en/format-PDF/source-251233369 https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://education.ec.europa.eu/education-levels/school-education/pathways-to-school-success#:~:text=A%20Council%20Recommendation%20on%20%27Pathways,leaving%20from%20education%20and%20training. https://op.europa.eu/en/publication-detail/-/publication/b004d247-77d4-11eb-9ac9-01aa75ed71a1?msclkid=393f2efec14411ec90f4424a51cf0b18 https://op.europa.eu/webpub/eac/education-and-training-monitor/en/ https://op.europa.eu/webpub/eac/education-and-training-monitor-2023/en/index.html https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/ https://europa.eu/!K4xkfK https://europa.eu/!K4xkfK https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://school-education.ec.europa.eu/en/insights/school-success-for-all https://school-education.ec.europa.eu/en/insights/school-success-for-all https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 76 • Commission study on the assessment of the implementation of the 2011 Council recommendation on policies to reduce early school leaving (2019): https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9- b4bf01aa75ed71a1/language-en • OECD PISA 2022 Results (2022): https://www.oecd.org/publication/resultats-du- pisa-2022/#resultatspisa2022 • Commission Report on PISA and the EU (2018): https://ec.europa.eu/education/news/pisa-2018_en • Eurydice, Equity in Education (2020): https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school- education-europe_en • A whole school approach to tackling early school leaving: Policy messages, https://education.ec.europa.eu/sites/default/files/document-library-docs/early- school-leaving-group2015-policy-messages_en.pdf • NESET Report on A formative, inclusive, whole school approach to the assessment of Social and Emotional Education in the EU (2020): https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole- schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ Supporting teachers, school leaders and other teaching professions • EENEE-NESET Report (2023): Evidence-based Solutions to Teacher Shortages: https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical- report-No-1.pdf • Eurydice (2021) “Teachers in Europe – Careers, Development and Well-being” https://eacea.ec.europa.eu/nationalhttps://eacea.ec.europa.eu/national- policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdfpolicies/eurydice/sit es/eurydice/files/teachers_in_europe_2020_1.pdf • “Supporting teacher and school leader careers: a policy guide” (2020). Report of the ET2020 Working Group Schools. Also available: Summary and four Infosheets. https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b- 11eahttps://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f- 01aa75ed71a1/language-enb75f-01aa75ed71a1/language-en. Also overview and video available at: • Council conclusions “European Teachers and Trainers for the Future”, adopted on 26 May 2020: https://www.consilium.europa.eu/media/44115/st08269-en20.pdf • Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Commission Communication on Achieving the European Education Area https://ec.europa.eu/commission/news/towards-european-education-area- 2025https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017- nov-14_en2017-nov-14_en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://ec.europa.eu/education/news/pisa-2018_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en 77 • Commission’s 2020 Digital Education Action Plan for 2021-27: https://ec.europa.eu/education/education-in-the-eu/digital-education- actionhttps://ec.europa.eu/education/education-in-the-eu/digital-education-action- plan_enplan_en • OECD TALIS 2018 report: TALIS - The OECD Teaching and Learning International Survey - OECD • OECD TALIS 2024: Results from TALIS 2024 | OECD • • Attracting and retaining teachers and school leaders: a guide for career frameworks (2023): https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career- frameworks.pdf • Communication on Achieving the European Education Area (EEA) by 2025 • 2020 Council conclusions: European teachers and trainers for the Future • 2021 Eurydice report: Teachers in Europe: Careers, Development and Well-being • SELFIE for TEACHERS - https://education.ec.europa.eu/selfie-for-teachers • SELFIE for Schools: https://education.ec.europa.eu/selfie Promoting a comprehensive approach to language teaching and learning • NESET ad hoc report on the interventions supporting language learning needs of newly arrived migrant and displaced children (2022) : https://nesetweb.eu/en/news/new-neset-ad- hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived- migrant-and-displaced-children/ • Eurydice Report - Key data on teaching languages at school in Europe (2023): https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school- europe-2023-edition • Education begins with language - Thematic report from a programme of seminars with peer learning to support the implementation of the Council Recommendation on a comprehensive approach to the teaching and learning of languages (2019-2020): https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a- 01aa75ed71a1/language-en • NESET Report - The future of language education in Europe: case studies of innovative practices (2020): https://nesetweb.eu/en/resources/library/the-future-of-language- education-in-europe-case-studies-of-innovative-practices/ • Council recommendation on improving the teaching and learning of languages (2019): https://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015. 01.ENG https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://ec.europa.eu/education/resources-and-tools/document-library/eea-communication-sept2020_en https://op.europa.eu/en/publication-detail/-/publication/ac4c748c-aa18-11ea-bb7a-01aa75ed71a1/language-en/format-PDF/source-137808445 https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://education.ec.europa.eu/selfie-for-teachers https://education.ec.europa.eu/selfie https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG 78 Developing high quality early childhood education and care systems • Council Recommendation for high quality early childhood education and care systems, and its Annex, the European Quality Framework: https://ec.europa.eu/education/education-in-the-eu/council-recommendation- onhttps://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high- quality-early-childhood-education-and-care-systems_enhigh-quality-early-childhood- education-and-care-systems_en • Toolkit for inclusive ECEC (2021): https://op.europa.eu/s/oVdh • Report on How to recruit, train and motivate well-qualified ECEC staff: https://op.europa.eu/s/oVdi • Thematic reports on Monitoring and evaluating quality in ECEC: https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents • Erasmus+ and ECEC: project results and analysis: https://op.europa.eu/s/oVdj • Quality in early childhood education and care (ECEC: state of play in the EU Member States based on the European Quality Framework: https://education- socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early- childhood-education-and-care-ecec-state-play-eu-member-states-based- european-quality_en • Working with multilingual children and families in early childhood education and care (ECEC): https://education-socioeconomic- experts.ec.europa.eu/publications/analytical-reports/working-multilingual- children-and-families-early-childhood-education-and-care-ecec_en • Key date on early childhood education and care in Europe (Eurydice): https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood- education-and-care-europe-2025 • • Further background reading can be found on the Early childhood education and care (ECEC) website on Europa: http://ec.europa.eu/education/policies/early-childhood-education-and-care_en Recognition of learning outcomes for participants in cross-border learning mobility - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf • Commission Staff Working Document accompanying the document Proposal for a Council Recommendation on promoting automatic mutual recognition https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 • Recognition of learning periods abroad in general secondary education: Outputs by the Expert Network on Recognition of outcomes of learning periods abroad in general secondary education Recognition of learning periods abroad in general secondary education | ESEP (europa.eu) https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdi https://op.europa.eu/s/oVdi https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents https://op.europa.eu/s/oVdj https://op.europa.eu/s/oVdj https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad 79 • REPORT FROM THE COMMISSION TO THE COUNCIL on the implementation of the Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad EUR-Lex - 52023DC0091 - EN - EUR-Lex (europa.eu) o Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Executive summary Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Publications Office of the EU (europa.eu) Council conclusions on further steps to make automatic mutual recognition in education and training a reality EUR-Lex - 52023XG0526(03) - EN - EUR-Lex (europa.eu) Policy priorities in vocational education and training (VET) - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary- union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience: https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 - Factsheet - Vocational education and training: a future-proof approach (2020) https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en - Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies: https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf - Communication: Youth Employment Support - a Bridge to Jobs for the Next Generation (2020) https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en - Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee 2020/C 372/01 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2020.372.01.0001.01.ENG&toc=OJ:C:2020:372:TOC - The European Framework for quality and effective apprenticeships: http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 - European Alliance for Apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - Work-based learning: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2023:91:FIN https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52023XG0526%2803%29 https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 80 High-performance apprenticeships & work-based learning: 20 guiding principles: https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b- 11e7https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65- 01aa75ed71a1/language-enab65-01aa75ed71a1/language-en - Work-based Learning Handbook http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational- policy/doc/alliance/work-based-learning-in-europe_en.pdf - Reports on apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - EQAVET: https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf - Platforms of Centres of Vocational Excellence (COVE): https://ec.europa.eu/social/vocational-excellence - European Commission mapping study on approaches to Centres of Vocational Excellence: https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 - ET2020 Working group on VET, report on Innovation and digitalisation in Vocational Education and Training (2020): https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en - The Joint Research Centre report on Vocational education and smart specialisation strategies: https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c- 11eahttps://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e- 01aa75ed71a1/language-en/format-PDF/a07e-01aa75ed71a1/language-en/format-PDF/ - The European Training Foundation (ETF) international study on “Centres of vocational excellence - An engine for vocational education and training development: https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea- 991b-01aa75ed71a1/language-en/format-PDF - Entrepreneurship 2020 Action Plan - http://eur-lex.europa.eu/legalhttp://eur- lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52012DC0795content/EN/TXT/?uri=CELEX%3A52012DC07 95 - Entrepreneurship education: A Guide for Educators (2014): https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/re nditions/pdf - Towards Greater Cooperation and Coherence in Entrepreneurship Education" – Report of the High Level Reflection Panels on Entrepreneurship Education initiated by Directorate General Enterprise and Industry and Directorate General Education and Culture (2015): https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/re nditions/pdf More information can be found at: https://ec.europa.eu/education/policies/eu-policy- in-the-field-of-vocational-educationhttps://ec.europa.eu/education/policies/eu-policy-in-the- 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https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en 81 Policy priorities in higher education - European strategy for universities: Commission Communication on a European strategy for universities | European Education Area (europa.eu) - European student card initiative: European Student Card Initiative | Erasmus+ (europa.eu) - European Universities Initiative : European Universities initiative | European Education Area (europa.eu) - Automatic mutual recognition: EUR-Lex - 32018H1210(01) - EN - EUR-Lex (europa.eu) - Micro-credentials: A European approach to micro-credentials | European Education Area (europa.eu) - Building bridges for effective European higher education cooperation EUR-Lex - 32022H0413(01) - EN - EUR-Lex (europa.eu) More information can be found at: Higher education | European Education Area (europa.eu) Policy priorities in adult education - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper- and-fairer-economic-and-monetary-union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Adult skills - Individual Learning Accounts: a tool to improve access to training; SWD(2021); - Council Resolution on a new European agenda for adult learning 2021-2030, https://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN - Recommendation on Upskilling Pathways (2016): http://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 - Staff Working Document on Recommendation on Upskilling Pathways: New Opportunities for Adults Taking stock of implementation measures: https://ec.europa.eu/info/sites/info/files/file_import/implementation- reporthttps://ec.europa.eu/info/sites/info/files/file_import/implementation-report- upskilling-pathways_en.pdfupskilling-pathways_en.pdf - Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52019XG0605(01) - Promoting adult learning: http://ec.europa.eu/education/policy/adult- learning/adult_en.htm - Career guidance; https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherP ubs=yes - PIAAC, the survey of adult skills: http://www.oecd.org/skills/piaac/ - Working group on adult learning: opening up opportunities for all (AL); https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://erasmus-plus.ec.europa.eu/european-student-card-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32018H1210(01) https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0413%2801%29 https://education.ec.europa.eu/education-levels/higher-education https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12876-Adult-skills-Individual-Learning-Accounts-a-tool-to-improve-access-to-training_en 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https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/about/working-groups 82 Policy priorities in the field of youth - Report from the Commission to the European Parliament, the Council, the European Social and Economic Committee and the Committee of the Regions on the implementation of the EU Youth Strategy (2019-2021): https://eur- lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0636&from=ES - Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:C:2018:456:FULL - Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG - “Signpost for the future” – Final declaration of the 3rd European Youth Work Convention https://www.eywc2020.eu/en/convention/final-declaration/ - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on Digital Youth Work https://eur- lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2019.414.01.0002.01.ENG&toc=OJ:C:2019:414:TOCco ntent/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC % 3A2019%3A414%3ATOC - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on education and training of youth workers https://eur-lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:412:FULL&uri=uriserv:OJ.C_.2019.412.01.0012.01.ENGco ntent/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_. 2 019.412.01.0012.01.ENG - EU and Council of Europe Partnership in the field of youth, page on youth work recognition: https://pjp-eu.coe.int/en/web/youth-partnership/recognition - Proposal of Council Recommendation on the mobility of young volunteers across the European Union com_2022_15_1_en_act_part1_v4.pdf (europa.eu) - Decision (EU) 2021/2316 of the European Parliament and of the Council of 22 December 2021 on a European Year of Youth (2022) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021D2316Youth - Inclusion and Strategy Roadmap https://www.salto-youth.net/downloads/4-17- 4247/ID_roadmap.pdf - European Training Strategy 2021-2027 http://www.salto-youth.net/download/4265/European_Training_Strategy_2021- 2027_singlepage.pdf - Youth Participation Strategy https://www.salto-youth.net/rc/participation/ypstrategy/ - Youthpass strategy https://www.youthpass.eu/en/about-youthpass/youthpass- strategy/ More information can be found at: http://ec.europa.eu/youth/index_en.htm https://eur/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf https://urldefense.com/v3/__http:/www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf__;!!DOxrgLBm!UQjEXVQkL7v-hOV-M6-v0CG95EabTZqE0BHi1BoN-Aw4ijtD7Q3vw4Ocf7b6OPrW1XKPIg$ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm 83 Policy priorities in the field of sport - EU Work Plan for Sport 2021-2024: EUR-Lex - 42020Y1204(01) - EN - EUR-Lex (europa.eu) - Towards more gender equality in sport : recommendations and action plan from the High Level group on Gender Equality in sport: Towards more gender equality in sport - Publications Office of the EU (europa.eu) - COUNCIL Recommendation on HEPA (health-enhancing physical activity): EUR-Lex - 32013H1204(01) - EN - EUR-Lex (europa.eu) - Guidelines regarding the minimum requirements in skills and competences for coaches - Publications Office of the EU (europa.eu) - Safeguarding children in sport - Publications Office of the EU (europa.eu) - Mapping on access to sport for people with disabilities - Publications Office of the EU (europa.eu) - Mapping of corruption in sport in the EU - Publications Office of the EU (europa.eu) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/03fc8610-e4c2-11e9-9c4e-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/ae30070c-b986-11e9-9d01-01aa75ed71a1/language-en/format-PDF/source-search 84 Annex I - Declaration on absence of conflict of interests and on confidentiality DECLARATION ON ABSENCE OF CONFLICT OF INTERESTS AND ON CONFIDENTIALITY [Erasmus+], [Call for Proposals N° [XXX], [action], [selection round [final submission date]] Conflict of interests I, the undersigned [FAMILY NAME, first name], having been appointed as an expert for the abovementioned call, declare that: I am aware of Article 61 of the EU Financial Regulation 2024/2509, which states that: "1. Financial actors within the meaning of Chapter 4 of this Title and other persons, including national authorities at any level, involved in budget implementation under direct, indirect and shared management, including acts preparatory thereto, audit or control, shall not take any action which may bring their own interests into conflict with those of the Union. They shall also take appropriate measures to prevent a conflict of interests from arising in the functions under their responsibility and to address situations which may objectively be perceived as a conflict of interests. 2. Where there is a risk of a conflict of interests involving a member of staff of a national authority, the person in question shall refer the matter to his or her hierarchical superior. Where such a risk exists for staff covered by the Staff Regulations, the person in question shall refer the matter to the relevant authorising officer by delegation. The relevant hierarchical superior or the authorising officer by delegation shall confirm in writing whether a conflict of interests is found to exist. Where a conflict of interests is found to exist, the appointing authority or the relevant national authority shall ensure that the person in question ceases all activity in the matter. The relevant authorising officer by delegation or the relevant national authority shall ensure that any further appropriate action is taken in accordance with the applicable law. 3. For the purposes of paragraph 1, a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person, as referred to in paragraph 1, is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest." I do not fall under any of the following circumstances in which a conflict of interests might exist. I confirm that, if I discover before or during the performance of my tasks that a conflict of interests exists, I will declare it immediately to the National Agency. Disqualifying conflict of interests: Direct benefit in case of advice on development of a new policy; Involvement in the preparation of the proposal(s); Direct benefit in case of acceptance of the proposal(s); Close family relationship with any person representing a participating organisation in the proposal(s); 85 Director, trustee or partner of a participating organisation; Current employment by a participating organisation; Current involvement in a contract or collaboration with a participating organisation; Any other situation that compromises my ability to evaluate the proposal impartially; Potential conflict of interests: Employment by one of the participating organisations within the previous three years; Involvement in a contract or collaboration with a participating organisation within the previous three years; Any other situation that could cast doubt on my ability to evaluate the proposal impartially, or that could reasonably appear to do so in the eyes of a third party (Ex. Past or current personal relationships, nationality, political affinity, etc.). If applicable - I hereby declare that I fall under one or more of the above circumstances (please specify which and explain)*: *Ex. In case of employment by a structure including different departments or institutes, please specify the degree of autonomy between them. I hereby declare on my honour that the disclosed information is true and complete to the best of my knowledge. Confidentiality and personal data protection I confirm that I have read, understood and accepted the code of conduct for experts established in Annex 1 to the contract sent by the contracting party. I also confirm that I will keep all matters entrusted to me confidential and will process the personal data I receive only for the purposes of the performance of the present contract. If unnecessary or excessive personal data are contained in the documents submitted during the implementation of the contract, I will not process them further or take them into account for the implementation of the contract. I will not communicate outside the panel any confidential information that is revealed to me or that I have discovered. I will not make any adverse use of information given to me. I will comply with guidelines provided in section 2.3 – personal data considerations. Expert: [insert full name] Date: Signature: …

[…] 2026 ERASMUS+ Guide for Experts on Quality Assessment Actions managed by National Agencies Version 1 (2026): 22-12-2025 EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture European Commission B-1049 Brussels © European Union, 2025, version 1. Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. EUROPEAN COMMISSION ERASMUS+ 2026 Guide for Experts on Quality Assessment For actions managed by National Agencies Directorate-General for Education, Youth, Sport and Culture 2026-v1 Erasmus + EN 4 Table of Contents 1. Introduction .............................................................................................. 5 2. Experts .................................................................................................... 5 2.1 Role of experts ................................................................................... 5 2.2 Appointment of experts, code of conduct and prevention of conflict of interest .............................................................................................................. 6 2.3 Personal data considerations ................................................................ 7 3. Assessment of applications ......................................................................... 8 3.1 Preparation for assessment .................................................................. 8 3.2 Assessment ........................................................................................ 8 3.3 Award criteria and scoring .................................................................... 9 4. General principles of qualitative assessment ................................................ 12 4.1 Consolidated assessment and final score ............................................... 12 4.2 Proportionality ................................................................................... 12 4.3 Quality, cost-efficiency, value for money of the activities ........................ 13 5. Guidance on how to assess the award criteria .............................................. 13 Key Action 1: Mobility of individuals ........................................................... 16 Mobility project for Higher education students and staff supported by external policy funds........................................................................................ 16 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education ....................... 18 Mobility project for young people: Youth Exchanges ................................ 21 Mobility project for youth workers ......................................................... 26 Youth participation activities ................................................................. 32 Mobility project for young people: DiscoverEU Inclusion Action ................. 38 Mobility of staff in the field of sport ....................................................... 42 Key Action 2: Partnerships for Cooperation ................................................. 45 Cooperation Partnerships ..................................................................... 45 Small-scale Partnerships ...................................................................... 58 European Partnerships for School Development ...................................... 65 How to assess the cost-effectiveness of the project? ............................... 70 6. Reference policy documents ....................................................................... 72 Transversal policy priorities for education, training, youth and sport .............. 72 Policy priorities in school education ............................................................ 75 Policy priorities in vocational education and training (VET) ............................ 79 Policy priorities in higher education ............................................................ 81 Policy priorities in adult education .............................................................. 81 Policy priorities in the field of youth ........................................................... 82 Annex I - Declaration on absence of conflict of interests and of confidentiality ..... 84 5 1. Introduction A large part of the Erasmus+ Programme is implemented under the indirect management mode. This means that National Agencies are in charge of selecting projects to be co-funded and of approving accreditations under actions entrusted to them by the European Commission. National Agencies assess proposals1 with the assistance of independent experts to ensure that only those of the highest quality are selected and that only applicants fulfilling specified criteria are awarded a grant or accreditation 2 . As such, the final decision on the selection or rejection of applications is taken by the National Agencies. This Guide for Experts (hereinafter ‘the Guide’) is a tool for experts when assessing applications submitted to the National Agencies. It provides instructions and guidance in order to ensure a standardised and high-quality assessment of applications. This Guide provides information on: • the role and appointment of experts; • the principles of the assessment; • the assessment process in practice; • how to assess the award criteria for each action and field. 2. Experts 2.1 Role of experts The assessment and selection of grant applications is organised based on a peer review system following a transparent process that guarantees impartiality and equal treatment of all applicants. The role of experts is important to ensure a fair, impartial, consistent and accurate assessment of applications according to the objectives and policy priorities of the concerned action and field, as well as the criteria set out in the calls for proposals. The assessment is an essential part of the selection procedure. Based on the experts' assessment, applications per action and per field are ranked in quality order. The ranking list serves as a basis for the National Agency to take the grant award decision, following the proposal of the Evaluation Committee. Based on the experts' comments, the National Agency shall provide feedback to the applicants on the quality of their application in order to ensure transparency and help non-selected applicants improve their possible future applications (cf. section 4). Eligibility is checked by the National Agencies. If an expert identifies an eligibility issue (e.g. number of participants involved, type of project or/and activities, 1 Please note that the terms "proposal" and "application" are used interchangeably in this Guide. 2 Please note that in case of Erasmus accreditations in the fields of school education, vocational education and training, adult education and youth, additional documents will complement the information presented in this Guide. The additional information will be published on the website of the National Agencies closer to the relevant submission deadline. 6 implementation period) he/she has to inform the respective National Agency, before finalising the assessment. 2.2 Appointment of experts, code of conduct and prevention of conflict of interest Experts are appointed based on their skills and knowledge in the fields of education, training, youth and sport in which they are asked to assess applications. It is encouraged that National Agencies also include in their pool of independent experts, professionals with expertise in the inclusion and diversity field. To ensure their independence, the names of the experts are not made public. Experts are required to perform the assessment to the highest professional standards and within the deadline agreed with the National Agency. Through the appointment by the National Agency, experts are bound to a code of conduct as set out in the appointment letter or contract with the expert. All information related to the assessment process is strictly confidential. Therefore, experts are not allowed to disclose any information about the applications submitted and results of the assessment and selection to the public. Depending on the action and the level of grant requested, the assessment of applications will be undertaken by minimum one expert, which can be either internal or external to the National Agency. Experts can also be appointed from another EU Member State or third country associated to the Erasmus+ Programme than the one of the National Agency. Experts must not be in a situation of a conflict of interest3 in relation to the proposals on which they are requested to give their opinion. To this end, they must sign a declaration provided by the National Agency that no such conflict of interest exists and that they undertake to inform the National Agency should such conflict arise (cf. template in Annex I to this Guide). The same declaration binds experts to confidentiality. Persons involved in an application for the action and selection round under assessment are considered as being in a situation of a conflict of interest for that selection round and will not be appointed experts. When a potential conflict of interest is reported by the expert or brought to the attention of the National Agency by any means, the National Agency will consider the circumstances and decide either to exclude the expert from the assessment of the given application or the whole selection round or allow the expert to take part in the assessment, depending on the objective elements of information at its disposal. 3 Regulation (EU, Euratom) 2024/2509 of the European Parliament and of the Council of 23 September 2024 on the financial rules applicable to the general budget of the Union (recast), OJ L, 2024/2509, ELI: http://data.europa.eu/eli/reg/2024/2509/oj (EU Financial Regulation), Article 61 (3): ‘… a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person… is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest’. http://data.europa.eu/eli/reg/2024/2509/oj 7 2.3 Personal data considerations Applications or reports may contain personal data. Experts should assume that some personal data will be included when they receive a body of work from the National Agency. Therefore, before accessing or downloading data provided by the National Agency, experts should apply data protection principles concerning purpose limitation, security, confidentiality, data minimisation, data retention and responsibility. Experts should protect any computers, tablets, laptops or mobiles with a strong password. Experts should consider encryption if the system allows it and other security settings, for example, remote locking or remote wiping of the device. Data should be stored locally, not in the cloud or other remote locations. However, if remote storage is the only option available, experts should use virtual private network (VPN) connections with solid encryption via servers located in EU/EEA countries. Data should not be transmitted by email to the expert's private email address, and experts should reduce the use of USB storage devices to the absolute minimum. When accessing European Commission tools, such as Erasmus+ and European Solidarity page or Assessment Module, experts are required to log in with their EU Login name and password. The EU Login name and password must not be shared or reused from other persons. The EU Login name is a unique identification of the expert, and authentication and authorisation mechanisms will link all expert actions in the European Commission tools with this EU Login. Therefore, the EU Login details should be protected, memorised and not written down. When working on a portable device, such as a laptop, tablet or mobile, extra care should be taken when leaving the device unattended. The device should be locked in a safe location when not used, even at home. An Internet connection via cable or protected WIFI network should be used when transmitting data to the device. We do not advise using WIFI connections in restaurants, cafes or other public locations. When working in public places, experts should consider the surroundings and avoid situations where other people may see data or documents provided by the National Agency on their devices. The expert's computer, laptop, tablet, or any other device should have all the latest security patches and fixes installed. Use of well-known anti-virus software is strongly advised. The use of screen recording software is not recommended. Extra care should be taken when using screen readers. When working from home, experts should apply the confidentiality rules and avoid showing the work to family members or other persons. Experts should use personal data only to assess the applications or reports, and data should be handed over or destroyed soon after the expert's work is concluded. The deletion, if applicable, should be permanent and not reversible. 8 In case of a suspicion of a breach of personal data protection, experts must immediately inform the National Agency and provide any information allowing the National Agency to assess the situation and take the necessary steps to secure the rights and freedoms of the affected data subjects. The National Agency must inform the European Commission within 48 hours after being told by the expert about the incident. 3. Assessment of applications 3.1 Preparation for assessment Before the start of the assessment, the experts need to be briefed by the National Agency on the Programme and the action under assessment, as well as on the assessment process and procedures. Experts will be provided with the reference documents for the assessment and with access to the online evaluation tool where they perform the assessment using standardised quality assessment forms. Before starting the assessment of applications, experts must: • have a sound knowledge of the Erasmus+ Programme Guide which provides all necessary information to potential applicants on the Programme in general and on the actions for which they can apply for a grant; • acquire an in-depth knowledge of the action concerned, its objectives, and the policy priorities that apply. For specific guidance on policy priorities, experts are referred also to the documents listed in section 6 of this Guide; • have an in-depth understanding of the award criteria applicable to the applications under assessment (cf. section 3.3); • know the content and structure of the application form; • be familiar with all the reference documents and tools provided by the National Agency; • have EU Login account created and access to the IT tools of the European Commission configured by the National Agency. Experts have to read the whole application carefully before completing the quality assessment form. It is recommended to read several applications before assessing any one of them in full: this allows experts to benchmark answers in different sections of the applications. Each expert works individually and independently, gives scores and comments for each criterion and summarises his/her assessment in the quality assessment form in the language specified by the National Agency. 3.2 Assessment The standard quality assessment forms are established by the European Commission and used in order to ensure a coherent assessment of applications. When assessing, experts have to: • Participate in the briefing organised by the National Agency; https://erasmus-plus.ec.europa.eu/erasmus-programme-guide 9 • Use the specialised IT tools provided by the European Commission with access granted by the National Agency; • Liaise with the National Agency for any issues related to the use of the IT tools provided by the European Commission; • Examine the issues to be considered under each award criterion; • Enter scores for each applicable criterion and provide comments on each criterion and on the application as a whole (cf. section 3.3); • Fill in the section on ‘typology questions’ (a set of yes/no questions that concern specific details of the application); • Validate the individual assessment; • Consolidate the individual assessments if more than one assessor is involved per application; • Approve each consolidated assessment where the expert in question is not the consolidator. 3.3 Award criteria and scoring Experts assess applications only against the award criteria defined in the Erasmus+ Programme Guide. Each award criterion is defined through several elements, which must be taken into account by experts when analysing an application. These elements form an exhaustive list of points to be considered before giving a score for the given criterion. These elements are intended to help experts arrive at the final assessment of the criterion in question; however, they must not be scored separately. In order to give clear guidance to experts on how individual elements of analysis should be assessed, further information is provided in section 5 of this Guide. When assessing applications against award criteria, experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application. Experts cannot assume information that is not explicitly provided. Information relevant for a specific award criterion may appear in different parts of the application and experts must take all of it into account when scoring the award criterion. Experts are in no case allowed to contact applicants directly. In case of any problems arising during the assessment, experts should contact the National Agency. The National Agency will decide whether the applicant needs to provide additional information or clarifications, or if the application should be assessed in the form it has been submitted. Experts must duly consider the type of project, the scale of the activities and the grant requested when analysing the applications. As projects may vary widely in terms of their size, complexity, experience and capacity of the participating organisations, whether they are more process- or result-oriented etc., experts have to apply the proportionality principle when assessing all award criteria, as indicated in section 5. https://erasmus-plus.ec.europa.eu/erasmus-programme-guide https://erasmus-plus.ec.europa.eu/erasmus-programme-guide http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf 10 An application can receive a maximum of 100 points for all criteria relevant for the action. Experts assess the application based on the given award criteria and score each criterion with maxima as defined in the Programme Guide. The total number of points out of a maximum of 100 for each application is the sum of scores given for each award criterion. Experts cannot use half points or decimals when assigning scores. In order to be considered for funding an application has to score at least the minimum total score specified in the Programme Guide for a given action, and at least half of the maximum points for each award criterion. Within the maximum number of points per award criterion, ranges of scores are defined that correspond to a fixed definition of the expected quality standard so that a coherent approach is implemented across experts and across countries. These standards are as follows: • Very good – the application addresses all relevant aspects of the criterion in question convincingly and successfully. The answer provides all the information and evidence needed and there are no concerns or areas of weakness. • Good – the application addresses the criterion well, although some small improvements could be made. The answer gives clear information on all or nearly all of the evidence needed. • Fair – the application broadly addresses the criterion, but there are some weaknesses. The answer gives some relevant information, but there are several areas where detail is lacking or the information is unclear. • Weak – the application fails to address the criterion or cannot be judged due to missing or incomplete information. The answer does not address the question asked, or gives very little relevant information. The table below shows the ranges of scores for the individual quality standards depending on the maximum score that can be awarded to the relevant award criterion. Maximum score for a criterion Range of scores Very good Good Fair Weak 50 43-50 34-42 25-33 0-24 40 34-40 28- 33 20-27 0-19 35 30-35 24-29 18-23 0-17 30 26-30 21-25 15-20 0-14 25 22-25 18-21 13-17 0-12 11 20 17-20 14-16 10-13 0-9 15 14-15 11-13 8-10 0-7 Experts are expected to give comments on each award criterion and, in their comments, refer explicitly to the elements of analysis under the relevant criterion. The comments on each award criterion have to reflect and justify the score given for it. At the end of the assessment, experts give a summary of evaluation of the application as a whole. In this summary, experts must provide a thorough analysis of the application highlighting its relative strengths and weaknesses and indicating what improvements could be made in the future in case of failed proposals. As this evaluation summary will be used by National Agencies to provide feedback to applicants, and justification for rejection decisions, experts must pay particular attention to clarity, consistency and appropriate level of detail. As part of the quality assessment, experts check the grant application for accuracy and consistency. In particular, they analyse the coherence of the grant request in relation to the proposed activities and results. In case the application is of sufficient quality to receive a grant but such coherence is missing, experts can suggest a reduction of the grant amount requested4, specifying clearly the grant items and the reasons why they are considered incoherent, disproportionate or excessive. However, it is the National Agency that ultimately decides on the grant amount that is awarded to successful applicants. Experts may not suggest a higher grant than the amount requested by the applicant. The National Agency monitors the quality of expert assessments and can require the expert to revise the assessment should the necessary quality standard not be met. Experts must assess all applications in full. However, depending on the approach chosen by the National Agency, the ‘Relevance’ criterion may be assessed first and if it scores below the minimum threshold required for funding, the evaluation process may be discontinued, and the proposal rejected at this stage. If the experts notice during the assessment that the same or similar text appears in two or more applications submitted under a given selection round, as well as any other indications of possible double submissions or original content/authorship issues, they must inform the National Agency immediately. 4 With the exception of Cooperation Partnerships, Small-scale Partnership projects and European Partnerships for School Development, where the lump sum grant is a fixed amount, and the experts cannot propose to downgrade or upgrade a project (i.e. attribute a different lump sum than the one requested by the applicant) or to reduce the amount of the fixed lump sum. 12 4. General principles of qualitative assessment 4.1 Consolidated assessment and final score In case an application is assessed by only one expert, then that expert’s assessment determines the final score and comments. In case of applications assessed by two experts, the two individual assessments will be consolidated in order to arrive at the final score and comments for the application. The final score may not include decimals. If the difference between the assessments of the two experts is less than 30 points of the total score for the application, one of the two experts is requested to prepare a consolidated assessment in terms of scores and comments. The consolidated assessment should always take into account the preceding individual assessments but the final version may differ in terms of numerical score and comments. The consolidation needs to be based on agreement between the two experts and provides a final recommendation to the National Agency on the grant amount to be awarded to the applicant. In case the two experts fail to agree on the consolidation, the National Agency will decide on the need for an independent assessment by a third expert. In case there is a difference of 30 points or more in the assessment results of both experts, the National Agency will always ask a third expert to undertake an additional independent assessment of the application, unless both experts have scored the application under the thresholds for acceptance for the given action. The final score will then be determined by the two assessments that are closest in terms of their overall score and the most extreme assessment will not be taken into account for the consolidated assessment. Consolidation of the two closest individual assessments will then follow the same rules as explained above. The consolidated assessment is considered the final experts’ assessment of a given application. It means that in case of applications for a grant, the consolidated assessment forms the basis for ranking the application on the list of eligible grant applications, while in case of applications for Erasmus accreditation for higher education mobility consortia, the evaluation committee determines if the applicant will receive the accreditation or not. 4.2 Proportionality To ensure that the Erasmus+ Programme fully reaches its objectives, experts shall assess the qualitative level of the planned activities, intended goals, expected impact and results of the project in a proportional way, in relation to the size and profile of the applicant organisations and, if applicable, project partners. Quantity (of activities planned, of priorities met or results produced, etc.) will not be judged in absolute terms but in relation to the capacities and potential of the applicants (and partners, where applicable). 13 4.3 Quality, cost-efficiency, value for money The funding rules of Erasmus+ Key Action 1 managed by National Agencies are largely based on unit costs (i.e. amounts are calculated per day, per participant, etc.). Experts may judge that some of the units indicated in an application form are not to be considered, even for projects deserving a high qualitative scoring. They may therefore propose a reduction of these units, which consequently will determine a reduction of the grant awarded by the NA, if the project is selected for funding. This approach applies to all actions of the Programme managed by National Agencies, with the exception of Small-scale Partnerships, Cooperation Partnerships and European Partnerships for School Development (Key Action 2) where the funding rules are based on a single and fixed lump sum amount. If the assessment of a Key Action 2 proposal shows that a proposal’s cost-effectiveness is not adequate, there is no possibility to "downgrade" or “upgrade” it to a lower or higher lump sum amount. This means that the proposal will not achieve the minimum score under the award criterion ‘Quality of the project design and implementation’ and it will have to be rejected. 5. Guidance on how to assess the award criteria In addition to the general principles described in chapter 4 of this Guide, this section provides explanation how to assess the award criteria for specific Erasmus+ actions: Key Action 1: Mobility of individuals • Mobility project for Higher education students and staff supported by external policy funds • Mobility project for School education pupils and staff • Mobility project for VET learners and staff • Mobility project for Adult education learners and staff • Mobility project for young people– Youth Exchanges • Mobility projects for youth workers • Youth Participation Activities • DiscoverEU Inclusion Action • Mobility of staff in the field of sport Key Action 2: Cooperation among organisations and institutions • Cooperation Partnerships • Small-scale Partnerships • European Partnerships for School Development Priorities applying to all Erasmus+ sectors and actions The four Erasmus+ Programme priorities apply to all sectors and actions and should be understood as both thematic focus points, and as overarching principles of project design. Applicants can indicate the priorities they are working on by selecting the relevant ones directly (in Key Action 2), and by selecting linked topics and activity formats. Experts should take into account the overall integration of the four programme priorities in project proposals, and should assess the potential of project proposals to become best practice examples under each of them: 14 • Inclusion and diversity Projects should promote social inclusion and aim at improving the outreach to people with fewer opportunities. When designing their projects and activities, organisations should have an inclusive approach, addressing barriers that hinder the participation of a diverse range of participants, including people with disabilities and people with a migrant background, as well as people living in rural and remote areas, people facing socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. Projects should contribute to the creation of inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. When assessing the inclusion dimension, experts should duly consider any extra support needed to work with these specific target groups. • Environment and fight against climate change: Projects should aim at raising awareness about environmental and climate change challenges. Experts will take into consideration if the project aims at developing competences in various sustainability-relevant sectors, striving for carbon- neutrality by promoting sustainable transport modes and including other green practices in their activities. Experts should be attentive at proposed innovative practices that will enable behavioral changes for individual preferences, cultural values and awareness for sustainable development, consumption habits, and lifestyles (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). • Addressing digital transformation through development of digital readiness, resilience and capacity: Projects should aim to increase the capacity and readiness of institutions, organisations, staff and learners to manage an effective shift towards digital education and youth work. Experts should take into account the purposeful use of digital technologies to carry out the projects, the development of digital skills and expertise in the use of digital tools for teachers, youth workers and learners, and the creation or innovative use of digital education content. • Participation in democratic life: Experts should consider if projects address the challenges and barriers that limit citizens’ participation in its democratic processes and contribute to their increased awareness and understanding of the European Union, supporting participants in overcoming the difficulties in actively engaging and participating in their communities or in the Union's political and social life. Projects supporting this priority should aim to promote active citizenship and ethics in lifelong learning, reinforce participatory and citizenship competences, 15 foster the development or improvement of social and intercultural competences, critical thinking and media literacy. People’s participation in democratic life, social and civic engagement can be promoted through meaningful formal or non-formal learning experiences. This priority focuses also on awareness-raising and understanding of the European Union context, notably as regards the common EU values5, the principles of unity and diversity, as well as their cultural identity, cultural awareness and their social and historical heritage. 5 EU values are set out in Article 2 of the Treaty of European Union and briefly defined here: https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and- values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en 16 Key Action 1: Mobility of individuals Mobility projects for higher education students and staff supported by external policy funds Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Quality of the project design and cooperation arrangements (maximum 40 points), Project-level award criterion The extent to which the applicant organisation describes with clarity the responsibilities, roles and tasks between partners. The expert should assess the planned cooperation arrangements, including: • Who offers which courses and when? • Who provides support for visa/insurance/accommodation? • Who is in charge for the selection and/or evaluation of participants? • What will the students/staff have to do? • If applicable, how the finances will be split between the applicant and its partner(s) and whether the organisational support grant will be shared. • How will communication channels work? • Are there specific provisions regarding the organisation of traineeships? The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength; • Non-discriminatory approach: ensure that the proposed activities are designed to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. A reference to the Erasmus Charter for Higher Education (ECHE) also covers this aspect. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 17 The completeness and quality of arrangements for the selection of participants, the support provided to them and the recognition of their mobility period (in particular in the third country not associated to the Programme). The expert should assess the planned practical implementation of the mobilities, in particular: • The clarity, completeness and quality of all the phases of the mobilities (preparation, implementation of mobility activities and follow- up). • The appropriateness of measures for selecting participants. Special attention should be given by the expert to measures planned by the applicant and its partner organisation(s) in accordance with the Inclusion and Diversity Strategy of the Erasmus+ programme and applicable national guidelines. • The information and support provided prior to the mobility, e.g. accommodation services, language training, learning/mobility agreements and administrative support (insurance, visa, etc.). • The mechanisms envisaged for recognition of student learning outcomes (e.g. ECTS or other mechanisms). • The way in which the HEIs will recognise and reward the outcomes of outgoing staff mobility. The specific mechanisms to guarantee quality of traineeships when this type of mobility is envisaged. Relevance of the strategy (maximum 40 points), Region-level award criterion The extent to which the planned mobility project is relevant to the internationalisation strategy of the higher education institutions involved. The rationale for choosing staff and/or student mobility and the previous experience of similar projects with higher education institutions/organisations in the partner region. The expert should assess how the planned activities fit the applicant and partner institutions’ internationalisation strategies and reinforce their capacities. The expert should assess the justification provided for the choice and volume of activities requested, with respect to the internationalisation strategies, capacities and previous experience of the institutions involved. In line with the Programme's inclusion dimension, partnerships with newcomer and less experienced HEIs are encouraged, as participation is expected to have a particularly high impact on them. Impact and dissemination (maximum 20 points), Region-level award criterion The potential impact of the project on participants, beneficiaries, partner organisations, at local, regional and national levels the quality of measures aimed at disseminating the results of the mobility project at faculty and institution levels, and beyond where applicable, in all countries involved. The expert should assess the potential impact and dissemination of the project results in terms of: • The potential impact of the mobility on individuals and HEIs, at local, regional and national level during and after the project lifetime in proportion of the project size and scope. • The dissemination activities described and the channels mentioned. • The strategy for monitoring and evaluating the outcomes of the mobility. 18 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 20 points) The extent to which the applicant’s profile, experience, activities and target population of learners are relevant for the field The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. In case of education providers, the ‘target population of learners’ refers to the profiles of learners enrolled in the organisation. For other organisations (e.g. education authorities or coordination bodies), the same term encompasses the categories of learners for which the organisation is in charge, or for which it is providing services. The extent to which the project proposal is relevant for the objectives of the action The expert should assess if the objectives of the action as stated in the action’s chapter in the Programme Guide are addressed. The objectives and overall framework of each project should be complementary with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation that the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. ; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 19 The extent to which the project proposal is relevant for the following specific priorities: • Supporting newcomers and less experienced organisations This element highlights the importance of short-term projects as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. In this direction, the expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of people or individuals who have never or not regularly benefitted from the opportunities offered by this action in the past. The exact definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the project proposal is relevant for the following specific priorities: • Supporting participants with fewer opportunities • Supporting participants in ErasmusPro activities (in VET) • Supporting participants in long-term mobility of pupils (in school education) In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider if the proposed activities (if any) and the applicant organisation have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected). In the fields of VET and school education, the expert should also take into account if the applicant organisation has committed to implementing long-term mobility activities for learners, which constitute more challenging and impactful formats offered by the Programme. In the field of adult education, the expert must pay particular attention that the project proposal includes an inclusive and balanced mix of participant profiles, with significant involvement of participants with fewer opportunities, in line with the objectives of the action. Significant involvement of participants with fewer opportunities can be quantitative (by involving a large proportion of participants in this profile), or qualitative (by designing activities that give particular attention to inclusion, integration and support of participants with fewer opportunities). Quality of project design (maximum 50 points) The extent to which the proposed project objectives address the needs of the applicant organisation, its staff and learners in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The extent to which the operational and logistical aspects of the project design (such as proposed venues) are appropriate and cost-effective; The expert should consider if the plans proposed by the applicant are appropriate in terms of their cost and purpose. For example, if costly venues are proposed, the expert should evaluate if those venues are necessary or could be replaced by other, less costly options without a negative effect on the project in terms of its objectives, inclusion, or other relevant aspects. 20 The extent to which the proposed activities are appropriate for the achievement of the project objectives The expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project incorporates the use of digital tools (particularly eTwinning for school education and iVET, and EPALE for cVET and adult education) and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider both the number of participants that will benefit from blended forms of activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. Quality of follow-up actions (maximum 30 points) The extent to which the applicant has clearly defined the tasks and responsibilities for delivery of activities in accordance with Erasmus quality standards This element refers to the distribution of tasks and responsibilities among the staff members of the applicant organisation. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes This element covers the applicant’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the applicant’s proposal on how to evaluate if the stated objectives have been reached. The expert should consider whether the proposed methods are clear and whether the defined success criteria are clearly observable/measurable. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 21 Mobility projects for young people: Youth Exchanges Award criteria elements as described in the Programme Guide Guidance on how to assess the criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should assess how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action. The expert should assess if the proposal addresses the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed 22 these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of the participating organisations and participants of the exchange. The expert should assess if the rationale for the project is clearly described. The expert should assess if the applicant explains why the project is needed and how the demand for the project has been identified. The expert should evaluate if the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project is suitable for producing high-quality learning outcomes for the participants. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, during and after the project lifetime and outside the organisations and individuals directly participating in the project, at local, regional, national and/or European or global level. The expert should assess if the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of newcomers and less experienced organisations and of groups of young people are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases. The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages. The extent to which the balanced representation of participants in terms of countries and gender is respected and the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed the proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. 23 when defining the way participants will be selected). Furthermore, the Programme strives for geographical and gender balance. The expert should take this angle into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including any online/ digital components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass. The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/ development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory. The expert should consider all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective. The expert should assess how the project plans to address the issue of protection and safety of participants, and which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. The expert should also look for the presence of accompanying people, that will support the young people with fewer opportunities, should such individuals be present. The extent to which the tasks and responsibilities for the activities are clearly The expert should assess if all relevant tasks and responsibilities have been covered and clearly assigned and distributed among the persons implementing the project. 24 defined in accordance with Erasmus quality standards. The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert shall assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will consider the following factors during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives The expert shall assess the extent to which the participating organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert shall verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the proposal should demonstrate that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. 25 The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert shall consider how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should assess also how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 26 Mobility projects for youth workers Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the youth work field. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project proposal is relevant for the objectives of the Action. The expert will assess the references in the proposal to the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and the proposal should address them in a qualitative way. 27 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of development of the participating youth workers and youth work organisations. The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert should look for explanations on why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. 28 The extent to which the project is suitable for: – reinforcing or transforming the participating organisations’ practice, in relation to quality, innovation and recognition of youth work, as well as their scope, from local to global as appropriate. – producing high-quality learning outcomes for participating youth workers. – involving participants active in youth work in the participating organisations as well as organisations who undertake concrete youth work and regular work with young people on local level. – producing impact on participating youth workers and participating organisations during and after the project lifetime. – producing impact outside the organisations and on individuals not directly participating in the project, at local, regional, national and/or European or global level. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The expert should consider how the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved. The expert should consider how the project would equip youth workers with competences and methods for their professional development (including for digital youth work), aiming at having a clear impact on their regular work with young people and on their organisation they are active in, fostering the development of quality youth work at local, national and European level, contributing to the European Youth Work Agenda for quality, innovation and recognition of youth work. The expert should consider the project’s impact on others (where relevant also on communities and youth work practices). The extent to which (if applicable) the proposed system development and outreach activities are contributing to the development of youth work environment. The expert should, if applicable, consider the expected impact of proposed system development and/or outreach activities on the youth work environment. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of young people and youth workers who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. 29 Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation, contributing not only to the participants' practice, but also improving the quality of youth work within the participating organisations. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. When considering this element, the expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner all the phases of the project (preparation, implementation and follow-up) and the active involvement of the participants in all the phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The extent to which the balanced representation of participants in terms of countries and gender is respected. The Programme strives for geographical and gender balance. The expert should take this into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the measures for selecting youth workers are appropriate and in line with youth worker definition in legal base The expert should take into consideration that in order to ensure a wider benefit and impact of the project, it is important that a real connection exists between youth workers and the local youth work field. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. The expert should look at the non-formal and informal learning processes proposed, at which extent such processes are suitable of stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants and participating organisations involved. The expert will assess also if such learning processes are planned in a participative way and analysed throughout the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities. The expert should evaluate how digital tools and virtual components are included in the proposed activities and will be used to support learning and to complement physical activities. 30 The extent to which the support measures for reflection process, the identification and documentation of the participants' learning outcomes, and the use of transparency and recognition tools, in particular Youthpass, are appropriate. The expert should consider how participating organisations have addressed the participants’ learning objectives, how they plan to support reflection around those, as well as the identification and recognition of the participants’ learning outcomes. The expert should also consider as an element of project quality, if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. The extent to which (if applicable) the tools and practices proposed under “system development and outreach activities” are appropriate and can be replicated and inspire other organisations. The expert should focus on the design and quality of complementary activities (if any) and on their replicability. The expert can consider the following questions in this regard: Can tools and/or practices proposed be adapted or re-used by other organisations? How do the organisations plan to make other actors from the field aware of such tools and practices and to inspire other organisations and processes? Quality of project management (maximum score 30 points) The extent to which the quality of the practical arrangements, management and support modalities are satisfying. The expert should assess all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures foreseen to ensure safety and protection of participants are adequate and effective. The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. The expert should always keep in mind that activities must be organised with a high standard of safety and protection for involved participants. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards. The expert should consider the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the plan for cooperation and communication between the participants of the group(s), participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work). 31 - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project. - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project. - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives. The expert should verify that the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities. The expert should also verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert should check that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine- tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will assess how the participating organisations have reflected together on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 32 Youth participation activities Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action The expert should consider that the proposal references the objectives of the Action as stated in the action’s chapter in the Programme Guide. The expert should evaluate the extent to which the objectives and overall framework of each project is complementary with those objectives and are addressed in a qualitative way. In particular, the expert should consider how the proposal fosters young peoples' engagement and empowers them to become active citizens. 33 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • The proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • The proposed activities are designed in a non- discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria; • The presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • How opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; The extent to which the project and the proposed activities address the needs of the young people and participating organisations The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project provides a European added value The expert should consider whether the proposed activities bring added value at EU level through results that would not be attained by activities carried out in a single country or through relevance of proposed activities beyond the national context (with regard to the topics, aims, approaches and expected outcomes). The extent to which the project is suitable for producing high-quality learning outcomes for the participants The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, as well as for young people and organisations not directly participating in the project, at local, regional, national and/or European or global level The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). 34 The extent to which the project introduces newcomers and less experienced organisations to the Action, including groups of young people The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates consistency between identified needs, project objectives, participant profiles and activities proposed; The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in the funded activities. The expert should judge whether the applicant has explained convincingly how the implementation of all the proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages (as in Youth participation activities, young people need to have a significant role throughout the project). The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities; In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. when defining the way participants will be selected). The extent to which the project addresses sustainable and environmental-friendly practices The expert should consider that the proposal refers both to the content of the project’s activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project makes use of alternative, innovative and smart forms of youth participation The expert should keep in mind that the Youth participation activities format is designed in a particularly open manner in order to include a range of methods and approaches to youth participation and allow development and testing. The expert should judge to what extent the project intends to incorporate new or alternative ideas, practices or tools for youth participation, be it through digital or other formats. 35 The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards The expert should focus on the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. 36 The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project; The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project; - the means of communication and cooperation (including use of digital tools) - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities In the case of Youth participation activities with no partner organisations, the expert should consider how the organisation will share tasks and responsibilities internally, and the involvement of potential external stakeholders in the project. If the project will be supported by one or more coaches, the envisaged cooperation and relevance of their expertise in relation to the objectives of the project should be considered. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes in relation to its objectives; The expert will verify to what extent the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities and that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert will verify that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will focus on how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the 37 project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 38 Mobility project for young people: DiscoverEU Inclusion Action Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 40 points) The relevance of the project to: - the objectives of the Action; - the needs of the participating organisations and participants; - the extent to which the project enables learning through discovery; The expert will evaluate to which extent the proposal corresponds to the objectives and the format of the Action as described in the corresponding action chapter in Part B of the Programme Guide. The expert will assess to what extent the rationale for the project is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant) and to the specific target group. In particular the expert should pay attention to the following specific aspects: • the proposal involves as participants exclusively young people with fewer opportunities as described in the Erasmus+ Programme Guide and in the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy6. Their participation in DiscoverEU on an equal footing with their peers is vital to contribute to inclusion and diversity of young people and to enable their learning through discovery. • the proposal promotes diversity, intercultural and inter- religious dialogue, common values of freedom, tolerance and respect for human rights as well as aims on enhancing critical thinking and sense of initiative of young people when preparing them for, accompanying them during and following up after their DiscoverEU travel The extent to which the project is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The expert should take the following factor into consideration during the assessment: - Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength. The potential impact of the project on participants and participating The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact both on participants and organisations involved (and, 6 https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf 39 organisations during and after the project lifetime; where relevant, on communities/practices) also after the end of the project lifetime. The extent to which the organisation can proof previous experience in working with young people with fewer opportunities at grass root level The expert should consider that DiscoverEU Inclusion Action is specifically addressed to grass root organisations, which work regularly with young people with fewer opportunities and which can identify early enough potential participants to prepare them for their DiscoverEU travel. The organisation has to strike the right balance between offering suitable assistance and encouraging the young people to as much autonomy as possible. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. Organisations implementing the DiscoverEU Inclusion Action may foresee elements in the travel itinerary as well as in pre- and after activities, that address at least one of the EU priorities on green, digital or the participatory dimension of the Erasmus+ Programme. Please refer to the DiscoverEU routes7 as an option and inspiration for the travel The extent to which the project introduces newcomers and less experienced organisations to the Erasmus+ Programme that can prove experience in working with young people with fewer opportunities The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of the project design (maximum score 40 points) The proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the participants’ and organisation’s needs and challenges, and if achieving these objectives can lead to positive changes at the level of the organisation and of the participants. The expert should assess whether the applicant has provided a convincing explanation of how the implementation of all proposed activities will logically lead to achieving the project’s stated objectives. The clarity, completeness and quality of all the phases of the project: preparation tailored to the specific needs of the participants, support during the travel, implementation of activities and follow-up; The expert should assess to what extent the description of the different phases is clear and complete and shows that the organisation and the DiscoverEU participants have agreed on a division of tasks, programme of the activities during the travel, working methods, practical arrangements, catering for the needs of the participants and follow up measures. 7 https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en 40 The extent to which the participants are involved in all phases of the activities The expert should focus on how the organisations plan to give an active role and involve young participants during the project lifetime while giving as much autonomy to the participants as possible. The activities are designed in an accessible and inclusive way In line with the inclusion dimension of the Programme, the expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The experts should also consider if the applicant organisations have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected), as well as participants with different background and abilities. In addition, the expert should verify that the proposal shows that the activities and profiles of the participants fit the action, engages the young people with fewer opportunities in all the steps of their DiscoverEU travel (before, during and after) and ensure equal footing with their DiscoverEU peers while travelling across Europe The quality of arrangements and support for the reflection process, the identification and documentation of the participants' learning outcome, and the use of Youthpass; The expert should consider how the organisations have addressed the issue of participant’s learning objectives, how they plan to support the reflection around those, their identification as well as the recognition of their learning outcomes. The fact that - beyond making available the Youthpass certificate to participants - the participating organisations intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process is considered as an element of quality of the project. N.B. the Youthpass for DiscoverEU inclusion action is still under development and might not be available at application stage – experts are, therefore, invited to assess the learning outcomes in a general way until Youthpass for the Inclusion Action is implemented. The adequacy and effectiveness of the measures foreseen to ensure safety and protection of participants; The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the activities incorporate sustainable and environmental-friendly practices The expert should consider that the project refers both to the content of the project’s activities and objectives with a focus on sustainable and environmental-friendly practices, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 41 Quality of project management (maximum score 20 points) The quality of the practical arrangements, management and support modalities; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The quality of the cooperation and communication with other relevant stakeholders if applicable; The expert should assess to what extent the proposal shows that the organisations have established and will run a cohesive cooperation with active involvement of all partners and with common goals to be achieved, if applicable. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of the organisation with other relevant stakeholders in the project; - the profile and background of organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas; - a clear and commonly agreed definition of roles and tasks of each organisation involved in the project, where relevant; - the capacity to ensure effective follow-up and dissemination of the results achieved through the project; - the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The quality of measures for evaluating the different phases and outcomes of the project; The expert should verify that the proposal shows that the organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert should examine to what extent the final evaluation will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. The expert should also check that besides the final evaluation, the proposal shows that participating organisations will monitor the implementation of the mobility activities to ensure the smooth running of the project and fine-tuning, if necessary. The appropriateness and quality of measures aimed at disseminating the outcomes of the project within and outside the participating organisations. The expert should focus on the organisations have reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also, at how the organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. 42 Mobility of staff in the field of sport Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance and impact (maximum 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the grassroots sport The expert should consider if the applicant organisation forms a genuine part of the grassroots sport field. Grassroots sport is defined as physical leisure activities practised regularly at non-professional level by people of all ages for health, education or social purposes. The extent to which the project proposal is relevant for the objectives of the action The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be in line with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the project proposal is relevant for the needs and development of the participating organisations and staff The expert should assess to what extent the rationale for the project is clearly described. In this direction, the expert should look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the participating organisations and the individual participants The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. 43 The extent to which the project is suitable for: • Producing high-quality learning outcomes for participating staff; • reinforcing or transforming the participating organisations’ work practices, increasing its quality, capacities and innovation • producing potential impact on participating organisations and staff during and after project lifetime The expert should verify that the proposal equips staff with competences and methods for their professional development, aiming at having a clear impact on their regular work and on their organisation they are active in. Potential impact on transformation of participating organisations’ work practices is clearly described. The extent to which the project defines concrete learning outcomes The expert should consider if the learning outcomes for the participants are clearly explained and in line with the identified needs. The proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning. Recommended EU recognition tool for sport staff: Europass. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme; The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by the Programme in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of project design and implementation (maximum 40 points) The extent to which the proposed project objectives address the needs of the applicant organisation and its staff in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The quality of practical arrangements, management and support modalities The expert should consider if the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, monitoring of activities, ensuring the safety of participants. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider that the project refers both to the content of the activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 44 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider that the project refers both to the number of participants that will benefit from virtual activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The balanced representation of participants in terms of gender; The expert should assess the composition of the group of participants involved in the projects which should be the closest possible to ensuring the principle of gender balance. For staff from non-grassroot organisations, a clear explanation how participation of such staff will benefit grassroot sport If the applicant organisation is a non-grassroots sport organisation (e.g. international organisation) the expert should assess if the proposal contains a clear explanation how participation of such staff will benefit grassroots sport Quality of follow-up actions (maximum 30 points) The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 45 Key Action 2: Partnerships for Cooperation Cooperation Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 25 points) The extent to which the proposal is relevant for objectives and priorities of the Action. The proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency; - In case of projects submitted by ENGOs in the fields of education, training and youth to the European Education and Culture Executive Agency: the extent to which the applicant runs activities that support the implementation of EU policies in one of these sectors. The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", the expert will consider it as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-12 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 46 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of the application. The expert should consider if the proposal proves that the participating organisations have already experience in the field.. If the organisations is not active in the relevant field/sector, the organisation must prove that it brings a clear added value to the project in the context of the field in which the application was submitted In the same way, the proposal shows how the area of activity of the participating organisation are related or have the potential to be implemented in the field of application. This element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the proposal is based on a genuine and adequate needs analysis. The expert should verify that the proposal proves that a solid analysis, drawing on existing knowledge, know- how and practice, has been carried out to identify needs of the target group(s), and organisations. 47 The expert should also examine that the needs identified are relevant for the field under which the proposal was submitted and are clearly linked to those priorities of the Action that the project intends to meet. The extent to which the proposal is suitable for creating synergies between different fields of education, training, youth and sport, or it has potentially a strong impact on one or more of those fields. The expert should examine that the project is likely to produce outcomes that may be relevant also for other fields of education, training, youth or sport than the field that is expected to be most impacted by the project. The extent to which the proposal is innovative. The expert should examine that the project is likely to produce results that will be innovative for its field in general, or for the geographical context in which the project is implemented. The innovative dimension of a project can relate to the content of the outputs produced by the project, and/or to the processes and working methods applied, and/or to the organisations and persons involved or targeted. For example, it will produce something significantly new in terms of learning opportunities, skills development, access to information, recognition of learning outcomes etc. The extent to which the proposal is complementary to other initiatives already carried out by the participating organisations. The expert will examine that the project will add to the existing knowledge, know-how and/or practices of the organisations and persons involved. AND/OR: If the application is based on a previous project or existing innovative content, it demonstrates significant added value compared to the previous project results or in terms of new target groups, educational, training or youth activities or geographical spread, and contributes to improving the quality of teaching/learning training in the countries participating in the project. In so far as the initial developer of these previous results is not participating in the project, the relationship between the participating organisations and the initial developer are transparent and respect pre-existing rights. The proposed innovation or complementarity is proportional to the scale of the project and the experience of the participating organisations. In case of inclusion projects involving staff or learners with fewer opportunities, the level of innovation should be considered in relation to the possibilities of the target groups involved. The extent to which the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. 48 Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the objectives of the project are clearly stated and can be achieved taking into account the nature and experience of the partnership. The expert should also take into account if achieving those objectives can lead to positive changes at the level of the organisations. The expert should consider if the proposal identifies and adequately addresses clearly specified needs of the target group of the project, including at a wider scale, not only benefitting participants who directly take part in project activities. The extent to which the proposed methodology is clear, adequate and feasible. The expert will assess to what extent the proposed methodology is realistic and appropriate for producing the expected results. The methodology builds on solid arguments /evidence basis and takes account of existing knowledge and practice. In case of inclusion projects involving staff or participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The expert should verify that the project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes The project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results. The expert should verify that the proposal shows that all phases of the project have been properly designed in order for the project to realise its objectives and address properly the identified needs. The expert will also assess to what extent the work plan is clearly defined, comprehensive and realistic and the project contains a clear and well-planned timetable. In addition, the grant requested (lump-sum amount) under which the project will fall is coherent with the activities that the applicant wants to implement and the objectives to be reached. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. 49 The extent to which the project is cost- effective and allocates appropriate resources to each activity. The expert should examine that the proposal provides value for money in terms of the results planned as compared to the grant requested lump sum. The grant requested lump sum is realistic for a good quality implementation of the planned activities. The expert will assess the resources allocated to each work package and activities, which need to be sufficient and adequate for a proper implementation. Activities also need to address crucial aspects of the award criteria such as inclusion, integration of results, and monitoring. The expert should compare the project and its work packages with other projects, in order to better consider applicant explanations in this regard. All project management activities should be included in a separate work package, without specific objectives, representing a maximum of 20% of the requested budget. The extent to which the project proposes appropriate quality control, monitoring and evaluation measures to ensure that the project implementation is of high quality, completed in time and on budget. The expert should verify that the proposal foresees appropriate evaluation and monitoring activities at critical stages of the project, which will allow measuring the progress and quality of the project activities and outcomes, as well as the appropriate use of funds. The quality control measures will allow the project to take any necessary corrective measures in time. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined. 50 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation between partner organisations. If Erasmus+ online platforms are available in the field(s) of the participating organisations: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, Youthpass) as tools for preparation, implementation and follow-up of the project activities. The expert should consider that the project refers both to the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and to the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The project is designed in an eco- friendly way and incorporates green practices in different project phases. The expert should consider the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). The extent to which the project clearly describes both qualitative and quantitative indicators, that are realistic, feasible, and contribute to strengthening the overall quality of the project. The expert should verify that the proposal presents a clear and coherent set of qualitative and quantitative indicators that are appropriate for the project’s objectives and planned activities, in order to assess its progress and results. 51 If the project plans training, teaching or learning activities: the extent to which these activities are appropriate to the project's aims and involve the appropriate profile and number of participants. The quality of practical arrangements, management and support modalities in learning, teaching and training activities. The expert should consider that in case transnational teaching, training or learning activities are proposed, these contribute directly to the objectives of the project and are strongly embedded in the project logic as a whole. The expert should examine that the proposal proves that the teaching, training or learning activities in a specific field are embedded in a coherent package of activities and that these activities are of the appropriate volume, bring an added value and will have a direct impact on the achievement of the project results. The expert should assess to what extent the teaching, training or learning activities are well conceived, i.e. the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, training, teaching or learning agreements, monitoring of teaching, training or learning activities, ensuring the safety of participants. If the project plans training, teaching or learning activities: The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles. The expert should consider that in case transnational teaching, training or learning activities are proposed, relevant transparency and recognition tools and/or policy approaches developed in the framework of policy cooperation at European level will be used for recognising and validating the learning outcomes of participants, such as: European / national qualifications frameworks; European framework of key competences and the European guidelines for the validation of non- formal and informal learning. Only for the Adult Education field: The expert should verify that the proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning and its permeability with formal education pathways. Recommended EU recognition tool for adult education staff: Europass. If the proposal provides for long-term teaching, training or learning activities of staff, the expert should look for a description of the measures put in place for ensuring the quality of the mobility activities, comprising 1) preparation including linguistic and subject preparation before and during the mobility and 2) support to and monitoring of participants during their mobility by the sending and/or hosting organisation. Only for the School Education field: The expert should verify that the proposal clearly describes how the learning outcomes of participating pupils and school staff will be recognised/validated within the context of the school and the curriculum. Recommended EU recognition tool for school education staff and pupils: Europass. If the project includes activities for pupils, these activities are integrated into the curriculum and contribute to achieve defined learning goals. Only for the VET field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1. Recommended recognition tools: ECVET, Europass. Only for the Higher Education field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1, in line with the Erasmus Charter for Higher Education (ECHE). Recommended recognition tool: ECTS. Only for the Youth field: The expert should verify that learning outcomes are recognised following the same arrangements and criteria used in mobility activities under Key Action 1, and notably through the use of Youthpass. 53 Quality of the partnership and the cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile, past experience in the Programme and expertise to successfully complete all project objectives. Taking into account the nature of the project and its expected impact, the expert should examine that the participating organisations have the skills and competences required to ensure that the work programme can be implemented efficiently, effectively and professionally. The expert should evaluate to what extent the proposal concretely identifies which skills, experiences, expertise and management support each of the participating organisations will make available to implement all aspects of the project proposed. The expert should also verify that the proposal shows that the participating organisations have established and will run a cohesive consortium with active involvement of all partners and with common goals to be achieved. In this respect, the following factors should be taken into consideration during the assessment: ▪ the level of networking, cooperation and commitment of each participating organisation in the project; ▪ the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications; ▪ the capacity of the consortium to ensure effective implementation, follow-up and dissemination of the results achieved through the project. ▪ in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) the participation of staff or learners with fewer opportunities. The expert should look for a clear and commonly agreed definition and an appropriate distribution of roles and tasks and a balanced participation and input of the participating organisations in the implementation of the work programme, taking into account the complementary competencies, the nature of the activities and the know-how of the partners involved. The expert will examine if it is necessary for the project's success to use expertise of organisations from different fields, and/or the project intends to impact more than one field of education, training and youth, relevant organisations of all concerned fields 54 participate in the project. The proposal demonstrates convincingly why the participation of the organisations from different fields of education, training, youth and/or other socio-economic sectors is best suited to produce the outputs that respond to the identified needs. The extent to which the project involves newcomers and less experienced organisations to the Action. The expert should verify if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert assesses if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. If applicable, the extent to which the involvement of a participating organisation from a third country not associated to the Programme brings an essential added value to the project (if this condition is not fulfilled, the participating organisation from a third country not associated to the Programme will be excluded from the project proposal at assessment stage). The participation of organisations from third countries not associated to the Programme provides genuine added value to the project because of the specific skills, experiences or expertise that these organisations bring to the project and that prove to be essential for the achievement of the project's objectives and/or to ensure a significantly higher quality of the project outputs. NB: If the proposal does not provide convincing evidence of such added value of a third country not associated to the Programme organisation's participation in the project, the latter will be proposed for removal from the project proposal at assessment stage. The expert shall continue the assessment process of the proposal without the participation of such partner and complete the assessment even without the participation of the third country not associated to the Programme organisation. Impact (maximum score 25 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 55 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as their wider communities. The project is likely to have a substantial positive impact on the participating organisations and on their staff and/or learners. The impact of the project on the participants and organisations involved is likely to occur during and remain after the lifetime of the project. The proposal demonstrates which benefits (trans-national, interdisciplinary, cross-field) the proposed cooperation brings to the partners – also in the long run, after Erasmus+ funding, e.g. how it contributes to the internationalisation strategies of the participating organisations. The extent to which the expected project results have the potential to be used outside the organisations participating in the project during and after the project lifetime, and at local, regional, national or European level. The project results have the potential to be transferred and exploited in other European countries. The proposal identifies relevant stakeholders, including policymakers at the most appropriate level, whether local, regional, national and/or European. Taking due account of the scope and size of the project: - it is likely to have a positive impact at local, regional, national and/or European level; - it is likely to lead to innovative developments at system level and/or provide useful input to policy developments; - it shows potential for scalability and synergies with other Erasmus+ actions and/or other European Programmes. 56 The project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. If relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations. The proposal identifies the project results that can be transferred to the relevant target groups. An appropriate and effective set of measures and tools will be used to reach the target groups for dissemination. The planned dissemination and exploitation activities will ensure an optimal use of the results at local, regional, national and/or European level depending on the scope and size of the project. In each of the participating organisations specific and adequate resources are allocated to the dissemination activities. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. Only for the Adult Education and VET fields: If relevant, the proposal explains if and how EPALE will be used to increase the impact of the project and support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results Platform. 57 The project proposal includes concrete and effective steps to ensure the sustainability of the project, its capacity to continue having an impact and producing results after the EU grant has been used up. The project is placed in a perspective that goes beyond the project period. It plans to achieve a multiplier effect and sustainable impact that are within its reach considering the scope and size of the project. If relevant for the type of project, its results will be integrated in the management / pedagogical framework of the participating organisations. If relevant for the type of project, the participating organisations have the intention and are able to attract external co-funding or other support from diverse sources to ensure sustainability of the activities developed by the project and continued use of outputs and results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the sustainability of the project. Only for the VET field: The proposal is likely to have the foreseen positive impact on the target groups beyond the project lifetime. The proposal explains which project activities and results are supposed to be continued and maintained after the end of Erasmus+ funding (i.e. continuation of new courses, use and maintenance of new teaching tools…) and how and with which resources other than from the EU (finance, staff, equipment) this will be done. Only for the Youth field: The proposal is likely to have the expected positive impact on the target groups beyond the project lifetime, in particular for participants with fewer opportunities. The proposal describes how the participating organisations will exploit the experience within the project to improve the situation of these target groups and to further stimulate their development after the activity. 58 Small-scale Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 30 points) The extent to which the project proposal is relevant to the objectives and the priorities of the Action. In addition, the proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency. The expert should assess if the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field-specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+ sectors, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", it will be considered as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-14 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 59 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of The expert should consider if the participating organisations form a genuine part of the field in which the application has been 60 the application. submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of their staff and the nature of the organisation area of activity and previous experience working in the field of the application. The expert should take into consideration that the Small-scale partnerships are particularly relevant to target newcomer and less experienced organisations. Therefore, previous experience within Erasmus+ should, in this case, not necessarily be considered as an element that determines the relevance of the proposal. However, it is essential that this organisation brings a clear added value to the project in the context of the field in which the application was submitted. The extent to which the proposal brings added value at EU level by building capacity of organisations to engage in cross-border cooperation and networking. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address the needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the proposed objectives are well explained in relation to the partner organisations’ needs and challenges, as well as the needs of the indicated target groups. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The extent to which the proposed methodology is clear, adequate and feasible: - project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results; - the project is cost-effective and allocates appropriate resources to each activity. The expert should consider if the application is sufficiently specific, clear, concrete, and realistic in presenting the content and expected results of proposed activities. Experts should judge if the partner organisations have explained convincingly how the implementation of proposed activities will logically lead to addressing the identified needs and the achieving the project’s stated objectives. In addition, the requested lump sum amount should be considered in view of achieving the objectives of the project. This should include a consideration on whether appropriate phases for preparation, 61 implementation, monitoring, evaluation and sharing of results have been planned. Value for money needs to be assessed, as the lump sum requested must be in line with and justified by the proposed activities. In order to do so, the expert should evaluate the proposal both at activity level as well as at the level of the entire project. The description of the definition of the grant amount is key in this evaluation. If possible, experts should also compare the project and its activities with other projects, in order to better consider these explanations. The simplified budget scheme does not require a separate budget for project management. Instead, these costs should be covered by the amounts allocated to each project activity. Around 20% of the project requested lump sum is typically used for project management expenses, but this can be flexible depending on the applicant's resources and project size and complexity. It can be acceptable that smaller projects may use a larger portion of their budget for these horizontal costs. If the proposed deliverables are found entirely insufficient to justify the requested grant, the award criterion should be assessed below the minimum threshold. (half of the maximum points of the award criterion) The work plan has to be clearly defined, comprehensive and realistic in relation to the requested lump sum amount. The portion of the grant amount allocated to each project activity described in the proposal should be sufficient and adequate to the nature and value of the activity. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes 62 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation with partner organisations. If applicable: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, EU Youth Strategy Platform) as tools for preparation, implementation and follow-up of the project activities. The expert should assess the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The extent to which the project is designed in an eco-friendly way and incorporates green practices in different project phases. The expert should take into consideration the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). Quality of the partnership and cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile. Experts should assess the extent to which the proposal clearly explains the reasons for participation of the involved organisations and their common interests. The role and contribution of each the participating organisation should be clearly described and taken into account. Consider the specific nature of Small-scale partnerships and their focus on newcomer and less experienced organisations, the expert should judge whether the participating organisations have the skills and competences required to run the proposed activities. While leaving scope for learning to cooperate and foster development throughout the project, organisations should ensure sufficient quality in the implementation, even if they have little or no previous experience within Erasmus+. 63 The extent to which the project involves newcomers and less experienced organisations to the Action. This element highlights the importance of small- scale partnerships as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. The expert should consider if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The expert must use past participation information included in the application form and they must apply the exact definitions of a ‘newcomer’ and ‘less experienced organisation’ provided in the glossary of the Programme Guide. The expert must register their conclusions as part of typology questions accompanying the assessment. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. In particular, considering the nature of this action, it is important that the proposal describes an active role and substantial participation of newcomer and less-experienced organisations in the project tasks and activities. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations. The expert should assess if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. Impact (maximum 20 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisation. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 64 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as the wider community. The expert should consider if the project can have a substantial positive impact on the participating organisations, their staff and learners, during and after the project implementation. If relevant and in proportion to the project size and scope, the experts should consider whether the proposal identifies target groups or organisations not participating in the project that will be positively impacted by the implementation of the activities. The extent to which the project proposal includes an appropriate way to evaluate the project outcomes. The expert should consider, in proportion to the project size and scope, the partnership’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the partner organisations’ proposal on how to evaluate if the stated objectives have been reached. The extent to which the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The expert should consider if the proposal identifies the project results that can be made available to the relevant target groups. The expert should also consider whether the partner organisations have used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 65 European Partnerships for School Development The main purpose of the European Partnerships for School Development is to encourage better cross-border cooperation and mobility among schools across Europe with a sustainable and systemic impact. Projects should do this through improvements in the practices, policies and procedures of school authorities and schools that will take place over the duration of the project and have an impact long beyond the project duration. It is also expected that school authorities apply the principles or changes developed within a Partnership for School Development to other schools under their authority that were not part of the project, contributing to a wider audience than the participating organisations. Projects need to achieve a balance between being realistic and ambitious to achieve systemic and long-term impact. This is why the award criterion “Impact” carries the largest part of the assessment with 35 out of 100 points, and all other criteria are linked to it. The large number of points reflects the complexity of the criterion and the wide variation in quality that experts may encounter. Experts should make full use of the 35 points scale to fine-tune their assessment and differentiate applications according to their level of quality. Recognising original, convincing and genuine proposals: experts should consider the information presented in the application form critically to evaluate • if it shows a real self-reflection on the part of the applicant; • if it is rooted in reality of everyday educational work and challenges in the school education systems of the participating countries and regions, and; if the links being established with European or national policy narratives are concrete and tangible. Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 15 points) Relevance for action objectives: the proposal contributes to the objectives of the European Partnerships for School Development; The expert should consider if the project addresses the objectives of the action as stated in the action’s chapter in the Programme Guide. NB: If the proposal does not provide convincing evidence that it is relevant to the objectives, the expert must assess the application to be below the minimum threshold for this award criterion. Needs analysis: the application is based on comprehensive analysis of needs and challenges in the school education systems of the participating countries/regions; The applicant must show precise and real challenges that the project will address. The needs analysis must include relevant context, real-life examples and data, and must explain why the project is actually needed. European added value: the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country; The expert should assess whether the transnational dimension of the project clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. EU values: the proposal is relevant for the respect and promotion of shared EU values, such as respect for human The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: 66 dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. Quality of project design (maximum 30 points) Work packages: ▪ the proposed methodology is clear, adequate and feasible; ▪ the project work plan is coherent, clear, complete and effective; Each work package must address its task as defined in the Programme Guide; it must be clear and concrete; implementable, and its progress must be trackable. The different work packages must be coherent, complementary and clearly contributing to overall project results. The relationship between each work package and the overall project objectives must be presented clearly and concretely, so that the contribution of every work package to the project objectives is explicit. The project methodology must be realistic and appropriate for producing the expected results. NB: If the application contains any work packages that are severely lacking in clarity, are impossible to track and evaluate, or do not address their task as defined in the Programme Guide, the expert must assess the application to be below the minimum threshold for this award criterion. Monitoring: the project proposes appropriate quality control, monitoring and supervision measures to ensure that the project implementation is of high quality, completed in time and on budget; The proposal clearly defines the people responsible for monitoring the project’s progress and results and defines an effective methodology and frequency of monitoring exercises. The application identifies potential risks and proposes effective ways to address them. 67 Budgeting: the project is cost-effective and allocates appropriate resources to each activity and partner; The expert should examine whether the proposal provides value for money in terms of the planned results and the expected impact compared to the defined project lump sum. The experts should assess the resources allocated to each work package and activity, and whether they are adequate for effective implementation and achieving the desired impact. The expert should compare the project proposal and its work packages with other project proposals to better assess the proposal’s value for money. Inclusion and diversity: the activities are designed in an accessible and inclusive way; The expert should consider whether the design of the activities is in line with the inclusion dimension of the Programme, and if the project proposal has the potential to increase the participation of people with fewer opportunities. Digital: the project incorporates the use of digital tools such as the European School Education Platform (including eTwinning) and learning methods to complement their physical activities and improve cooperation between partner organisations; The expert should consider whether digital tools and learning methods are used as part of the project in an effective way. The expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project proposal or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. Environmental sustainability: the project is designed in an eco-friendly way and incorporates green practices in different project phases; The expert should consider, if in addition or as part of their tasks, the project has the potential to raise awareness about environmental and climate change challenges. Participation and civic engagement: the project encourages participation and civic engagement. The expert should consider, if in addition or as part of their tasks, the project promotes participation and civic engagement. Quality of the partnership and the cooperation arrangements (maximum 20 points) Project coordinator: the coordinating organisation has appropriate expertise, resources and role in the education system to successfully lead the project; The expert should examine if the coordinating organisation has the capacity to coordinate the partnership and ensure that the project is implemented efficiently, effectively and professionally. The role of the coordinating organisation in the education system (responsibilities and decision- making capacity) must be appropriate for the scope and ambition of the project objectives. Partnership composition: ▪ the partner school authorities have complementary experience, needs, and roles in the education system; ▪ the partner schools have a clear and proportional role in the project; ▪ the partner schools are sufficiently diverse in terms of their experience in cross-border mobility and cooperation; The expert should evaluate to what extent the proposal identifies the contributions of each participating organisation in terms of expertise, resources and know-how to implement the project. Complementarity between school authorities means that they share similar challenges and interests, and are able to work on them together due to similar or compatible roles and responsibilities in their respective school education systems. The project role of each participating school must be clear. 68 ▪ the size and scope of the partnership is appropriate for the achievement of the planned project results; The participation of other organisations (apart from school authorities and schools) must be justified in relation to planned project results. Allocation of tasks: the proposed allocation of tasks demonstrates the commitment and continuous active involvement of all participating organisations, and in particular the coordinating and partner school authorities; The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks with active involvement of all participating organisations. Due to their role, responsibility and resources, a strong, continuous and practical, hands-on involvement of school authorities is necessary. Complementarity: the proposal is complementary to other initiatives already being carried out by the participating organisations, in particular Erasmus accreditations in Key Action 1; The expert will examine how the project will build on existing knowledge, practices and other projects of the participating organisations. If the participating organisations hold an Erasmus accreditation in the field of school education, they should create synergies with the European Partnership for School Development and demonstrate them with concrete examples (e.g. shared results, improved mobility procedures, easier and better recognition of learning outcomes). Communication and coordination: the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert must assess to what extent appropriate channels, tools, or platforms are in place for regular communication, and clear responsibilities are assigned for this purpose in each partner organisation. The continuity of project implementation must be ensured through involvement of multiple people per organisation, especially in school authorities. Impact (maximum 35 points) Project results: the project proposal clearly identifies improvements in the practices, policies and procedures of school authorities and schools that will happen as a result of the project; To be scored highly, proposals need to identify changes in the way the participating organisations operate (i.e. their practices, policies and procedures) and how the project will improve on that. For European Partnerships for School Development, such changes are more important than tangible outputs. Rather than spending a large part of the grant on developing new outputs, projects should identify and spread existing good practices and build on outputs from previous projects. When possible, changes in policy should accompany the changes in practices and procedures to consolidate them and lead to long-term impact. Tracking project results: the proposal defines clear implementation milestones, and qualitative and quantitative indicators to prove that the planned improvements have taken place; Within this criterion, project results refer to what will be done, while impact refers to the effects that these results will have. Tracking project results and tracking impact must be described separately (many applicants make the common error of tracking only results and not impact). The expert must assess whether the proposed plan is clear (coherent and sufficiently detailed) and realistic (achieving the implementation milestones will gradually lead to the expected results), and whether the proposed indicators are relevant, credible, clear and robust. 69 Tracking impact: the proposal defines clear qualitative and quantitative indicators to track the impact of the project results; Measuring impact consists of tracking the positive effects of the project results beyond the fact of having produced them. Impact is an effect of using the results and it should therefore start during the project and continue beyond the project duration. The expert must assess whether the proposed indicators are relevant, credible, clear and robust. Long-term impact: - the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations; - the project includes a clear plan and preparation to continue using its results after the project; The assessment of this element is based on a perspective that goes beyond the project period. The experts should assess if the proposed long-term impact plan is realistic, well-developed, and concrete. Transferable results: the planned project results can be used outside the participating organisations at local, regional, national or European level; The project results have the potential to be transferred to and used by other organisations in the participating countries (e.g. other schools under the responsibility of the same school authority, other school authorities in the same or different regions), as well as in other countries. Sharing results: the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The planned activities for sharing results are appropriate and will promote the use of the results at local, regional, national and/or European level. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. 70 How to assess the cost-effectiveness of a project proposal? Given the diverse nature of all the fields covered in the programme, the needs and type of activities presented by the applicants differ. It is therefore left to the applicants to describe the planned activities which are adequate for their respective objectives and fit within the funding level of the chosen lump sum. Such choice is based on the level of complexity and ambition of their proposal, considering elements such as the number of partners, the duration of the project and the number and type of proposed activities. A high degree of flexibility is left to applicants to define their targets in line with the programme objectives and build their project around the requested lump sum budget. The applicants are therefore not required to provide detailed cost estimate (staff costs, equipment, management costs, etc. Nevertheless, they are required to provide evidence for the elements of value for money in their application, showing that the amount requested is adequate to the content and objectives of their proposed activities. For this purpose, they are required to indicate the portion of the lump sum that they intend to allocate to the production of each of the outputs (work packages and activities). Experts assess the value for money at the level of each eligible activity and work package and at the level of the entire project, including annexes and as part of scoring the award criterion ‘Quality of the project design and implementation’. Proposals which are found to offer poor value for money will have a lower score and fewer chances to be selected for funding. In case the expert finds the proposed deliverables entirely insufficient to justify the total requested grant, award criterion ‘Quality of project design and implementation’ should be scored below the minimum threshold (half of the maximum points of the award criterion) and consequently, the proposal should be rejected. In addition to assessing the cost-effectiveness of the entire project, the expert needs to take into account the funding that applicants have proposed to allocate to each work package/activity. For this purpose, the key aspect to consider is the explanation that applicants have provided about the composition of costs included in the work package/activity. At the level of work packages/activities, experts should also use the comparison method both within a project and with other projects to contextualise the explanations provided by the applicants. The resources to be allocated by the applicant to each work package and/or activity must show a balance between cost-effectiveness and the delivery of good quality. In particular, crucial aspects referred to in award criteria (inclusion, integration of results, monitoring) must be adequately addressed. For the Cooperation partnerships and European Partnerships for School Development, all the activities directly linked to the management of the project shall be included in a specific work package (project management work package). This work package can represent maximum 20% of the requested budget for the other work packages. For the Small-scale partnerships, the budget allocated to the planning, organisation and management of the activities is to be covered with the amounts allocated to each of the project activities. Experts shall also take this aspect into account in their assessment. Based on experience of similar actions in the Erasmus+ programme, around 20% of the project requested lump sum is typically used for project management expenses. The reference value of 20% needs to be assessed in a flexible manner, considering that costs related to setting up and managing a project may vary from one applicant to the other function to their e.g. dimension, available resources, etc. Therefore, experts may deem it acceptable that smaller projects can use a larger portion of their budget to cover 71 the horizontal costs. The list below presents some examples for the approximate grant amounts attributed to typical activities in the 2014-2020 Programming period: - Project meeting with 8 participants: 4.500 – 6.000 EUR - Event with 100 participants: 10.000 – 20.000 EUR - Mobility of 20 participants for 10 days: 22.000 – 35.000 EUR - Language training for 20 participants: about 3.000 EUR The actual cost of a specific activity proposed in an application may vary depending on factors such as travel distances, labour costs in different countries, involvement of participants with fewer opportunities, choosing more environmentally sustainable services and products, etc. This is why the applicants are requested to provide a breakdown and explanation of their expected costs in the application form. The experts should use the information provided by the applicant when assessing if higher than average costs are justified, or if lower than average costs are realistic for a certain activity. In case of strong doubts about the value for money of an activity or the entire project, where the professional judgment of the expert alone is not sufficient, or in case of serious disagreement between two experts, a comparison with similar activities between projects and with previous projects funded under the action Strategic Partnerships in the Erasmus + programme 2014-2020 can be made as part of a consolidation exercise. Using this reference shall only be used as a methodological support, using the necessary degree of flexibility and proportionality to make the assessment fair and accurate. 72 6. Reference policy documents Transversal policy priorities for education, training, youth and sport ▪ Overall policy priorities - European Education Area - Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030): https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf - EU Youth Strategy – Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN - Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27: Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27 | Erasmus+ (europa.eu) - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy: Implementation guidelines - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy | Erasmus+ (europa.eu) - 2030 Agenda for Sustainable Development of the United Nations: http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm - Rethinking Education: Investing in skills for better socio-economic outcomes: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF - The EU Youth report: http://ec.europa.eu/youth/policy/implementation/report_en.htm - Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/docu ments/citizenship-education-declaration_en.pdf - Investing in Europe's Youth: http://ec.europa.eu/social/main.jsp?catId=950&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Commission communication "Strengthening European Identity through Education and Culture The European Commission's contribution to the Leaders' meeting in Gothenburg" (2017) http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN - Council Recommendation on Key Competences for Lifelong Learning, Official Journal, 2018/C 189/01 https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 - Commission communication “The Union of Skills”: https://eur-lex.europa.eu/legal- content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 - Council Recommendation “Europe on the Move – Learning mobility opportunities for everyone”: https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf - EN EUROPEAN COMMISSION Brussels, 5.3.2025 COM(2025) 89 final COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A: STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf ▪ Recognition and transparency - Europass: http://europass.cedefop.europa.eu/en/home 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education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf - Validation: Council Recommendation of 20 December 2012 on the validation of non- formal and informal learning https://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF - Validation: Staff Working Document on the evaluation of the 2012 Council Recommendation on validation https://ec.europa.eu/social/BlobServlet?docId=22839&langId=en ▪ Digital education - The Future of Learning: New Ways to Learn New Skills for Future Jobs: http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html - Digital Competence Framework for Citizens (DigComp): https://ec.europa.eu/jrc/en/digcomp - Digital Competence Framework for Educators (DigCompEdu): https://ec.europa.eu/jrc/en/digcompedu - A collection of articles from Open Education Europa: https://www.schooleducationgateway.eu/en/pub/resources/oee.htm - Open Educational Resources and practices in Europe: http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html - Digital Education Action Plan: http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en ▪ Development of key competences - Brochure on Key Competences for lifelong learning: https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- 9d01-01aa75ed71a1/language-en - Council Recommendation of 22 May 2018 on key competences for lifelong learning, Official Journal 2018/C 189/01 - Commission Staff Working Document accompanying the document proposal for a Council Recommendation on Key Competences for Lifelong Learning, SWD (2018)14, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 - European Commission (2020) LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence - Cultural awareness and expression handbook: Open method of coordination (OMC) working group of EU Member States’ experts on ‘cultural awareness and expression’ (2016). https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50- 01aa75ed71a1 - European Commission (2016) EntreComp: The Entrepreneurship Competence Framework.https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/entrecomp-entrepreneurship-competence-framework - Council conclusions of 26 November 2012 on literacy: http://ec.europa.eu/eqf/home_en.htm http://ec.europa.eu/eqf/home_en.htm https://www.youthpass.eu/en/youthpass/ https://www.youthpass.eu/en/youthpass/ http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf 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https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework 74 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393: 0001:0004:EN:PDF - Final Report of the EU High Level Group of experts on Literacy (2012): http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/ literacy-report_en.pdf - Addressing the gender gap in STEM education across educational levels - Publications Office of the EU - JRC Publications Repository - STEM competencies, challenges, and measurements: a literature review - JRC Publications Repository - STEM and STEAM education, and disciplinary integration: a guide to informed policy action ▪ Language learning - Commission Staff Working Document, 2012: "Language Competences for employability, mobility and growth: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC037 2&from=EN - Improving the effectiveness of language learning – CLIL and Computer-assisted Language learning, 2014: http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf - Rethinking language education in schools, 2017 - https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8- ac73-01aa75ed71a1/ - Migrants in European schools – learning and maintaining languages, 2017 https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73- 01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFn oECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ - Multilingual education in the light of diversity – lessons learned, 2017 http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf - The future of language education in Europe – Case studies of innovative practices, 2020 https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language- education/ - Education begins with language, 2020 https://op.europa.eu/en/publication-detail/- /publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en - Council recommendation on a comprehensive approach to the teaching and learning of languages, 2019 https://ec.europa.eu/education/education-in-the-eu/council- recommendation-improving-teaching-and-learning-languages_en http://eur/ http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN 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https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en 75 Policy priorities in school education General policy information relevant for all project proposals: • Commission Communication on Achieving the European Education Area and the subsequent Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education (2021) education https://eurhttps://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal Tasks/education https:/eur-lex.europa.eu/legal- content/en/TXT/?uri=CELEX:32021H1214(01)lex.europa.eu/legal- content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 • Support to implementation of the 2021 Council Recommendation through the Working Group on Schools - thematic report and factsheet Blended learning for inclusion - Publications Office of the EU (europa.eu) - Learning for the green transition and sustainable development. Council Recommendation adopted on 16 June 2022. Implementation tools: peer learning (dedicated Working Group, Education for Climate Coalition under Erasmus+, GreenComp community of practices); funding; dissemination of resources https://eur- lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 - 28 November 2022: Council adopted a Recommendation on Pathways to School Success. Pathways to School Success | European Education Area (europa.eu) • Council Resolution of the European Education Area • Education and Training Monitor 2024 • Education and Training Monitor 2023 • Education and Training Monitor 2022 • DigCompEdu framework - https://europa.eu/!K4xkfK Tackling learning disadvantage, early school leaving and low proficiency in basic skills • Early School Leaving: https://education.ec.europa.eu/education-levels/school- education/early-school-leaving • European Toolkit for Schools ‘Promoting inclusive education and tackling early school leaving’: https://school-education.ec.europa.eu/en/insights/school- success-for-all • NESET Report: The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof (2022): https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec- b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 • A systemic, whole-school approach to mental health and well-being in schools in the EU (2023): https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e- 01aa75ed71a1/language-en/format-PDF/source-251233369 https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://education.ec.europa.eu/education-levels/school-education/pathways-to-school-success#:~:text=A%20Council%20Recommendation%20on%20%27Pathways,leaving%20from%20education%20and%20training. https://op.europa.eu/en/publication-detail/-/publication/b004d247-77d4-11eb-9ac9-01aa75ed71a1?msclkid=393f2efec14411ec90f4424a51cf0b18 https://op.europa.eu/webpub/eac/education-and-training-monitor/en/ https://op.europa.eu/webpub/eac/education-and-training-monitor-2023/en/index.html https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/ https://europa.eu/!K4xkfK https://europa.eu/!K4xkfK https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://school-education.ec.europa.eu/en/insights/school-success-for-all https://school-education.ec.europa.eu/en/insights/school-success-for-all https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 76 • Commission study on the assessment of the implementation of the 2011 Council recommendation on policies to reduce early school leaving (2019): https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9- b4bf01aa75ed71a1/language-en • OECD PISA 2022 Results (2022): https://www.oecd.org/publication/resultats-du- pisa-2022/#resultatspisa2022 • Commission Report on PISA and the EU (2018): https://ec.europa.eu/education/news/pisa-2018_en • Eurydice, Equity in Education (2020): https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school- education-europe_en • A whole school approach to tackling early school leaving: Policy messages, https://education.ec.europa.eu/sites/default/files/document-library-docs/early- school-leaving-group2015-policy-messages_en.pdf • NESET Report on A formative, inclusive, whole school approach to the assessment of Social and Emotional Education in the EU (2020): https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole- schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ Supporting teachers, school leaders and other teaching professions • EENEE-NESET Report (2023): Evidence-based Solutions to Teacher Shortages: https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical- report-No-1.pdf • Eurydice (2021) “Teachers in Europe – Careers, Development and Well-being” https://eacea.ec.europa.eu/nationalhttps://eacea.ec.europa.eu/national- policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdfpolicies/eurydice/sit es/eurydice/files/teachers_in_europe_2020_1.pdf • “Supporting teacher and school leader careers: a policy guide” (2020). Report of the ET2020 Working Group Schools. Also available: Summary and four Infosheets. https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b- 11eahttps://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f- 01aa75ed71a1/language-enb75f-01aa75ed71a1/language-en. Also overview and video available at: • Council conclusions “European Teachers and Trainers for the Future”, adopted on 26 May 2020: https://www.consilium.europa.eu/media/44115/st08269-en20.pdf • Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Commission Communication on Achieving the European Education Area https://ec.europa.eu/commission/news/towards-european-education-area- 2025https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017- nov-14_en2017-nov-14_en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://ec.europa.eu/education/news/pisa-2018_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en 77 • Commission’s 2020 Digital Education Action Plan for 2021-27: https://ec.europa.eu/education/education-in-the-eu/digital-education- actionhttps://ec.europa.eu/education/education-in-the-eu/digital-education-action- plan_enplan_en • OECD TALIS 2018 report: TALIS - The OECD Teaching and Learning International Survey - OECD • OECD TALIS 2024: Results from TALIS 2024 | OECD • • Attracting and retaining teachers and school leaders: a guide for career frameworks (2023): https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career- frameworks.pdf • Communication on Achieving the European Education Area (EEA) by 2025 • 2020 Council conclusions: European teachers and trainers for the Future • 2021 Eurydice report: Teachers in Europe: Careers, Development and Well-being • SELFIE for TEACHERS - https://education.ec.europa.eu/selfie-for-teachers • SELFIE for Schools: https://education.ec.europa.eu/selfie Promoting a comprehensive approach to language teaching and learning • NESET ad hoc report on the interventions supporting language learning needs of newly arrived migrant and displaced children (2022) : https://nesetweb.eu/en/news/new-neset-ad- hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived- migrant-and-displaced-children/ • Eurydice Report - Key data on teaching languages at school in Europe (2023): https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school- europe-2023-edition • Education begins with language - Thematic report from a programme of seminars with peer learning to support the implementation of the Council Recommendation on a comprehensive approach to the teaching and learning of languages (2019-2020): https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a- 01aa75ed71a1/language-en • NESET Report - The future of language education in Europe: case studies of innovative practices (2020): https://nesetweb.eu/en/resources/library/the-future-of-language- education-in-europe-case-studies-of-innovative-practices/ • Council recommendation on improving the teaching and learning of languages (2019): https://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015. 01.ENG https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://ec.europa.eu/education/resources-and-tools/document-library/eea-communication-sept2020_en https://op.europa.eu/en/publication-detail/-/publication/ac4c748c-aa18-11ea-bb7a-01aa75ed71a1/language-en/format-PDF/source-137808445 https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://education.ec.europa.eu/selfie-for-teachers https://education.ec.europa.eu/selfie https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG 78 Developing high quality early childhood education and care systems • Council Recommendation for high quality early childhood education and care systems, and its Annex, the European Quality Framework: https://ec.europa.eu/education/education-in-the-eu/council-recommendation- onhttps://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high- quality-early-childhood-education-and-care-systems_enhigh-quality-early-childhood- education-and-care-systems_en • Toolkit for inclusive ECEC (2021): https://op.europa.eu/s/oVdh • Report on How to recruit, train and motivate well-qualified ECEC staff: https://op.europa.eu/s/oVdi • Thematic reports on Monitoring and evaluating quality in ECEC: https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents • Erasmus+ and ECEC: project results and analysis: https://op.europa.eu/s/oVdj • Quality in early childhood education and care (ECEC: state of play in the EU Member States based on the European Quality Framework: https://education- socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early- childhood-education-and-care-ecec-state-play-eu-member-states-based- european-quality_en • Working with multilingual children and families in early childhood education and care (ECEC): https://education-socioeconomic- experts.ec.europa.eu/publications/analytical-reports/working-multilingual- children-and-families-early-childhood-education-and-care-ecec_en • Key date on early childhood education and care in Europe (Eurydice): https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood- education-and-care-europe-2025 • • Further background reading can be found on the Early childhood education and care (ECEC) website on Europa: http://ec.europa.eu/education/policies/early-childhood-education-and-care_en Recognition of learning outcomes for participants in cross-border learning mobility - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf • Commission Staff Working Document accompanying the document Proposal for a Council Recommendation on promoting automatic mutual recognition https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 • Recognition of learning periods abroad in general secondary education: Outputs by the Expert Network on Recognition of outcomes of learning periods abroad in general secondary education Recognition of learning periods abroad in general secondary education | ESEP (europa.eu) https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdi https://op.europa.eu/s/oVdi https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents https://op.europa.eu/s/oVdj https://op.europa.eu/s/oVdj https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad 79 • REPORT FROM THE COMMISSION TO THE COUNCIL on the implementation of the Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad EUR-Lex - 52023DC0091 - EN - EUR-Lex (europa.eu) o Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Executive summary Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Publications Office of the EU (europa.eu) Council conclusions on further steps to make automatic mutual recognition in education and training a reality EUR-Lex - 52023XG0526(03) - EN - EUR-Lex (europa.eu) Policy priorities in vocational education and training (VET) - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary- union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience: https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 - Factsheet - Vocational education and training: a future-proof approach (2020) https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en - Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies: https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf - Communication: Youth Employment Support - a Bridge to Jobs for the Next Generation (2020) https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en - Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee 2020/C 372/01 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2020.372.01.0001.01.ENG&toc=OJ:C:2020:372:TOC - The European Framework for quality and effective apprenticeships: http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 - European Alliance for Apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - Work-based learning: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2023:91:FIN https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52023XG0526%2803%29 https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 80 High-performance apprenticeships & work-based learning: 20 guiding principles: https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b- 11e7https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65- 01aa75ed71a1/language-enab65-01aa75ed71a1/language-en - Work-based Learning Handbook http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational- policy/doc/alliance/work-based-learning-in-europe_en.pdf - Reports on apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - EQAVET: https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf - Platforms of Centres of Vocational Excellence (COVE): https://ec.europa.eu/social/vocational-excellence - European Commission mapping study on approaches to Centres of Vocational Excellence: https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 - ET2020 Working group on VET, report on Innovation and digitalisation in Vocational Education and Training (2020): https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en - The Joint Research Centre report on Vocational education and smart specialisation strategies: https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c- 11eahttps://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e- 01aa75ed71a1/language-en/format-PDF/a07e-01aa75ed71a1/language-en/format-PDF/ - The European Training Foundation (ETF) international study on “Centres of vocational excellence - An engine for vocational education and training development: https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea- 991b-01aa75ed71a1/language-en/format-PDF - Entrepreneurship 2020 Action Plan - http://eur-lex.europa.eu/legalhttp://eur- lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52012DC0795content/EN/TXT/?uri=CELEX%3A52012DC07 95 - Entrepreneurship education: A Guide for Educators (2014): https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/re nditions/pdf - Towards Greater Cooperation and Coherence in Entrepreneurship Education" – Report of the High Level Reflection Panels on Entrepreneurship Education initiated by Directorate General Enterprise and Industry and Directorate General Education and Culture (2015): https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/re nditions/pdf More information can be found at: https://ec.europa.eu/education/policies/eu-policy- in-the-field-of-vocational-educationhttps://ec.europa.eu/education/policies/eu-policy-in-the- field-of-vocational-education-and-training-vet_enand-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en 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https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 https://ec.europa.eu/social/main.jsp?catId=1536&langId=en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en 81 Policy priorities in higher education - European strategy for universities: Commission Communication on a European strategy for universities | European Education Area (europa.eu) - European student card initiative: European Student Card Initiative | Erasmus+ (europa.eu) - European Universities Initiative : European Universities initiative | European Education Area (europa.eu) - Automatic mutual recognition: EUR-Lex - 32018H1210(01) - EN - EUR-Lex (europa.eu) - Micro-credentials: A European approach to micro-credentials | European Education Area (europa.eu) - Building bridges for effective European higher education cooperation EUR-Lex - 32022H0413(01) - EN - EUR-Lex (europa.eu) More information can be found at: Higher education | European Education Area (europa.eu) Policy priorities in adult education - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper- and-fairer-economic-and-monetary-union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Adult skills - Individual Learning Accounts: a tool to improve access to training; SWD(2021); - Council Resolution on a new European agenda for adult learning 2021-2030, https://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN - Recommendation on Upskilling Pathways (2016): http://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 - Staff Working Document on Recommendation on Upskilling Pathways: New Opportunities for Adults Taking stock of implementation measures: https://ec.europa.eu/info/sites/info/files/file_import/implementation- reporthttps://ec.europa.eu/info/sites/info/files/file_import/implementation-report- upskilling-pathways_en.pdfupskilling-pathways_en.pdf - Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52019XG0605(01) - Promoting adult learning: http://ec.europa.eu/education/policy/adult- learning/adult_en.htm - Career guidance; https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherP ubs=yes - PIAAC, the survey of adult skills: http://www.oecd.org/skills/piaac/ - Working group on adult learning: opening up opportunities for all (AL); https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://erasmus-plus.ec.europa.eu/european-student-card-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32018H1210(01) https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0413%2801%29 https://education.ec.europa.eu/education-levels/higher-education https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12876-Adult-skills-Individual-Learning-Accounts-a-tool-to-improve-access-to-training_en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 http://ec.europa.eu/social/main.jsp?catId=1224 https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/about/working-groups 82 Policy priorities in the field of youth - Report from the Commission to the European Parliament, the Council, the European Social and Economic Committee and the Committee of the Regions on the implementation of the EU Youth Strategy (2019-2021): https://eur- lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0636&from=ES - Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:C:2018:456:FULL - Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG - “Signpost for the future” – Final declaration of the 3rd European Youth Work Convention https://www.eywc2020.eu/en/convention/final-declaration/ - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on Digital Youth Work https://eur- lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2019.414.01.0002.01.ENG&toc=OJ:C:2019:414:TOCco ntent/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC % 3A2019%3A414%3ATOC - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on education and training of youth workers https://eur-lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:412:FULL&uri=uriserv:OJ.C_.2019.412.01.0012.01.ENGco ntent/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_. 2 019.412.01.0012.01.ENG - EU and Council of Europe Partnership in the field of youth, page on youth work recognition: https://pjp-eu.coe.int/en/web/youth-partnership/recognition - Proposal of Council Recommendation on the mobility of young volunteers across the European Union com_2022_15_1_en_act_part1_v4.pdf (europa.eu) - Decision (EU) 2021/2316 of the European Parliament and of the Council of 22 December 2021 on a European Year of Youth (2022) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021D2316Youth - Inclusion and Strategy Roadmap https://www.salto-youth.net/downloads/4-17- 4247/ID_roadmap.pdf - European Training Strategy 2021-2027 http://www.salto-youth.net/download/4265/European_Training_Strategy_2021- 2027_singlepage.pdf - Youth Participation Strategy https://www.salto-youth.net/rc/participation/ypstrategy/ - Youthpass strategy https://www.youthpass.eu/en/about-youthpass/youthpass- strategy/ More information can be found at: http://ec.europa.eu/youth/index_en.htm https://eur/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf https://urldefense.com/v3/__http:/www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf__;!!DOxrgLBm!UQjEXVQkL7v-hOV-M6-v0CG95EabTZqE0BHi1BoN-Aw4ijtD7Q3vw4Ocf7b6OPrW1XKPIg$ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm 83 Policy priorities in the field of sport - EU Work Plan for Sport 2021-2024: EUR-Lex - 42020Y1204(01) - EN - EUR-Lex (europa.eu) - Towards more gender equality in sport : recommendations and action plan from the High Level group on Gender Equality in sport: Towards more gender equality in sport - Publications Office of the EU (europa.eu) - COUNCIL Recommendation on HEPA (health-enhancing physical activity): EUR-Lex - 32013H1204(01) - EN - EUR-Lex (europa.eu) - Guidelines regarding the minimum requirements in skills and competences for coaches - Publications Office of the EU (europa.eu) - Safeguarding children in sport - Publications Office of the EU (europa.eu) - Mapping on access to sport for people with disabilities - Publications Office of the EU (europa.eu) - Mapping of corruption in sport in the EU - Publications Office of the EU (europa.eu) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/03fc8610-e4c2-11e9-9c4e-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/ae30070c-b986-11e9-9d01-01aa75ed71a1/language-en/format-PDF/source-search 84 Annex I - Declaration on absence of conflict of interests and on confidentiality DECLARATION ON ABSENCE OF CONFLICT OF INTERESTS AND ON CONFIDENTIALITY [Erasmus+], [Call for Proposals N° [XXX], [action], [selection round [final submission date]] Conflict of interests I, the undersigned [FAMILY NAME, first name], having been appointed as an expert for the abovementioned call, declare that: I am aware of Article 61 of the EU Financial Regulation 2024/2509, which states that: "1. Financial actors within the meaning of Chapter 4 of this Title and other persons, including national authorities at any level, involved in budget implementation under direct, indirect and shared management, including acts preparatory thereto, audit or control, shall not take any action which may bring their own interests into conflict with those of the Union. They shall also take appropriate measures to prevent a conflict of interests from arising in the functions under their responsibility and to address situations which may objectively be perceived as a conflict of interests. 2. Where there is a risk of a conflict of interests involving a member of staff of a national authority, the person in question shall refer the matter to his or her hierarchical superior. Where such a risk exists for staff covered by the Staff Regulations, the person in question shall refer the matter to the relevant authorising officer by delegation. The relevant hierarchical superior or the authorising officer by delegation shall confirm in writing whether a conflict of interests is found to exist. Where a conflict of interests is found to exist, the appointing authority or the relevant national authority shall ensure that the person in question ceases all activity in the matter. The relevant authorising officer by delegation or the relevant national authority shall ensure that any further appropriate action is taken in accordance with the applicable law. 3. For the purposes of paragraph 1, a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person, as referred to in paragraph 1, is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest." I do not fall under any of the following circumstances in which a conflict of interests might exist. I confirm that, if I discover before or during the performance of my tasks that a conflict of interests exists, I will declare it immediately to the National Agency. Disqualifying conflict of interests: Direct benefit in case of advice on development of a new policy; Involvement in the preparation of the proposal(s); Direct benefit in case of acceptance of the proposal(s); Close family relationship with any person representing a participating organisation in the proposal(s); 85 Director, trustee or partner of a participating organisation; Current employment by a participating organisation; Current involvement in a contract or collaboration with a participating organisation; Any other situation that compromises my ability to evaluate the proposal impartially; Potential conflict of interests: Employment by one of the participating organisations within the previous three years; Involvement in a contract or collaboration with a participating organisation within the previous three years; Any other situation that could cast doubt on my ability to evaluate the proposal impartially, or that could reasonably appear to do so in the eyes of a third party (Ex. Past or current personal relationships, nationality, political affinity, etc.). If applicable - I hereby declare that I fall under one or more of the above circumstances (please specify which and explain)*: *Ex. In case of employment by a structure including different departments or institutes, please specify the degree of autonomy between them. I hereby declare on my honour that the disclosed information is true and complete to the best of my knowledge. Confidentiality and personal data protection I confirm that I have read, understood and accepted the code of conduct for experts established in Annex 1 to the contract sent by the contracting party. I also confirm that I will keep all matters entrusted to me confidential and will process the personal data I receive only for the purposes of the performance of the present contract. If unnecessary or excessive personal data are contained in the documents submitted during the implementation of the contract, I will not process them further or take them into account for the implementation of the contract. I will not communicate outside the panel any confidential information that is revealed to me or that I have discovered. I will not make any adverse use of information given to me. I will comply with guidelines provided in section 2.3 – personal data considerations. Expert: [insert full name] Date: Signature: …

[…] 2026 ERASMUS+ Guide for Experts on Quality Assessment Actions managed by National Agencies Version 1 (2026): 22-12-2025 EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture European Commission B-1049 Brussels © European Union, 2025, version 1. Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. EUROPEAN COMMISSION ERASMUS+ 2026 Guide for Experts on Quality Assessment For actions managed by National Agencies Directorate-General for Education, Youth, Sport and Culture 2026-v1 Erasmus + EN 4 Table of Contents 1. Introduction .............................................................................................. 5 2. Experts .................................................................................................... 5 2.1 Role of experts ................................................................................... 5 2.2 Appointment of experts, code of conduct and prevention of conflict of interest .............................................................................................................. 6 2.3 Personal data considerations ................................................................ 7 3. Assessment of applications ......................................................................... 8 3.1 Preparation for assessment .................................................................. 8 3.2 Assessment ........................................................................................ 8 3.3 Award criteria and scoring .................................................................... 9 4. General principles of qualitative assessment ................................................ 12 4.1 Consolidated assessment and final score ............................................... 12 4.2 Proportionality ................................................................................... 12 4.3 Quality, cost-efficiency, value for money of the activities ........................ 13 5. Guidance on how to assess the award criteria .............................................. 13 Key Action 1: Mobility of individuals ........................................................... 16 Mobility project for Higher education students and staff supported by external policy funds........................................................................................ 16 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education ....................... 18 Mobility project for young people: Youth Exchanges ................................ 21 Mobility project for youth workers ......................................................... 26 Youth participation activities ................................................................. 32 Mobility project for young people: DiscoverEU Inclusion Action ................. 38 Mobility of staff in the field of sport ....................................................... 42 Key Action 2: Partnerships for Cooperation ................................................. 45 Cooperation Partnerships ..................................................................... 45 Small-scale Partnerships ...................................................................... 58 European Partnerships for School Development ...................................... 65 How to assess the cost-effectiveness of the project? ............................... 70 6. Reference policy documents ....................................................................... 72 Transversal policy priorities for education, training, youth and sport .............. 72 Policy priorities in school education ............................................................ 75 Policy priorities in vocational education and training (VET) ............................ 79 Policy priorities in higher education ............................................................ 81 Policy priorities in adult education .............................................................. 81 Policy priorities in the field of youth ........................................................... 82 Annex I - Declaration on absence of conflict of interests and of confidentiality ..... 84 5 1. Introduction A large part of the Erasmus+ Programme is implemented under the indirect management mode. This means that National Agencies are in charge of selecting projects to be co-funded and of approving accreditations under actions entrusted to them by the European Commission. National Agencies assess proposals1 with the assistance of independent experts to ensure that only those of the highest quality are selected and that only applicants fulfilling specified criteria are awarded a grant or accreditation 2 . As such, the final decision on the selection or rejection of applications is taken by the National Agencies. This Guide for Experts (hereinafter ‘the Guide’) is a tool for experts when assessing applications submitted to the National Agencies. It provides instructions and guidance in order to ensure a standardised and high-quality assessment of applications. This Guide provides information on: • the role and appointment of experts; • the principles of the assessment; • the assessment process in practice; • how to assess the award criteria for each action and field. 2. Experts 2.1 Role of experts The assessment and selection of grant applications is organised based on a peer review system following a transparent process that guarantees impartiality and equal treatment of all applicants. The role of experts is important to ensure a fair, impartial, consistent and accurate assessment of applications according to the objectives and policy priorities of the concerned action and field, as well as the criteria set out in the calls for proposals. The assessment is an essential part of the selection procedure. Based on the experts' assessment, applications per action and per field are ranked in quality order. The ranking list serves as a basis for the National Agency to take the grant award decision, following the proposal of the Evaluation Committee. Based on the experts' comments, the National Agency shall provide feedback to the applicants on the quality of their application in order to ensure transparency and help non-selected applicants improve their possible future applications (cf. section 4). Eligibility is checked by the National Agencies. If an expert identifies an eligibility issue (e.g. number of participants involved, type of project or/and activities, 1 Please note that the terms "proposal" and "application" are used interchangeably in this Guide. 2 Please note that in case of Erasmus accreditations in the fields of school education, vocational education and training, adult education and youth, additional documents will complement the information presented in this Guide. The additional information will be published on the website of the National Agencies closer to the relevant submission deadline. 6 implementation period) he/she has to inform the respective National Agency, before finalising the assessment. 2.2 Appointment of experts, code of conduct and prevention of conflict of interest Experts are appointed based on their skills and knowledge in the fields of education, training, youth and sport in which they are asked to assess applications. It is encouraged that National Agencies also include in their pool of independent experts, professionals with expertise in the inclusion and diversity field. To ensure their independence, the names of the experts are not made public. Experts are required to perform the assessment to the highest professional standards and within the deadline agreed with the National Agency. Through the appointment by the National Agency, experts are bound to a code of conduct as set out in the appointment letter or contract with the expert. All information related to the assessment process is strictly confidential. Therefore, experts are not allowed to disclose any information about the applications submitted and results of the assessment and selection to the public. Depending on the action and the level of grant requested, the assessment of applications will be undertaken by minimum one expert, which can be either internal or external to the National Agency. Experts can also be appointed from another EU Member State or third country associated to the Erasmus+ Programme than the one of the National Agency. Experts must not be in a situation of a conflict of interest3 in relation to the proposals on which they are requested to give their opinion. To this end, they must sign a declaration provided by the National Agency that no such conflict of interest exists and that they undertake to inform the National Agency should such conflict arise (cf. template in Annex I to this Guide). The same declaration binds experts to confidentiality. Persons involved in an application for the action and selection round under assessment are considered as being in a situation of a conflict of interest for that selection round and will not be appointed experts. When a potential conflict of interest is reported by the expert or brought to the attention of the National Agency by any means, the National Agency will consider the circumstances and decide either to exclude the expert from the assessment of the given application or the whole selection round or allow the expert to take part in the assessment, depending on the objective elements of information at its disposal. 3 Regulation (EU, Euratom) 2024/2509 of the European Parliament and of the Council of 23 September 2024 on the financial rules applicable to the general budget of the Union (recast), OJ L, 2024/2509, ELI: http://data.europa.eu/eli/reg/2024/2509/oj (EU Financial Regulation), Article 61 (3): ‘… a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person… is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest’. http://data.europa.eu/eli/reg/2024/2509/oj 7 2.3 Personal data considerations Applications or reports may contain personal data. Experts should assume that some personal data will be included when they receive a body of work from the National Agency. Therefore, before accessing or downloading data provided by the National Agency, experts should apply data protection principles concerning purpose limitation, security, confidentiality, data minimisation, data retention and responsibility. Experts should protect any computers, tablets, laptops or mobiles with a strong password. Experts should consider encryption if the system allows it and other security settings, for example, remote locking or remote wiping of the device. Data should be stored locally, not in the cloud or other remote locations. However, if remote storage is the only option available, experts should use virtual private network (VPN) connections with solid encryption via servers located in EU/EEA countries. Data should not be transmitted by email to the expert's private email address, and experts should reduce the use of USB storage devices to the absolute minimum. When accessing European Commission tools, such as Erasmus+ and European Solidarity page or Assessment Module, experts are required to log in with their EU Login name and password. The EU Login name and password must not be shared or reused from other persons. The EU Login name is a unique identification of the expert, and authentication and authorisation mechanisms will link all expert actions in the European Commission tools with this EU Login. Therefore, the EU Login details should be protected, memorised and not written down. When working on a portable device, such as a laptop, tablet or mobile, extra care should be taken when leaving the device unattended. The device should be locked in a safe location when not used, even at home. An Internet connection via cable or protected WIFI network should be used when transmitting data to the device. We do not advise using WIFI connections in restaurants, cafes or other public locations. When working in public places, experts should consider the surroundings and avoid situations where other people may see data or documents provided by the National Agency on their devices. The expert's computer, laptop, tablet, or any other device should have all the latest security patches and fixes installed. Use of well-known anti-virus software is strongly advised. The use of screen recording software is not recommended. Extra care should be taken when using screen readers. When working from home, experts should apply the confidentiality rules and avoid showing the work to family members or other persons. Experts should use personal data only to assess the applications or reports, and data should be handed over or destroyed soon after the expert's work is concluded. The deletion, if applicable, should be permanent and not reversible. 8 In case of a suspicion of a breach of personal data protection, experts must immediately inform the National Agency and provide any information allowing the National Agency to assess the situation and take the necessary steps to secure the rights and freedoms of the affected data subjects. The National Agency must inform the European Commission within 48 hours after being told by the expert about the incident. 3. Assessment of applications 3.1 Preparation for assessment Before the start of the assessment, the experts need to be briefed by the National Agency on the Programme and the action under assessment, as well as on the assessment process and procedures. Experts will be provided with the reference documents for the assessment and with access to the online evaluation tool where they perform the assessment using standardised quality assessment forms. Before starting the assessment of applications, experts must: • have a sound knowledge of the Erasmus+ Programme Guide which provides all necessary information to potential applicants on the Programme in general and on the actions for which they can apply for a grant; • acquire an in-depth knowledge of the action concerned, its objectives, and the policy priorities that apply. For specific guidance on policy priorities, experts are referred also to the documents listed in section 6 of this Guide; • have an in-depth understanding of the award criteria applicable to the applications under assessment (cf. section 3.3); • know the content and structure of the application form; • be familiar with all the reference documents and tools provided by the National Agency; • have EU Login account created and access to the IT tools of the European Commission configured by the National Agency. Experts have to read the whole application carefully before completing the quality assessment form. It is recommended to read several applications before assessing any one of them in full: this allows experts to benchmark answers in different sections of the applications. Each expert works individually and independently, gives scores and comments for each criterion and summarises his/her assessment in the quality assessment form in the language specified by the National Agency. 3.2 Assessment The standard quality assessment forms are established by the European Commission and used in order to ensure a coherent assessment of applications. When assessing, experts have to: • Participate in the briefing organised by the National Agency; https://erasmus-plus.ec.europa.eu/erasmus-programme-guide 9 • Use the specialised IT tools provided by the European Commission with access granted by the National Agency; • Liaise with the National Agency for any issues related to the use of the IT tools provided by the European Commission; • Examine the issues to be considered under each award criterion; • Enter scores for each applicable criterion and provide comments on each criterion and on the application as a whole (cf. section 3.3); • Fill in the section on ‘typology questions’ (a set of yes/no questions that concern specific details of the application); • Validate the individual assessment; • Consolidate the individual assessments if more than one assessor is involved per application; • Approve each consolidated assessment where the expert in question is not the consolidator. 3.3 Award criteria and scoring Experts assess applications only against the award criteria defined in the Erasmus+ Programme Guide. Each award criterion is defined through several elements, which must be taken into account by experts when analysing an application. These elements form an exhaustive list of points to be considered before giving a score for the given criterion. These elements are intended to help experts arrive at the final assessment of the criterion in question; however, they must not be scored separately. In order to give clear guidance to experts on how individual elements of analysis should be assessed, further information is provided in section 5 of this Guide. When assessing applications against award criteria, experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application. Experts cannot assume information that is not explicitly provided. Information relevant for a specific award criterion may appear in different parts of the application and experts must take all of it into account when scoring the award criterion. Experts are in no case allowed to contact applicants directly. In case of any problems arising during the assessment, experts should contact the National Agency. The National Agency will decide whether the applicant needs to provide additional information or clarifications, or if the application should be assessed in the form it has been submitted. Experts must duly consider the type of project, the scale of the activities and the grant requested when analysing the applications. As projects may vary widely in terms of their size, complexity, experience and capacity of the participating organisations, whether they are more process- or result-oriented etc., experts have to apply the proportionality principle when assessing all award criteria, as indicated in section 5. https://erasmus-plus.ec.europa.eu/erasmus-programme-guide https://erasmus-plus.ec.europa.eu/erasmus-programme-guide http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf 10 An application can receive a maximum of 100 points for all criteria relevant for the action. Experts assess the application based on the given award criteria and score each criterion with maxima as defined in the Programme Guide. The total number of points out of a maximum of 100 for each application is the sum of scores given for each award criterion. Experts cannot use half points or decimals when assigning scores. In order to be considered for funding an application has to score at least the minimum total score specified in the Programme Guide for a given action, and at least half of the maximum points for each award criterion. Within the maximum number of points per award criterion, ranges of scores are defined that correspond to a fixed definition of the expected quality standard so that a coherent approach is implemented across experts and across countries. These standards are as follows: • Very good – the application addresses all relevant aspects of the criterion in question convincingly and successfully. The answer provides all the information and evidence needed and there are no concerns or areas of weakness. • Good – the application addresses the criterion well, although some small improvements could be made. The answer gives clear information on all or nearly all of the evidence needed. • Fair – the application broadly addresses the criterion, but there are some weaknesses. The answer gives some relevant information, but there are several areas where detail is lacking or the information is unclear. • Weak – the application fails to address the criterion or cannot be judged due to missing or incomplete information. The answer does not address the question asked, or gives very little relevant information. The table below shows the ranges of scores for the individual quality standards depending on the maximum score that can be awarded to the relevant award criterion. Maximum score for a criterion Range of scores Very good Good Fair Weak 50 43-50 34-42 25-33 0-24 40 34-40 28- 33 20-27 0-19 35 30-35 24-29 18-23 0-17 30 26-30 21-25 15-20 0-14 25 22-25 18-21 13-17 0-12 11 20 17-20 14-16 10-13 0-9 15 14-15 11-13 8-10 0-7 Experts are expected to give comments on each award criterion and, in their comments, refer explicitly to the elements of analysis under the relevant criterion. The comments on each award criterion have to reflect and justify the score given for it. At the end of the assessment, experts give a summary of evaluation of the application as a whole. In this summary, experts must provide a thorough analysis of the application highlighting its relative strengths and weaknesses and indicating what improvements could be made in the future in case of failed proposals. As this evaluation summary will be used by National Agencies to provide feedback to applicants, and justification for rejection decisions, experts must pay particular attention to clarity, consistency and appropriate level of detail. As part of the quality assessment, experts check the grant application for accuracy and consistency. In particular, they analyse the coherence of the grant request in relation to the proposed activities and results. In case the application is of sufficient quality to receive a grant but such coherence is missing, experts can suggest a reduction of the grant amount requested4, specifying clearly the grant items and the reasons why they are considered incoherent, disproportionate or excessive. However, it is the National Agency that ultimately decides on the grant amount that is awarded to successful applicants. Experts may not suggest a higher grant than the amount requested by the applicant. The National Agency monitors the quality of expert assessments and can require the expert to revise the assessment should the necessary quality standard not be met. Experts must assess all applications in full. However, depending on the approach chosen by the National Agency, the ‘Relevance’ criterion may be assessed first and if it scores below the minimum threshold required for funding, the evaluation process may be discontinued, and the proposal rejected at this stage. If the experts notice during the assessment that the same or similar text appears in two or more applications submitted under a given selection round, as well as any other indications of possible double submissions or original content/authorship issues, they must inform the National Agency immediately. 4 With the exception of Cooperation Partnerships, Small-scale Partnership projects and European Partnerships for School Development, where the lump sum grant is a fixed amount, and the experts cannot propose to downgrade or upgrade a project (i.e. attribute a different lump sum than the one requested by the applicant) or to reduce the amount of the fixed lump sum. 12 4. General principles of qualitative assessment 4.1 Consolidated assessment and final score In case an application is assessed by only one expert, then that expert’s assessment determines the final score and comments. In case of applications assessed by two experts, the two individual assessments will be consolidated in order to arrive at the final score and comments for the application. The final score may not include decimals. If the difference between the assessments of the two experts is less than 30 points of the total score for the application, one of the two experts is requested to prepare a consolidated assessment in terms of scores and comments. The consolidated assessment should always take into account the preceding individual assessments but the final version may differ in terms of numerical score and comments. The consolidation needs to be based on agreement between the two experts and provides a final recommendation to the National Agency on the grant amount to be awarded to the applicant. In case the two experts fail to agree on the consolidation, the National Agency will decide on the need for an independent assessment by a third expert. In case there is a difference of 30 points or more in the assessment results of both experts, the National Agency will always ask a third expert to undertake an additional independent assessment of the application, unless both experts have scored the application under the thresholds for acceptance for the given action. The final score will then be determined by the two assessments that are closest in terms of their overall score and the most extreme assessment will not be taken into account for the consolidated assessment. Consolidation of the two closest individual assessments will then follow the same rules as explained above. The consolidated assessment is considered the final experts’ assessment of a given application. It means that in case of applications for a grant, the consolidated assessment forms the basis for ranking the application on the list of eligible grant applications, while in case of applications for Erasmus accreditation for higher education mobility consortia, the evaluation committee determines if the applicant will receive the accreditation or not. 4.2 Proportionality To ensure that the Erasmus+ Programme fully reaches its objectives, experts shall assess the qualitative level of the planned activities, intended goals, expected impact and results of the project in a proportional way, in relation to the size and profile of the applicant organisations and, if applicable, project partners. Quantity (of activities planned, of priorities met or results produced, etc.) will not be judged in absolute terms but in relation to the capacities and potential of the applicants (and partners, where applicable). 13 4.3 Quality, cost-efficiency, value for money The funding rules of Erasmus+ Key Action 1 managed by National Agencies are largely based on unit costs (i.e. amounts are calculated per day, per participant, etc.). Experts may judge that some of the units indicated in an application form are not to be considered, even for projects deserving a high qualitative scoring. They may therefore propose a reduction of these units, which consequently will determine a reduction of the grant awarded by the NA, if the project is selected for funding. This approach applies to all actions of the Programme managed by National Agencies, with the exception of Small-scale Partnerships, Cooperation Partnerships and European Partnerships for School Development (Key Action 2) where the funding rules are based on a single and fixed lump sum amount. If the assessment of a Key Action 2 proposal shows that a proposal’s cost-effectiveness is not adequate, there is no possibility to "downgrade" or “upgrade” it to a lower or higher lump sum amount. This means that the proposal will not achieve the minimum score under the award criterion ‘Quality of the project design and implementation’ and it will have to be rejected. 5. Guidance on how to assess the award criteria In addition to the general principles described in chapter 4 of this Guide, this section provides explanation how to assess the award criteria for specific Erasmus+ actions: Key Action 1: Mobility of individuals • Mobility project for Higher education students and staff supported by external policy funds • Mobility project for School education pupils and staff • Mobility project for VET learners and staff • Mobility project for Adult education learners and staff • Mobility project for young people– Youth Exchanges • Mobility projects for youth workers • Youth Participation Activities • DiscoverEU Inclusion Action • Mobility of staff in the field of sport Key Action 2: Cooperation among organisations and institutions • Cooperation Partnerships • Small-scale Partnerships • European Partnerships for School Development Priorities applying to all Erasmus+ sectors and actions The four Erasmus+ Programme priorities apply to all sectors and actions and should be understood as both thematic focus points, and as overarching principles of project design. Applicants can indicate the priorities they are working on by selecting the relevant ones directly (in Key Action 2), and by selecting linked topics and activity formats. Experts should take into account the overall integration of the four programme priorities in project proposals, and should assess the potential of project proposals to become best practice examples under each of them: 14 • Inclusion and diversity Projects should promote social inclusion and aim at improving the outreach to people with fewer opportunities. When designing their projects and activities, organisations should have an inclusive approach, addressing barriers that hinder the participation of a diverse range of participants, including people with disabilities and people with a migrant background, as well as people living in rural and remote areas, people facing socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. Projects should contribute to the creation of inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. When assessing the inclusion dimension, experts should duly consider any extra support needed to work with these specific target groups. • Environment and fight against climate change: Projects should aim at raising awareness about environmental and climate change challenges. Experts will take into consideration if the project aims at developing competences in various sustainability-relevant sectors, striving for carbon- neutrality by promoting sustainable transport modes and including other green practices in their activities. Experts should be attentive at proposed innovative practices that will enable behavioral changes for individual preferences, cultural values and awareness for sustainable development, consumption habits, and lifestyles (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). • Addressing digital transformation through development of digital readiness, resilience and capacity: Projects should aim to increase the capacity and readiness of institutions, organisations, staff and learners to manage an effective shift towards digital education and youth work. Experts should take into account the purposeful use of digital technologies to carry out the projects, the development of digital skills and expertise in the use of digital tools for teachers, youth workers and learners, and the creation or innovative use of digital education content. • Participation in democratic life: Experts should consider if projects address the challenges and barriers that limit citizens’ participation in its democratic processes and contribute to their increased awareness and understanding of the European Union, supporting participants in overcoming the difficulties in actively engaging and participating in their communities or in the Union's political and social life. Projects supporting this priority should aim to promote active citizenship and ethics in lifelong learning, reinforce participatory and citizenship competences, 15 foster the development or improvement of social and intercultural competences, critical thinking and media literacy. People’s participation in democratic life, social and civic engagement can be promoted through meaningful formal or non-formal learning experiences. This priority focuses also on awareness-raising and understanding of the European Union context, notably as regards the common EU values5, the principles of unity and diversity, as well as their cultural identity, cultural awareness and their social and historical heritage. 5 EU values are set out in Article 2 of the Treaty of European Union and briefly defined here: https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and- values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en 16 Key Action 1: Mobility of individuals Mobility projects for higher education students and staff supported by external policy funds Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Quality of the project design and cooperation arrangements (maximum 40 points), Project-level award criterion The extent to which the applicant organisation describes with clarity the responsibilities, roles and tasks between partners. The expert should assess the planned cooperation arrangements, including: • Who offers which courses and when? • Who provides support for visa/insurance/accommodation? • Who is in charge for the selection and/or evaluation of participants? • What will the students/staff have to do? • If applicable, how the finances will be split between the applicant and its partner(s) and whether the organisational support grant will be shared. • How will communication channels work? • Are there specific provisions regarding the organisation of traineeships? The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength; • Non-discriminatory approach: ensure that the proposed activities are designed to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. A reference to the Erasmus Charter for Higher Education (ECHE) also covers this aspect. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 17 The completeness and quality of arrangements for the selection of participants, the support provided to them and the recognition of their mobility period (in particular in the third country not associated to the Programme). The expert should assess the planned practical implementation of the mobilities, in particular: • The clarity, completeness and quality of all the phases of the mobilities (preparation, implementation of mobility activities and follow- up). • The appropriateness of measures for selecting participants. Special attention should be given by the expert to measures planned by the applicant and its partner organisation(s) in accordance with the Inclusion and Diversity Strategy of the Erasmus+ programme and applicable national guidelines. • The information and support provided prior to the mobility, e.g. accommodation services, language training, learning/mobility agreements and administrative support (insurance, visa, etc.). • The mechanisms envisaged for recognition of student learning outcomes (e.g. ECTS or other mechanisms). • The way in which the HEIs will recognise and reward the outcomes of outgoing staff mobility. The specific mechanisms to guarantee quality of traineeships when this type of mobility is envisaged. Relevance of the strategy (maximum 40 points), Region-level award criterion The extent to which the planned mobility project is relevant to the internationalisation strategy of the higher education institutions involved. The rationale for choosing staff and/or student mobility and the previous experience of similar projects with higher education institutions/organisations in the partner region. The expert should assess how the planned activities fit the applicant and partner institutions’ internationalisation strategies and reinforce their capacities. The expert should assess the justification provided for the choice and volume of activities requested, with respect to the internationalisation strategies, capacities and previous experience of the institutions involved. In line with the Programme's inclusion dimension, partnerships with newcomer and less experienced HEIs are encouraged, as participation is expected to have a particularly high impact on them. Impact and dissemination (maximum 20 points), Region-level award criterion The potential impact of the project on participants, beneficiaries, partner organisations, at local, regional and national levels the quality of measures aimed at disseminating the results of the mobility project at faculty and institution levels, and beyond where applicable, in all countries involved. The expert should assess the potential impact and dissemination of the project results in terms of: • The potential impact of the mobility on individuals and HEIs, at local, regional and national level during and after the project lifetime in proportion of the project size and scope. • The dissemination activities described and the channels mentioned. • The strategy for monitoring and evaluating the outcomes of the mobility. 18 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 20 points) The extent to which the applicant’s profile, experience, activities and target population of learners are relevant for the field The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. In case of education providers, the ‘target population of learners’ refers to the profiles of learners enrolled in the organisation. For other organisations (e.g. education authorities or coordination bodies), the same term encompasses the categories of learners for which the organisation is in charge, or for which it is providing services. The extent to which the project proposal is relevant for the objectives of the action The expert should assess if the objectives of the action as stated in the action’s chapter in the Programme Guide are addressed. The objectives and overall framework of each project should be complementary with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation that the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. ; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 19 The extent to which the project proposal is relevant for the following specific priorities: • Supporting newcomers and less experienced organisations This element highlights the importance of short-term projects as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. In this direction, the expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of people or individuals who have never or not regularly benefitted from the opportunities offered by this action in the past. The exact definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the project proposal is relevant for the following specific priorities: • Supporting participants with fewer opportunities • Supporting participants in ErasmusPro activities (in VET) • Supporting participants in long-term mobility of pupils (in school education) In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider if the proposed activities (if any) and the applicant organisation have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected). In the fields of VET and school education, the expert should also take into account if the applicant organisation has committed to implementing long-term mobility activities for learners, which constitute more challenging and impactful formats offered by the Programme. In the field of adult education, the expert must pay particular attention that the project proposal includes an inclusive and balanced mix of participant profiles, with significant involvement of participants with fewer opportunities, in line with the objectives of the action. Significant involvement of participants with fewer opportunities can be quantitative (by involving a large proportion of participants in this profile), or qualitative (by designing activities that give particular attention to inclusion, integration and support of participants with fewer opportunities). Quality of project design (maximum 50 points) The extent to which the proposed project objectives address the needs of the applicant organisation, its staff and learners in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The extent to which the operational and logistical aspects of the project design (such as proposed venues) are appropriate and cost-effective; The expert should consider if the plans proposed by the applicant are appropriate in terms of their cost and purpose. For example, if costly venues are proposed, the expert should evaluate if those venues are necessary or could be replaced by other, less costly options without a negative effect on the project in terms of its objectives, inclusion, or other relevant aspects. 20 The extent to which the proposed activities are appropriate for the achievement of the project objectives The expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project incorporates the use of digital tools (particularly eTwinning for school education and iVET, and EPALE for cVET and adult education) and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider both the number of participants that will benefit from blended forms of activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. Quality of follow-up actions (maximum 30 points) The extent to which the applicant has clearly defined the tasks and responsibilities for delivery of activities in accordance with Erasmus quality standards This element refers to the distribution of tasks and responsibilities among the staff members of the applicant organisation. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes This element covers the applicant’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the applicant’s proposal on how to evaluate if the stated objectives have been reached. The expert should consider whether the proposed methods are clear and whether the defined success criteria are clearly observable/measurable. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 21 Mobility projects for young people: Youth Exchanges Award criteria elements as described in the Programme Guide Guidance on how to assess the criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should assess how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action. The expert should assess if the proposal addresses the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed 22 these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of the participating organisations and participants of the exchange. The expert should assess if the rationale for the project is clearly described. The expert should assess if the applicant explains why the project is needed and how the demand for the project has been identified. The expert should evaluate if the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project is suitable for producing high-quality learning outcomes for the participants. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, during and after the project lifetime and outside the organisations and individuals directly participating in the project, at local, regional, national and/or European or global level. The expert should assess if the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of newcomers and less experienced organisations and of groups of young people are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases. The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages. The extent to which the balanced representation of participants in terms of countries and gender is respected and the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed the proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. 23 when defining the way participants will be selected). Furthermore, the Programme strives for geographical and gender balance. The expert should take this angle into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including any online/ digital components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass. The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/ development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory. The expert should consider all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective. The expert should assess how the project plans to address the issue of protection and safety of participants, and which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. The expert should also look for the presence of accompanying people, that will support the young people with fewer opportunities, should such individuals be present. The extent to which the tasks and responsibilities for the activities are clearly The expert should assess if all relevant tasks and responsibilities have been covered and clearly assigned and distributed among the persons implementing the project. 24 defined in accordance with Erasmus quality standards. The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert shall assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will consider the following factors during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives The expert shall assess the extent to which the participating organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert shall verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the proposal should demonstrate that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. 25 The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert shall consider how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should assess also how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 26 Mobility projects for youth workers Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the youth work field. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project proposal is relevant for the objectives of the Action. The expert will assess the references in the proposal to the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and the proposal should address them in a qualitative way. 27 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of development of the participating youth workers and youth work organisations. The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert should look for explanations on why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. 28 The extent to which the project is suitable for: – reinforcing or transforming the participating organisations’ practice, in relation to quality, innovation and recognition of youth work, as well as their scope, from local to global as appropriate. – producing high-quality learning outcomes for participating youth workers. – involving participants active in youth work in the participating organisations as well as organisations who undertake concrete youth work and regular work with young people on local level. – producing impact on participating youth workers and participating organisations during and after the project lifetime. – producing impact outside the organisations and on individuals not directly participating in the project, at local, regional, national and/or European or global level. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The expert should consider how the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved. The expert should consider how the project would equip youth workers with competences and methods for their professional development (including for digital youth work), aiming at having a clear impact on their regular work with young people and on their organisation they are active in, fostering the development of quality youth work at local, national and European level, contributing to the European Youth Work Agenda for quality, innovation and recognition of youth work. The expert should consider the project’s impact on others (where relevant also on communities and youth work practices). The extent to which (if applicable) the proposed system development and outreach activities are contributing to the development of youth work environment. The expert should, if applicable, consider the expected impact of proposed system development and/or outreach activities on the youth work environment. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of young people and youth workers who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. 29 Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation, contributing not only to the participants' practice, but also improving the quality of youth work within the participating organisations. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. When considering this element, the expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner all the phases of the project (preparation, implementation and follow-up) and the active involvement of the participants in all the phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The extent to which the balanced representation of participants in terms of countries and gender is respected. The Programme strives for geographical and gender balance. The expert should take this into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the measures for selecting youth workers are appropriate and in line with youth worker definition in legal base The expert should take into consideration that in order to ensure a wider benefit and impact of the project, it is important that a real connection exists between youth workers and the local youth work field. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. The expert should look at the non-formal and informal learning processes proposed, at which extent such processes are suitable of stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants and participating organisations involved. The expert will assess also if such learning processes are planned in a participative way and analysed throughout the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities. The expert should evaluate how digital tools and virtual components are included in the proposed activities and will be used to support learning and to complement physical activities. 30 The extent to which the support measures for reflection process, the identification and documentation of the participants' learning outcomes, and the use of transparency and recognition tools, in particular Youthpass, are appropriate. The expert should consider how participating organisations have addressed the participants’ learning objectives, how they plan to support reflection around those, as well as the identification and recognition of the participants’ learning outcomes. The expert should also consider as an element of project quality, if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. The extent to which (if applicable) the tools and practices proposed under “system development and outreach activities” are appropriate and can be replicated and inspire other organisations. The expert should focus on the design and quality of complementary activities (if any) and on their replicability. The expert can consider the following questions in this regard: Can tools and/or practices proposed be adapted or re-used by other organisations? How do the organisations plan to make other actors from the field aware of such tools and practices and to inspire other organisations and processes? Quality of project management (maximum score 30 points) The extent to which the quality of the practical arrangements, management and support modalities are satisfying. The expert should assess all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures foreseen to ensure safety and protection of participants are adequate and effective. The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. The expert should always keep in mind that activities must be organised with a high standard of safety and protection for involved participants. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards. The expert should consider the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the plan for cooperation and communication between the participants of the group(s), participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work). 31 - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project. - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project. - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives. The expert should verify that the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities. The expert should also verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert should check that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine- tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will assess how the participating organisations have reflected together on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 32 Youth participation activities Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action The expert should consider that the proposal references the objectives of the Action as stated in the action’s chapter in the Programme Guide. The expert should evaluate the extent to which the objectives and overall framework of each project is complementary with those objectives and are addressed in a qualitative way. In particular, the expert should consider how the proposal fosters young peoples' engagement and empowers them to become active citizens. 33 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • The proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • The proposed activities are designed in a non- discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria; • The presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • How opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; The extent to which the project and the proposed activities address the needs of the young people and participating organisations The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project provides a European added value The expert should consider whether the proposed activities bring added value at EU level through results that would not be attained by activities carried out in a single country or through relevance of proposed activities beyond the national context (with regard to the topics, aims, approaches and expected outcomes). The extent to which the project is suitable for producing high-quality learning outcomes for the participants The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, as well as for young people and organisations not directly participating in the project, at local, regional, national and/or European or global level The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). 34 The extent to which the project introduces newcomers and less experienced organisations to the Action, including groups of young people The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates consistency between identified needs, project objectives, participant profiles and activities proposed; The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in the funded activities. The expert should judge whether the applicant has explained convincingly how the implementation of all the proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages (as in Youth participation activities, young people need to have a significant role throughout the project). The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities; In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. when defining the way participants will be selected). The extent to which the project addresses sustainable and environmental-friendly practices The expert should consider that the proposal refers both to the content of the project’s activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project makes use of alternative, innovative and smart forms of youth participation The expert should keep in mind that the Youth participation activities format is designed in a particularly open manner in order to include a range of methods and approaches to youth participation and allow development and testing. The expert should judge to what extent the project intends to incorporate new or alternative ideas, practices or tools for youth participation, be it through digital or other formats. 35 The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards The expert should focus on the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. 36 The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project; The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project; - the means of communication and cooperation (including use of digital tools) - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities In the case of Youth participation activities with no partner organisations, the expert should consider how the organisation will share tasks and responsibilities internally, and the involvement of potential external stakeholders in the project. If the project will be supported by one or more coaches, the envisaged cooperation and relevance of their expertise in relation to the objectives of the project should be considered. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes in relation to its objectives; The expert will verify to what extent the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities and that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert will verify that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will focus on how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the 37 project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 38 Mobility project for young people: DiscoverEU Inclusion Action Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 40 points) The relevance of the project to: - the objectives of the Action; - the needs of the participating organisations and participants; - the extent to which the project enables learning through discovery; The expert will evaluate to which extent the proposal corresponds to the objectives and the format of the Action as described in the corresponding action chapter in Part B of the Programme Guide. The expert will assess to what extent the rationale for the project is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant) and to the specific target group. In particular the expert should pay attention to the following specific aspects: • the proposal involves as participants exclusively young people with fewer opportunities as described in the Erasmus+ Programme Guide and in the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy6. Their participation in DiscoverEU on an equal footing with their peers is vital to contribute to inclusion and diversity of young people and to enable their learning through discovery. • the proposal promotes diversity, intercultural and inter- religious dialogue, common values of freedom, tolerance and respect for human rights as well as aims on enhancing critical thinking and sense of initiative of young people when preparing them for, accompanying them during and following up after their DiscoverEU travel The extent to which the project is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The expert should take the following factor into consideration during the assessment: - Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength. The potential impact of the project on participants and participating The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact both on participants and organisations involved (and, 6 https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf 39 organisations during and after the project lifetime; where relevant, on communities/practices) also after the end of the project lifetime. The extent to which the organisation can proof previous experience in working with young people with fewer opportunities at grass root level The expert should consider that DiscoverEU Inclusion Action is specifically addressed to grass root organisations, which work regularly with young people with fewer opportunities and which can identify early enough potential participants to prepare them for their DiscoverEU travel. The organisation has to strike the right balance between offering suitable assistance and encouraging the young people to as much autonomy as possible. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. Organisations implementing the DiscoverEU Inclusion Action may foresee elements in the travel itinerary as well as in pre- and after activities, that address at least one of the EU priorities on green, digital or the participatory dimension of the Erasmus+ Programme. Please refer to the DiscoverEU routes7 as an option and inspiration for the travel The extent to which the project introduces newcomers and less experienced organisations to the Erasmus+ Programme that can prove experience in working with young people with fewer opportunities The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of the project design (maximum score 40 points) The proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the participants’ and organisation’s needs and challenges, and if achieving these objectives can lead to positive changes at the level of the organisation and of the participants. The expert should assess whether the applicant has provided a convincing explanation of how the implementation of all proposed activities will logically lead to achieving the project’s stated objectives. The clarity, completeness and quality of all the phases of the project: preparation tailored to the specific needs of the participants, support during the travel, implementation of activities and follow-up; The expert should assess to what extent the description of the different phases is clear and complete and shows that the organisation and the DiscoverEU participants have agreed on a division of tasks, programme of the activities during the travel, working methods, practical arrangements, catering for the needs of the participants and follow up measures. 7 https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en 40 The extent to which the participants are involved in all phases of the activities The expert should focus on how the organisations plan to give an active role and involve young participants during the project lifetime while giving as much autonomy to the participants as possible. The activities are designed in an accessible and inclusive way In line with the inclusion dimension of the Programme, the expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The experts should also consider if the applicant organisations have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected), as well as participants with different background and abilities. In addition, the expert should verify that the proposal shows that the activities and profiles of the participants fit the action, engages the young people with fewer opportunities in all the steps of their DiscoverEU travel (before, during and after) and ensure equal footing with their DiscoverEU peers while travelling across Europe The quality of arrangements and support for the reflection process, the identification and documentation of the participants' learning outcome, and the use of Youthpass; The expert should consider how the organisations have addressed the issue of participant’s learning objectives, how they plan to support the reflection around those, their identification as well as the recognition of their learning outcomes. The fact that - beyond making available the Youthpass certificate to participants - the participating organisations intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process is considered as an element of quality of the project. N.B. the Youthpass for DiscoverEU inclusion action is still under development and might not be available at application stage – experts are, therefore, invited to assess the learning outcomes in a general way until Youthpass for the Inclusion Action is implemented. The adequacy and effectiveness of the measures foreseen to ensure safety and protection of participants; The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the activities incorporate sustainable and environmental-friendly practices The expert should consider that the project refers both to the content of the project’s activities and objectives with a focus on sustainable and environmental-friendly practices, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 41 Quality of project management (maximum score 20 points) The quality of the practical arrangements, management and support modalities; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The quality of the cooperation and communication with other relevant stakeholders if applicable; The expert should assess to what extent the proposal shows that the organisations have established and will run a cohesive cooperation with active involvement of all partners and with common goals to be achieved, if applicable. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of the organisation with other relevant stakeholders in the project; - the profile and background of organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas; - a clear and commonly agreed definition of roles and tasks of each organisation involved in the project, where relevant; - the capacity to ensure effective follow-up and dissemination of the results achieved through the project; - the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The quality of measures for evaluating the different phases and outcomes of the project; The expert should verify that the proposal shows that the organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert should examine to what extent the final evaluation will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. The expert should also check that besides the final evaluation, the proposal shows that participating organisations will monitor the implementation of the mobility activities to ensure the smooth running of the project and fine-tuning, if necessary. The appropriateness and quality of measures aimed at disseminating the outcomes of the project within and outside the participating organisations. The expert should focus on the organisations have reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also, at how the organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. 42 Mobility of staff in the field of sport Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance and impact (maximum 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the grassroots sport The expert should consider if the applicant organisation forms a genuine part of the grassroots sport field. Grassroots sport is defined as physical leisure activities practised regularly at non-professional level by people of all ages for health, education or social purposes. The extent to which the project proposal is relevant for the objectives of the action The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be in line with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the project proposal is relevant for the needs and development of the participating organisations and staff The expert should assess to what extent the rationale for the project is clearly described. In this direction, the expert should look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the participating organisations and the individual participants The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. 43 The extent to which the project is suitable for: • Producing high-quality learning outcomes for participating staff; • reinforcing or transforming the participating organisations’ work practices, increasing its quality, capacities and innovation • producing potential impact on participating organisations and staff during and after project lifetime The expert should verify that the proposal equips staff with competences and methods for their professional development, aiming at having a clear impact on their regular work and on their organisation they are active in. Potential impact on transformation of participating organisations’ work practices is clearly described. The extent to which the project defines concrete learning outcomes The expert should consider if the learning outcomes for the participants are clearly explained and in line with the identified needs. The proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning. Recommended EU recognition tool for sport staff: Europass. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme; The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by the Programme in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of project design and implementation (maximum 40 points) The extent to which the proposed project objectives address the needs of the applicant organisation and its staff in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The quality of practical arrangements, management and support modalities The expert should consider if the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, monitoring of activities, ensuring the safety of participants. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider that the project refers both to the content of the activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 44 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider that the project refers both to the number of participants that will benefit from virtual activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The balanced representation of participants in terms of gender; The expert should assess the composition of the group of participants involved in the projects which should be the closest possible to ensuring the principle of gender balance. For staff from non-grassroot organisations, a clear explanation how participation of such staff will benefit grassroot sport If the applicant organisation is a non-grassroots sport organisation (e.g. international organisation) the expert should assess if the proposal contains a clear explanation how participation of such staff will benefit grassroots sport Quality of follow-up actions (maximum 30 points) The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 45 Key Action 2: Partnerships for Cooperation Cooperation Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 25 points) The extent to which the proposal is relevant for objectives and priorities of the Action. The proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency; - In case of projects submitted by ENGOs in the fields of education, training and youth to the European Education and Culture Executive Agency: the extent to which the applicant runs activities that support the implementation of EU policies in one of these sectors. The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", the expert will consider it as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-12 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 46 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of the application. The expert should consider if the proposal proves that the participating organisations have already experience in the field.. If the organisations is not active in the relevant field/sector, the organisation must prove that it brings a clear added value to the project in the context of the field in which the application was submitted In the same way, the proposal shows how the area of activity of the participating organisation are related or have the potential to be implemented in the field of application. This element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the proposal is based on a genuine and adequate needs analysis. The expert should verify that the proposal proves that a solid analysis, drawing on existing knowledge, know- how and practice, has been carried out to identify needs of the target group(s), and organisations. 47 The expert should also examine that the needs identified are relevant for the field under which the proposal was submitted and are clearly linked to those priorities of the Action that the project intends to meet. The extent to which the proposal is suitable for creating synergies between different fields of education, training, youth and sport, or it has potentially a strong impact on one or more of those fields. The expert should examine that the project is likely to produce outcomes that may be relevant also for other fields of education, training, youth or sport than the field that is expected to be most impacted by the project. The extent to which the proposal is innovative. The expert should examine that the project is likely to produce results that will be innovative for its field in general, or for the geographical context in which the project is implemented. The innovative dimension of a project can relate to the content of the outputs produced by the project, and/or to the processes and working methods applied, and/or to the organisations and persons involved or targeted. For example, it will produce something significantly new in terms of learning opportunities, skills development, access to information, recognition of learning outcomes etc. The extent to which the proposal is complementary to other initiatives already carried out by the participating organisations. The expert will examine that the project will add to the existing knowledge, know-how and/or practices of the organisations and persons involved. AND/OR: If the application is based on a previous project or existing innovative content, it demonstrates significant added value compared to the previous project results or in terms of new target groups, educational, training or youth activities or geographical spread, and contributes to improving the quality of teaching/learning training in the countries participating in the project. In so far as the initial developer of these previous results is not participating in the project, the relationship between the participating organisations and the initial developer are transparent and respect pre-existing rights. The proposed innovation or complementarity is proportional to the scale of the project and the experience of the participating organisations. In case of inclusion projects involving staff or learners with fewer opportunities, the level of innovation should be considered in relation to the possibilities of the target groups involved. The extent to which the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. 48 Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the objectives of the project are clearly stated and can be achieved taking into account the nature and experience of the partnership. The expert should also take into account if achieving those objectives can lead to positive changes at the level of the organisations. The expert should consider if the proposal identifies and adequately addresses clearly specified needs of the target group of the project, including at a wider scale, not only benefitting participants who directly take part in project activities. The extent to which the proposed methodology is clear, adequate and feasible. The expert will assess to what extent the proposed methodology is realistic and appropriate for producing the expected results. The methodology builds on solid arguments /evidence basis and takes account of existing knowledge and practice. In case of inclusion projects involving staff or participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The expert should verify that the project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes The project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results. The expert should verify that the proposal shows that all phases of the project have been properly designed in order for the project to realise its objectives and address properly the identified needs. The expert will also assess to what extent the work plan is clearly defined, comprehensive and realistic and the project contains a clear and well-planned timetable. In addition, the grant requested (lump-sum amount) under which the project will fall is coherent with the activities that the applicant wants to implement and the objectives to be reached. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. 49 The extent to which the project is cost- effective and allocates appropriate resources to each activity. The expert should examine that the proposal provides value for money in terms of the results planned as compared to the grant requested lump sum. The grant requested lump sum is realistic for a good quality implementation of the planned activities. The expert will assess the resources allocated to each work package and activities, which need to be sufficient and adequate for a proper implementation. Activities also need to address crucial aspects of the award criteria such as inclusion, integration of results, and monitoring. The expert should compare the project and its work packages with other projects, in order to better consider applicant explanations in this regard. All project management activities should be included in a separate work package, without specific objectives, representing a maximum of 20% of the requested budget. The extent to which the project proposes appropriate quality control, monitoring and evaluation measures to ensure that the project implementation is of high quality, completed in time and on budget. The expert should verify that the proposal foresees appropriate evaluation and monitoring activities at critical stages of the project, which will allow measuring the progress and quality of the project activities and outcomes, as well as the appropriate use of funds. The quality control measures will allow the project to take any necessary corrective measures in time. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined. 50 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation between partner organisations. If Erasmus+ online platforms are available in the field(s) of the participating organisations: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, Youthpass) as tools for preparation, implementation and follow-up of the project activities. The expert should consider that the project refers both to the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and to the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The project is designed in an eco- friendly way and incorporates green practices in different project phases. The expert should consider the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). The extent to which the project clearly describes both qualitative and quantitative indicators, that are realistic, feasible, and contribute to strengthening the overall quality of the project. The expert should verify that the proposal presents a clear and coherent set of qualitative and quantitative indicators that are appropriate for the project’s objectives and planned activities, in order to assess its progress and results. 51 If the project plans training, teaching or learning activities: the extent to which these activities are appropriate to the project's aims and involve the appropriate profile and number of participants. The quality of practical arrangements, management and support modalities in learning, teaching and training activities. The expert should consider that in case transnational teaching, training or learning activities are proposed, these contribute directly to the objectives of the project and are strongly embedded in the project logic as a whole. The expert should examine that the proposal proves that the teaching, training or learning activities in a specific field are embedded in a coherent package of activities and that these activities are of the appropriate volume, bring an added value and will have a direct impact on the achievement of the project results. The expert should assess to what extent the teaching, training or learning activities are well conceived, i.e. the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, training, teaching or learning agreements, monitoring of teaching, training or learning activities, ensuring the safety of participants. If the project plans training, teaching or learning activities: The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles. The expert should consider that in case transnational teaching, training or learning activities are proposed, relevant transparency and recognition tools and/or policy approaches developed in the framework of policy cooperation at European level will be used for recognising and validating the learning outcomes of participants, such as: European / national qualifications frameworks; European framework of key competences and the European guidelines for the validation of non- formal and informal learning. Only for the Adult Education field: The expert should verify that the proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning and its permeability with formal education pathways. Recommended EU recognition tool for adult education staff: Europass. If the proposal provides for long-term teaching, training or learning activities of staff, the expert should look for a description of the measures put in place for ensuring the quality of the mobility activities, comprising 1) preparation including linguistic and subject preparation before and during the mobility and 2) support to and monitoring of participants during their mobility by the sending and/or hosting organisation. Only for the School Education field: The expert should verify that the proposal clearly describes how the learning outcomes of participating pupils and school staff will be recognised/validated within the context of the school and the curriculum. Recommended EU recognition tool for school education staff and pupils: Europass. If the project includes activities for pupils, these activities are integrated into the curriculum and contribute to achieve defined learning goals. Only for the VET field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1. Recommended recognition tools: ECVET, Europass. Only for the Higher Education field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1, in line with the Erasmus Charter for Higher Education (ECHE). Recommended recognition tool: ECTS. Only for the Youth field: The expert should verify that learning outcomes are recognised following the same arrangements and criteria used in mobility activities under Key Action 1, and notably through the use of Youthpass. 53 Quality of the partnership and the cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile, past experience in the Programme and expertise to successfully complete all project objectives. Taking into account the nature of the project and its expected impact, the expert should examine that the participating organisations have the skills and competences required to ensure that the work programme can be implemented efficiently, effectively and professionally. The expert should evaluate to what extent the proposal concretely identifies which skills, experiences, expertise and management support each of the participating organisations will make available to implement all aspects of the project proposed. The expert should also verify that the proposal shows that the participating organisations have established and will run a cohesive consortium with active involvement of all partners and with common goals to be achieved. In this respect, the following factors should be taken into consideration during the assessment: ▪ the level of networking, cooperation and commitment of each participating organisation in the project; ▪ the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications; ▪ the capacity of the consortium to ensure effective implementation, follow-up and dissemination of the results achieved through the project. ▪ in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) the participation of staff or learners with fewer opportunities. The expert should look for a clear and commonly agreed definition and an appropriate distribution of roles and tasks and a balanced participation and input of the participating organisations in the implementation of the work programme, taking into account the complementary competencies, the nature of the activities and the know-how of the partners involved. The expert will examine if it is necessary for the project's success to use expertise of organisations from different fields, and/or the project intends to impact more than one field of education, training and youth, relevant organisations of all concerned fields 54 participate in the project. The proposal demonstrates convincingly why the participation of the organisations from different fields of education, training, youth and/or other socio-economic sectors is best suited to produce the outputs that respond to the identified needs. The extent to which the project involves newcomers and less experienced organisations to the Action. The expert should verify if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert assesses if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. If applicable, the extent to which the involvement of a participating organisation from a third country not associated to the Programme brings an essential added value to the project (if this condition is not fulfilled, the participating organisation from a third country not associated to the Programme will be excluded from the project proposal at assessment stage). The participation of organisations from third countries not associated to the Programme provides genuine added value to the project because of the specific skills, experiences or expertise that these organisations bring to the project and that prove to be essential for the achievement of the project's objectives and/or to ensure a significantly higher quality of the project outputs. NB: If the proposal does not provide convincing evidence of such added value of a third country not associated to the Programme organisation's participation in the project, the latter will be proposed for removal from the project proposal at assessment stage. The expert shall continue the assessment process of the proposal without the participation of such partner and complete the assessment even without the participation of the third country not associated to the Programme organisation. Impact (maximum score 25 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 55 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as their wider communities. The project is likely to have a substantial positive impact on the participating organisations and on their staff and/or learners. The impact of the project on the participants and organisations involved is likely to occur during and remain after the lifetime of the project. The proposal demonstrates which benefits (trans-national, interdisciplinary, cross-field) the proposed cooperation brings to the partners – also in the long run, after Erasmus+ funding, e.g. how it contributes to the internationalisation strategies of the participating organisations. The extent to which the expected project results have the potential to be used outside the organisations participating in the project during and after the project lifetime, and at local, regional, national or European level. The project results have the potential to be transferred and exploited in other European countries. The proposal identifies relevant stakeholders, including policymakers at the most appropriate level, whether local, regional, national and/or European. Taking due account of the scope and size of the project: - it is likely to have a positive impact at local, regional, national and/or European level; - it is likely to lead to innovative developments at system level and/or provide useful input to policy developments; - it shows potential for scalability and synergies with other Erasmus+ actions and/or other European Programmes. 56 The project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. If relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations. The proposal identifies the project results that can be transferred to the relevant target groups. An appropriate and effective set of measures and tools will be used to reach the target groups for dissemination. The planned dissemination and exploitation activities will ensure an optimal use of the results at local, regional, national and/or European level depending on the scope and size of the project. In each of the participating organisations specific and adequate resources are allocated to the dissemination activities. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. Only for the Adult Education and VET fields: If relevant, the proposal explains if and how EPALE will be used to increase the impact of the project and support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results Platform. 57 The project proposal includes concrete and effective steps to ensure the sustainability of the project, its capacity to continue having an impact and producing results after the EU grant has been used up. The project is placed in a perspective that goes beyond the project period. It plans to achieve a multiplier effect and sustainable impact that are within its reach considering the scope and size of the project. If relevant for the type of project, its results will be integrated in the management / pedagogical framework of the participating organisations. If relevant for the type of project, the participating organisations have the intention and are able to attract external co-funding or other support from diverse sources to ensure sustainability of the activities developed by the project and continued use of outputs and results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the sustainability of the project. Only for the VET field: The proposal is likely to have the foreseen positive impact on the target groups beyond the project lifetime. The proposal explains which project activities and results are supposed to be continued and maintained after the end of Erasmus+ funding (i.e. continuation of new courses, use and maintenance of new teaching tools…) and how and with which resources other than from the EU (finance, staff, equipment) this will be done. Only for the Youth field: The proposal is likely to have the expected positive impact on the target groups beyond the project lifetime, in particular for participants with fewer opportunities. The proposal describes how the participating organisations will exploit the experience within the project to improve the situation of these target groups and to further stimulate their development after the activity. 58 Small-scale Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 30 points) The extent to which the project proposal is relevant to the objectives and the priorities of the Action. In addition, the proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency. The expert should assess if the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field-specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+ sectors, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", it will be considered as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-14 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 59 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of The expert should consider if the participating organisations form a genuine part of the field in which the application has been 60 the application. submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of their staff and the nature of the organisation area of activity and previous experience working in the field of the application. The expert should take into consideration that the Small-scale partnerships are particularly relevant to target newcomer and less experienced organisations. Therefore, previous experience within Erasmus+ should, in this case, not necessarily be considered as an element that determines the relevance of the proposal. However, it is essential that this organisation brings a clear added value to the project in the context of the field in which the application was submitted. The extent to which the proposal brings added value at EU level by building capacity of organisations to engage in cross-border cooperation and networking. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address the needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the proposed objectives are well explained in relation to the partner organisations’ needs and challenges, as well as the needs of the indicated target groups. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The extent to which the proposed methodology is clear, adequate and feasible: - project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results; - the project is cost-effective and allocates appropriate resources to each activity. The expert should consider if the application is sufficiently specific, clear, concrete, and realistic in presenting the content and expected results of proposed activities. Experts should judge if the partner organisations have explained convincingly how the implementation of proposed activities will logically lead to addressing the identified needs and the achieving the project’s stated objectives. In addition, the requested lump sum amount should be considered in view of achieving the objectives of the project. This should include a consideration on whether appropriate phases for preparation, 61 implementation, monitoring, evaluation and sharing of results have been planned. Value for money needs to be assessed, as the lump sum requested must be in line with and justified by the proposed activities. In order to do so, the expert should evaluate the proposal both at activity level as well as at the level of the entire project. The description of the definition of the grant amount is key in this evaluation. If possible, experts should also compare the project and its activities with other projects, in order to better consider these explanations. The simplified budget scheme does not require a separate budget for project management. Instead, these costs should be covered by the amounts allocated to each project activity. Around 20% of the project requested lump sum is typically used for project management expenses, but this can be flexible depending on the applicant's resources and project size and complexity. It can be acceptable that smaller projects may use a larger portion of their budget for these horizontal costs. If the proposed deliverables are found entirely insufficient to justify the requested grant, the award criterion should be assessed below the minimum threshold. (half of the maximum points of the award criterion) The work plan has to be clearly defined, comprehensive and realistic in relation to the requested lump sum amount. The portion of the grant amount allocated to each project activity described in the proposal should be sufficient and adequate to the nature and value of the activity. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes 62 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation with partner organisations. If applicable: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, EU Youth Strategy Platform) as tools for preparation, implementation and follow-up of the project activities. The expert should assess the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The extent to which the project is designed in an eco-friendly way and incorporates green practices in different project phases. The expert should take into consideration the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). Quality of the partnership and cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile. Experts should assess the extent to which the proposal clearly explains the reasons for participation of the involved organisations and their common interests. The role and contribution of each the participating organisation should be clearly described and taken into account. Consider the specific nature of Small-scale partnerships and their focus on newcomer and less experienced organisations, the expert should judge whether the participating organisations have the skills and competences required to run the proposed activities. While leaving scope for learning to cooperate and foster development throughout the project, organisations should ensure sufficient quality in the implementation, even if they have little or no previous experience within Erasmus+. 63 The extent to which the project involves newcomers and less experienced organisations to the Action. This element highlights the importance of small- scale partnerships as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. The expert should consider if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The expert must use past participation information included in the application form and they must apply the exact definitions of a ‘newcomer’ and ‘less experienced organisation’ provided in the glossary of the Programme Guide. The expert must register their conclusions as part of typology questions accompanying the assessment. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. In particular, considering the nature of this action, it is important that the proposal describes an active role and substantial participation of newcomer and less-experienced organisations in the project tasks and activities. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations. The expert should assess if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. Impact (maximum 20 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisation. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 64 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as the wider community. The expert should consider if the project can have a substantial positive impact on the participating organisations, their staff and learners, during and after the project implementation. If relevant and in proportion to the project size and scope, the experts should consider whether the proposal identifies target groups or organisations not participating in the project that will be positively impacted by the implementation of the activities. The extent to which the project proposal includes an appropriate way to evaluate the project outcomes. The expert should consider, in proportion to the project size and scope, the partnership’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the partner organisations’ proposal on how to evaluate if the stated objectives have been reached. The extent to which the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The expert should consider if the proposal identifies the project results that can be made available to the relevant target groups. The expert should also consider whether the partner organisations have used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 65 European Partnerships for School Development The main purpose of the European Partnerships for School Development is to encourage better cross-border cooperation and mobility among schools across Europe with a sustainable and systemic impact. Projects should do this through improvements in the practices, policies and procedures of school authorities and schools that will take place over the duration of the project and have an impact long beyond the project duration. It is also expected that school authorities apply the principles or changes developed within a Partnership for School Development to other schools under their authority that were not part of the project, contributing to a wider audience than the participating organisations. Projects need to achieve a balance between being realistic and ambitious to achieve systemic and long-term impact. This is why the award criterion “Impact” carries the largest part of the assessment with 35 out of 100 points, and all other criteria are linked to it. The large number of points reflects the complexity of the criterion and the wide variation in quality that experts may encounter. Experts should make full use of the 35 points scale to fine-tune their assessment and differentiate applications according to their level of quality. Recognising original, convincing and genuine proposals: experts should consider the information presented in the application form critically to evaluate • if it shows a real self-reflection on the part of the applicant; • if it is rooted in reality of everyday educational work and challenges in the school education systems of the participating countries and regions, and; if the links being established with European or national policy narratives are concrete and tangible. Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 15 points) Relevance for action objectives: the proposal contributes to the objectives of the European Partnerships for School Development; The expert should consider if the project addresses the objectives of the action as stated in the action’s chapter in the Programme Guide. NB: If the proposal does not provide convincing evidence that it is relevant to the objectives, the expert must assess the application to be below the minimum threshold for this award criterion. Needs analysis: the application is based on comprehensive analysis of needs and challenges in the school education systems of the participating countries/regions; The applicant must show precise and real challenges that the project will address. The needs analysis must include relevant context, real-life examples and data, and must explain why the project is actually needed. European added value: the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country; The expert should assess whether the transnational dimension of the project clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. EU values: the proposal is relevant for the respect and promotion of shared EU values, such as respect for human The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: 66 dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. Quality of project design (maximum 30 points) Work packages: ▪ the proposed methodology is clear, adequate and feasible; ▪ the project work plan is coherent, clear, complete and effective; Each work package must address its task as defined in the Programme Guide; it must be clear and concrete; implementable, and its progress must be trackable. The different work packages must be coherent, complementary and clearly contributing to overall project results. The relationship between each work package and the overall project objectives must be presented clearly and concretely, so that the contribution of every work package to the project objectives is explicit. The project methodology must be realistic and appropriate for producing the expected results. NB: If the application contains any work packages that are severely lacking in clarity, are impossible to track and evaluate, or do not address their task as defined in the Programme Guide, the expert must assess the application to be below the minimum threshold for this award criterion. Monitoring: the project proposes appropriate quality control, monitoring and supervision measures to ensure that the project implementation is of high quality, completed in time and on budget; The proposal clearly defines the people responsible for monitoring the project’s progress and results and defines an effective methodology and frequency of monitoring exercises. The application identifies potential risks and proposes effective ways to address them. 67 Budgeting: the project is cost-effective and allocates appropriate resources to each activity and partner; The expert should examine whether the proposal provides value for money in terms of the planned results and the expected impact compared to the defined project lump sum. The experts should assess the resources allocated to each work package and activity, and whether they are adequate for effective implementation and achieving the desired impact. The expert should compare the project proposal and its work packages with other project proposals to better assess the proposal’s value for money. Inclusion and diversity: the activities are designed in an accessible and inclusive way; The expert should consider whether the design of the activities is in line with the inclusion dimension of the Programme, and if the project proposal has the potential to increase the participation of people with fewer opportunities. Digital: the project incorporates the use of digital tools such as the European School Education Platform (including eTwinning) and learning methods to complement their physical activities and improve cooperation between partner organisations; The expert should consider whether digital tools and learning methods are used as part of the project in an effective way. The expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project proposal or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. Environmental sustainability: the project is designed in an eco-friendly way and incorporates green practices in different project phases; The expert should consider, if in addition or as part of their tasks, the project has the potential to raise awareness about environmental and climate change challenges. Participation and civic engagement: the project encourages participation and civic engagement. The expert should consider, if in addition or as part of their tasks, the project promotes participation and civic engagement. Quality of the partnership and the cooperation arrangements (maximum 20 points) Project coordinator: the coordinating organisation has appropriate expertise, resources and role in the education system to successfully lead the project; The expert should examine if the coordinating organisation has the capacity to coordinate the partnership and ensure that the project is implemented efficiently, effectively and professionally. The role of the coordinating organisation in the education system (responsibilities and decision- making capacity) must be appropriate for the scope and ambition of the project objectives. Partnership composition: ▪ the partner school authorities have complementary experience, needs, and roles in the education system; ▪ the partner schools have a clear and proportional role in the project; ▪ the partner schools are sufficiently diverse in terms of their experience in cross-border mobility and cooperation; The expert should evaluate to what extent the proposal identifies the contributions of each participating organisation in terms of expertise, resources and know-how to implement the project. Complementarity between school authorities means that they share similar challenges and interests, and are able to work on them together due to similar or compatible roles and responsibilities in their respective school education systems. The project role of each participating school must be clear. 68 ▪ the size and scope of the partnership is appropriate for the achievement of the planned project results; The participation of other organisations (apart from school authorities and schools) must be justified in relation to planned project results. Allocation of tasks: the proposed allocation of tasks demonstrates the commitment and continuous active involvement of all participating organisations, and in particular the coordinating and partner school authorities; The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks with active involvement of all participating organisations. Due to their role, responsibility and resources, a strong, continuous and practical, hands-on involvement of school authorities is necessary. Complementarity: the proposal is complementary to other initiatives already being carried out by the participating organisations, in particular Erasmus accreditations in Key Action 1; The expert will examine how the project will build on existing knowledge, practices and other projects of the participating organisations. If the participating organisations hold an Erasmus accreditation in the field of school education, they should create synergies with the European Partnership for School Development and demonstrate them with concrete examples (e.g. shared results, improved mobility procedures, easier and better recognition of learning outcomes). Communication and coordination: the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert must assess to what extent appropriate channels, tools, or platforms are in place for regular communication, and clear responsibilities are assigned for this purpose in each partner organisation. The continuity of project implementation must be ensured through involvement of multiple people per organisation, especially in school authorities. Impact (maximum 35 points) Project results: the project proposal clearly identifies improvements in the practices, policies and procedures of school authorities and schools that will happen as a result of the project; To be scored highly, proposals need to identify changes in the way the participating organisations operate (i.e. their practices, policies and procedures) and how the project will improve on that. For European Partnerships for School Development, such changes are more important than tangible outputs. Rather than spending a large part of the grant on developing new outputs, projects should identify and spread existing good practices and build on outputs from previous projects. When possible, changes in policy should accompany the changes in practices and procedures to consolidate them and lead to long-term impact. Tracking project results: the proposal defines clear implementation milestones, and qualitative and quantitative indicators to prove that the planned improvements have taken place; Within this criterion, project results refer to what will be done, while impact refers to the effects that these results will have. Tracking project results and tracking impact must be described separately (many applicants make the common error of tracking only results and not impact). The expert must assess whether the proposed plan is clear (coherent and sufficiently detailed) and realistic (achieving the implementation milestones will gradually lead to the expected results), and whether the proposed indicators are relevant, credible, clear and robust. 69 Tracking impact: the proposal defines clear qualitative and quantitative indicators to track the impact of the project results; Measuring impact consists of tracking the positive effects of the project results beyond the fact of having produced them. Impact is an effect of using the results and it should therefore start during the project and continue beyond the project duration. The expert must assess whether the proposed indicators are relevant, credible, clear and robust. Long-term impact: - the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations; - the project includes a clear plan and preparation to continue using its results after the project; The assessment of this element is based on a perspective that goes beyond the project period. The experts should assess if the proposed long-term impact plan is realistic, well-developed, and concrete. Transferable results: the planned project results can be used outside the participating organisations at local, regional, national or European level; The project results have the potential to be transferred to and used by other organisations in the participating countries (e.g. other schools under the responsibility of the same school authority, other school authorities in the same or different regions), as well as in other countries. Sharing results: the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The planned activities for sharing results are appropriate and will promote the use of the results at local, regional, national and/or European level. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. 70 How to assess the cost-effectiveness of a project proposal? Given the diverse nature of all the fields covered in the programme, the needs and type of activities presented by the applicants differ. It is therefore left to the applicants to describe the planned activities which are adequate for their respective objectives and fit within the funding level of the chosen lump sum. Such choice is based on the level of complexity and ambition of their proposal, considering elements such as the number of partners, the duration of the project and the number and type of proposed activities. A high degree of flexibility is left to applicants to define their targets in line with the programme objectives and build their project around the requested lump sum budget. The applicants are therefore not required to provide detailed cost estimate (staff costs, equipment, management costs, etc. Nevertheless, they are required to provide evidence for the elements of value for money in their application, showing that the amount requested is adequate to the content and objectives of their proposed activities. For this purpose, they are required to indicate the portion of the lump sum that they intend to allocate to the production of each of the outputs (work packages and activities). Experts assess the value for money at the level of each eligible activity and work package and at the level of the entire project, including annexes and as part of scoring the award criterion ‘Quality of the project design and implementation’. Proposals which are found to offer poor value for money will have a lower score and fewer chances to be selected for funding. In case the expert finds the proposed deliverables entirely insufficient to justify the total requested grant, award criterion ‘Quality of project design and implementation’ should be scored below the minimum threshold (half of the maximum points of the award criterion) and consequently, the proposal should be rejected. In addition to assessing the cost-effectiveness of the entire project, the expert needs to take into account the funding that applicants have proposed to allocate to each work package/activity. For this purpose, the key aspect to consider is the explanation that applicants have provided about the composition of costs included in the work package/activity. At the level of work packages/activities, experts should also use the comparison method both within a project and with other projects to contextualise the explanations provided by the applicants. The resources to be allocated by the applicant to each work package and/or activity must show a balance between cost-effectiveness and the delivery of good quality. In particular, crucial aspects referred to in award criteria (inclusion, integration of results, monitoring) must be adequately addressed. For the Cooperation partnerships and European Partnerships for School Development, all the activities directly linked to the management of the project shall be included in a specific work package (project management work package). This work package can represent maximum 20% of the requested budget for the other work packages. For the Small-scale partnerships, the budget allocated to the planning, organisation and management of the activities is to be covered with the amounts allocated to each of the project activities. Experts shall also take this aspect into account in their assessment. Based on experience of similar actions in the Erasmus+ programme, around 20% of the project requested lump sum is typically used for project management expenses. The reference value of 20% needs to be assessed in a flexible manner, considering that costs related to setting up and managing a project may vary from one applicant to the other function to their e.g. dimension, available resources, etc. Therefore, experts may deem it acceptable that smaller projects can use a larger portion of their budget to cover 71 the horizontal costs. The list below presents some examples for the approximate grant amounts attributed to typical activities in the 2014-2020 Programming period: - Project meeting with 8 participants: 4.500 – 6.000 EUR - Event with 100 participants: 10.000 – 20.000 EUR - Mobility of 20 participants for 10 days: 22.000 – 35.000 EUR - Language training for 20 participants: about 3.000 EUR The actual cost of a specific activity proposed in an application may vary depending on factors such as travel distances, labour costs in different countries, involvement of participants with fewer opportunities, choosing more environmentally sustainable services and products, etc. This is why the applicants are requested to provide a breakdown and explanation of their expected costs in the application form. The experts should use the information provided by the applicant when assessing if higher than average costs are justified, or if lower than average costs are realistic for a certain activity. In case of strong doubts about the value for money of an activity or the entire project, where the professional judgment of the expert alone is not sufficient, or in case of serious disagreement between two experts, a comparison with similar activities between projects and with previous projects funded under the action Strategic Partnerships in the Erasmus + programme 2014-2020 can be made as part of a consolidation exercise. Using this reference shall only be used as a methodological support, using the necessary degree of flexibility and proportionality to make the assessment fair and accurate. 72 6. Reference policy documents Transversal policy priorities for education, training, youth and sport ▪ Overall policy priorities - European Education Area - Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030): https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf - EU Youth Strategy – Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN - Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27: Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27 | Erasmus+ (europa.eu) - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy: Implementation guidelines - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy | Erasmus+ (europa.eu) - 2030 Agenda for Sustainable Development of the United Nations: http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm - Rethinking Education: Investing in skills for better socio-economic outcomes: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF - The EU Youth report: http://ec.europa.eu/youth/policy/implementation/report_en.htm - Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/docu ments/citizenship-education-declaration_en.pdf - Investing in Europe's Youth: http://ec.europa.eu/social/main.jsp?catId=950&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Commission communication "Strengthening European Identity through Education and Culture The European Commission's contribution to the Leaders' meeting in Gothenburg" (2017) http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN - Council Recommendation on Key Competences for Lifelong Learning, Official Journal, 2018/C 189/01 https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 - Commission communication “The Union of Skills”: https://eur-lex.europa.eu/legal- content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 - Council Recommendation “Europe on the Move – Learning mobility opportunities for everyone”: https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf - EN EUROPEAN COMMISSION Brussels, 5.3.2025 COM(2025) 89 final COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A: STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf ▪ Recognition and transparency - Europass: http://europass.cedefop.europa.eu/en/home https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf https://education.ec.europa.eu/sites/default/files/2025-03/STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home 73 - European Qualifications Framework: http://ec.europa.eu/eqf/home_en.htm - Youthpass: https://www.youthpass.eu/en/youthpass/ - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf - Validation: Council Recommendation of 20 December 2012 on the validation of non- formal and informal learning https://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF - Validation: Staff Working Document on the evaluation of the 2012 Council Recommendation on validation https://ec.europa.eu/social/BlobServlet?docId=22839&langId=en ▪ Digital education - The Future of Learning: New Ways to Learn New Skills for Future Jobs: http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html - Digital Competence Framework for Citizens (DigComp): https://ec.europa.eu/jrc/en/digcomp - Digital Competence Framework for Educators (DigCompEdu): https://ec.europa.eu/jrc/en/digcompedu - A collection of articles from Open Education Europa: https://www.schooleducationgateway.eu/en/pub/resources/oee.htm - Open Educational Resources and practices in Europe: http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html - Digital Education Action Plan: http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en ▪ Development of key competences - Brochure on Key Competences for lifelong learning: https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- 9d01-01aa75ed71a1/language-en - Council Recommendation of 22 May 2018 on key competences for lifelong learning, Official Journal 2018/C 189/01 - Commission Staff Working Document accompanying the document proposal for a Council Recommendation on Key Competences for Lifelong Learning, SWD (2018)14, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 - European Commission (2020) LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence - Cultural awareness and expression handbook: Open method of coordination (OMC) working group of EU Member States’ experts on ‘cultural awareness and expression’ (2016). https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50- 01aa75ed71a1 - European Commission (2016) EntreComp: The Entrepreneurship Competence Framework.https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/entrecomp-entrepreneurship-competence-framework - Council conclusions of 26 November 2012 on literacy: http://ec.europa.eu/eqf/home_en.htm http://ec.europa.eu/eqf/home_en.htm https://www.youthpass.eu/en/youthpass/ https://www.youthpass.eu/en/youthpass/ http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html https://ec.europa.eu/jrc/en/digcomp https://ec.europa.eu/jrc/en/digcomp http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://op.europa.eu/en/publication https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework 74 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393: 0001:0004:EN:PDF - Final Report of the EU High Level Group of experts on Literacy (2012): http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/ literacy-report_en.pdf - Addressing the gender gap in STEM education across educational levels - Publications Office of the EU - JRC Publications Repository - STEM competencies, challenges, and measurements: a literature review - JRC Publications Repository - STEM and STEAM education, and disciplinary integration: a guide to informed policy action ▪ Language learning - Commission Staff Working Document, 2012: "Language Competences for employability, mobility and growth: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC037 2&from=EN - Improving the effectiveness of language learning – CLIL and Computer-assisted Language learning, 2014: http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf - Rethinking language education in schools, 2017 - https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8- ac73-01aa75ed71a1/ - Migrants in European schools – learning and maintaining languages, 2017 https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73- 01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFn oECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ - Multilingual education in the light of diversity – lessons learned, 2017 http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf - The future of language education in Europe – Case studies of innovative practices, 2020 https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language- education/ - Education begins with language, 2020 https://op.europa.eu/en/publication-detail/- /publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en - Council recommendation on a comprehensive approach to the teaching and learning of languages, 2019 https://ec.europa.eu/education/education-in-the-eu/council- recommendation-improving-teaching-and-learning-languages_en http://eur/ http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en 75 Policy priorities in school education General policy information relevant for all project proposals: • Commission Communication on Achieving the European Education Area and the subsequent Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education (2021) education https://eurhttps://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal Tasks/education https:/eur-lex.europa.eu/legal- content/en/TXT/?uri=CELEX:32021H1214(01)lex.europa.eu/legal- content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 • Support to implementation of the 2021 Council Recommendation through the Working Group on Schools - thematic report and factsheet Blended learning for inclusion - Publications Office of the EU (europa.eu) - Learning for the green transition and sustainable development. Council Recommendation adopted on 16 June 2022. Implementation tools: peer learning (dedicated Working Group, Education for Climate Coalition under Erasmus+, GreenComp community of practices); funding; dissemination of resources https://eur- lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 - 28 November 2022: Council adopted a Recommendation on Pathways to School Success. Pathways to School Success | European Education Area (europa.eu) • Council Resolution of the European Education Area • Education and Training Monitor 2024 • Education and Training Monitor 2023 • Education and Training Monitor 2022 • DigCompEdu framework - https://europa.eu/!K4xkfK Tackling learning disadvantage, early school leaving and low proficiency in basic skills • Early School Leaving: https://education.ec.europa.eu/education-levels/school- education/early-school-leaving • European Toolkit for Schools ‘Promoting inclusive education and tackling early school leaving’: https://school-education.ec.europa.eu/en/insights/school- success-for-all • NESET Report: The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof (2022): https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec- b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 • A systemic, whole-school approach to mental health and well-being in schools in the EU (2023): https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e- 01aa75ed71a1/language-en/format-PDF/source-251233369 https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://education.ec.europa.eu/education-levels/school-education/pathways-to-school-success#:~:text=A%20Council%20Recommendation%20on%20%27Pathways,leaving%20from%20education%20and%20training. https://op.europa.eu/en/publication-detail/-/publication/b004d247-77d4-11eb-9ac9-01aa75ed71a1?msclkid=393f2efec14411ec90f4424a51cf0b18 https://op.europa.eu/webpub/eac/education-and-training-monitor/en/ https://op.europa.eu/webpub/eac/education-and-training-monitor-2023/en/index.html https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/ https://europa.eu/!K4xkfK https://europa.eu/!K4xkfK https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://school-education.ec.europa.eu/en/insights/school-success-for-all https://school-education.ec.europa.eu/en/insights/school-success-for-all https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 76 • Commission study on the assessment of the implementation of the 2011 Council recommendation on policies to reduce early school leaving (2019): https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9- b4bf01aa75ed71a1/language-en • OECD PISA 2022 Results (2022): https://www.oecd.org/publication/resultats-du- pisa-2022/#resultatspisa2022 • Commission Report on PISA and the EU (2018): https://ec.europa.eu/education/news/pisa-2018_en • Eurydice, Equity in Education (2020): https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school- education-europe_en • A whole school approach to tackling early school leaving: Policy messages, https://education.ec.europa.eu/sites/default/files/document-library-docs/early- school-leaving-group2015-policy-messages_en.pdf • NESET Report on A formative, inclusive, whole school approach to the assessment of Social and Emotional Education in the EU (2020): https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole- schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ Supporting teachers, school leaders and other teaching professions • EENEE-NESET Report (2023): Evidence-based Solutions to Teacher Shortages: https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical- report-No-1.pdf • Eurydice (2021) “Teachers in Europe – Careers, Development and Well-being” https://eacea.ec.europa.eu/nationalhttps://eacea.ec.europa.eu/national- policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdfpolicies/eurydice/sit es/eurydice/files/teachers_in_europe_2020_1.pdf • “Supporting teacher and school leader careers: a policy guide” (2020). Report of the ET2020 Working Group Schools. Also available: Summary and four Infosheets. https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b- 11eahttps://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f- 01aa75ed71a1/language-enb75f-01aa75ed71a1/language-en. Also overview and video available at: • Council conclusions “European Teachers and Trainers for the Future”, adopted on 26 May 2020: https://www.consilium.europa.eu/media/44115/st08269-en20.pdf • Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Commission Communication on Achieving the European Education Area https://ec.europa.eu/commission/news/towards-european-education-area- 2025https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017- nov-14_en2017-nov-14_en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://ec.europa.eu/education/news/pisa-2018_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en 77 • Commission’s 2020 Digital Education Action Plan for 2021-27: https://ec.europa.eu/education/education-in-the-eu/digital-education- actionhttps://ec.europa.eu/education/education-in-the-eu/digital-education-action- plan_enplan_en • OECD TALIS 2018 report: TALIS - The OECD Teaching and Learning International Survey - OECD • OECD TALIS 2024: Results from TALIS 2024 | OECD • • Attracting and retaining teachers and school leaders: a guide for career frameworks (2023): https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career- frameworks.pdf • Communication on Achieving the European Education Area (EEA) by 2025 • 2020 Council conclusions: European teachers and trainers for the Future • 2021 Eurydice report: Teachers in Europe: Careers, Development and Well-being • SELFIE for TEACHERS - https://education.ec.europa.eu/selfie-for-teachers • SELFIE for Schools: https://education.ec.europa.eu/selfie Promoting a comprehensive approach to language teaching and learning • NESET ad hoc report on the interventions supporting language learning needs of newly arrived migrant and displaced children (2022) : https://nesetweb.eu/en/news/new-neset-ad- hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived- migrant-and-displaced-children/ • Eurydice Report - Key data on teaching languages at school in Europe (2023): https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school- europe-2023-edition • Education begins with language - Thematic report from a programme of seminars with peer learning to support the implementation of the Council Recommendation on a comprehensive approach to the teaching and learning of languages (2019-2020): https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a- 01aa75ed71a1/language-en • NESET Report - The future of language education in Europe: case studies of innovative practices (2020): https://nesetweb.eu/en/resources/library/the-future-of-language- education-in-europe-case-studies-of-innovative-practices/ • Council recommendation on improving the teaching and learning of languages (2019): https://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015. 01.ENG https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://ec.europa.eu/education/resources-and-tools/document-library/eea-communication-sept2020_en https://op.europa.eu/en/publication-detail/-/publication/ac4c748c-aa18-11ea-bb7a-01aa75ed71a1/language-en/format-PDF/source-137808445 https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://education.ec.europa.eu/selfie-for-teachers https://education.ec.europa.eu/selfie https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG 78 Developing high quality early childhood education and care systems • Council Recommendation for high quality early childhood education and care systems, and its Annex, the European Quality Framework: https://ec.europa.eu/education/education-in-the-eu/council-recommendation- onhttps://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high- quality-early-childhood-education-and-care-systems_enhigh-quality-early-childhood- education-and-care-systems_en • Toolkit for inclusive ECEC (2021): https://op.europa.eu/s/oVdh • Report on How to recruit, train and motivate well-qualified ECEC staff: https://op.europa.eu/s/oVdi • Thematic reports on Monitoring and evaluating quality in ECEC: https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents • Erasmus+ and ECEC: project results and analysis: https://op.europa.eu/s/oVdj • Quality in early childhood education and care (ECEC: state of play in the EU Member States based on the European Quality Framework: https://education- socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early- childhood-education-and-care-ecec-state-play-eu-member-states-based- european-quality_en • Working with multilingual children and families in early childhood education and care (ECEC): https://education-socioeconomic- experts.ec.europa.eu/publications/analytical-reports/working-multilingual- children-and-families-early-childhood-education-and-care-ecec_en • Key date on early childhood education and care in Europe (Eurydice): https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood- education-and-care-europe-2025 • • Further background reading can be found on the Early childhood education and care (ECEC) website on Europa: http://ec.europa.eu/education/policies/early-childhood-education-and-care_en Recognition of learning outcomes for participants in cross-border learning mobility - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf • Commission Staff Working Document accompanying the document Proposal for a Council Recommendation on promoting automatic mutual recognition https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 • Recognition of learning periods abroad in general secondary education: Outputs by the Expert Network on Recognition of outcomes of learning periods abroad in general secondary education Recognition of learning periods abroad in general secondary education | ESEP (europa.eu) https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdi https://op.europa.eu/s/oVdi https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents https://op.europa.eu/s/oVdj https://op.europa.eu/s/oVdj https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad 79 • REPORT FROM THE COMMISSION TO THE COUNCIL on the implementation of the Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad EUR-Lex - 52023DC0091 - EN - EUR-Lex (europa.eu) o Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Executive summary Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Publications Office of the EU (europa.eu) Council conclusions on further steps to make automatic mutual recognition in education and training a reality EUR-Lex - 52023XG0526(03) - EN - EUR-Lex (europa.eu) Policy priorities in vocational education and training (VET) - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary- union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience: https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 - Factsheet - Vocational education and training: a future-proof approach (2020) https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en - Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies: https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf - Communication: Youth Employment Support - a Bridge to Jobs for the Next Generation (2020) https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en - Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee 2020/C 372/01 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2020.372.01.0001.01.ENG&toc=OJ:C:2020:372:TOC - The European Framework for quality and effective apprenticeships: http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 - European Alliance for Apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - Work-based learning: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2023:91:FIN https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52023XG0526%2803%29 https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 80 High-performance apprenticeships & work-based learning: 20 guiding principles: https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b- 11e7https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65- 01aa75ed71a1/language-enab65-01aa75ed71a1/language-en - Work-based Learning Handbook http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational- policy/doc/alliance/work-based-learning-in-europe_en.pdf - Reports on apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - EQAVET: https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf - Platforms of Centres of Vocational Excellence (COVE): https://ec.europa.eu/social/vocational-excellence - European Commission mapping study on approaches to Centres of Vocational Excellence: https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 - ET2020 Working group on VET, report on Innovation and digitalisation in Vocational Education and Training (2020): https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en - The Joint Research Centre report on Vocational education and smart specialisation strategies: https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c- 11eahttps://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e- 01aa75ed71a1/language-en/format-PDF/a07e-01aa75ed71a1/language-en/format-PDF/ - The European Training Foundation (ETF) international study on “Centres of vocational excellence - An engine for vocational education and training development: https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea- 991b-01aa75ed71a1/language-en/format-PDF - Entrepreneurship 2020 Action Plan - http://eur-lex.europa.eu/legalhttp://eur- lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52012DC0795content/EN/TXT/?uri=CELEX%3A52012DC07 95 - Entrepreneurship education: A Guide for Educators (2014): https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/re nditions/pdf - Towards Greater Cooperation and Coherence in Entrepreneurship Education" – Report of the High Level Reflection Panels on Entrepreneurship Education initiated by Directorate General Enterprise and Industry and Directorate General Education and Culture (2015): https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/re nditions/pdf More information can be found at: https://ec.europa.eu/education/policies/eu-policy- in-the-field-of-vocational-educationhttps://ec.europa.eu/education/policies/eu-policy-in-the- field-of-vocational-education-and-training-vet_enand-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en 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https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 https://ec.europa.eu/social/main.jsp?catId=1536&langId=en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en 81 Policy priorities in higher education - European strategy for universities: Commission Communication on a European strategy for universities | European Education Area (europa.eu) - European student card initiative: European Student Card Initiative | Erasmus+ (europa.eu) - European Universities Initiative : European Universities initiative | European Education Area (europa.eu) - Automatic mutual recognition: EUR-Lex - 32018H1210(01) - EN - EUR-Lex (europa.eu) - Micro-credentials: A European approach to micro-credentials | European Education Area (europa.eu) - Building bridges for effective European higher education cooperation EUR-Lex - 32022H0413(01) - EN - EUR-Lex (europa.eu) More information can be found at: Higher education | European Education Area (europa.eu) Policy priorities in adult education - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper- and-fairer-economic-and-monetary-union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Adult skills - Individual Learning Accounts: a tool to improve access to training; SWD(2021); - Council Resolution on a new European agenda for adult learning 2021-2030, https://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN - Recommendation on Upskilling Pathways (2016): http://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 - Staff Working Document on Recommendation on Upskilling Pathways: New Opportunities for Adults Taking stock of implementation measures: https://ec.europa.eu/info/sites/info/files/file_import/implementation- reporthttps://ec.europa.eu/info/sites/info/files/file_import/implementation-report- upskilling-pathways_en.pdfupskilling-pathways_en.pdf - Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52019XG0605(01) - Promoting adult learning: http://ec.europa.eu/education/policy/adult- learning/adult_en.htm - Career guidance; https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherP ubs=yes - PIAAC, the survey of adult skills: http://www.oecd.org/skills/piaac/ - Working group on adult learning: opening up opportunities for all (AL); https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://erasmus-plus.ec.europa.eu/european-student-card-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32018H1210(01) https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0413%2801%29 https://education.ec.europa.eu/education-levels/higher-education https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12876-Adult-skills-Individual-Learning-Accounts-a-tool-to-improve-access-to-training_en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 http://ec.europa.eu/social/main.jsp?catId=1224 https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/about/working-groups 82 Policy priorities in the field of youth - Report from the Commission to the European Parliament, the Council, the European Social and Economic Committee and the Committee of the Regions on the implementation of the EU Youth Strategy (2019-2021): https://eur- lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0636&from=ES - Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:C:2018:456:FULL - Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG - “Signpost for the future” – Final declaration of the 3rd European Youth Work Convention https://www.eywc2020.eu/en/convention/final-declaration/ - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on Digital Youth Work https://eur- lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2019.414.01.0002.01.ENG&toc=OJ:C:2019:414:TOCco ntent/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC % 3A2019%3A414%3ATOC - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on education and training of youth workers https://eur-lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:412:FULL&uri=uriserv:OJ.C_.2019.412.01.0012.01.ENGco ntent/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_. 2 019.412.01.0012.01.ENG - EU and Council of Europe Partnership in the field of youth, page on youth work recognition: https://pjp-eu.coe.int/en/web/youth-partnership/recognition - Proposal of Council Recommendation on the mobility of young volunteers across the European Union com_2022_15_1_en_act_part1_v4.pdf (europa.eu) - Decision (EU) 2021/2316 of the European Parliament and of the Council of 22 December 2021 on a European Year of Youth (2022) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021D2316Youth - Inclusion and Strategy Roadmap https://www.salto-youth.net/downloads/4-17- 4247/ID_roadmap.pdf - European Training Strategy 2021-2027 http://www.salto-youth.net/download/4265/European_Training_Strategy_2021- 2027_singlepage.pdf - Youth Participation Strategy https://www.salto-youth.net/rc/participation/ypstrategy/ - Youthpass strategy https://www.youthpass.eu/en/about-youthpass/youthpass- strategy/ More information can be found at: http://ec.europa.eu/youth/index_en.htm https://eur/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf https://urldefense.com/v3/__http:/www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf__;!!DOxrgLBm!UQjEXVQkL7v-hOV-M6-v0CG95EabTZqE0BHi1BoN-Aw4ijtD7Q3vw4Ocf7b6OPrW1XKPIg$ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm 83 Policy priorities in the field of sport - EU Work Plan for Sport 2021-2024: EUR-Lex - 42020Y1204(01) - EN - EUR-Lex (europa.eu) - Towards more gender equality in sport : recommendations and action plan from the High Level group on Gender Equality in sport: Towards more gender equality in sport - Publications Office of the EU (europa.eu) - COUNCIL Recommendation on HEPA (health-enhancing physical activity): EUR-Lex - 32013H1204(01) - EN - EUR-Lex (europa.eu) - Guidelines regarding the minimum requirements in skills and competences for coaches - Publications Office of the EU (europa.eu) - Safeguarding children in sport - Publications Office of the EU (europa.eu) - Mapping on access to sport for people with disabilities - Publications Office of the EU (europa.eu) - Mapping of corruption in sport in the EU - Publications Office of the EU (europa.eu) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/03fc8610-e4c2-11e9-9c4e-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/ae30070c-b986-11e9-9d01-01aa75ed71a1/language-en/format-PDF/source-search 84 Annex I - Declaration on absence of conflict of interests and on confidentiality DECLARATION ON ABSENCE OF CONFLICT OF INTERESTS AND ON CONFIDENTIALITY [Erasmus+], [Call for Proposals N° [XXX], [action], [selection round [final submission date]] Conflict of interests I, the undersigned [FAMILY NAME, first name], having been appointed as an expert for the abovementioned call, declare that: I am aware of Article 61 of the EU Financial Regulation 2024/2509, which states that: "1. Financial actors within the meaning of Chapter 4 of this Title and other persons, including national authorities at any level, involved in budget implementation under direct, indirect and shared management, including acts preparatory thereto, audit or control, shall not take any action which may bring their own interests into conflict with those of the Union. They shall also take appropriate measures to prevent a conflict of interests from arising in the functions under their responsibility and to address situations which may objectively be perceived as a conflict of interests. 2. Where there is a risk of a conflict of interests involving a member of staff of a national authority, the person in question shall refer the matter to his or her hierarchical superior. Where such a risk exists for staff covered by the Staff Regulations, the person in question shall refer the matter to the relevant authorising officer by delegation. The relevant hierarchical superior or the authorising officer by delegation shall confirm in writing whether a conflict of interests is found to exist. Where a conflict of interests is found to exist, the appointing authority or the relevant national authority shall ensure that the person in question ceases all activity in the matter. The relevant authorising officer by delegation or the relevant national authority shall ensure that any further appropriate action is taken in accordance with the applicable law. 3. For the purposes of paragraph 1, a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person, as referred to in paragraph 1, is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest." I do not fall under any of the following circumstances in which a conflict of interests might exist. I confirm that, if I discover before or during the performance of my tasks that a conflict of interests exists, I will declare it immediately to the National Agency. Disqualifying conflict of interests: Direct benefit in case of advice on development of a new policy; Involvement in the preparation of the proposal(s); Direct benefit in case of acceptance of the proposal(s); Close family relationship with any person representing a participating organisation in the proposal(s); 85 Director, trustee or partner of a participating organisation; Current employment by a participating organisation; Current involvement in a contract or collaboration with a participating organisation; Any other situation that compromises my ability to evaluate the proposal impartially; Potential conflict of interests: Employment by one of the participating organisations within the previous three years; Involvement in a contract or collaboration with a participating organisation within the previous three years; Any other situation that could cast doubt on my ability to evaluate the proposal impartially, or that could reasonably appear to do so in the eyes of a third party (Ex. Past or current personal relationships, nationality, political affinity, etc.). If applicable - I hereby declare that I fall under one or more of the above circumstances (please specify which and explain)*: *Ex. In case of employment by a structure including different departments or institutes, please specify the degree of autonomy between them. I hereby declare on my honour that the disclosed information is true and complete to the best of my knowledge. Confidentiality and personal data protection I confirm that I have read, understood and accepted the code of conduct for experts established in Annex 1 to the contract sent by the contracting party. I also confirm that I will keep all matters entrusted to me confidential and will process the personal data I receive only for the purposes of the performance of the present contract. If unnecessary or excessive personal data are contained in the documents submitted during the implementation of the contract, I will not process them further or take them into account for the implementation of the contract. I will not communicate outside the panel any confidential information that is revealed to me or that I have discovered. I will not make any adverse use of information given to me. I will comply with guidelines provided in section 2.3 – personal data considerations. Expert: [insert full name] Date: Signature: …

[…] 2026 ERASMUS+ Guide for Experts on Quality Assessment Actions managed by National Agencies Version 1 (2026): 22-12-2025 EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture European Commission B-1049 Brussels © European Union, 2025, version 1. Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. EUROPEAN COMMISSION ERASMUS+ 2026 Guide for Experts on Quality Assessment For actions managed by National Agencies Directorate-General for Education, Youth, Sport and Culture 2026-v1 Erasmus + EN 4 Table of Contents 1. Introduction .............................................................................................. 5 2. Experts .................................................................................................... 5 2.1 Role of experts ................................................................................... 5 2.2 Appointment of experts, code of conduct and prevention of conflict of interest .............................................................................................................. 6 2.3 Personal data considerations ................................................................ 7 3. Assessment of applications ......................................................................... 8 3.1 Preparation for assessment .................................................................. 8 3.2 Assessment ........................................................................................ 8 3.3 Award criteria and scoring .................................................................... 9 4. General principles of qualitative assessment ................................................ 12 4.1 Consolidated assessment and final score ............................................... 12 4.2 Proportionality ................................................................................... 12 4.3 Quality, cost-efficiency, value for money of the activities ........................ 13 5. Guidance on how to assess the award criteria .............................................. 13 Key Action 1: Mobility of individuals ........................................................... 16 Mobility project for Higher education students and staff supported by external policy funds........................................................................................ 16 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education ....................... 18 Mobility project for young people: Youth Exchanges ................................ 21 Mobility project for youth workers ......................................................... 26 Youth participation activities ................................................................. 32 Mobility project for young people: DiscoverEU Inclusion Action ................. 38 Mobility of staff in the field of sport ....................................................... 42 Key Action 2: Partnerships for Cooperation ................................................. 45 Cooperation Partnerships ..................................................................... 45 Small-scale Partnerships ...................................................................... 58 European Partnerships for School Development ...................................... 65 How to assess the cost-effectiveness of the project? ............................... 70 6. Reference policy documents ....................................................................... 72 Transversal policy priorities for education, training, youth and sport .............. 72 Policy priorities in school education ............................................................ 75 Policy priorities in vocational education and training (VET) ............................ 79 Policy priorities in higher education ............................................................ 81 Policy priorities in adult education .............................................................. 81 Policy priorities in the field of youth ........................................................... 82 Annex I - Declaration on absence of conflict of interests and of confidentiality ..... 84 5 1. Introduction A large part of the Erasmus+ Programme is implemented under the indirect management mode. This means that National Agencies are in charge of selecting projects to be co-funded and of approving accreditations under actions entrusted to them by the European Commission. National Agencies assess proposals1 with the assistance of independent experts to ensure that only those of the highest quality are selected and that only applicants fulfilling specified criteria are awarded a grant or accreditation 2 . As such, the final decision on the selection or rejection of applications is taken by the National Agencies. This Guide for Experts (hereinafter ‘the Guide’) is a tool for experts when assessing applications submitted to the National Agencies. It provides instructions and guidance in order to ensure a standardised and high-quality assessment of applications. This Guide provides information on: • the role and appointment of experts; • the principles of the assessment; • the assessment process in practice; • how to assess the award criteria for each action and field. 2. Experts 2.1 Role of experts The assessment and selection of grant applications is organised based on a peer review system following a transparent process that guarantees impartiality and equal treatment of all applicants. The role of experts is important to ensure a fair, impartial, consistent and accurate assessment of applications according to the objectives and policy priorities of the concerned action and field, as well as the criteria set out in the calls for proposals. The assessment is an essential part of the selection procedure. Based on the experts' assessment, applications per action and per field are ranked in quality order. The ranking list serves as a basis for the National Agency to take the grant award decision, following the proposal of the Evaluation Committee. Based on the experts' comments, the National Agency shall provide feedback to the applicants on the quality of their application in order to ensure transparency and help non-selected applicants improve their possible future applications (cf. section 4). Eligibility is checked by the National Agencies. If an expert identifies an eligibility issue (e.g. number of participants involved, type of project or/and activities, 1 Please note that the terms "proposal" and "application" are used interchangeably in this Guide. 2 Please note that in case of Erasmus accreditations in the fields of school education, vocational education and training, adult education and youth, additional documents will complement the information presented in this Guide. The additional information will be published on the website of the National Agencies closer to the relevant submission deadline. 6 implementation period) he/she has to inform the respective National Agency, before finalising the assessment. 2.2 Appointment of experts, code of conduct and prevention of conflict of interest Experts are appointed based on their skills and knowledge in the fields of education, training, youth and sport in which they are asked to assess applications. It is encouraged that National Agencies also include in their pool of independent experts, professionals with expertise in the inclusion and diversity field. To ensure their independence, the names of the experts are not made public. Experts are required to perform the assessment to the highest professional standards and within the deadline agreed with the National Agency. Through the appointment by the National Agency, experts are bound to a code of conduct as set out in the appointment letter or contract with the expert. All information related to the assessment process is strictly confidential. Therefore, experts are not allowed to disclose any information about the applications submitted and results of the assessment and selection to the public. Depending on the action and the level of grant requested, the assessment of applications will be undertaken by minimum one expert, which can be either internal or external to the National Agency. Experts can also be appointed from another EU Member State or third country associated to the Erasmus+ Programme than the one of the National Agency. Experts must not be in a situation of a conflict of interest3 in relation to the proposals on which they are requested to give their opinion. To this end, they must sign a declaration provided by the National Agency that no such conflict of interest exists and that they undertake to inform the National Agency should such conflict arise (cf. template in Annex I to this Guide). The same declaration binds experts to confidentiality. Persons involved in an application for the action and selection round under assessment are considered as being in a situation of a conflict of interest for that selection round and will not be appointed experts. When a potential conflict of interest is reported by the expert or brought to the attention of the National Agency by any means, the National Agency will consider the circumstances and decide either to exclude the expert from the assessment of the given application or the whole selection round or allow the expert to take part in the assessment, depending on the objective elements of information at its disposal. 3 Regulation (EU, Euratom) 2024/2509 of the European Parliament and of the Council of 23 September 2024 on the financial rules applicable to the general budget of the Union (recast), OJ L, 2024/2509, ELI: http://data.europa.eu/eli/reg/2024/2509/oj (EU Financial Regulation), Article 61 (3): ‘… a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person… is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest’. http://data.europa.eu/eli/reg/2024/2509/oj 7 2.3 Personal data considerations Applications or reports may contain personal data. Experts should assume that some personal data will be included when they receive a body of work from the National Agency. Therefore, before accessing or downloading data provided by the National Agency, experts should apply data protection principles concerning purpose limitation, security, confidentiality, data minimisation, data retention and responsibility. Experts should protect any computers, tablets, laptops or mobiles with a strong password. Experts should consider encryption if the system allows it and other security settings, for example, remote locking or remote wiping of the device. Data should be stored locally, not in the cloud or other remote locations. However, if remote storage is the only option available, experts should use virtual private network (VPN) connections with solid encryption via servers located in EU/EEA countries. Data should not be transmitted by email to the expert's private email address, and experts should reduce the use of USB storage devices to the absolute minimum. When accessing European Commission tools, such as Erasmus+ and European Solidarity page or Assessment Module, experts are required to log in with their EU Login name and password. The EU Login name and password must not be shared or reused from other persons. The EU Login name is a unique identification of the expert, and authentication and authorisation mechanisms will link all expert actions in the European Commission tools with this EU Login. Therefore, the EU Login details should be protected, memorised and not written down. When working on a portable device, such as a laptop, tablet or mobile, extra care should be taken when leaving the device unattended. The device should be locked in a safe location when not used, even at home. An Internet connection via cable or protected WIFI network should be used when transmitting data to the device. We do not advise using WIFI connections in restaurants, cafes or other public locations. When working in public places, experts should consider the surroundings and avoid situations where other people may see data or documents provided by the National Agency on their devices. The expert's computer, laptop, tablet, or any other device should have all the latest security patches and fixes installed. Use of well-known anti-virus software is strongly advised. The use of screen recording software is not recommended. Extra care should be taken when using screen readers. When working from home, experts should apply the confidentiality rules and avoid showing the work to family members or other persons. Experts should use personal data only to assess the applications or reports, and data should be handed over or destroyed soon after the expert's work is concluded. The deletion, if applicable, should be permanent and not reversible. 8 In case of a suspicion of a breach of personal data protection, experts must immediately inform the National Agency and provide any information allowing the National Agency to assess the situation and take the necessary steps to secure the rights and freedoms of the affected data subjects. The National Agency must inform the European Commission within 48 hours after being told by the expert about the incident. 3. Assessment of applications 3.1 Preparation for assessment Before the start of the assessment, the experts need to be briefed by the National Agency on the Programme and the action under assessment, as well as on the assessment process and procedures. Experts will be provided with the reference documents for the assessment and with access to the online evaluation tool where they perform the assessment using standardised quality assessment forms. Before starting the assessment of applications, experts must: • have a sound knowledge of the Erasmus+ Programme Guide which provides all necessary information to potential applicants on the Programme in general and on the actions for which they can apply for a grant; • acquire an in-depth knowledge of the action concerned, its objectives, and the policy priorities that apply. For specific guidance on policy priorities, experts are referred also to the documents listed in section 6 of this Guide; • have an in-depth understanding of the award criteria applicable to the applications under assessment (cf. section 3.3); • know the content and structure of the application form; • be familiar with all the reference documents and tools provided by the National Agency; • have EU Login account created and access to the IT tools of the European Commission configured by the National Agency. Experts have to read the whole application carefully before completing the quality assessment form. It is recommended to read several applications before assessing any one of them in full: this allows experts to benchmark answers in different sections of the applications. Each expert works individually and independently, gives scores and comments for each criterion and summarises his/her assessment in the quality assessment form in the language specified by the National Agency. 3.2 Assessment The standard quality assessment forms are established by the European Commission and used in order to ensure a coherent assessment of applications. When assessing, experts have to: • Participate in the briefing organised by the National Agency; https://erasmus-plus.ec.europa.eu/erasmus-programme-guide 9 • Use the specialised IT tools provided by the European Commission with access granted by the National Agency; • Liaise with the National Agency for any issues related to the use of the IT tools provided by the European Commission; • Examine the issues to be considered under each award criterion; • Enter scores for each applicable criterion and provide comments on each criterion and on the application as a whole (cf. section 3.3); • Fill in the section on ‘typology questions’ (a set of yes/no questions that concern specific details of the application); • Validate the individual assessment; • Consolidate the individual assessments if more than one assessor is involved per application; • Approve each consolidated assessment where the expert in question is not the consolidator. 3.3 Award criteria and scoring Experts assess applications only against the award criteria defined in the Erasmus+ Programme Guide. Each award criterion is defined through several elements, which must be taken into account by experts when analysing an application. These elements form an exhaustive list of points to be considered before giving a score for the given criterion. These elements are intended to help experts arrive at the final assessment of the criterion in question; however, they must not be scored separately. In order to give clear guidance to experts on how individual elements of analysis should be assessed, further information is provided in section 5 of this Guide. When assessing applications against award criteria, experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application. Experts cannot assume information that is not explicitly provided. Information relevant for a specific award criterion may appear in different parts of the application and experts must take all of it into account when scoring the award criterion. Experts are in no case allowed to contact applicants directly. In case of any problems arising during the assessment, experts should contact the National Agency. The National Agency will decide whether the applicant needs to provide additional information or clarifications, or if the application should be assessed in the form it has been submitted. Experts must duly consider the type of project, the scale of the activities and the grant requested when analysing the applications. As projects may vary widely in terms of their size, complexity, experience and capacity of the participating organisations, whether they are more process- or result-oriented etc., experts have to apply the proportionality principle when assessing all award criteria, as indicated in section 5. https://erasmus-plus.ec.europa.eu/erasmus-programme-guide https://erasmus-plus.ec.europa.eu/erasmus-programme-guide http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf 10 An application can receive a maximum of 100 points for all criteria relevant for the action. Experts assess the application based on the given award criteria and score each criterion with maxima as defined in the Programme Guide. The total number of points out of a maximum of 100 for each application is the sum of scores given for each award criterion. Experts cannot use half points or decimals when assigning scores. In order to be considered for funding an application has to score at least the minimum total score specified in the Programme Guide for a given action, and at least half of the maximum points for each award criterion. Within the maximum number of points per award criterion, ranges of scores are defined that correspond to a fixed definition of the expected quality standard so that a coherent approach is implemented across experts and across countries. These standards are as follows: • Very good – the application addresses all relevant aspects of the criterion in question convincingly and successfully. The answer provides all the information and evidence needed and there are no concerns or areas of weakness. • Good – the application addresses the criterion well, although some small improvements could be made. The answer gives clear information on all or nearly all of the evidence needed. • Fair – the application broadly addresses the criterion, but there are some weaknesses. The answer gives some relevant information, but there are several areas where detail is lacking or the information is unclear. • Weak – the application fails to address the criterion or cannot be judged due to missing or incomplete information. The answer does not address the question asked, or gives very little relevant information. The table below shows the ranges of scores for the individual quality standards depending on the maximum score that can be awarded to the relevant award criterion. Maximum score for a criterion Range of scores Very good Good Fair Weak 50 43-50 34-42 25-33 0-24 40 34-40 28- 33 20-27 0-19 35 30-35 24-29 18-23 0-17 30 26-30 21-25 15-20 0-14 25 22-25 18-21 13-17 0-12 11 20 17-20 14-16 10-13 0-9 15 14-15 11-13 8-10 0-7 Experts are expected to give comments on each award criterion and, in their comments, refer explicitly to the elements of analysis under the relevant criterion. The comments on each award criterion have to reflect and justify the score given for it. At the end of the assessment, experts give a summary of evaluation of the application as a whole. In this summary, experts must provide a thorough analysis of the application highlighting its relative strengths and weaknesses and indicating what improvements could be made in the future in case of failed proposals. As this evaluation summary will be used by National Agencies to provide feedback to applicants, and justification for rejection decisions, experts must pay particular attention to clarity, consistency and appropriate level of detail. As part of the quality assessment, experts check the grant application for accuracy and consistency. In particular, they analyse the coherence of the grant request in relation to the proposed activities and results. In case the application is of sufficient quality to receive a grant but such coherence is missing, experts can suggest a reduction of the grant amount requested4, specifying clearly the grant items and the reasons why they are considered incoherent, disproportionate or excessive. However, it is the National Agency that ultimately decides on the grant amount that is awarded to successful applicants. Experts may not suggest a higher grant than the amount requested by the applicant. The National Agency monitors the quality of expert assessments and can require the expert to revise the assessment should the necessary quality standard not be met. Experts must assess all applications in full. However, depending on the approach chosen by the National Agency, the ‘Relevance’ criterion may be assessed first and if it scores below the minimum threshold required for funding, the evaluation process may be discontinued, and the proposal rejected at this stage. If the experts notice during the assessment that the same or similar text appears in two or more applications submitted under a given selection round, as well as any other indications of possible double submissions or original content/authorship issues, they must inform the National Agency immediately. 4 With the exception of Cooperation Partnerships, Small-scale Partnership projects and European Partnerships for School Development, where the lump sum grant is a fixed amount, and the experts cannot propose to downgrade or upgrade a project (i.e. attribute a different lump sum than the one requested by the applicant) or to reduce the amount of the fixed lump sum. 12 4. General principles of qualitative assessment 4.1 Consolidated assessment and final score In case an application is assessed by only one expert, then that expert’s assessment determines the final score and comments. In case of applications assessed by two experts, the two individual assessments will be consolidated in order to arrive at the final score and comments for the application. The final score may not include decimals. If the difference between the assessments of the two experts is less than 30 points of the total score for the application, one of the two experts is requested to prepare a consolidated assessment in terms of scores and comments. The consolidated assessment should always take into account the preceding individual assessments but the final version may differ in terms of numerical score and comments. The consolidation needs to be based on agreement between the two experts and provides a final recommendation to the National Agency on the grant amount to be awarded to the applicant. In case the two experts fail to agree on the consolidation, the National Agency will decide on the need for an independent assessment by a third expert. In case there is a difference of 30 points or more in the assessment results of both experts, the National Agency will always ask a third expert to undertake an additional independent assessment of the application, unless both experts have scored the application under the thresholds for acceptance for the given action. The final score will then be determined by the two assessments that are closest in terms of their overall score and the most extreme assessment will not be taken into account for the consolidated assessment. Consolidation of the two closest individual assessments will then follow the same rules as explained above. The consolidated assessment is considered the final experts’ assessment of a given application. It means that in case of applications for a grant, the consolidated assessment forms the basis for ranking the application on the list of eligible grant applications, while in case of applications for Erasmus accreditation for higher education mobility consortia, the evaluation committee determines if the applicant will receive the accreditation or not. 4.2 Proportionality To ensure that the Erasmus+ Programme fully reaches its objectives, experts shall assess the qualitative level of the planned activities, intended goals, expected impact and results of the project in a proportional way, in relation to the size and profile of the applicant organisations and, if applicable, project partners. Quantity (of activities planned, of priorities met or results produced, etc.) will not be judged in absolute terms but in relation to the capacities and potential of the applicants (and partners, where applicable). 13 4.3 Quality, cost-efficiency, value for money The funding rules of Erasmus+ Key Action 1 managed by National Agencies are largely based on unit costs (i.e. amounts are calculated per day, per participant, etc.). Experts may judge that some of the units indicated in an application form are not to be considered, even for projects deserving a high qualitative scoring. They may therefore propose a reduction of these units, which consequently will determine a reduction of the grant awarded by the NA, if the project is selected for funding. This approach applies to all actions of the Programme managed by National Agencies, with the exception of Small-scale Partnerships, Cooperation Partnerships and European Partnerships for School Development (Key Action 2) where the funding rules are based on a single and fixed lump sum amount. If the assessment of a Key Action 2 proposal shows that a proposal’s cost-effectiveness is not adequate, there is no possibility to "downgrade" or “upgrade” it to a lower or higher lump sum amount. This means that the proposal will not achieve the minimum score under the award criterion ‘Quality of the project design and implementation’ and it will have to be rejected. 5. Guidance on how to assess the award criteria In addition to the general principles described in chapter 4 of this Guide, this section provides explanation how to assess the award criteria for specific Erasmus+ actions: Key Action 1: Mobility of individuals • Mobility project for Higher education students and staff supported by external policy funds • Mobility project for School education pupils and staff • Mobility project for VET learners and staff • Mobility project for Adult education learners and staff • Mobility project for young people– Youth Exchanges • Mobility projects for youth workers • Youth Participation Activities • DiscoverEU Inclusion Action • Mobility of staff in the field of sport Key Action 2: Cooperation among organisations and institutions • Cooperation Partnerships • Small-scale Partnerships • European Partnerships for School Development Priorities applying to all Erasmus+ sectors and actions The four Erasmus+ Programme priorities apply to all sectors and actions and should be understood as both thematic focus points, and as overarching principles of project design. Applicants can indicate the priorities they are working on by selecting the relevant ones directly (in Key Action 2), and by selecting linked topics and activity formats. Experts should take into account the overall integration of the four programme priorities in project proposals, and should assess the potential of project proposals to become best practice examples under each of them: 14 • Inclusion and diversity Projects should promote social inclusion and aim at improving the outreach to people with fewer opportunities. When designing their projects and activities, organisations should have an inclusive approach, addressing barriers that hinder the participation of a diverse range of participants, including people with disabilities and people with a migrant background, as well as people living in rural and remote areas, people facing socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. Projects should contribute to the creation of inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. When assessing the inclusion dimension, experts should duly consider any extra support needed to work with these specific target groups. • Environment and fight against climate change: Projects should aim at raising awareness about environmental and climate change challenges. Experts will take into consideration if the project aims at developing competences in various sustainability-relevant sectors, striving for carbon- neutrality by promoting sustainable transport modes and including other green practices in their activities. Experts should be attentive at proposed innovative practices that will enable behavioral changes for individual preferences, cultural values and awareness for sustainable development, consumption habits, and lifestyles (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). • Addressing digital transformation through development of digital readiness, resilience and capacity: Projects should aim to increase the capacity and readiness of institutions, organisations, staff and learners to manage an effective shift towards digital education and youth work. Experts should take into account the purposeful use of digital technologies to carry out the projects, the development of digital skills and expertise in the use of digital tools for teachers, youth workers and learners, and the creation or innovative use of digital education content. • Participation in democratic life: Experts should consider if projects address the challenges and barriers that limit citizens’ participation in its democratic processes and contribute to their increased awareness and understanding of the European Union, supporting participants in overcoming the difficulties in actively engaging and participating in their communities or in the Union's political and social life. Projects supporting this priority should aim to promote active citizenship and ethics in lifelong learning, reinforce participatory and citizenship competences, 15 foster the development or improvement of social and intercultural competences, critical thinking and media literacy. People’s participation in democratic life, social and civic engagement can be promoted through meaningful formal or non-formal learning experiences. This priority focuses also on awareness-raising and understanding of the European Union context, notably as regards the common EU values5, the principles of unity and diversity, as well as their cultural identity, cultural awareness and their social and historical heritage. 5 EU values are set out in Article 2 of the Treaty of European Union and briefly defined here: https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and- values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en 16 Key Action 1: Mobility of individuals Mobility projects for higher education students and staff supported by external policy funds Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Quality of the project design and cooperation arrangements (maximum 40 points), Project-level award criterion The extent to which the applicant organisation describes with clarity the responsibilities, roles and tasks between partners. The expert should assess the planned cooperation arrangements, including: • Who offers which courses and when? • Who provides support for visa/insurance/accommodation? • Who is in charge for the selection and/or evaluation of participants? • What will the students/staff have to do? • If applicable, how the finances will be split between the applicant and its partner(s) and whether the organisational support grant will be shared. • How will communication channels work? • Are there specific provisions regarding the organisation of traineeships? The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength; • Non-discriminatory approach: ensure that the proposed activities are designed to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. A reference to the Erasmus Charter for Higher Education (ECHE) also covers this aspect. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 17 The completeness and quality of arrangements for the selection of participants, the support provided to them and the recognition of their mobility period (in particular in the third country not associated to the Programme). The expert should assess the planned practical implementation of the mobilities, in particular: • The clarity, completeness and quality of all the phases of the mobilities (preparation, implementation of mobility activities and follow- up). • The appropriateness of measures for selecting participants. Special attention should be given by the expert to measures planned by the applicant and its partner organisation(s) in accordance with the Inclusion and Diversity Strategy of the Erasmus+ programme and applicable national guidelines. • The information and support provided prior to the mobility, e.g. accommodation services, language training, learning/mobility agreements and administrative support (insurance, visa, etc.). • The mechanisms envisaged for recognition of student learning outcomes (e.g. ECTS or other mechanisms). • The way in which the HEIs will recognise and reward the outcomes of outgoing staff mobility. The specific mechanisms to guarantee quality of traineeships when this type of mobility is envisaged. Relevance of the strategy (maximum 40 points), Region-level award criterion The extent to which the planned mobility project is relevant to the internationalisation strategy of the higher education institutions involved. The rationale for choosing staff and/or student mobility and the previous experience of similar projects with higher education institutions/organisations in the partner region. The expert should assess how the planned activities fit the applicant and partner institutions’ internationalisation strategies and reinforce their capacities. The expert should assess the justification provided for the choice and volume of activities requested, with respect to the internationalisation strategies, capacities and previous experience of the institutions involved. In line with the Programme's inclusion dimension, partnerships with newcomer and less experienced HEIs are encouraged, as participation is expected to have a particularly high impact on them. Impact and dissemination (maximum 20 points), Region-level award criterion The potential impact of the project on participants, beneficiaries, partner organisations, at local, regional and national levels the quality of measures aimed at disseminating the results of the mobility project at faculty and institution levels, and beyond where applicable, in all countries involved. The expert should assess the potential impact and dissemination of the project results in terms of: • The potential impact of the mobility on individuals and HEIs, at local, regional and national level during and after the project lifetime in proportion of the project size and scope. • The dissemination activities described and the channels mentioned. • The strategy for monitoring and evaluating the outcomes of the mobility. 18 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 20 points) The extent to which the applicant’s profile, experience, activities and target population of learners are relevant for the field The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. In case of education providers, the ‘target population of learners’ refers to the profiles of learners enrolled in the organisation. For other organisations (e.g. education authorities or coordination bodies), the same term encompasses the categories of learners for which the organisation is in charge, or for which it is providing services. The extent to which the project proposal is relevant for the objectives of the action The expert should assess if the objectives of the action as stated in the action’s chapter in the Programme Guide are addressed. The objectives and overall framework of each project should be complementary with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation that the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. ; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 19 The extent to which the project proposal is relevant for the following specific priorities: • Supporting newcomers and less experienced organisations This element highlights the importance of short-term projects as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. In this direction, the expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of people or individuals who have never or not regularly benefitted from the opportunities offered by this action in the past. The exact definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the project proposal is relevant for the following specific priorities: • Supporting participants with fewer opportunities • Supporting participants in ErasmusPro activities (in VET) • Supporting participants in long-term mobility of pupils (in school education) In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider if the proposed activities (if any) and the applicant organisation have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected). In the fields of VET and school education, the expert should also take into account if the applicant organisation has committed to implementing long-term mobility activities for learners, which constitute more challenging and impactful formats offered by the Programme. In the field of adult education, the expert must pay particular attention that the project proposal includes an inclusive and balanced mix of participant profiles, with significant involvement of participants with fewer opportunities, in line with the objectives of the action. Significant involvement of participants with fewer opportunities can be quantitative (by involving a large proportion of participants in this profile), or qualitative (by designing activities that give particular attention to inclusion, integration and support of participants with fewer opportunities). Quality of project design (maximum 50 points) The extent to which the proposed project objectives address the needs of the applicant organisation, its staff and learners in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The extent to which the operational and logistical aspects of the project design (such as proposed venues) are appropriate and cost-effective; The expert should consider if the plans proposed by the applicant are appropriate in terms of their cost and purpose. For example, if costly venues are proposed, the expert should evaluate if those venues are necessary or could be replaced by other, less costly options without a negative effect on the project in terms of its objectives, inclusion, or other relevant aspects. 20 The extent to which the proposed activities are appropriate for the achievement of the project objectives The expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project incorporates the use of digital tools (particularly eTwinning for school education and iVET, and EPALE for cVET and adult education) and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider both the number of participants that will benefit from blended forms of activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. Quality of follow-up actions (maximum 30 points) The extent to which the applicant has clearly defined the tasks and responsibilities for delivery of activities in accordance with Erasmus quality standards This element refers to the distribution of tasks and responsibilities among the staff members of the applicant organisation. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes This element covers the applicant’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the applicant’s proposal on how to evaluate if the stated objectives have been reached. The expert should consider whether the proposed methods are clear and whether the defined success criteria are clearly observable/measurable. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 21 Mobility projects for young people: Youth Exchanges Award criteria elements as described in the Programme Guide Guidance on how to assess the criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should assess how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action. The expert should assess if the proposal addresses the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed 22 these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of the participating organisations and participants of the exchange. The expert should assess if the rationale for the project is clearly described. The expert should assess if the applicant explains why the project is needed and how the demand for the project has been identified. The expert should evaluate if the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project is suitable for producing high-quality learning outcomes for the participants. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, during and after the project lifetime and outside the organisations and individuals directly participating in the project, at local, regional, national and/or European or global level. The expert should assess if the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of newcomers and less experienced organisations and of groups of young people are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases. The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages. The extent to which the balanced representation of participants in terms of countries and gender is respected and the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed the proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. 23 when defining the way participants will be selected). Furthermore, the Programme strives for geographical and gender balance. The expert should take this angle into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including any online/ digital components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass. The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/ development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory. The expert should consider all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective. The expert should assess how the project plans to address the issue of protection and safety of participants, and which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. The expert should also look for the presence of accompanying people, that will support the young people with fewer opportunities, should such individuals be present. The extent to which the tasks and responsibilities for the activities are clearly The expert should assess if all relevant tasks and responsibilities have been covered and clearly assigned and distributed among the persons implementing the project. 24 defined in accordance with Erasmus quality standards. The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert shall assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will consider the following factors during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives The expert shall assess the extent to which the participating organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert shall verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the proposal should demonstrate that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. 25 The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert shall consider how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should assess also how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 26 Mobility projects for youth workers Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the youth work field. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project proposal is relevant for the objectives of the Action. The expert will assess the references in the proposal to the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and the proposal should address them in a qualitative way. 27 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of development of the participating youth workers and youth work organisations. The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert should look for explanations on why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. 28 The extent to which the project is suitable for: – reinforcing or transforming the participating organisations’ practice, in relation to quality, innovation and recognition of youth work, as well as their scope, from local to global as appropriate. – producing high-quality learning outcomes for participating youth workers. – involving participants active in youth work in the participating organisations as well as organisations who undertake concrete youth work and regular work with young people on local level. – producing impact on participating youth workers and participating organisations during and after the project lifetime. – producing impact outside the organisations and on individuals not directly participating in the project, at local, regional, national and/or European or global level. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The expert should consider how the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved. The expert should consider how the project would equip youth workers with competences and methods for their professional development (including for digital youth work), aiming at having a clear impact on their regular work with young people and on their organisation they are active in, fostering the development of quality youth work at local, national and European level, contributing to the European Youth Work Agenda for quality, innovation and recognition of youth work. The expert should consider the project’s impact on others (where relevant also on communities and youth work practices). The extent to which (if applicable) the proposed system development and outreach activities are contributing to the development of youth work environment. The expert should, if applicable, consider the expected impact of proposed system development and/or outreach activities on the youth work environment. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of young people and youth workers who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. 29 Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation, contributing not only to the participants' practice, but also improving the quality of youth work within the participating organisations. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. When considering this element, the expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner all the phases of the project (preparation, implementation and follow-up) and the active involvement of the participants in all the phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The extent to which the balanced representation of participants in terms of countries and gender is respected. The Programme strives for geographical and gender balance. The expert should take this into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the measures for selecting youth workers are appropriate and in line with youth worker definition in legal base The expert should take into consideration that in order to ensure a wider benefit and impact of the project, it is important that a real connection exists between youth workers and the local youth work field. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. The expert should look at the non-formal and informal learning processes proposed, at which extent such processes are suitable of stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants and participating organisations involved. The expert will assess also if such learning processes are planned in a participative way and analysed throughout the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities. The expert should evaluate how digital tools and virtual components are included in the proposed activities and will be used to support learning and to complement physical activities. 30 The extent to which the support measures for reflection process, the identification and documentation of the participants' learning outcomes, and the use of transparency and recognition tools, in particular Youthpass, are appropriate. The expert should consider how participating organisations have addressed the participants’ learning objectives, how they plan to support reflection around those, as well as the identification and recognition of the participants’ learning outcomes. The expert should also consider as an element of project quality, if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. The extent to which (if applicable) the tools and practices proposed under “system development and outreach activities” are appropriate and can be replicated and inspire other organisations. The expert should focus on the design and quality of complementary activities (if any) and on their replicability. The expert can consider the following questions in this regard: Can tools and/or practices proposed be adapted or re-used by other organisations? How do the organisations plan to make other actors from the field aware of such tools and practices and to inspire other organisations and processes? Quality of project management (maximum score 30 points) The extent to which the quality of the practical arrangements, management and support modalities are satisfying. The expert should assess all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures foreseen to ensure safety and protection of participants are adequate and effective. The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. The expert should always keep in mind that activities must be organised with a high standard of safety and protection for involved participants. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards. The expert should consider the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the plan for cooperation and communication between the participants of the group(s), participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work). 31 - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project. - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project. - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives. The expert should verify that the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities. The expert should also verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert should check that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine- tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will assess how the participating organisations have reflected together on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 32 Youth participation activities Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action The expert should consider that the proposal references the objectives of the Action as stated in the action’s chapter in the Programme Guide. The expert should evaluate the extent to which the objectives and overall framework of each project is complementary with those objectives and are addressed in a qualitative way. In particular, the expert should consider how the proposal fosters young peoples' engagement and empowers them to become active citizens. 33 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • The proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • The proposed activities are designed in a non- discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria; • The presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • How opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; The extent to which the project and the proposed activities address the needs of the young people and participating organisations The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project provides a European added value The expert should consider whether the proposed activities bring added value at EU level through results that would not be attained by activities carried out in a single country or through relevance of proposed activities beyond the national context (with regard to the topics, aims, approaches and expected outcomes). The extent to which the project is suitable for producing high-quality learning outcomes for the participants The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, as well as for young people and organisations not directly participating in the project, at local, regional, national and/or European or global level The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). 34 The extent to which the project introduces newcomers and less experienced organisations to the Action, including groups of young people The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates consistency between identified needs, project objectives, participant profiles and activities proposed; The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in the funded activities. The expert should judge whether the applicant has explained convincingly how the implementation of all the proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages (as in Youth participation activities, young people need to have a significant role throughout the project). The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities; In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. when defining the way participants will be selected). The extent to which the project addresses sustainable and environmental-friendly practices The expert should consider that the proposal refers both to the content of the project’s activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project makes use of alternative, innovative and smart forms of youth participation The expert should keep in mind that the Youth participation activities format is designed in a particularly open manner in order to include a range of methods and approaches to youth participation and allow development and testing. The expert should judge to what extent the project intends to incorporate new or alternative ideas, practices or tools for youth participation, be it through digital or other formats. 35 The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards The expert should focus on the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. 36 The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project; The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project; - the means of communication and cooperation (including use of digital tools) - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities In the case of Youth participation activities with no partner organisations, the expert should consider how the organisation will share tasks and responsibilities internally, and the involvement of potential external stakeholders in the project. If the project will be supported by one or more coaches, the envisaged cooperation and relevance of their expertise in relation to the objectives of the project should be considered. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes in relation to its objectives; The expert will verify to what extent the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities and that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert will verify that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will focus on how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the 37 project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 38 Mobility project for young people: DiscoverEU Inclusion Action Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 40 points) The relevance of the project to: - the objectives of the Action; - the needs of the participating organisations and participants; - the extent to which the project enables learning through discovery; The expert will evaluate to which extent the proposal corresponds to the objectives and the format of the Action as described in the corresponding action chapter in Part B of the Programme Guide. The expert will assess to what extent the rationale for the project is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant) and to the specific target group. In particular the expert should pay attention to the following specific aspects: • the proposal involves as participants exclusively young people with fewer opportunities as described in the Erasmus+ Programme Guide and in the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy6. Their participation in DiscoverEU on an equal footing with their peers is vital to contribute to inclusion and diversity of young people and to enable their learning through discovery. • the proposal promotes diversity, intercultural and inter- religious dialogue, common values of freedom, tolerance and respect for human rights as well as aims on enhancing critical thinking and sense of initiative of young people when preparing them for, accompanying them during and following up after their DiscoverEU travel The extent to which the project is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The expert should take the following factor into consideration during the assessment: - Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength. The potential impact of the project on participants and participating The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact both on participants and organisations involved (and, 6 https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf 39 organisations during and after the project lifetime; where relevant, on communities/practices) also after the end of the project lifetime. The extent to which the organisation can proof previous experience in working with young people with fewer opportunities at grass root level The expert should consider that DiscoverEU Inclusion Action is specifically addressed to grass root organisations, which work regularly with young people with fewer opportunities and which can identify early enough potential participants to prepare them for their DiscoverEU travel. The organisation has to strike the right balance between offering suitable assistance and encouraging the young people to as much autonomy as possible. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. Organisations implementing the DiscoverEU Inclusion Action may foresee elements in the travel itinerary as well as in pre- and after activities, that address at least one of the EU priorities on green, digital or the participatory dimension of the Erasmus+ Programme. Please refer to the DiscoverEU routes7 as an option and inspiration for the travel The extent to which the project introduces newcomers and less experienced organisations to the Erasmus+ Programme that can prove experience in working with young people with fewer opportunities The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of the project design (maximum score 40 points) The proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the participants’ and organisation’s needs and challenges, and if achieving these objectives can lead to positive changes at the level of the organisation and of the participants. The expert should assess whether the applicant has provided a convincing explanation of how the implementation of all proposed activities will logically lead to achieving the project’s stated objectives. The clarity, completeness and quality of all the phases of the project: preparation tailored to the specific needs of the participants, support during the travel, implementation of activities and follow-up; The expert should assess to what extent the description of the different phases is clear and complete and shows that the organisation and the DiscoverEU participants have agreed on a division of tasks, programme of the activities during the travel, working methods, practical arrangements, catering for the needs of the participants and follow up measures. 7 https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en 40 The extent to which the participants are involved in all phases of the activities The expert should focus on how the organisations plan to give an active role and involve young participants during the project lifetime while giving as much autonomy to the participants as possible. The activities are designed in an accessible and inclusive way In line with the inclusion dimension of the Programme, the expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The experts should also consider if the applicant organisations have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected), as well as participants with different background and abilities. In addition, the expert should verify that the proposal shows that the activities and profiles of the participants fit the action, engages the young people with fewer opportunities in all the steps of their DiscoverEU travel (before, during and after) and ensure equal footing with their DiscoverEU peers while travelling across Europe The quality of arrangements and support for the reflection process, the identification and documentation of the participants' learning outcome, and the use of Youthpass; The expert should consider how the organisations have addressed the issue of participant’s learning objectives, how they plan to support the reflection around those, their identification as well as the recognition of their learning outcomes. The fact that - beyond making available the Youthpass certificate to participants - the participating organisations intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process is considered as an element of quality of the project. N.B. the Youthpass for DiscoverEU inclusion action is still under development and might not be available at application stage – experts are, therefore, invited to assess the learning outcomes in a general way until Youthpass for the Inclusion Action is implemented. The adequacy and effectiveness of the measures foreseen to ensure safety and protection of participants; The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the activities incorporate sustainable and environmental-friendly practices The expert should consider that the project refers both to the content of the project’s activities and objectives with a focus on sustainable and environmental-friendly practices, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 41 Quality of project management (maximum score 20 points) The quality of the practical arrangements, management and support modalities; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The quality of the cooperation and communication with other relevant stakeholders if applicable; The expert should assess to what extent the proposal shows that the organisations have established and will run a cohesive cooperation with active involvement of all partners and with common goals to be achieved, if applicable. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of the organisation with other relevant stakeholders in the project; - the profile and background of organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas; - a clear and commonly agreed definition of roles and tasks of each organisation involved in the project, where relevant; - the capacity to ensure effective follow-up and dissemination of the results achieved through the project; - the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The quality of measures for evaluating the different phases and outcomes of the project; The expert should verify that the proposal shows that the organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert should examine to what extent the final evaluation will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. The expert should also check that besides the final evaluation, the proposal shows that participating organisations will monitor the implementation of the mobility activities to ensure the smooth running of the project and fine-tuning, if necessary. The appropriateness and quality of measures aimed at disseminating the outcomes of the project within and outside the participating organisations. The expert should focus on the organisations have reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also, at how the organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. 42 Mobility of staff in the field of sport Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance and impact (maximum 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the grassroots sport The expert should consider if the applicant organisation forms a genuine part of the grassroots sport field. Grassroots sport is defined as physical leisure activities practised regularly at non-professional level by people of all ages for health, education or social purposes. The extent to which the project proposal is relevant for the objectives of the action The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be in line with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the project proposal is relevant for the needs and development of the participating organisations and staff The expert should assess to what extent the rationale for the project is clearly described. In this direction, the expert should look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the participating organisations and the individual participants The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. 43 The extent to which the project is suitable for: • Producing high-quality learning outcomes for participating staff; • reinforcing or transforming the participating organisations’ work practices, increasing its quality, capacities and innovation • producing potential impact on participating organisations and staff during and after project lifetime The expert should verify that the proposal equips staff with competences and methods for their professional development, aiming at having a clear impact on their regular work and on their organisation they are active in. Potential impact on transformation of participating organisations’ work practices is clearly described. The extent to which the project defines concrete learning outcomes The expert should consider if the learning outcomes for the participants are clearly explained and in line with the identified needs. The proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning. Recommended EU recognition tool for sport staff: Europass. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme; The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by the Programme in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of project design and implementation (maximum 40 points) The extent to which the proposed project objectives address the needs of the applicant organisation and its staff in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The quality of practical arrangements, management and support modalities The expert should consider if the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, monitoring of activities, ensuring the safety of participants. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider that the project refers both to the content of the activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 44 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider that the project refers both to the number of participants that will benefit from virtual activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The balanced representation of participants in terms of gender; The expert should assess the composition of the group of participants involved in the projects which should be the closest possible to ensuring the principle of gender balance. For staff from non-grassroot organisations, a clear explanation how participation of such staff will benefit grassroot sport If the applicant organisation is a non-grassroots sport organisation (e.g. international organisation) the expert should assess if the proposal contains a clear explanation how participation of such staff will benefit grassroots sport Quality of follow-up actions (maximum 30 points) The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 45 Key Action 2: Partnerships for Cooperation Cooperation Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 25 points) The extent to which the proposal is relevant for objectives and priorities of the Action. The proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency; - In case of projects submitted by ENGOs in the fields of education, training and youth to the European Education and Culture Executive Agency: the extent to which the applicant runs activities that support the implementation of EU policies in one of these sectors. The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", the expert will consider it as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-12 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 46 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of the application. The expert should consider if the proposal proves that the participating organisations have already experience in the field.. If the organisations is not active in the relevant field/sector, the organisation must prove that it brings a clear added value to the project in the context of the field in which the application was submitted In the same way, the proposal shows how the area of activity of the participating organisation are related or have the potential to be implemented in the field of application. This element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the proposal is based on a genuine and adequate needs analysis. The expert should verify that the proposal proves that a solid analysis, drawing on existing knowledge, know- how and practice, has been carried out to identify needs of the target group(s), and organisations. 47 The expert should also examine that the needs identified are relevant for the field under which the proposal was submitted and are clearly linked to those priorities of the Action that the project intends to meet. The extent to which the proposal is suitable for creating synergies between different fields of education, training, youth and sport, or it has potentially a strong impact on one or more of those fields. The expert should examine that the project is likely to produce outcomes that may be relevant also for other fields of education, training, youth or sport than the field that is expected to be most impacted by the project. The extent to which the proposal is innovative. The expert should examine that the project is likely to produce results that will be innovative for its field in general, or for the geographical context in which the project is implemented. The innovative dimension of a project can relate to the content of the outputs produced by the project, and/or to the processes and working methods applied, and/or to the organisations and persons involved or targeted. For example, it will produce something significantly new in terms of learning opportunities, skills development, access to information, recognition of learning outcomes etc. The extent to which the proposal is complementary to other initiatives already carried out by the participating organisations. The expert will examine that the project will add to the existing knowledge, know-how and/or practices of the organisations and persons involved. AND/OR: If the application is based on a previous project or existing innovative content, it demonstrates significant added value compared to the previous project results or in terms of new target groups, educational, training or youth activities or geographical spread, and contributes to improving the quality of teaching/learning training in the countries participating in the project. In so far as the initial developer of these previous results is not participating in the project, the relationship between the participating organisations and the initial developer are transparent and respect pre-existing rights. The proposed innovation or complementarity is proportional to the scale of the project and the experience of the participating organisations. In case of inclusion projects involving staff or learners with fewer opportunities, the level of innovation should be considered in relation to the possibilities of the target groups involved. The extent to which the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. 48 Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the objectives of the project are clearly stated and can be achieved taking into account the nature and experience of the partnership. The expert should also take into account if achieving those objectives can lead to positive changes at the level of the organisations. The expert should consider if the proposal identifies and adequately addresses clearly specified needs of the target group of the project, including at a wider scale, not only benefitting participants who directly take part in project activities. The extent to which the proposed methodology is clear, adequate and feasible. The expert will assess to what extent the proposed methodology is realistic and appropriate for producing the expected results. The methodology builds on solid arguments /evidence basis and takes account of existing knowledge and practice. In case of inclusion projects involving staff or participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The expert should verify that the project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes The project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results. The expert should verify that the proposal shows that all phases of the project have been properly designed in order for the project to realise its objectives and address properly the identified needs. The expert will also assess to what extent the work plan is clearly defined, comprehensive and realistic and the project contains a clear and well-planned timetable. In addition, the grant requested (lump-sum amount) under which the project will fall is coherent with the activities that the applicant wants to implement and the objectives to be reached. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. 49 The extent to which the project is cost- effective and allocates appropriate resources to each activity. The expert should examine that the proposal provides value for money in terms of the results planned as compared to the grant requested lump sum. The grant requested lump sum is realistic for a good quality implementation of the planned activities. The expert will assess the resources allocated to each work package and activities, which need to be sufficient and adequate for a proper implementation. Activities also need to address crucial aspects of the award criteria such as inclusion, integration of results, and monitoring. The expert should compare the project and its work packages with other projects, in order to better consider applicant explanations in this regard. All project management activities should be included in a separate work package, without specific objectives, representing a maximum of 20% of the requested budget. The extent to which the project proposes appropriate quality control, monitoring and evaluation measures to ensure that the project implementation is of high quality, completed in time and on budget. The expert should verify that the proposal foresees appropriate evaluation and monitoring activities at critical stages of the project, which will allow measuring the progress and quality of the project activities and outcomes, as well as the appropriate use of funds. The quality control measures will allow the project to take any necessary corrective measures in time. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined. 50 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation between partner organisations. If Erasmus+ online platforms are available in the field(s) of the participating organisations: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, Youthpass) as tools for preparation, implementation and follow-up of the project activities. The expert should consider that the project refers both to the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and to the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The project is designed in an eco- friendly way and incorporates green practices in different project phases. The expert should consider the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). The extent to which the project clearly describes both qualitative and quantitative indicators, that are realistic, feasible, and contribute to strengthening the overall quality of the project. The expert should verify that the proposal presents a clear and coherent set of qualitative and quantitative indicators that are appropriate for the project’s objectives and planned activities, in order to assess its progress and results. 51 If the project plans training, teaching or learning activities: the extent to which these activities are appropriate to the project's aims and involve the appropriate profile and number of participants. The quality of practical arrangements, management and support modalities in learning, teaching and training activities. The expert should consider that in case transnational teaching, training or learning activities are proposed, these contribute directly to the objectives of the project and are strongly embedded in the project logic as a whole. The expert should examine that the proposal proves that the teaching, training or learning activities in a specific field are embedded in a coherent package of activities and that these activities are of the appropriate volume, bring an added value and will have a direct impact on the achievement of the project results. The expert should assess to what extent the teaching, training or learning activities are well conceived, i.e. the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, training, teaching or learning agreements, monitoring of teaching, training or learning activities, ensuring the safety of participants. If the project plans training, teaching or learning activities: The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles. The expert should consider that in case transnational teaching, training or learning activities are proposed, relevant transparency and recognition tools and/or policy approaches developed in the framework of policy cooperation at European level will be used for recognising and validating the learning outcomes of participants, such as: European / national qualifications frameworks; European framework of key competences and the European guidelines for the validation of non- formal and informal learning. Only for the Adult Education field: The expert should verify that the proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning and its permeability with formal education pathways. Recommended EU recognition tool for adult education staff: Europass. If the proposal provides for long-term teaching, training or learning activities of staff, the expert should look for a description of the measures put in place for ensuring the quality of the mobility activities, comprising 1) preparation including linguistic and subject preparation before and during the mobility and 2) support to and monitoring of participants during their mobility by the sending and/or hosting organisation. Only for the School Education field: The expert should verify that the proposal clearly describes how the learning outcomes of participating pupils and school staff will be recognised/validated within the context of the school and the curriculum. Recommended EU recognition tool for school education staff and pupils: Europass. If the project includes activities for pupils, these activities are integrated into the curriculum and contribute to achieve defined learning goals. Only for the VET field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1. Recommended recognition tools: ECVET, Europass. Only for the Higher Education field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1, in line with the Erasmus Charter for Higher Education (ECHE). Recommended recognition tool: ECTS. Only for the Youth field: The expert should verify that learning outcomes are recognised following the same arrangements and criteria used in mobility activities under Key Action 1, and notably through the use of Youthpass. 53 Quality of the partnership and the cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile, past experience in the Programme and expertise to successfully complete all project objectives. Taking into account the nature of the project and its expected impact, the expert should examine that the participating organisations have the skills and competences required to ensure that the work programme can be implemented efficiently, effectively and professionally. The expert should evaluate to what extent the proposal concretely identifies which skills, experiences, expertise and management support each of the participating organisations will make available to implement all aspects of the project proposed. The expert should also verify that the proposal shows that the participating organisations have established and will run a cohesive consortium with active involvement of all partners and with common goals to be achieved. In this respect, the following factors should be taken into consideration during the assessment: ▪ the level of networking, cooperation and commitment of each participating organisation in the project; ▪ the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications; ▪ the capacity of the consortium to ensure effective implementation, follow-up and dissemination of the results achieved through the project. ▪ in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) the participation of staff or learners with fewer opportunities. The expert should look for a clear and commonly agreed definition and an appropriate distribution of roles and tasks and a balanced participation and input of the participating organisations in the implementation of the work programme, taking into account the complementary competencies, the nature of the activities and the know-how of the partners involved. The expert will examine if it is necessary for the project's success to use expertise of organisations from different fields, and/or the project intends to impact more than one field of education, training and youth, relevant organisations of all concerned fields 54 participate in the project. The proposal demonstrates convincingly why the participation of the organisations from different fields of education, training, youth and/or other socio-economic sectors is best suited to produce the outputs that respond to the identified needs. The extent to which the project involves newcomers and less experienced organisations to the Action. The expert should verify if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert assesses if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. If applicable, the extent to which the involvement of a participating organisation from a third country not associated to the Programme brings an essential added value to the project (if this condition is not fulfilled, the participating organisation from a third country not associated to the Programme will be excluded from the project proposal at assessment stage). The participation of organisations from third countries not associated to the Programme provides genuine added value to the project because of the specific skills, experiences or expertise that these organisations bring to the project and that prove to be essential for the achievement of the project's objectives and/or to ensure a significantly higher quality of the project outputs. NB: If the proposal does not provide convincing evidence of such added value of a third country not associated to the Programme organisation's participation in the project, the latter will be proposed for removal from the project proposal at assessment stage. The expert shall continue the assessment process of the proposal without the participation of such partner and complete the assessment even without the participation of the third country not associated to the Programme organisation. Impact (maximum score 25 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 55 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as their wider communities. The project is likely to have a substantial positive impact on the participating organisations and on their staff and/or learners. The impact of the project on the participants and organisations involved is likely to occur during and remain after the lifetime of the project. The proposal demonstrates which benefits (trans-national, interdisciplinary, cross-field) the proposed cooperation brings to the partners – also in the long run, after Erasmus+ funding, e.g. how it contributes to the internationalisation strategies of the participating organisations. The extent to which the expected project results have the potential to be used outside the organisations participating in the project during and after the project lifetime, and at local, regional, national or European level. The project results have the potential to be transferred and exploited in other European countries. The proposal identifies relevant stakeholders, including policymakers at the most appropriate level, whether local, regional, national and/or European. Taking due account of the scope and size of the project: - it is likely to have a positive impact at local, regional, national and/or European level; - it is likely to lead to innovative developments at system level and/or provide useful input to policy developments; - it shows potential for scalability and synergies with other Erasmus+ actions and/or other European Programmes. 56 The project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. If relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations. The proposal identifies the project results that can be transferred to the relevant target groups. An appropriate and effective set of measures and tools will be used to reach the target groups for dissemination. The planned dissemination and exploitation activities will ensure an optimal use of the results at local, regional, national and/or European level depending on the scope and size of the project. In each of the participating organisations specific and adequate resources are allocated to the dissemination activities. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. Only for the Adult Education and VET fields: If relevant, the proposal explains if and how EPALE will be used to increase the impact of the project and support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results Platform. 57 The project proposal includes concrete and effective steps to ensure the sustainability of the project, its capacity to continue having an impact and producing results after the EU grant has been used up. The project is placed in a perspective that goes beyond the project period. It plans to achieve a multiplier effect and sustainable impact that are within its reach considering the scope and size of the project. If relevant for the type of project, its results will be integrated in the management / pedagogical framework of the participating organisations. If relevant for the type of project, the participating organisations have the intention and are able to attract external co-funding or other support from diverse sources to ensure sustainability of the activities developed by the project and continued use of outputs and results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the sustainability of the project. Only for the VET field: The proposal is likely to have the foreseen positive impact on the target groups beyond the project lifetime. The proposal explains which project activities and results are supposed to be continued and maintained after the end of Erasmus+ funding (i.e. continuation of new courses, use and maintenance of new teaching tools…) and how and with which resources other than from the EU (finance, staff, equipment) this will be done. Only for the Youth field: The proposal is likely to have the expected positive impact on the target groups beyond the project lifetime, in particular for participants with fewer opportunities. The proposal describes how the participating organisations will exploit the experience within the project to improve the situation of these target groups and to further stimulate their development after the activity. 58 Small-scale Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 30 points) The extent to which the project proposal is relevant to the objectives and the priorities of the Action. In addition, the proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency. The expert should assess if the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field-specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+ sectors, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", it will be considered as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-14 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 59 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of The expert should consider if the participating organisations form a genuine part of the field in which the application has been 60 the application. submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of their staff and the nature of the organisation area of activity and previous experience working in the field of the application. The expert should take into consideration that the Small-scale partnerships are particularly relevant to target newcomer and less experienced organisations. Therefore, previous experience within Erasmus+ should, in this case, not necessarily be considered as an element that determines the relevance of the proposal. However, it is essential that this organisation brings a clear added value to the project in the context of the field in which the application was submitted. The extent to which the proposal brings added value at EU level by building capacity of organisations to engage in cross-border cooperation and networking. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address the needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the proposed objectives are well explained in relation to the partner organisations’ needs and challenges, as well as the needs of the indicated target groups. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The extent to which the proposed methodology is clear, adequate and feasible: - project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results; - the project is cost-effective and allocates appropriate resources to each activity. The expert should consider if the application is sufficiently specific, clear, concrete, and realistic in presenting the content and expected results of proposed activities. Experts should judge if the partner organisations have explained convincingly how the implementation of proposed activities will logically lead to addressing the identified needs and the achieving the project’s stated objectives. In addition, the requested lump sum amount should be considered in view of achieving the objectives of the project. This should include a consideration on whether appropriate phases for preparation, 61 implementation, monitoring, evaluation and sharing of results have been planned. Value for money needs to be assessed, as the lump sum requested must be in line with and justified by the proposed activities. In order to do so, the expert should evaluate the proposal both at activity level as well as at the level of the entire project. The description of the definition of the grant amount is key in this evaluation. If possible, experts should also compare the project and its activities with other projects, in order to better consider these explanations. The simplified budget scheme does not require a separate budget for project management. Instead, these costs should be covered by the amounts allocated to each project activity. Around 20% of the project requested lump sum is typically used for project management expenses, but this can be flexible depending on the applicant's resources and project size and complexity. It can be acceptable that smaller projects may use a larger portion of their budget for these horizontal costs. If the proposed deliverables are found entirely insufficient to justify the requested grant, the award criterion should be assessed below the minimum threshold. (half of the maximum points of the award criterion) The work plan has to be clearly defined, comprehensive and realistic in relation to the requested lump sum amount. The portion of the grant amount allocated to each project activity described in the proposal should be sufficient and adequate to the nature and value of the activity. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes 62 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation with partner organisations. If applicable: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, EU Youth Strategy Platform) as tools for preparation, implementation and follow-up of the project activities. The expert should assess the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The extent to which the project is designed in an eco-friendly way and incorporates green practices in different project phases. The expert should take into consideration the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). Quality of the partnership and cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile. Experts should assess the extent to which the proposal clearly explains the reasons for participation of the involved organisations and their common interests. The role and contribution of each the participating organisation should be clearly described and taken into account. Consider the specific nature of Small-scale partnerships and their focus on newcomer and less experienced organisations, the expert should judge whether the participating organisations have the skills and competences required to run the proposed activities. While leaving scope for learning to cooperate and foster development throughout the project, organisations should ensure sufficient quality in the implementation, even if they have little or no previous experience within Erasmus+. 63 The extent to which the project involves newcomers and less experienced organisations to the Action. This element highlights the importance of small- scale partnerships as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. The expert should consider if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The expert must use past participation information included in the application form and they must apply the exact definitions of a ‘newcomer’ and ‘less experienced organisation’ provided in the glossary of the Programme Guide. The expert must register their conclusions as part of typology questions accompanying the assessment. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. In particular, considering the nature of this action, it is important that the proposal describes an active role and substantial participation of newcomer and less-experienced organisations in the project tasks and activities. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations. The expert should assess if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. Impact (maximum 20 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisation. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 64 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as the wider community. The expert should consider if the project can have a substantial positive impact on the participating organisations, their staff and learners, during and after the project implementation. If relevant and in proportion to the project size and scope, the experts should consider whether the proposal identifies target groups or organisations not participating in the project that will be positively impacted by the implementation of the activities. The extent to which the project proposal includes an appropriate way to evaluate the project outcomes. The expert should consider, in proportion to the project size and scope, the partnership’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the partner organisations’ proposal on how to evaluate if the stated objectives have been reached. The extent to which the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The expert should consider if the proposal identifies the project results that can be made available to the relevant target groups. The expert should also consider whether the partner organisations have used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 65 European Partnerships for School Development The main purpose of the European Partnerships for School Development is to encourage better cross-border cooperation and mobility among schools across Europe with a sustainable and systemic impact. Projects should do this through improvements in the practices, policies and procedures of school authorities and schools that will take place over the duration of the project and have an impact long beyond the project duration. It is also expected that school authorities apply the principles or changes developed within a Partnership for School Development to other schools under their authority that were not part of the project, contributing to a wider audience than the participating organisations. Projects need to achieve a balance between being realistic and ambitious to achieve systemic and long-term impact. This is why the award criterion “Impact” carries the largest part of the assessment with 35 out of 100 points, and all other criteria are linked to it. The large number of points reflects the complexity of the criterion and the wide variation in quality that experts may encounter. Experts should make full use of the 35 points scale to fine-tune their assessment and differentiate applications according to their level of quality. Recognising original, convincing and genuine proposals: experts should consider the information presented in the application form critically to evaluate • if it shows a real self-reflection on the part of the applicant; • if it is rooted in reality of everyday educational work and challenges in the school education systems of the participating countries and regions, and; if the links being established with European or national policy narratives are concrete and tangible. Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 15 points) Relevance for action objectives: the proposal contributes to the objectives of the European Partnerships for School Development; The expert should consider if the project addresses the objectives of the action as stated in the action’s chapter in the Programme Guide. NB: If the proposal does not provide convincing evidence that it is relevant to the objectives, the expert must assess the application to be below the minimum threshold for this award criterion. Needs analysis: the application is based on comprehensive analysis of needs and challenges in the school education systems of the participating countries/regions; The applicant must show precise and real challenges that the project will address. The needs analysis must include relevant context, real-life examples and data, and must explain why the project is actually needed. European added value: the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country; The expert should assess whether the transnational dimension of the project clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. EU values: the proposal is relevant for the respect and promotion of shared EU values, such as respect for human The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: 66 dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. Quality of project design (maximum 30 points) Work packages: ▪ the proposed methodology is clear, adequate and feasible; ▪ the project work plan is coherent, clear, complete and effective; Each work package must address its task as defined in the Programme Guide; it must be clear and concrete; implementable, and its progress must be trackable. The different work packages must be coherent, complementary and clearly contributing to overall project results. The relationship between each work package and the overall project objectives must be presented clearly and concretely, so that the contribution of every work package to the project objectives is explicit. The project methodology must be realistic and appropriate for producing the expected results. NB: If the application contains any work packages that are severely lacking in clarity, are impossible to track and evaluate, or do not address their task as defined in the Programme Guide, the expert must assess the application to be below the minimum threshold for this award criterion. Monitoring: the project proposes appropriate quality control, monitoring and supervision measures to ensure that the project implementation is of high quality, completed in time and on budget; The proposal clearly defines the people responsible for monitoring the project’s progress and results and defines an effective methodology and frequency of monitoring exercises. The application identifies potential risks and proposes effective ways to address them. 67 Budgeting: the project is cost-effective and allocates appropriate resources to each activity and partner; The expert should examine whether the proposal provides value for money in terms of the planned results and the expected impact compared to the defined project lump sum. The experts should assess the resources allocated to each work package and activity, and whether they are adequate for effective implementation and achieving the desired impact. The expert should compare the project proposal and its work packages with other project proposals to better assess the proposal’s value for money. Inclusion and diversity: the activities are designed in an accessible and inclusive way; The expert should consider whether the design of the activities is in line with the inclusion dimension of the Programme, and if the project proposal has the potential to increase the participation of people with fewer opportunities. Digital: the project incorporates the use of digital tools such as the European School Education Platform (including eTwinning) and learning methods to complement their physical activities and improve cooperation between partner organisations; The expert should consider whether digital tools and learning methods are used as part of the project in an effective way. The expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project proposal or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. Environmental sustainability: the project is designed in an eco-friendly way and incorporates green practices in different project phases; The expert should consider, if in addition or as part of their tasks, the project has the potential to raise awareness about environmental and climate change challenges. Participation and civic engagement: the project encourages participation and civic engagement. The expert should consider, if in addition or as part of their tasks, the project promotes participation and civic engagement. Quality of the partnership and the cooperation arrangements (maximum 20 points) Project coordinator: the coordinating organisation has appropriate expertise, resources and role in the education system to successfully lead the project; The expert should examine if the coordinating organisation has the capacity to coordinate the partnership and ensure that the project is implemented efficiently, effectively and professionally. The role of the coordinating organisation in the education system (responsibilities and decision- making capacity) must be appropriate for the scope and ambition of the project objectives. Partnership composition: ▪ the partner school authorities have complementary experience, needs, and roles in the education system; ▪ the partner schools have a clear and proportional role in the project; ▪ the partner schools are sufficiently diverse in terms of their experience in cross-border mobility and cooperation; The expert should evaluate to what extent the proposal identifies the contributions of each participating organisation in terms of expertise, resources and know-how to implement the project. Complementarity between school authorities means that they share similar challenges and interests, and are able to work on them together due to similar or compatible roles and responsibilities in their respective school education systems. The project role of each participating school must be clear. 68 ▪ the size and scope of the partnership is appropriate for the achievement of the planned project results; The participation of other organisations (apart from school authorities and schools) must be justified in relation to planned project results. Allocation of tasks: the proposed allocation of tasks demonstrates the commitment and continuous active involvement of all participating organisations, and in particular the coordinating and partner school authorities; The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks with active involvement of all participating organisations. Due to their role, responsibility and resources, a strong, continuous and practical, hands-on involvement of school authorities is necessary. Complementarity: the proposal is complementary to other initiatives already being carried out by the participating organisations, in particular Erasmus accreditations in Key Action 1; The expert will examine how the project will build on existing knowledge, practices and other projects of the participating organisations. If the participating organisations hold an Erasmus accreditation in the field of school education, they should create synergies with the European Partnership for School Development and demonstrate them with concrete examples (e.g. shared results, improved mobility procedures, easier and better recognition of learning outcomes). Communication and coordination: the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert must assess to what extent appropriate channels, tools, or platforms are in place for regular communication, and clear responsibilities are assigned for this purpose in each partner organisation. The continuity of project implementation must be ensured through involvement of multiple people per organisation, especially in school authorities. Impact (maximum 35 points) Project results: the project proposal clearly identifies improvements in the practices, policies and procedures of school authorities and schools that will happen as a result of the project; To be scored highly, proposals need to identify changes in the way the participating organisations operate (i.e. their practices, policies and procedures) and how the project will improve on that. For European Partnerships for School Development, such changes are more important than tangible outputs. Rather than spending a large part of the grant on developing new outputs, projects should identify and spread existing good practices and build on outputs from previous projects. When possible, changes in policy should accompany the changes in practices and procedures to consolidate them and lead to long-term impact. Tracking project results: the proposal defines clear implementation milestones, and qualitative and quantitative indicators to prove that the planned improvements have taken place; Within this criterion, project results refer to what will be done, while impact refers to the effects that these results will have. Tracking project results and tracking impact must be described separately (many applicants make the common error of tracking only results and not impact). The expert must assess whether the proposed plan is clear (coherent and sufficiently detailed) and realistic (achieving the implementation milestones will gradually lead to the expected results), and whether the proposed indicators are relevant, credible, clear and robust. 69 Tracking impact: the proposal defines clear qualitative and quantitative indicators to track the impact of the project results; Measuring impact consists of tracking the positive effects of the project results beyond the fact of having produced them. Impact is an effect of using the results and it should therefore start during the project and continue beyond the project duration. The expert must assess whether the proposed indicators are relevant, credible, clear and robust. Long-term impact: - the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations; - the project includes a clear plan and preparation to continue using its results after the project; The assessment of this element is based on a perspective that goes beyond the project period. The experts should assess if the proposed long-term impact plan is realistic, well-developed, and concrete. Transferable results: the planned project results can be used outside the participating organisations at local, regional, national or European level; The project results have the potential to be transferred to and used by other organisations in the participating countries (e.g. other schools under the responsibility of the same school authority, other school authorities in the same or different regions), as well as in other countries. Sharing results: the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The planned activities for sharing results are appropriate and will promote the use of the results at local, regional, national and/or European level. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. 70 How to assess the cost-effectiveness of a project proposal? Given the diverse nature of all the fields covered in the programme, the needs and type of activities presented by the applicants differ. It is therefore left to the applicants to describe the planned activities which are adequate for their respective objectives and fit within the funding level of the chosen lump sum. Such choice is based on the level of complexity and ambition of their proposal, considering elements such as the number of partners, the duration of the project and the number and type of proposed activities. A high degree of flexibility is left to applicants to define their targets in line with the programme objectives and build their project around the requested lump sum budget. The applicants are therefore not required to provide detailed cost estimate (staff costs, equipment, management costs, etc. Nevertheless, they are required to provide evidence for the elements of value for money in their application, showing that the amount requested is adequate to the content and objectives of their proposed activities. For this purpose, they are required to indicate the portion of the lump sum that they intend to allocate to the production of each of the outputs (work packages and activities). Experts assess the value for money at the level of each eligible activity and work package and at the level of the entire project, including annexes and as part of scoring the award criterion ‘Quality of the project design and implementation’. Proposals which are found to offer poor value for money will have a lower score and fewer chances to be selected for funding. In case the expert finds the proposed deliverables entirely insufficient to justify the total requested grant, award criterion ‘Quality of project design and implementation’ should be scored below the minimum threshold (half of the maximum points of the award criterion) and consequently, the proposal should be rejected. In addition to assessing the cost-effectiveness of the entire project, the expert needs to take into account the funding that applicants have proposed to allocate to each work package/activity. For this purpose, the key aspect to consider is the explanation that applicants have provided about the composition of costs included in the work package/activity. At the level of work packages/activities, experts should also use the comparison method both within a project and with other projects to contextualise the explanations provided by the applicants. The resources to be allocated by the applicant to each work package and/or activity must show a balance between cost-effectiveness and the delivery of good quality. In particular, crucial aspects referred to in award criteria (inclusion, integration of results, monitoring) must be adequately addressed. For the Cooperation partnerships and European Partnerships for School Development, all the activities directly linked to the management of the project shall be included in a specific work package (project management work package). This work package can represent maximum 20% of the requested budget for the other work packages. For the Small-scale partnerships, the budget allocated to the planning, organisation and management of the activities is to be covered with the amounts allocated to each of the project activities. Experts shall also take this aspect into account in their assessment. Based on experience of similar actions in the Erasmus+ programme, around 20% of the project requested lump sum is typically used for project management expenses. The reference value of 20% needs to be assessed in a flexible manner, considering that costs related to setting up and managing a project may vary from one applicant to the other function to their e.g. dimension, available resources, etc. Therefore, experts may deem it acceptable that smaller projects can use a larger portion of their budget to cover 71 the horizontal costs. The list below presents some examples for the approximate grant amounts attributed to typical activities in the 2014-2020 Programming period: - Project meeting with 8 participants: 4.500 – 6.000 EUR - Event with 100 participants: 10.000 – 20.000 EUR - Mobility of 20 participants for 10 days: 22.000 – 35.000 EUR - Language training for 20 participants: about 3.000 EUR The actual cost of a specific activity proposed in an application may vary depending on factors such as travel distances, labour costs in different countries, involvement of participants with fewer opportunities, choosing more environmentally sustainable services and products, etc. This is why the applicants are requested to provide a breakdown and explanation of their expected costs in the application form. The experts should use the information provided by the applicant when assessing if higher than average costs are justified, or if lower than average costs are realistic for a certain activity. In case of strong doubts about the value for money of an activity or the entire project, where the professional judgment of the expert alone is not sufficient, or in case of serious disagreement between two experts, a comparison with similar activities between projects and with previous projects funded under the action Strategic Partnerships in the Erasmus + programme 2014-2020 can be made as part of a consolidation exercise. Using this reference shall only be used as a methodological support, using the necessary degree of flexibility and proportionality to make the assessment fair and accurate. 72 6. Reference policy documents Transversal policy priorities for education, training, youth and sport ▪ Overall policy priorities - European Education Area - Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030): https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf - EU Youth Strategy – Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN - Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27: Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27 | Erasmus+ (europa.eu) - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy: Implementation guidelines - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy | Erasmus+ (europa.eu) - 2030 Agenda for Sustainable Development of the United Nations: http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm - Rethinking Education: Investing in skills for better socio-economic outcomes: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF - The EU Youth report: http://ec.europa.eu/youth/policy/implementation/report_en.htm - Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/docu ments/citizenship-education-declaration_en.pdf - Investing in Europe's Youth: http://ec.europa.eu/social/main.jsp?catId=950&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Commission communication "Strengthening European Identity through Education and Culture The European Commission's contribution to the Leaders' meeting in Gothenburg" (2017) http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN - Council Recommendation on Key Competences for Lifelong Learning, Official Journal, 2018/C 189/01 https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 - Commission communication “The Union of Skills”: https://eur-lex.europa.eu/legal- content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 - Council Recommendation “Europe on the Move – Learning mobility opportunities for everyone”: https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf - EN EUROPEAN COMMISSION Brussels, 5.3.2025 COM(2025) 89 final COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A: STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf ▪ Recognition and transparency - Europass: http://europass.cedefop.europa.eu/en/home https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf https://education.ec.europa.eu/sites/default/files/2025-03/STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home 73 - European Qualifications Framework: http://ec.europa.eu/eqf/home_en.htm - Youthpass: https://www.youthpass.eu/en/youthpass/ - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf - Validation: Council Recommendation of 20 December 2012 on the validation of non- formal and informal learning https://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF - Validation: Staff Working Document on the evaluation of the 2012 Council Recommendation on validation https://ec.europa.eu/social/BlobServlet?docId=22839&langId=en ▪ Digital education - The Future of Learning: New Ways to Learn New Skills for Future Jobs: http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html - Digital Competence Framework for Citizens (DigComp): https://ec.europa.eu/jrc/en/digcomp - Digital Competence Framework for Educators (DigCompEdu): https://ec.europa.eu/jrc/en/digcompedu - A collection of articles from Open Education Europa: https://www.schooleducationgateway.eu/en/pub/resources/oee.htm - Open Educational Resources and practices in Europe: http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html - Digital Education Action Plan: http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en ▪ Development of key competences - Brochure on Key Competences for lifelong learning: https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- 9d01-01aa75ed71a1/language-en - Council Recommendation of 22 May 2018 on key competences for lifelong learning, Official Journal 2018/C 189/01 - Commission Staff Working Document accompanying the document proposal for a Council Recommendation on Key Competences for Lifelong Learning, SWD (2018)14, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 - European Commission (2020) LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence - Cultural awareness and expression handbook: Open method of coordination (OMC) working group of EU Member States’ experts on ‘cultural awareness and expression’ (2016). https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50- 01aa75ed71a1 - European Commission (2016) EntreComp: The Entrepreneurship Competence Framework.https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/entrecomp-entrepreneurship-competence-framework - Council conclusions of 26 November 2012 on literacy: http://ec.europa.eu/eqf/home_en.htm http://ec.europa.eu/eqf/home_en.htm https://www.youthpass.eu/en/youthpass/ https://www.youthpass.eu/en/youthpass/ http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html https://ec.europa.eu/jrc/en/digcomp https://ec.europa.eu/jrc/en/digcomp http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://op.europa.eu/en/publication https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework 74 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393: 0001:0004:EN:PDF - Final Report of the EU High Level Group of experts on Literacy (2012): http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/ literacy-report_en.pdf - Addressing the gender gap in STEM education across educational levels - Publications Office of the EU - JRC Publications Repository - STEM competencies, challenges, and measurements: a literature review - JRC Publications Repository - STEM and STEAM education, and disciplinary integration: a guide to informed policy action ▪ Language learning - Commission Staff Working Document, 2012: "Language Competences for employability, mobility and growth: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC037 2&from=EN - Improving the effectiveness of language learning – CLIL and Computer-assisted Language learning, 2014: http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf - Rethinking language education in schools, 2017 - https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8- ac73-01aa75ed71a1/ - Migrants in European schools – learning and maintaining languages, 2017 https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73- 01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFn oECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ - Multilingual education in the light of diversity – lessons learned, 2017 http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf - The future of language education in Europe – Case studies of innovative practices, 2020 https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language- education/ - Education begins with language, 2020 https://op.europa.eu/en/publication-detail/- /publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en - Council recommendation on a comprehensive approach to the teaching and learning of languages, 2019 https://ec.europa.eu/education/education-in-the-eu/council- recommendation-improving-teaching-and-learning-languages_en http://eur/ http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en 75 Policy priorities in school education General policy information relevant for all project proposals: • Commission Communication on Achieving the European Education Area and the subsequent Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education (2021) education https://eurhttps://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal Tasks/education https:/eur-lex.europa.eu/legal- content/en/TXT/?uri=CELEX:32021H1214(01)lex.europa.eu/legal- content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 • Support to implementation of the 2021 Council Recommendation through the Working Group on Schools - thematic report and factsheet Blended learning for inclusion - Publications Office of the EU (europa.eu) - Learning for the green transition and sustainable development. Council Recommendation adopted on 16 June 2022. Implementation tools: peer learning (dedicated Working Group, Education for Climate Coalition under Erasmus+, GreenComp community of practices); funding; dissemination of resources https://eur- lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 - 28 November 2022: Council adopted a Recommendation on Pathways to School Success. Pathways to School Success | European Education Area (europa.eu) • Council Resolution of the European Education Area • Education and Training Monitor 2024 • Education and Training Monitor 2023 • Education and Training Monitor 2022 • DigCompEdu framework - https://europa.eu/!K4xkfK Tackling learning disadvantage, early school leaving and low proficiency in basic skills • Early School Leaving: https://education.ec.europa.eu/education-levels/school- education/early-school-leaving • European Toolkit for Schools ‘Promoting inclusive education and tackling early school leaving’: https://school-education.ec.europa.eu/en/insights/school- success-for-all • NESET Report: The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof (2022): https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec- b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 • A systemic, whole-school approach to mental health and well-being in schools in the EU (2023): https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e- 01aa75ed71a1/language-en/format-PDF/source-251233369 https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://education.ec.europa.eu/education-levels/school-education/pathways-to-school-success#:~:text=A%20Council%20Recommendation%20on%20%27Pathways,leaving%20from%20education%20and%20training. https://op.europa.eu/en/publication-detail/-/publication/b004d247-77d4-11eb-9ac9-01aa75ed71a1?msclkid=393f2efec14411ec90f4424a51cf0b18 https://op.europa.eu/webpub/eac/education-and-training-monitor/en/ https://op.europa.eu/webpub/eac/education-and-training-monitor-2023/en/index.html https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/ https://europa.eu/!K4xkfK https://europa.eu/!K4xkfK https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://school-education.ec.europa.eu/en/insights/school-success-for-all https://school-education.ec.europa.eu/en/insights/school-success-for-all https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 76 • Commission study on the assessment of the implementation of the 2011 Council recommendation on policies to reduce early school leaving (2019): https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9- b4bf01aa75ed71a1/language-en • OECD PISA 2022 Results (2022): https://www.oecd.org/publication/resultats-du- pisa-2022/#resultatspisa2022 • Commission Report on PISA and the EU (2018): https://ec.europa.eu/education/news/pisa-2018_en • Eurydice, Equity in Education (2020): https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school- education-europe_en • A whole school approach to tackling early school leaving: Policy messages, https://education.ec.europa.eu/sites/default/files/document-library-docs/early- school-leaving-group2015-policy-messages_en.pdf • NESET Report on A formative, inclusive, whole school approach to the assessment of Social and Emotional Education in the EU (2020): https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole- schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ Supporting teachers, school leaders and other teaching professions • EENEE-NESET Report (2023): Evidence-based Solutions to Teacher Shortages: https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical- report-No-1.pdf • Eurydice (2021) “Teachers in Europe – Careers, Development and Well-being” https://eacea.ec.europa.eu/nationalhttps://eacea.ec.europa.eu/national- policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdfpolicies/eurydice/sit es/eurydice/files/teachers_in_europe_2020_1.pdf • “Supporting teacher and school leader careers: a policy guide” (2020). Report of the ET2020 Working Group Schools. Also available: Summary and four Infosheets. https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b- 11eahttps://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f- 01aa75ed71a1/language-enb75f-01aa75ed71a1/language-en. Also overview and video available at: • Council conclusions “European Teachers and Trainers for the Future”, adopted on 26 May 2020: https://www.consilium.europa.eu/media/44115/st08269-en20.pdf • Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Commission Communication on Achieving the European Education Area https://ec.europa.eu/commission/news/towards-european-education-area- 2025https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017- nov-14_en2017-nov-14_en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://ec.europa.eu/education/news/pisa-2018_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en 77 • Commission’s 2020 Digital Education Action Plan for 2021-27: https://ec.europa.eu/education/education-in-the-eu/digital-education- actionhttps://ec.europa.eu/education/education-in-the-eu/digital-education-action- plan_enplan_en • OECD TALIS 2018 report: TALIS - The OECD Teaching and Learning International Survey - OECD • OECD TALIS 2024: Results from TALIS 2024 | OECD • • Attracting and retaining teachers and school leaders: a guide for career frameworks (2023): https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career- frameworks.pdf • Communication on Achieving the European Education Area (EEA) by 2025 • 2020 Council conclusions: European teachers and trainers for the Future • 2021 Eurydice report: Teachers in Europe: Careers, Development and Well-being • SELFIE for TEACHERS - https://education.ec.europa.eu/selfie-for-teachers • SELFIE for Schools: https://education.ec.europa.eu/selfie Promoting a comprehensive approach to language teaching and learning • NESET ad hoc report on the interventions supporting language learning needs of newly arrived migrant and displaced children (2022) : https://nesetweb.eu/en/news/new-neset-ad- hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived- migrant-and-displaced-children/ • Eurydice Report - Key data on teaching languages at school in Europe (2023): https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school- europe-2023-edition • Education begins with language - Thematic report from a programme of seminars with peer learning to support the implementation of the Council Recommendation on a comprehensive approach to the teaching and learning of languages (2019-2020): https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a- 01aa75ed71a1/language-en • NESET Report - The future of language education in Europe: case studies of innovative practices (2020): https://nesetweb.eu/en/resources/library/the-future-of-language- education-in-europe-case-studies-of-innovative-practices/ • Council recommendation on improving the teaching and learning of languages (2019): https://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015. 01.ENG https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://ec.europa.eu/education/resources-and-tools/document-library/eea-communication-sept2020_en https://op.europa.eu/en/publication-detail/-/publication/ac4c748c-aa18-11ea-bb7a-01aa75ed71a1/language-en/format-PDF/source-137808445 https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://education.ec.europa.eu/selfie-for-teachers https://education.ec.europa.eu/selfie https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG 78 Developing high quality early childhood education and care systems • Council Recommendation for high quality early childhood education and care systems, and its Annex, the European Quality Framework: https://ec.europa.eu/education/education-in-the-eu/council-recommendation- onhttps://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high- quality-early-childhood-education-and-care-systems_enhigh-quality-early-childhood- education-and-care-systems_en • Toolkit for inclusive ECEC (2021): https://op.europa.eu/s/oVdh • Report on How to recruit, train and motivate well-qualified ECEC staff: https://op.europa.eu/s/oVdi • Thematic reports on Monitoring and evaluating quality in ECEC: https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents • Erasmus+ and ECEC: project results and analysis: https://op.europa.eu/s/oVdj • Quality in early childhood education and care (ECEC: state of play in the EU Member States based on the European Quality Framework: https://education- socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early- childhood-education-and-care-ecec-state-play-eu-member-states-based- european-quality_en • Working with multilingual children and families in early childhood education and care (ECEC): https://education-socioeconomic- experts.ec.europa.eu/publications/analytical-reports/working-multilingual- children-and-families-early-childhood-education-and-care-ecec_en • Key date on early childhood education and care in Europe (Eurydice): https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood- education-and-care-europe-2025 • • Further background reading can be found on the Early childhood education and care (ECEC) website on Europa: http://ec.europa.eu/education/policies/early-childhood-education-and-care_en Recognition of learning outcomes for participants in cross-border learning mobility - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf • Commission Staff Working Document accompanying the document Proposal for a Council Recommendation on promoting automatic mutual recognition https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 • Recognition of learning periods abroad in general secondary education: Outputs by the Expert Network on Recognition of outcomes of learning periods abroad in general secondary education Recognition of learning periods abroad in general secondary education | ESEP (europa.eu) https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdi https://op.europa.eu/s/oVdi https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents https://op.europa.eu/s/oVdj https://op.europa.eu/s/oVdj https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad 79 • REPORT FROM THE COMMISSION TO THE COUNCIL on the implementation of the Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad EUR-Lex - 52023DC0091 - EN - EUR-Lex (europa.eu) o Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Executive summary Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Publications Office of the EU (europa.eu) Council conclusions on further steps to make automatic mutual recognition in education and training a reality EUR-Lex - 52023XG0526(03) - EN - EUR-Lex (europa.eu) Policy priorities in vocational education and training (VET) - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary- union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience: https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 - Factsheet - Vocational education and training: a future-proof approach (2020) https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en - Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies: https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf - Communication: Youth Employment Support - a Bridge to Jobs for the Next Generation (2020) https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en - Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee 2020/C 372/01 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2020.372.01.0001.01.ENG&toc=OJ:C:2020:372:TOC - The European Framework for quality and effective apprenticeships: http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 - European Alliance for Apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - Work-based learning: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2023:91:FIN https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52023XG0526%2803%29 https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 80 High-performance apprenticeships & work-based learning: 20 guiding principles: https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b- 11e7https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65- 01aa75ed71a1/language-enab65-01aa75ed71a1/language-en - Work-based Learning Handbook http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational- policy/doc/alliance/work-based-learning-in-europe_en.pdf - Reports on apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - EQAVET: https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf - Platforms of Centres of Vocational Excellence (COVE): https://ec.europa.eu/social/vocational-excellence - European Commission mapping study on approaches to Centres of Vocational Excellence: https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 - ET2020 Working group on VET, report on Innovation and digitalisation in Vocational Education and Training (2020): https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en - The Joint Research Centre report on Vocational education and smart specialisation strategies: https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c- 11eahttps://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e- 01aa75ed71a1/language-en/format-PDF/a07e-01aa75ed71a1/language-en/format-PDF/ - The European Training Foundation (ETF) international study on “Centres of vocational excellence - An engine for vocational education and training development: https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea- 991b-01aa75ed71a1/language-en/format-PDF - Entrepreneurship 2020 Action Plan - http://eur-lex.europa.eu/legalhttp://eur- lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52012DC0795content/EN/TXT/?uri=CELEX%3A52012DC07 95 - Entrepreneurship education: A Guide for Educators (2014): https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/re nditions/pdf - Towards Greater Cooperation and Coherence in Entrepreneurship Education" – Report of the High Level Reflection Panels on Entrepreneurship Education initiated by Directorate General Enterprise and Industry and Directorate General Education and Culture (2015): https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/re nditions/pdf More information can be found at: https://ec.europa.eu/education/policies/eu-policy- in-the-field-of-vocational-educationhttps://ec.europa.eu/education/policies/eu-policy-in-the- field-of-vocational-education-and-training-vet_enand-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en 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https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 https://ec.europa.eu/social/main.jsp?catId=1536&langId=en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en 81 Policy priorities in higher education - European strategy for universities: Commission Communication on a European strategy for universities | European Education Area (europa.eu) - European student card initiative: European Student Card Initiative | Erasmus+ (europa.eu) - European Universities Initiative : European Universities initiative | European Education Area (europa.eu) - Automatic mutual recognition: EUR-Lex - 32018H1210(01) - EN - EUR-Lex (europa.eu) - Micro-credentials: A European approach to micro-credentials | European Education Area (europa.eu) - Building bridges for effective European higher education cooperation EUR-Lex - 32022H0413(01) - EN - EUR-Lex (europa.eu) More information can be found at: Higher education | European Education Area (europa.eu) Policy priorities in adult education - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper- and-fairer-economic-and-monetary-union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Adult skills - Individual Learning Accounts: a tool to improve access to training; SWD(2021); - Council Resolution on a new European agenda for adult learning 2021-2030, https://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN - Recommendation on Upskilling Pathways (2016): http://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 - Staff Working Document on Recommendation on Upskilling Pathways: New Opportunities for Adults Taking stock of implementation measures: https://ec.europa.eu/info/sites/info/files/file_import/implementation- reporthttps://ec.europa.eu/info/sites/info/files/file_import/implementation-report- upskilling-pathways_en.pdfupskilling-pathways_en.pdf - Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52019XG0605(01) - Promoting adult learning: http://ec.europa.eu/education/policy/adult- learning/adult_en.htm - Career guidance; https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherP ubs=yes - PIAAC, the survey of adult skills: http://www.oecd.org/skills/piaac/ - Working group on adult learning: opening up opportunities for all (AL); https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://erasmus-plus.ec.europa.eu/european-student-card-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32018H1210(01) https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0413%2801%29 https://education.ec.europa.eu/education-levels/higher-education https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12876-Adult-skills-Individual-Learning-Accounts-a-tool-to-improve-access-to-training_en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 http://ec.europa.eu/social/main.jsp?catId=1224 https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/about/working-groups 82 Policy priorities in the field of youth - Report from the Commission to the European Parliament, the Council, the European Social and Economic Committee and the Committee of the Regions on the implementation of the EU Youth Strategy (2019-2021): https://eur- lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0636&from=ES - Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:C:2018:456:FULL - Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG - “Signpost for the future” – Final declaration of the 3rd European Youth Work Convention https://www.eywc2020.eu/en/convention/final-declaration/ - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on Digital Youth Work https://eur- lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2019.414.01.0002.01.ENG&toc=OJ:C:2019:414:TOCco ntent/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC % 3A2019%3A414%3ATOC - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on education and training of youth workers https://eur-lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:412:FULL&uri=uriserv:OJ.C_.2019.412.01.0012.01.ENGco ntent/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_. 2 019.412.01.0012.01.ENG - EU and Council of Europe Partnership in the field of youth, page on youth work recognition: https://pjp-eu.coe.int/en/web/youth-partnership/recognition - Proposal of Council Recommendation on the mobility of young volunteers across the European Union com_2022_15_1_en_act_part1_v4.pdf (europa.eu) - Decision (EU) 2021/2316 of the European Parliament and of the Council of 22 December 2021 on a European Year of Youth (2022) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021D2316Youth - Inclusion and Strategy Roadmap https://www.salto-youth.net/downloads/4-17- 4247/ID_roadmap.pdf - European Training Strategy 2021-2027 http://www.salto-youth.net/download/4265/European_Training_Strategy_2021- 2027_singlepage.pdf - Youth Participation Strategy https://www.salto-youth.net/rc/participation/ypstrategy/ - Youthpass strategy https://www.youthpass.eu/en/about-youthpass/youthpass- strategy/ More information can be found at: http://ec.europa.eu/youth/index_en.htm https://eur/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf https://urldefense.com/v3/__http:/www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf__;!!DOxrgLBm!UQjEXVQkL7v-hOV-M6-v0CG95EabTZqE0BHi1BoN-Aw4ijtD7Q3vw4Ocf7b6OPrW1XKPIg$ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm 83 Policy priorities in the field of sport - EU Work Plan for Sport 2021-2024: EUR-Lex - 42020Y1204(01) - EN - EUR-Lex (europa.eu) - Towards more gender equality in sport : recommendations and action plan from the High Level group on Gender Equality in sport: Towards more gender equality in sport - Publications Office of the EU (europa.eu) - COUNCIL Recommendation on HEPA (health-enhancing physical activity): EUR-Lex - 32013H1204(01) - EN - EUR-Lex (europa.eu) - Guidelines regarding the minimum requirements in skills and competences for coaches - Publications Office of the EU (europa.eu) - Safeguarding children in sport - Publications Office of the EU (europa.eu) - Mapping on access to sport for people with disabilities - Publications Office of the EU (europa.eu) - Mapping of corruption in sport in the EU - Publications Office of the EU (europa.eu) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/03fc8610-e4c2-11e9-9c4e-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/ae30070c-b986-11e9-9d01-01aa75ed71a1/language-en/format-PDF/source-search 84 Annex I - Declaration on absence of conflict of interests and on confidentiality DECLARATION ON ABSENCE OF CONFLICT OF INTERESTS AND ON CONFIDENTIALITY [Erasmus+], [Call for Proposals N° [XXX], [action], [selection round [final submission date]] Conflict of interests I, the undersigned [FAMILY NAME, first name], having been appointed as an expert for the abovementioned call, declare that: I am aware of Article 61 of the EU Financial Regulation 2024/2509, which states that: "1. Financial actors within the meaning of Chapter 4 of this Title and other persons, including national authorities at any level, involved in budget implementation under direct, indirect and shared management, including acts preparatory thereto, audit or control, shall not take any action which may bring their own interests into conflict with those of the Union. They shall also take appropriate measures to prevent a conflict of interests from arising in the functions under their responsibility and to address situations which may objectively be perceived as a conflict of interests. 2. Where there is a risk of a conflict of interests involving a member of staff of a national authority, the person in question shall refer the matter to his or her hierarchical superior. Where such a risk exists for staff covered by the Staff Regulations, the person in question shall refer the matter to the relevant authorising officer by delegation. The relevant hierarchical superior or the authorising officer by delegation shall confirm in writing whether a conflict of interests is found to exist. Where a conflict of interests is found to exist, the appointing authority or the relevant national authority shall ensure that the person in question ceases all activity in the matter. The relevant authorising officer by delegation or the relevant national authority shall ensure that any further appropriate action is taken in accordance with the applicable law. 3. For the purposes of paragraph 1, a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person, as referred to in paragraph 1, is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest." I do not fall under any of the following circumstances in which a conflict of interests might exist. I confirm that, if I discover before or during the performance of my tasks that a conflict of interests exists, I will declare it immediately to the National Agency. Disqualifying conflict of interests: Direct benefit in case of advice on development of a new policy; Involvement in the preparation of the proposal(s); Direct benefit in case of acceptance of the proposal(s); Close family relationship with any person representing a participating organisation in the proposal(s); 85 Director, trustee or partner of a participating organisation; Current employment by a participating organisation; Current involvement in a contract or collaboration with a participating organisation; Any other situation that compromises my ability to evaluate the proposal impartially; Potential conflict of interests: Employment by one of the participating organisations within the previous three years; Involvement in a contract or collaboration with a participating organisation within the previous three years; Any other situation that could cast doubt on my ability to evaluate the proposal impartially, or that could reasonably appear to do so in the eyes of a third party (Ex. Past or current personal relationships, nationality, political affinity, etc.). If applicable - I hereby declare that I fall under one or more of the above circumstances (please specify which and explain)*: *Ex. In case of employment by a structure including different departments or institutes, please specify the degree of autonomy between them. I hereby declare on my honour that the disclosed information is true and complete to the best of my knowledge. Confidentiality and personal data protection I confirm that I have read, understood and accepted the code of conduct for experts established in Annex 1 to the contract sent by the contracting party. I also confirm that I will keep all matters entrusted to me confidential and will process the personal data I receive only for the purposes of the performance of the present contract. If unnecessary or excessive personal data are contained in the documents submitted during the implementation of the contract, I will not process them further or take them into account for the implementation of the contract. I will not communicate outside the panel any confidential information that is revealed to me or that I have discovered. I will not make any adverse use of information given to me. I will comply with guidelines provided in section 2.3 – personal data considerations. Expert: [insert full name] Date: Signature: …

[…] 2026 ERASMUS+ Guide for Experts on Quality Assessment Actions managed by National Agencies Version 1 (2026): 22-12-2025 EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture European Commission B-1049 Brussels © European Union, 2025, version 1. Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. EUROPEAN COMMISSION ERASMUS+ 2026 Guide for Experts on Quality Assessment For actions managed by National Agencies Directorate-General for Education, Youth, Sport and Culture 2026-v1 Erasmus + EN 4 Table of Contents 1. Introduction .............................................................................................. 5 2. Experts .................................................................................................... 5 2.1 Role of experts ................................................................................... 5 2.2 Appointment of experts, code of conduct and prevention of conflict of interest .............................................................................................................. 6 2.3 Personal data considerations ................................................................ 7 3. Assessment of applications ......................................................................... 8 3.1 Preparation for assessment .................................................................. 8 3.2 Assessment ........................................................................................ 8 3.3 Award criteria and scoring .................................................................... 9 4. General principles of qualitative assessment ................................................ 12 4.1 Consolidated assessment and final score ............................................... 12 4.2 Proportionality ................................................................................... 12 4.3 Quality, cost-efficiency, value for money of the activities ........................ 13 5. Guidance on how to assess the award criteria .............................................. 13 Key Action 1: Mobility of individuals ........................................................... 16 Mobility project for Higher education students and staff supported by external policy funds........................................................................................ 16 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education ....................... 18 Mobility project for young people: Youth Exchanges ................................ 21 Mobility project for youth workers ......................................................... 26 Youth participation activities ................................................................. 32 Mobility project for young people: DiscoverEU Inclusion Action ................. 38 Mobility of staff in the field of sport ....................................................... 42 Key Action 2: Partnerships for Cooperation ................................................. 45 Cooperation Partnerships ..................................................................... 45 Small-scale Partnerships ...................................................................... 58 European Partnerships for School Development ...................................... 65 How to assess the cost-effectiveness of the project? ............................... 70 6. Reference policy documents ....................................................................... 72 Transversal policy priorities for education, training, youth and sport .............. 72 Policy priorities in school education ............................................................ 75 Policy priorities in vocational education and training (VET) ............................ 79 Policy priorities in higher education ............................................................ 81 Policy priorities in adult education .............................................................. 81 Policy priorities in the field of youth ........................................................... 82 Annex I - Declaration on absence of conflict of interests and of confidentiality ..... 84 5 1. Introduction A large part of the Erasmus+ Programme is implemented under the indirect management mode. This means that National Agencies are in charge of selecting projects to be co-funded and of approving accreditations under actions entrusted to them by the European Commission. National Agencies assess proposals1 with the assistance of independent experts to ensure that only those of the highest quality are selected and that only applicants fulfilling specified criteria are awarded a grant or accreditation 2 . As such, the final decision on the selection or rejection of applications is taken by the National Agencies. This Guide for Experts (hereinafter ‘the Guide’) is a tool for experts when assessing applications submitted to the National Agencies. It provides instructions and guidance in order to ensure a standardised and high-quality assessment of applications. This Guide provides information on: • the role and appointment of experts; • the principles of the assessment; • the assessment process in practice; • how to assess the award criteria for each action and field. 2. Experts 2.1 Role of experts The assessment and selection of grant applications is organised based on a peer review system following a transparent process that guarantees impartiality and equal treatment of all applicants. The role of experts is important to ensure a fair, impartial, consistent and accurate assessment of applications according to the objectives and policy priorities of the concerned action and field, as well as the criteria set out in the calls for proposals. The assessment is an essential part of the selection procedure. Based on the experts' assessment, applications per action and per field are ranked in quality order. The ranking list serves as a basis for the National Agency to take the grant award decision, following the proposal of the Evaluation Committee. Based on the experts' comments, the National Agency shall provide feedback to the applicants on the quality of their application in order to ensure transparency and help non-selected applicants improve their possible future applications (cf. section 4). Eligibility is checked by the National Agencies. If an expert identifies an eligibility issue (e.g. number of participants involved, type of project or/and activities, 1 Please note that the terms "proposal" and "application" are used interchangeably in this Guide. 2 Please note that in case of Erasmus accreditations in the fields of school education, vocational education and training, adult education and youth, additional documents will complement the information presented in this Guide. The additional information will be published on the website of the National Agencies closer to the relevant submission deadline. 6 implementation period) he/she has to inform the respective National Agency, before finalising the assessment. 2.2 Appointment of experts, code of conduct and prevention of conflict of interest Experts are appointed based on their skills and knowledge in the fields of education, training, youth and sport in which they are asked to assess applications. It is encouraged that National Agencies also include in their pool of independent experts, professionals with expertise in the inclusion and diversity field. To ensure their independence, the names of the experts are not made public. Experts are required to perform the assessment to the highest professional standards and within the deadline agreed with the National Agency. Through the appointment by the National Agency, experts are bound to a code of conduct as set out in the appointment letter or contract with the expert. All information related to the assessment process is strictly confidential. Therefore, experts are not allowed to disclose any information about the applications submitted and results of the assessment and selection to the public. Depending on the action and the level of grant requested, the assessment of applications will be undertaken by minimum one expert, which can be either internal or external to the National Agency. Experts can also be appointed from another EU Member State or third country associated to the Erasmus+ Programme than the one of the National Agency. Experts must not be in a situation of a conflict of interest3 in relation to the proposals on which they are requested to give their opinion. To this end, they must sign a declaration provided by the National Agency that no such conflict of interest exists and that they undertake to inform the National Agency should such conflict arise (cf. template in Annex I to this Guide). The same declaration binds experts to confidentiality. Persons involved in an application for the action and selection round under assessment are considered as being in a situation of a conflict of interest for that selection round and will not be appointed experts. When a potential conflict of interest is reported by the expert or brought to the attention of the National Agency by any means, the National Agency will consider the circumstances and decide either to exclude the expert from the assessment of the given application or the whole selection round or allow the expert to take part in the assessment, depending on the objective elements of information at its disposal. 3 Regulation (EU, Euratom) 2024/2509 of the European Parliament and of the Council of 23 September 2024 on the financial rules applicable to the general budget of the Union (recast), OJ L, 2024/2509, ELI: http://data.europa.eu/eli/reg/2024/2509/oj (EU Financial Regulation), Article 61 (3): ‘… a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person… is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest’. http://data.europa.eu/eli/reg/2024/2509/oj 7 2.3 Personal data considerations Applications or reports may contain personal data. Experts should assume that some personal data will be included when they receive a body of work from the National Agency. Therefore, before accessing or downloading data provided by the National Agency, experts should apply data protection principles concerning purpose limitation, security, confidentiality, data minimisation, data retention and responsibility. Experts should protect any computers, tablets, laptops or mobiles with a strong password. Experts should consider encryption if the system allows it and other security settings, for example, remote locking or remote wiping of the device. Data should be stored locally, not in the cloud or other remote locations. However, if remote storage is the only option available, experts should use virtual private network (VPN) connections with solid encryption via servers located in EU/EEA countries. Data should not be transmitted by email to the expert's private email address, and experts should reduce the use of USB storage devices to the absolute minimum. When accessing European Commission tools, such as Erasmus+ and European Solidarity page or Assessment Module, experts are required to log in with their EU Login name and password. The EU Login name and password must not be shared or reused from other persons. The EU Login name is a unique identification of the expert, and authentication and authorisation mechanisms will link all expert actions in the European Commission tools with this EU Login. Therefore, the EU Login details should be protected, memorised and not written down. When working on a portable device, such as a laptop, tablet or mobile, extra care should be taken when leaving the device unattended. The device should be locked in a safe location when not used, even at home. An Internet connection via cable or protected WIFI network should be used when transmitting data to the device. We do not advise using WIFI connections in restaurants, cafes or other public locations. When working in public places, experts should consider the surroundings and avoid situations where other people may see data or documents provided by the National Agency on their devices. The expert's computer, laptop, tablet, or any other device should have all the latest security patches and fixes installed. Use of well-known anti-virus software is strongly advised. The use of screen recording software is not recommended. Extra care should be taken when using screen readers. When working from home, experts should apply the confidentiality rules and avoid showing the work to family members or other persons. Experts should use personal data only to assess the applications or reports, and data should be handed over or destroyed soon after the expert's work is concluded. The deletion, if applicable, should be permanent and not reversible. 8 In case of a suspicion of a breach of personal data protection, experts must immediately inform the National Agency and provide any information allowing the National Agency to assess the situation and take the necessary steps to secure the rights and freedoms of the affected data subjects. The National Agency must inform the European Commission within 48 hours after being told by the expert about the incident. 3. Assessment of applications 3.1 Preparation for assessment Before the start of the assessment, the experts need to be briefed by the National Agency on the Programme and the action under assessment, as well as on the assessment process and procedures. Experts will be provided with the reference documents for the assessment and with access to the online evaluation tool where they perform the assessment using standardised quality assessment forms. Before starting the assessment of applications, experts must: • have a sound knowledge of the Erasmus+ Programme Guide which provides all necessary information to potential applicants on the Programme in general and on the actions for which they can apply for a grant; • acquire an in-depth knowledge of the action concerned, its objectives, and the policy priorities that apply. For specific guidance on policy priorities, experts are referred also to the documents listed in section 6 of this Guide; • have an in-depth understanding of the award criteria applicable to the applications under assessment (cf. section 3.3); • know the content and structure of the application form; • be familiar with all the reference documents and tools provided by the National Agency; • have EU Login account created and access to the IT tools of the European Commission configured by the National Agency. Experts have to read the whole application carefully before completing the quality assessment form. It is recommended to read several applications before assessing any one of them in full: this allows experts to benchmark answers in different sections of the applications. Each expert works individually and independently, gives scores and comments for each criterion and summarises his/her assessment in the quality assessment form in the language specified by the National Agency. 3.2 Assessment The standard quality assessment forms are established by the European Commission and used in order to ensure a coherent assessment of applications. When assessing, experts have to: • Participate in the briefing organised by the National Agency; https://erasmus-plus.ec.europa.eu/erasmus-programme-guide 9 • Use the specialised IT tools provided by the European Commission with access granted by the National Agency; • Liaise with the National Agency for any issues related to the use of the IT tools provided by the European Commission; • Examine the issues to be considered under each award criterion; • Enter scores for each applicable criterion and provide comments on each criterion and on the application as a whole (cf. section 3.3); • Fill in the section on ‘typology questions’ (a set of yes/no questions that concern specific details of the application); • Validate the individual assessment; • Consolidate the individual assessments if more than one assessor is involved per application; • Approve each consolidated assessment where the expert in question is not the consolidator. 3.3 Award criteria and scoring Experts assess applications only against the award criteria defined in the Erasmus+ Programme Guide. Each award criterion is defined through several elements, which must be taken into account by experts when analysing an application. These elements form an exhaustive list of points to be considered before giving a score for the given criterion. These elements are intended to help experts arrive at the final assessment of the criterion in question; however, they must not be scored separately. In order to give clear guidance to experts on how individual elements of analysis should be assessed, further information is provided in section 5 of this Guide. When assessing applications against award criteria, experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application. Experts cannot assume information that is not explicitly provided. Information relevant for a specific award criterion may appear in different parts of the application and experts must take all of it into account when scoring the award criterion. Experts are in no case allowed to contact applicants directly. In case of any problems arising during the assessment, experts should contact the National Agency. The National Agency will decide whether the applicant needs to provide additional information or clarifications, or if the application should be assessed in the form it has been submitted. Experts must duly consider the type of project, the scale of the activities and the grant requested when analysing the applications. As projects may vary widely in terms of their size, complexity, experience and capacity of the participating organisations, whether they are more process- or result-oriented etc., experts have to apply the proportionality principle when assessing all award criteria, as indicated in section 5. https://erasmus-plus.ec.europa.eu/erasmus-programme-guide https://erasmus-plus.ec.europa.eu/erasmus-programme-guide http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf 10 An application can receive a maximum of 100 points for all criteria relevant for the action. Experts assess the application based on the given award criteria and score each criterion with maxima as defined in the Programme Guide. The total number of points out of a maximum of 100 for each application is the sum of scores given for each award criterion. Experts cannot use half points or decimals when assigning scores. In order to be considered for funding an application has to score at least the minimum total score specified in the Programme Guide for a given action, and at least half of the maximum points for each award criterion. Within the maximum number of points per award criterion, ranges of scores are defined that correspond to a fixed definition of the expected quality standard so that a coherent approach is implemented across experts and across countries. These standards are as follows: • Very good – the application addresses all relevant aspects of the criterion in question convincingly and successfully. The answer provides all the information and evidence needed and there are no concerns or areas of weakness. • Good – the application addresses the criterion well, although some small improvements could be made. The answer gives clear information on all or nearly all of the evidence needed. • Fair – the application broadly addresses the criterion, but there are some weaknesses. The answer gives some relevant information, but there are several areas where detail is lacking or the information is unclear. • Weak – the application fails to address the criterion or cannot be judged due to missing or incomplete information. The answer does not address the question asked, or gives very little relevant information. The table below shows the ranges of scores for the individual quality standards depending on the maximum score that can be awarded to the relevant award criterion. Maximum score for a criterion Range of scores Very good Good Fair Weak 50 43-50 34-42 25-33 0-24 40 34-40 28- 33 20-27 0-19 35 30-35 24-29 18-23 0-17 30 26-30 21-25 15-20 0-14 25 22-25 18-21 13-17 0-12 11 20 17-20 14-16 10-13 0-9 15 14-15 11-13 8-10 0-7 Experts are expected to give comments on each award criterion and, in their comments, refer explicitly to the elements of analysis under the relevant criterion. The comments on each award criterion have to reflect and justify the score given for it. At the end of the assessment, experts give a summary of evaluation of the application as a whole. In this summary, experts must provide a thorough analysis of the application highlighting its relative strengths and weaknesses and indicating what improvements could be made in the future in case of failed proposals. As this evaluation summary will be used by National Agencies to provide feedback to applicants, and justification for rejection decisions, experts must pay particular attention to clarity, consistency and appropriate level of detail. As part of the quality assessment, experts check the grant application for accuracy and consistency. In particular, they analyse the coherence of the grant request in relation to the proposed activities and results. In case the application is of sufficient quality to receive a grant but such coherence is missing, experts can suggest a reduction of the grant amount requested4, specifying clearly the grant items and the reasons why they are considered incoherent, disproportionate or excessive. However, it is the National Agency that ultimately decides on the grant amount that is awarded to successful applicants. Experts may not suggest a higher grant than the amount requested by the applicant. The National Agency monitors the quality of expert assessments and can require the expert to revise the assessment should the necessary quality standard not be met. Experts must assess all applications in full. However, depending on the approach chosen by the National Agency, the ‘Relevance’ criterion may be assessed first and if it scores below the minimum threshold required for funding, the evaluation process may be discontinued, and the proposal rejected at this stage. If the experts notice during the assessment that the same or similar text appears in two or more applications submitted under a given selection round, as well as any other indications of possible double submissions or original content/authorship issues, they must inform the National Agency immediately. 4 With the exception of Cooperation Partnerships, Small-scale Partnership projects and European Partnerships for School Development, where the lump sum grant is a fixed amount, and the experts cannot propose to downgrade or upgrade a project (i.e. attribute a different lump sum than the one requested by the applicant) or to reduce the amount of the fixed lump sum. 12 4. General principles of qualitative assessment 4.1 Consolidated assessment and final score In case an application is assessed by only one expert, then that expert’s assessment determines the final score and comments. In case of applications assessed by two experts, the two individual assessments will be consolidated in order to arrive at the final score and comments for the application. The final score may not include decimals. If the difference between the assessments of the two experts is less than 30 points of the total score for the application, one of the two experts is requested to prepare a consolidated assessment in terms of scores and comments. The consolidated assessment should always take into account the preceding individual assessments but the final version may differ in terms of numerical score and comments. The consolidation needs to be based on agreement between the two experts and provides a final recommendation to the National Agency on the grant amount to be awarded to the applicant. In case the two experts fail to agree on the consolidation, the National Agency will decide on the need for an independent assessment by a third expert. In case there is a difference of 30 points or more in the assessment results of both experts, the National Agency will always ask a third expert to undertake an additional independent assessment of the application, unless both experts have scored the application under the thresholds for acceptance for the given action. The final score will then be determined by the two assessments that are closest in terms of their overall score and the most extreme assessment will not be taken into account for the consolidated assessment. Consolidation of the two closest individual assessments will then follow the same rules as explained above. The consolidated assessment is considered the final experts’ assessment of a given application. It means that in case of applications for a grant, the consolidated assessment forms the basis for ranking the application on the list of eligible grant applications, while in case of applications for Erasmus accreditation for higher education mobility consortia, the evaluation committee determines if the applicant will receive the accreditation or not. 4.2 Proportionality To ensure that the Erasmus+ Programme fully reaches its objectives, experts shall assess the qualitative level of the planned activities, intended goals, expected impact and results of the project in a proportional way, in relation to the size and profile of the applicant organisations and, if applicable, project partners. Quantity (of activities planned, of priorities met or results produced, etc.) will not be judged in absolute terms but in relation to the capacities and potential of the applicants (and partners, where applicable). 13 4.3 Quality, cost-efficiency, value for money The funding rules of Erasmus+ Key Action 1 managed by National Agencies are largely based on unit costs (i.e. amounts are calculated per day, per participant, etc.). Experts may judge that some of the units indicated in an application form are not to be considered, even for projects deserving a high qualitative scoring. They may therefore propose a reduction of these units, which consequently will determine a reduction of the grant awarded by the NA, if the project is selected for funding. This approach applies to all actions of the Programme managed by National Agencies, with the exception of Small-scale Partnerships, Cooperation Partnerships and European Partnerships for School Development (Key Action 2) where the funding rules are based on a single and fixed lump sum amount. If the assessment of a Key Action 2 proposal shows that a proposal’s cost-effectiveness is not adequate, there is no possibility to "downgrade" or “upgrade” it to a lower or higher lump sum amount. This means that the proposal will not achieve the minimum score under the award criterion ‘Quality of the project design and implementation’ and it will have to be rejected. 5. Guidance on how to assess the award criteria In addition to the general principles described in chapter 4 of this Guide, this section provides explanation how to assess the award criteria for specific Erasmus+ actions: Key Action 1: Mobility of individuals • Mobility project for Higher education students and staff supported by external policy funds • Mobility project for School education pupils and staff • Mobility project for VET learners and staff • Mobility project for Adult education learners and staff • Mobility project for young people– Youth Exchanges • Mobility projects for youth workers • Youth Participation Activities • DiscoverEU Inclusion Action • Mobility of staff in the field of sport Key Action 2: Cooperation among organisations and institutions • Cooperation Partnerships • Small-scale Partnerships • European Partnerships for School Development Priorities applying to all Erasmus+ sectors and actions The four Erasmus+ Programme priorities apply to all sectors and actions and should be understood as both thematic focus points, and as overarching principles of project design. Applicants can indicate the priorities they are working on by selecting the relevant ones directly (in Key Action 2), and by selecting linked topics and activity formats. Experts should take into account the overall integration of the four programme priorities in project proposals, and should assess the potential of project proposals to become best practice examples under each of them: 14 • Inclusion and diversity Projects should promote social inclusion and aim at improving the outreach to people with fewer opportunities. When designing their projects and activities, organisations should have an inclusive approach, addressing barriers that hinder the participation of a diverse range of participants, including people with disabilities and people with a migrant background, as well as people living in rural and remote areas, people facing socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. Projects should contribute to the creation of inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. When assessing the inclusion dimension, experts should duly consider any extra support needed to work with these specific target groups. • Environment and fight against climate change: Projects should aim at raising awareness about environmental and climate change challenges. Experts will take into consideration if the project aims at developing competences in various sustainability-relevant sectors, striving for carbon- neutrality by promoting sustainable transport modes and including other green practices in their activities. Experts should be attentive at proposed innovative practices that will enable behavioral changes for individual preferences, cultural values and awareness for sustainable development, consumption habits, and lifestyles (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). • Addressing digital transformation through development of digital readiness, resilience and capacity: Projects should aim to increase the capacity and readiness of institutions, organisations, staff and learners to manage an effective shift towards digital education and youth work. Experts should take into account the purposeful use of digital technologies to carry out the projects, the development of digital skills and expertise in the use of digital tools for teachers, youth workers and learners, and the creation or innovative use of digital education content. • Participation in democratic life: Experts should consider if projects address the challenges and barriers that limit citizens’ participation in its democratic processes and contribute to their increased awareness and understanding of the European Union, supporting participants in overcoming the difficulties in actively engaging and participating in their communities or in the Union's political and social life. Projects supporting this priority should aim to promote active citizenship and ethics in lifelong learning, reinforce participatory and citizenship competences, 15 foster the development or improvement of social and intercultural competences, critical thinking and media literacy. People’s participation in democratic life, social and civic engagement can be promoted through meaningful formal or non-formal learning experiences. This priority focuses also on awareness-raising and understanding of the European Union context, notably as regards the common EU values5, the principles of unity and diversity, as well as their cultural identity, cultural awareness and their social and historical heritage. 5 EU values are set out in Article 2 of the Treaty of European Union and briefly defined here: https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and- values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en 16 Key Action 1: Mobility of individuals Mobility projects for higher education students and staff supported by external policy funds Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Quality of the project design and cooperation arrangements (maximum 40 points), Project-level award criterion The extent to which the applicant organisation describes with clarity the responsibilities, roles and tasks between partners. The expert should assess the planned cooperation arrangements, including: • Who offers which courses and when? • Who provides support for visa/insurance/accommodation? • Who is in charge for the selection and/or evaluation of participants? • What will the students/staff have to do? • If applicable, how the finances will be split between the applicant and its partner(s) and whether the organisational support grant will be shared. • How will communication channels work? • Are there specific provisions regarding the organisation of traineeships? The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength; • Non-discriminatory approach: ensure that the proposed activities are designed to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. A reference to the Erasmus Charter for Higher Education (ECHE) also covers this aspect. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 17 The completeness and quality of arrangements for the selection of participants, the support provided to them and the recognition of their mobility period (in particular in the third country not associated to the Programme). The expert should assess the planned practical implementation of the mobilities, in particular: • The clarity, completeness and quality of all the phases of the mobilities (preparation, implementation of mobility activities and follow- up). • The appropriateness of measures for selecting participants. Special attention should be given by the expert to measures planned by the applicant and its partner organisation(s) in accordance with the Inclusion and Diversity Strategy of the Erasmus+ programme and applicable national guidelines. • The information and support provided prior to the mobility, e.g. accommodation services, language training, learning/mobility agreements and administrative support (insurance, visa, etc.). • The mechanisms envisaged for recognition of student learning outcomes (e.g. ECTS or other mechanisms). • The way in which the HEIs will recognise and reward the outcomes of outgoing staff mobility. The specific mechanisms to guarantee quality of traineeships when this type of mobility is envisaged. Relevance of the strategy (maximum 40 points), Region-level award criterion The extent to which the planned mobility project is relevant to the internationalisation strategy of the higher education institutions involved. The rationale for choosing staff and/or student mobility and the previous experience of similar projects with higher education institutions/organisations in the partner region. The expert should assess how the planned activities fit the applicant and partner institutions’ internationalisation strategies and reinforce their capacities. The expert should assess the justification provided for the choice and volume of activities requested, with respect to the internationalisation strategies, capacities and previous experience of the institutions involved. In line with the Programme's inclusion dimension, partnerships with newcomer and less experienced HEIs are encouraged, as participation is expected to have a particularly high impact on them. Impact and dissemination (maximum 20 points), Region-level award criterion The potential impact of the project on participants, beneficiaries, partner organisations, at local, regional and national levels the quality of measures aimed at disseminating the results of the mobility project at faculty and institution levels, and beyond where applicable, in all countries involved. The expert should assess the potential impact and dissemination of the project results in terms of: • The potential impact of the mobility on individuals and HEIs, at local, regional and national level during and after the project lifetime in proportion of the project size and scope. • The dissemination activities described and the channels mentioned. • The strategy for monitoring and evaluating the outcomes of the mobility. 18 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 20 points) The extent to which the applicant’s profile, experience, activities and target population of learners are relevant for the field The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. In case of education providers, the ‘target population of learners’ refers to the profiles of learners enrolled in the organisation. For other organisations (e.g. education authorities or coordination bodies), the same term encompasses the categories of learners for which the organisation is in charge, or for which it is providing services. The extent to which the project proposal is relevant for the objectives of the action The expert should assess if the objectives of the action as stated in the action’s chapter in the Programme Guide are addressed. The objectives and overall framework of each project should be complementary with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation that the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. ; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 19 The extent to which the project proposal is relevant for the following specific priorities: • Supporting newcomers and less experienced organisations This element highlights the importance of short-term projects as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. In this direction, the expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of people or individuals who have never or not regularly benefitted from the opportunities offered by this action in the past. The exact definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the project proposal is relevant for the following specific priorities: • Supporting participants with fewer opportunities • Supporting participants in ErasmusPro activities (in VET) • Supporting participants in long-term mobility of pupils (in school education) In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider if the proposed activities (if any) and the applicant organisation have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected). In the fields of VET and school education, the expert should also take into account if the applicant organisation has committed to implementing long-term mobility activities for learners, which constitute more challenging and impactful formats offered by the Programme. In the field of adult education, the expert must pay particular attention that the project proposal includes an inclusive and balanced mix of participant profiles, with significant involvement of participants with fewer opportunities, in line with the objectives of the action. Significant involvement of participants with fewer opportunities can be quantitative (by involving a large proportion of participants in this profile), or qualitative (by designing activities that give particular attention to inclusion, integration and support of participants with fewer opportunities). Quality of project design (maximum 50 points) The extent to which the proposed project objectives address the needs of the applicant organisation, its staff and learners in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The extent to which the operational and logistical aspects of the project design (such as proposed venues) are appropriate and cost-effective; The expert should consider if the plans proposed by the applicant are appropriate in terms of their cost and purpose. For example, if costly venues are proposed, the expert should evaluate if those venues are necessary or could be replaced by other, less costly options without a negative effect on the project in terms of its objectives, inclusion, or other relevant aspects. 20 The extent to which the proposed activities are appropriate for the achievement of the project objectives The expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project incorporates the use of digital tools (particularly eTwinning for school education and iVET, and EPALE for cVET and adult education) and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider both the number of participants that will benefit from blended forms of activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. Quality of follow-up actions (maximum 30 points) The extent to which the applicant has clearly defined the tasks and responsibilities for delivery of activities in accordance with Erasmus quality standards This element refers to the distribution of tasks and responsibilities among the staff members of the applicant organisation. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes This element covers the applicant’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the applicant’s proposal on how to evaluate if the stated objectives have been reached. The expert should consider whether the proposed methods are clear and whether the defined success criteria are clearly observable/measurable. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 21 Mobility projects for young people: Youth Exchanges Award criteria elements as described in the Programme Guide Guidance on how to assess the criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should assess how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action. The expert should assess if the proposal addresses the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed 22 these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of the participating organisations and participants of the exchange. The expert should assess if the rationale for the project is clearly described. The expert should assess if the applicant explains why the project is needed and how the demand for the project has been identified. The expert should evaluate if the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project is suitable for producing high-quality learning outcomes for the participants. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, during and after the project lifetime and outside the organisations and individuals directly participating in the project, at local, regional, national and/or European or global level. The expert should assess if the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of newcomers and less experienced organisations and of groups of young people are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases. The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages. The extent to which the balanced representation of participants in terms of countries and gender is respected and the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed the proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. 23 when defining the way participants will be selected). Furthermore, the Programme strives for geographical and gender balance. The expert should take this angle into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including any online/ digital components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass. The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/ development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory. The expert should consider all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective. The expert should assess how the project plans to address the issue of protection and safety of participants, and which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. The expert should also look for the presence of accompanying people, that will support the young people with fewer opportunities, should such individuals be present. The extent to which the tasks and responsibilities for the activities are clearly The expert should assess if all relevant tasks and responsibilities have been covered and clearly assigned and distributed among the persons implementing the project. 24 defined in accordance with Erasmus quality standards. The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert shall assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will consider the following factors during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives The expert shall assess the extent to which the participating organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert shall verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the proposal should demonstrate that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. 25 The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert shall consider how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should assess also how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 26 Mobility projects for youth workers Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the youth work field. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project proposal is relevant for the objectives of the Action. The expert will assess the references in the proposal to the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and the proposal should address them in a qualitative way. 27 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of development of the participating youth workers and youth work organisations. The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert should look for explanations on why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. 28 The extent to which the project is suitable for: – reinforcing or transforming the participating organisations’ practice, in relation to quality, innovation and recognition of youth work, as well as their scope, from local to global as appropriate. – producing high-quality learning outcomes for participating youth workers. – involving participants active in youth work in the participating organisations as well as organisations who undertake concrete youth work and regular work with young people on local level. – producing impact on participating youth workers and participating organisations during and after the project lifetime. – producing impact outside the organisations and on individuals not directly participating in the project, at local, regional, national and/or European or global level. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The expert should consider how the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved. The expert should consider how the project would equip youth workers with competences and methods for their professional development (including for digital youth work), aiming at having a clear impact on their regular work with young people and on their organisation they are active in, fostering the development of quality youth work at local, national and European level, contributing to the European Youth Work Agenda for quality, innovation and recognition of youth work. The expert should consider the project’s impact on others (where relevant also on communities and youth work practices). The extent to which (if applicable) the proposed system development and outreach activities are contributing to the development of youth work environment. The expert should, if applicable, consider the expected impact of proposed system development and/or outreach activities on the youth work environment. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of young people and youth workers who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. 29 Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation, contributing not only to the participants' practice, but also improving the quality of youth work within the participating organisations. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. When considering this element, the expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner all the phases of the project (preparation, implementation and follow-up) and the active involvement of the participants in all the phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The extent to which the balanced representation of participants in terms of countries and gender is respected. The Programme strives for geographical and gender balance. The expert should take this into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the measures for selecting youth workers are appropriate and in line with youth worker definition in legal base The expert should take into consideration that in order to ensure a wider benefit and impact of the project, it is important that a real connection exists between youth workers and the local youth work field. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. The expert should look at the non-formal and informal learning processes proposed, at which extent such processes are suitable of stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants and participating organisations involved. The expert will assess also if such learning processes are planned in a participative way and analysed throughout the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities. The expert should evaluate how digital tools and virtual components are included in the proposed activities and will be used to support learning and to complement physical activities. 30 The extent to which the support measures for reflection process, the identification and documentation of the participants' learning outcomes, and the use of transparency and recognition tools, in particular Youthpass, are appropriate. The expert should consider how participating organisations have addressed the participants’ learning objectives, how they plan to support reflection around those, as well as the identification and recognition of the participants’ learning outcomes. The expert should also consider as an element of project quality, if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. The extent to which (if applicable) the tools and practices proposed under “system development and outreach activities” are appropriate and can be replicated and inspire other organisations. The expert should focus on the design and quality of complementary activities (if any) and on their replicability. The expert can consider the following questions in this regard: Can tools and/or practices proposed be adapted or re-used by other organisations? How do the organisations plan to make other actors from the field aware of such tools and practices and to inspire other organisations and processes? Quality of project management (maximum score 30 points) The extent to which the quality of the practical arrangements, management and support modalities are satisfying. The expert should assess all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures foreseen to ensure safety and protection of participants are adequate and effective. The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. The expert should always keep in mind that activities must be organised with a high standard of safety and protection for involved participants. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards. The expert should consider the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the plan for cooperation and communication between the participants of the group(s), participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work). 31 - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project. - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project. - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives. The expert should verify that the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities. The expert should also verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert should check that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine- tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will assess how the participating organisations have reflected together on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 32 Youth participation activities Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action The expert should consider that the proposal references the objectives of the Action as stated in the action’s chapter in the Programme Guide. The expert should evaluate the extent to which the objectives and overall framework of each project is complementary with those objectives and are addressed in a qualitative way. In particular, the expert should consider how the proposal fosters young peoples' engagement and empowers them to become active citizens. 33 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • The proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • The proposed activities are designed in a non- discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria; • The presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • How opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; The extent to which the project and the proposed activities address the needs of the young people and participating organisations The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project provides a European added value The expert should consider whether the proposed activities bring added value at EU level through results that would not be attained by activities carried out in a single country or through relevance of proposed activities beyond the national context (with regard to the topics, aims, approaches and expected outcomes). The extent to which the project is suitable for producing high-quality learning outcomes for the participants The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, as well as for young people and organisations not directly participating in the project, at local, regional, national and/or European or global level The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). 34 The extent to which the project introduces newcomers and less experienced organisations to the Action, including groups of young people The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates consistency between identified needs, project objectives, participant profiles and activities proposed; The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in the funded activities. The expert should judge whether the applicant has explained convincingly how the implementation of all the proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages (as in Youth participation activities, young people need to have a significant role throughout the project). The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities; In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. when defining the way participants will be selected). The extent to which the project addresses sustainable and environmental-friendly practices The expert should consider that the proposal refers both to the content of the project’s activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project makes use of alternative, innovative and smart forms of youth participation The expert should keep in mind that the Youth participation activities format is designed in a particularly open manner in order to include a range of methods and approaches to youth participation and allow development and testing. The expert should judge to what extent the project intends to incorporate new or alternative ideas, practices or tools for youth participation, be it through digital or other formats. 35 The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards The expert should focus on the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. 36 The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project; The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project; - the means of communication and cooperation (including use of digital tools) - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities In the case of Youth participation activities with no partner organisations, the expert should consider how the organisation will share tasks and responsibilities internally, and the involvement of potential external stakeholders in the project. If the project will be supported by one or more coaches, the envisaged cooperation and relevance of their expertise in relation to the objectives of the project should be considered. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes in relation to its objectives; The expert will verify to what extent the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities and that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert will verify that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will focus on how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the 37 project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 38 Mobility project for young people: DiscoverEU Inclusion Action Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 40 points) The relevance of the project to: - the objectives of the Action; - the needs of the participating organisations and participants; - the extent to which the project enables learning through discovery; The expert will evaluate to which extent the proposal corresponds to the objectives and the format of the Action as described in the corresponding action chapter in Part B of the Programme Guide. The expert will assess to what extent the rationale for the project is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant) and to the specific target group. In particular the expert should pay attention to the following specific aspects: • the proposal involves as participants exclusively young people with fewer opportunities as described in the Erasmus+ Programme Guide and in the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy6. Their participation in DiscoverEU on an equal footing with their peers is vital to contribute to inclusion and diversity of young people and to enable their learning through discovery. • the proposal promotes diversity, intercultural and inter- religious dialogue, common values of freedom, tolerance and respect for human rights as well as aims on enhancing critical thinking and sense of initiative of young people when preparing them for, accompanying them during and following up after their DiscoverEU travel The extent to which the project is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The expert should take the following factor into consideration during the assessment: - Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength. The potential impact of the project on participants and participating The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact both on participants and organisations involved (and, 6 https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf 39 organisations during and after the project lifetime; where relevant, on communities/practices) also after the end of the project lifetime. The extent to which the organisation can proof previous experience in working with young people with fewer opportunities at grass root level The expert should consider that DiscoverEU Inclusion Action is specifically addressed to grass root organisations, which work regularly with young people with fewer opportunities and which can identify early enough potential participants to prepare them for their DiscoverEU travel. The organisation has to strike the right balance between offering suitable assistance and encouraging the young people to as much autonomy as possible. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. Organisations implementing the DiscoverEU Inclusion Action may foresee elements in the travel itinerary as well as in pre- and after activities, that address at least one of the EU priorities on green, digital or the participatory dimension of the Erasmus+ Programme. Please refer to the DiscoverEU routes7 as an option and inspiration for the travel The extent to which the project introduces newcomers and less experienced organisations to the Erasmus+ Programme that can prove experience in working with young people with fewer opportunities The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of the project design (maximum score 40 points) The proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the participants’ and organisation’s needs and challenges, and if achieving these objectives can lead to positive changes at the level of the organisation and of the participants. The expert should assess whether the applicant has provided a convincing explanation of how the implementation of all proposed activities will logically lead to achieving the project’s stated objectives. The clarity, completeness and quality of all the phases of the project: preparation tailored to the specific needs of the participants, support during the travel, implementation of activities and follow-up; The expert should assess to what extent the description of the different phases is clear and complete and shows that the organisation and the DiscoverEU participants have agreed on a division of tasks, programme of the activities during the travel, working methods, practical arrangements, catering for the needs of the participants and follow up measures. 7 https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en 40 The extent to which the participants are involved in all phases of the activities The expert should focus on how the organisations plan to give an active role and involve young participants during the project lifetime while giving as much autonomy to the participants as possible. The activities are designed in an accessible and inclusive way In line with the inclusion dimension of the Programme, the expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The experts should also consider if the applicant organisations have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected), as well as participants with different background and abilities. In addition, the expert should verify that the proposal shows that the activities and profiles of the participants fit the action, engages the young people with fewer opportunities in all the steps of their DiscoverEU travel (before, during and after) and ensure equal footing with their DiscoverEU peers while travelling across Europe The quality of arrangements and support for the reflection process, the identification and documentation of the participants' learning outcome, and the use of Youthpass; The expert should consider how the organisations have addressed the issue of participant’s learning objectives, how they plan to support the reflection around those, their identification as well as the recognition of their learning outcomes. The fact that - beyond making available the Youthpass certificate to participants - the participating organisations intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process is considered as an element of quality of the project. N.B. the Youthpass for DiscoverEU inclusion action is still under development and might not be available at application stage – experts are, therefore, invited to assess the learning outcomes in a general way until Youthpass for the Inclusion Action is implemented. The adequacy and effectiveness of the measures foreseen to ensure safety and protection of participants; The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the activities incorporate sustainable and environmental-friendly practices The expert should consider that the project refers both to the content of the project’s activities and objectives with a focus on sustainable and environmental-friendly practices, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 41 Quality of project management (maximum score 20 points) The quality of the practical arrangements, management and support modalities; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The quality of the cooperation and communication with other relevant stakeholders if applicable; The expert should assess to what extent the proposal shows that the organisations have established and will run a cohesive cooperation with active involvement of all partners and with common goals to be achieved, if applicable. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of the organisation with other relevant stakeholders in the project; - the profile and background of organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas; - a clear and commonly agreed definition of roles and tasks of each organisation involved in the project, where relevant; - the capacity to ensure effective follow-up and dissemination of the results achieved through the project; - the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The quality of measures for evaluating the different phases and outcomes of the project; The expert should verify that the proposal shows that the organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert should examine to what extent the final evaluation will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. The expert should also check that besides the final evaluation, the proposal shows that participating organisations will monitor the implementation of the mobility activities to ensure the smooth running of the project and fine-tuning, if necessary. The appropriateness and quality of measures aimed at disseminating the outcomes of the project within and outside the participating organisations. The expert should focus on the organisations have reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also, at how the organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. 42 Mobility of staff in the field of sport Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance and impact (maximum 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the grassroots sport The expert should consider if the applicant organisation forms a genuine part of the grassroots sport field. Grassroots sport is defined as physical leisure activities practised regularly at non-professional level by people of all ages for health, education or social purposes. The extent to which the project proposal is relevant for the objectives of the action The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be in line with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the project proposal is relevant for the needs and development of the participating organisations and staff The expert should assess to what extent the rationale for the project is clearly described. In this direction, the expert should look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the participating organisations and the individual participants The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. 43 The extent to which the project is suitable for: • Producing high-quality learning outcomes for participating staff; • reinforcing or transforming the participating organisations’ work practices, increasing its quality, capacities and innovation • producing potential impact on participating organisations and staff during and after project lifetime The expert should verify that the proposal equips staff with competences and methods for their professional development, aiming at having a clear impact on their regular work and on their organisation they are active in. Potential impact on transformation of participating organisations’ work practices is clearly described. The extent to which the project defines concrete learning outcomes The expert should consider if the learning outcomes for the participants are clearly explained and in line with the identified needs. The proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning. Recommended EU recognition tool for sport staff: Europass. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme; The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by the Programme in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of project design and implementation (maximum 40 points) The extent to which the proposed project objectives address the needs of the applicant organisation and its staff in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The quality of practical arrangements, management and support modalities The expert should consider if the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, monitoring of activities, ensuring the safety of participants. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider that the project refers both to the content of the activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 44 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider that the project refers both to the number of participants that will benefit from virtual activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The balanced representation of participants in terms of gender; The expert should assess the composition of the group of participants involved in the projects which should be the closest possible to ensuring the principle of gender balance. For staff from non-grassroot organisations, a clear explanation how participation of such staff will benefit grassroot sport If the applicant organisation is a non-grassroots sport organisation (e.g. international organisation) the expert should assess if the proposal contains a clear explanation how participation of such staff will benefit grassroots sport Quality of follow-up actions (maximum 30 points) The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 45 Key Action 2: Partnerships for Cooperation Cooperation Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 25 points) The extent to which the proposal is relevant for objectives and priorities of the Action. The proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency; - In case of projects submitted by ENGOs in the fields of education, training and youth to the European Education and Culture Executive Agency: the extent to which the applicant runs activities that support the implementation of EU policies in one of these sectors. The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", the expert will consider it as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-12 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 46 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of the application. The expert should consider if the proposal proves that the participating organisations have already experience in the field.. If the organisations is not active in the relevant field/sector, the organisation must prove that it brings a clear added value to the project in the context of the field in which the application was submitted In the same way, the proposal shows how the area of activity of the participating organisation are related or have the potential to be implemented in the field of application. This element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the proposal is based on a genuine and adequate needs analysis. The expert should verify that the proposal proves that a solid analysis, drawing on existing knowledge, know- how and practice, has been carried out to identify needs of the target group(s), and organisations. 47 The expert should also examine that the needs identified are relevant for the field under which the proposal was submitted and are clearly linked to those priorities of the Action that the project intends to meet. The extent to which the proposal is suitable for creating synergies between different fields of education, training, youth and sport, or it has potentially a strong impact on one or more of those fields. The expert should examine that the project is likely to produce outcomes that may be relevant also for other fields of education, training, youth or sport than the field that is expected to be most impacted by the project. The extent to which the proposal is innovative. The expert should examine that the project is likely to produce results that will be innovative for its field in general, or for the geographical context in which the project is implemented. The innovative dimension of a project can relate to the content of the outputs produced by the project, and/or to the processes and working methods applied, and/or to the organisations and persons involved or targeted. For example, it will produce something significantly new in terms of learning opportunities, skills development, access to information, recognition of learning outcomes etc. The extent to which the proposal is complementary to other initiatives already carried out by the participating organisations. The expert will examine that the project will add to the existing knowledge, know-how and/or practices of the organisations and persons involved. AND/OR: If the application is based on a previous project or existing innovative content, it demonstrates significant added value compared to the previous project results or in terms of new target groups, educational, training or youth activities or geographical spread, and contributes to improving the quality of teaching/learning training in the countries participating in the project. In so far as the initial developer of these previous results is not participating in the project, the relationship between the participating organisations and the initial developer are transparent and respect pre-existing rights. The proposed innovation or complementarity is proportional to the scale of the project and the experience of the participating organisations. In case of inclusion projects involving staff or learners with fewer opportunities, the level of innovation should be considered in relation to the possibilities of the target groups involved. The extent to which the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. 48 Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the objectives of the project are clearly stated and can be achieved taking into account the nature and experience of the partnership. The expert should also take into account if achieving those objectives can lead to positive changes at the level of the organisations. The expert should consider if the proposal identifies and adequately addresses clearly specified needs of the target group of the project, including at a wider scale, not only benefitting participants who directly take part in project activities. The extent to which the proposed methodology is clear, adequate and feasible. The expert will assess to what extent the proposed methodology is realistic and appropriate for producing the expected results. The methodology builds on solid arguments /evidence basis and takes account of existing knowledge and practice. In case of inclusion projects involving staff or participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The expert should verify that the project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes The project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results. The expert should verify that the proposal shows that all phases of the project have been properly designed in order for the project to realise its objectives and address properly the identified needs. The expert will also assess to what extent the work plan is clearly defined, comprehensive and realistic and the project contains a clear and well-planned timetable. In addition, the grant requested (lump-sum amount) under which the project will fall is coherent with the activities that the applicant wants to implement and the objectives to be reached. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. 49 The extent to which the project is cost- effective and allocates appropriate resources to each activity. The expert should examine that the proposal provides value for money in terms of the results planned as compared to the grant requested lump sum. The grant requested lump sum is realistic for a good quality implementation of the planned activities. The expert will assess the resources allocated to each work package and activities, which need to be sufficient and adequate for a proper implementation. Activities also need to address crucial aspects of the award criteria such as inclusion, integration of results, and monitoring. The expert should compare the project and its work packages with other projects, in order to better consider applicant explanations in this regard. All project management activities should be included in a separate work package, without specific objectives, representing a maximum of 20% of the requested budget. The extent to which the project proposes appropriate quality control, monitoring and evaluation measures to ensure that the project implementation is of high quality, completed in time and on budget. The expert should verify that the proposal foresees appropriate evaluation and monitoring activities at critical stages of the project, which will allow measuring the progress and quality of the project activities and outcomes, as well as the appropriate use of funds. The quality control measures will allow the project to take any necessary corrective measures in time. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined. 50 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation between partner organisations. If Erasmus+ online platforms are available in the field(s) of the participating organisations: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, Youthpass) as tools for preparation, implementation and follow-up of the project activities. The expert should consider that the project refers both to the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and to the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The project is designed in an eco- friendly way and incorporates green practices in different project phases. The expert should consider the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). The extent to which the project clearly describes both qualitative and quantitative indicators, that are realistic, feasible, and contribute to strengthening the overall quality of the project. The expert should verify that the proposal presents a clear and coherent set of qualitative and quantitative indicators that are appropriate for the project’s objectives and planned activities, in order to assess its progress and results. 51 If the project plans training, teaching or learning activities: the extent to which these activities are appropriate to the project's aims and involve the appropriate profile and number of participants. The quality of practical arrangements, management and support modalities in learning, teaching and training activities. The expert should consider that in case transnational teaching, training or learning activities are proposed, these contribute directly to the objectives of the project and are strongly embedded in the project logic as a whole. The expert should examine that the proposal proves that the teaching, training or learning activities in a specific field are embedded in a coherent package of activities and that these activities are of the appropriate volume, bring an added value and will have a direct impact on the achievement of the project results. The expert should assess to what extent the teaching, training or learning activities are well conceived, i.e. the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, training, teaching or learning agreements, monitoring of teaching, training or learning activities, ensuring the safety of participants. If the project plans training, teaching or learning activities: The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles. The expert should consider that in case transnational teaching, training or learning activities are proposed, relevant transparency and recognition tools and/or policy approaches developed in the framework of policy cooperation at European level will be used for recognising and validating the learning outcomes of participants, such as: European / national qualifications frameworks; European framework of key competences and the European guidelines for the validation of non- formal and informal learning. Only for the Adult Education field: The expert should verify that the proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning and its permeability with formal education pathways. Recommended EU recognition tool for adult education staff: Europass. If the proposal provides for long-term teaching, training or learning activities of staff, the expert should look for a description of the measures put in place for ensuring the quality of the mobility activities, comprising 1) preparation including linguistic and subject preparation before and during the mobility and 2) support to and monitoring of participants during their mobility by the sending and/or hosting organisation. Only for the School Education field: The expert should verify that the proposal clearly describes how the learning outcomes of participating pupils and school staff will be recognised/validated within the context of the school and the curriculum. Recommended EU recognition tool for school education staff and pupils: Europass. If the project includes activities for pupils, these activities are integrated into the curriculum and contribute to achieve defined learning goals. Only for the VET field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1. Recommended recognition tools: ECVET, Europass. Only for the Higher Education field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1, in line with the Erasmus Charter for Higher Education (ECHE). Recommended recognition tool: ECTS. Only for the Youth field: The expert should verify that learning outcomes are recognised following the same arrangements and criteria used in mobility activities under Key Action 1, and notably through the use of Youthpass. 53 Quality of the partnership and the cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile, past experience in the Programme and expertise to successfully complete all project objectives. Taking into account the nature of the project and its expected impact, the expert should examine that the participating organisations have the skills and competences required to ensure that the work programme can be implemented efficiently, effectively and professionally. The expert should evaluate to what extent the proposal concretely identifies which skills, experiences, expertise and management support each of the participating organisations will make available to implement all aspects of the project proposed. The expert should also verify that the proposal shows that the participating organisations have established and will run a cohesive consortium with active involvement of all partners and with common goals to be achieved. In this respect, the following factors should be taken into consideration during the assessment: ▪ the level of networking, cooperation and commitment of each participating organisation in the project; ▪ the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications; ▪ the capacity of the consortium to ensure effective implementation, follow-up and dissemination of the results achieved through the project. ▪ in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) the participation of staff or learners with fewer opportunities. The expert should look for a clear and commonly agreed definition and an appropriate distribution of roles and tasks and a balanced participation and input of the participating organisations in the implementation of the work programme, taking into account the complementary competencies, the nature of the activities and the know-how of the partners involved. The expert will examine if it is necessary for the project's success to use expertise of organisations from different fields, and/or the project intends to impact more than one field of education, training and youth, relevant organisations of all concerned fields 54 participate in the project. The proposal demonstrates convincingly why the participation of the organisations from different fields of education, training, youth and/or other socio-economic sectors is best suited to produce the outputs that respond to the identified needs. The extent to which the project involves newcomers and less experienced organisations to the Action. The expert should verify if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert assesses if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. If applicable, the extent to which the involvement of a participating organisation from a third country not associated to the Programme brings an essential added value to the project (if this condition is not fulfilled, the participating organisation from a third country not associated to the Programme will be excluded from the project proposal at assessment stage). The participation of organisations from third countries not associated to the Programme provides genuine added value to the project because of the specific skills, experiences or expertise that these organisations bring to the project and that prove to be essential for the achievement of the project's objectives and/or to ensure a significantly higher quality of the project outputs. NB: If the proposal does not provide convincing evidence of such added value of a third country not associated to the Programme organisation's participation in the project, the latter will be proposed for removal from the project proposal at assessment stage. The expert shall continue the assessment process of the proposal without the participation of such partner and complete the assessment even without the participation of the third country not associated to the Programme organisation. Impact (maximum score 25 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 55 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as their wider communities. The project is likely to have a substantial positive impact on the participating organisations and on their staff and/or learners. The impact of the project on the participants and organisations involved is likely to occur during and remain after the lifetime of the project. The proposal demonstrates which benefits (trans-national, interdisciplinary, cross-field) the proposed cooperation brings to the partners – also in the long run, after Erasmus+ funding, e.g. how it contributes to the internationalisation strategies of the participating organisations. The extent to which the expected project results have the potential to be used outside the organisations participating in the project during and after the project lifetime, and at local, regional, national or European level. The project results have the potential to be transferred and exploited in other European countries. The proposal identifies relevant stakeholders, including policymakers at the most appropriate level, whether local, regional, national and/or European. Taking due account of the scope and size of the project: - it is likely to have a positive impact at local, regional, national and/or European level; - it is likely to lead to innovative developments at system level and/or provide useful input to policy developments; - it shows potential for scalability and synergies with other Erasmus+ actions and/or other European Programmes. 56 The project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. If relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations. The proposal identifies the project results that can be transferred to the relevant target groups. An appropriate and effective set of measures and tools will be used to reach the target groups for dissemination. The planned dissemination and exploitation activities will ensure an optimal use of the results at local, regional, national and/or European level depending on the scope and size of the project. In each of the participating organisations specific and adequate resources are allocated to the dissemination activities. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. Only for the Adult Education and VET fields: If relevant, the proposal explains if and how EPALE will be used to increase the impact of the project and support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results Platform. 57 The project proposal includes concrete and effective steps to ensure the sustainability of the project, its capacity to continue having an impact and producing results after the EU grant has been used up. The project is placed in a perspective that goes beyond the project period. It plans to achieve a multiplier effect and sustainable impact that are within its reach considering the scope and size of the project. If relevant for the type of project, its results will be integrated in the management / pedagogical framework of the participating organisations. If relevant for the type of project, the participating organisations have the intention and are able to attract external co-funding or other support from diverse sources to ensure sustainability of the activities developed by the project and continued use of outputs and results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the sustainability of the project. Only for the VET field: The proposal is likely to have the foreseen positive impact on the target groups beyond the project lifetime. The proposal explains which project activities and results are supposed to be continued and maintained after the end of Erasmus+ funding (i.e. continuation of new courses, use and maintenance of new teaching tools…) and how and with which resources other than from the EU (finance, staff, equipment) this will be done. Only for the Youth field: The proposal is likely to have the expected positive impact on the target groups beyond the project lifetime, in particular for participants with fewer opportunities. The proposal describes how the participating organisations will exploit the experience within the project to improve the situation of these target groups and to further stimulate their development after the activity. 58 Small-scale Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 30 points) The extent to which the project proposal is relevant to the objectives and the priorities of the Action. In addition, the proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency. The expert should assess if the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field-specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+ sectors, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", it will be considered as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-14 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 59 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of The expert should consider if the participating organisations form a genuine part of the field in which the application has been 60 the application. submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of their staff and the nature of the organisation area of activity and previous experience working in the field of the application. The expert should take into consideration that the Small-scale partnerships are particularly relevant to target newcomer and less experienced organisations. Therefore, previous experience within Erasmus+ should, in this case, not necessarily be considered as an element that determines the relevance of the proposal. However, it is essential that this organisation brings a clear added value to the project in the context of the field in which the application was submitted. The extent to which the proposal brings added value at EU level by building capacity of organisations to engage in cross-border cooperation and networking. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address the needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the proposed objectives are well explained in relation to the partner organisations’ needs and challenges, as well as the needs of the indicated target groups. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The extent to which the proposed methodology is clear, adequate and feasible: - project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results; - the project is cost-effective and allocates appropriate resources to each activity. The expert should consider if the application is sufficiently specific, clear, concrete, and realistic in presenting the content and expected results of proposed activities. Experts should judge if the partner organisations have explained convincingly how the implementation of proposed activities will logically lead to addressing the identified needs and the achieving the project’s stated objectives. In addition, the requested lump sum amount should be considered in view of achieving the objectives of the project. This should include a consideration on whether appropriate phases for preparation, 61 implementation, monitoring, evaluation and sharing of results have been planned. Value for money needs to be assessed, as the lump sum requested must be in line with and justified by the proposed activities. In order to do so, the expert should evaluate the proposal both at activity level as well as at the level of the entire project. The description of the definition of the grant amount is key in this evaluation. If possible, experts should also compare the project and its activities with other projects, in order to better consider these explanations. The simplified budget scheme does not require a separate budget for project management. Instead, these costs should be covered by the amounts allocated to each project activity. Around 20% of the project requested lump sum is typically used for project management expenses, but this can be flexible depending on the applicant's resources and project size and complexity. It can be acceptable that smaller projects may use a larger portion of their budget for these horizontal costs. If the proposed deliverables are found entirely insufficient to justify the requested grant, the award criterion should be assessed below the minimum threshold. (half of the maximum points of the award criterion) The work plan has to be clearly defined, comprehensive and realistic in relation to the requested lump sum amount. The portion of the grant amount allocated to each project activity described in the proposal should be sufficient and adequate to the nature and value of the activity. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes 62 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation with partner organisations. If applicable: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, EU Youth Strategy Platform) as tools for preparation, implementation and follow-up of the project activities. The expert should assess the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The extent to which the project is designed in an eco-friendly way and incorporates green practices in different project phases. The expert should take into consideration the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). Quality of the partnership and cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile. Experts should assess the extent to which the proposal clearly explains the reasons for participation of the involved organisations and their common interests. The role and contribution of each the participating organisation should be clearly described and taken into account. Consider the specific nature of Small-scale partnerships and their focus on newcomer and less experienced organisations, the expert should judge whether the participating organisations have the skills and competences required to run the proposed activities. While leaving scope for learning to cooperate and foster development throughout the project, organisations should ensure sufficient quality in the implementation, even if they have little or no previous experience within Erasmus+. 63 The extent to which the project involves newcomers and less experienced organisations to the Action. This element highlights the importance of small- scale partnerships as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. The expert should consider if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The expert must use past participation information included in the application form and they must apply the exact definitions of a ‘newcomer’ and ‘less experienced organisation’ provided in the glossary of the Programme Guide. The expert must register their conclusions as part of typology questions accompanying the assessment. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. In particular, considering the nature of this action, it is important that the proposal describes an active role and substantial participation of newcomer and less-experienced organisations in the project tasks and activities. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations. The expert should assess if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. Impact (maximum 20 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisation. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 64 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as the wider community. The expert should consider if the project can have a substantial positive impact on the participating organisations, their staff and learners, during and after the project implementation. If relevant and in proportion to the project size and scope, the experts should consider whether the proposal identifies target groups or organisations not participating in the project that will be positively impacted by the implementation of the activities. The extent to which the project proposal includes an appropriate way to evaluate the project outcomes. The expert should consider, in proportion to the project size and scope, the partnership’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the partner organisations’ proposal on how to evaluate if the stated objectives have been reached. The extent to which the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The expert should consider if the proposal identifies the project results that can be made available to the relevant target groups. The expert should also consider whether the partner organisations have used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 65 European Partnerships for School Development The main purpose of the European Partnerships for School Development is to encourage better cross-border cooperation and mobility among schools across Europe with a sustainable and systemic impact. Projects should do this through improvements in the practices, policies and procedures of school authorities and schools that will take place over the duration of the project and have an impact long beyond the project duration. It is also expected that school authorities apply the principles or changes developed within a Partnership for School Development to other schools under their authority that were not part of the project, contributing to a wider audience than the participating organisations. Projects need to achieve a balance between being realistic and ambitious to achieve systemic and long-term impact. This is why the award criterion “Impact” carries the largest part of the assessment with 35 out of 100 points, and all other criteria are linked to it. The large number of points reflects the complexity of the criterion and the wide variation in quality that experts may encounter. Experts should make full use of the 35 points scale to fine-tune their assessment and differentiate applications according to their level of quality. Recognising original, convincing and genuine proposals: experts should consider the information presented in the application form critically to evaluate • if it shows a real self-reflection on the part of the applicant; • if it is rooted in reality of everyday educational work and challenges in the school education systems of the participating countries and regions, and; if the links being established with European or national policy narratives are concrete and tangible. Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 15 points) Relevance for action objectives: the proposal contributes to the objectives of the European Partnerships for School Development; The expert should consider if the project addresses the objectives of the action as stated in the action’s chapter in the Programme Guide. NB: If the proposal does not provide convincing evidence that it is relevant to the objectives, the expert must assess the application to be below the minimum threshold for this award criterion. Needs analysis: the application is based on comprehensive analysis of needs and challenges in the school education systems of the participating countries/regions; The applicant must show precise and real challenges that the project will address. The needs analysis must include relevant context, real-life examples and data, and must explain why the project is actually needed. European added value: the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country; The expert should assess whether the transnational dimension of the project clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. EU values: the proposal is relevant for the respect and promotion of shared EU values, such as respect for human The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: 66 dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. Quality of project design (maximum 30 points) Work packages: ▪ the proposed methodology is clear, adequate and feasible; ▪ the project work plan is coherent, clear, complete and effective; Each work package must address its task as defined in the Programme Guide; it must be clear and concrete; implementable, and its progress must be trackable. The different work packages must be coherent, complementary and clearly contributing to overall project results. The relationship between each work package and the overall project objectives must be presented clearly and concretely, so that the contribution of every work package to the project objectives is explicit. The project methodology must be realistic and appropriate for producing the expected results. NB: If the application contains any work packages that are severely lacking in clarity, are impossible to track and evaluate, or do not address their task as defined in the Programme Guide, the expert must assess the application to be below the minimum threshold for this award criterion. Monitoring: the project proposes appropriate quality control, monitoring and supervision measures to ensure that the project implementation is of high quality, completed in time and on budget; The proposal clearly defines the people responsible for monitoring the project’s progress and results and defines an effective methodology and frequency of monitoring exercises. The application identifies potential risks and proposes effective ways to address them. 67 Budgeting: the project is cost-effective and allocates appropriate resources to each activity and partner; The expert should examine whether the proposal provides value for money in terms of the planned results and the expected impact compared to the defined project lump sum. The experts should assess the resources allocated to each work package and activity, and whether they are adequate for effective implementation and achieving the desired impact. The expert should compare the project proposal and its work packages with other project proposals to better assess the proposal’s value for money. Inclusion and diversity: the activities are designed in an accessible and inclusive way; The expert should consider whether the design of the activities is in line with the inclusion dimension of the Programme, and if the project proposal has the potential to increase the participation of people with fewer opportunities. Digital: the project incorporates the use of digital tools such as the European School Education Platform (including eTwinning) and learning methods to complement their physical activities and improve cooperation between partner organisations; The expert should consider whether digital tools and learning methods are used as part of the project in an effective way. The expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project proposal or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. Environmental sustainability: the project is designed in an eco-friendly way and incorporates green practices in different project phases; The expert should consider, if in addition or as part of their tasks, the project has the potential to raise awareness about environmental and climate change challenges. Participation and civic engagement: the project encourages participation and civic engagement. The expert should consider, if in addition or as part of their tasks, the project promotes participation and civic engagement. Quality of the partnership and the cooperation arrangements (maximum 20 points) Project coordinator: the coordinating organisation has appropriate expertise, resources and role in the education system to successfully lead the project; The expert should examine if the coordinating organisation has the capacity to coordinate the partnership and ensure that the project is implemented efficiently, effectively and professionally. The role of the coordinating organisation in the education system (responsibilities and decision- making capacity) must be appropriate for the scope and ambition of the project objectives. Partnership composition: ▪ the partner school authorities have complementary experience, needs, and roles in the education system; ▪ the partner schools have a clear and proportional role in the project; ▪ the partner schools are sufficiently diverse in terms of their experience in cross-border mobility and cooperation; The expert should evaluate to what extent the proposal identifies the contributions of each participating organisation in terms of expertise, resources and know-how to implement the project. Complementarity between school authorities means that they share similar challenges and interests, and are able to work on them together due to similar or compatible roles and responsibilities in their respective school education systems. The project role of each participating school must be clear. 68 ▪ the size and scope of the partnership is appropriate for the achievement of the planned project results; The participation of other organisations (apart from school authorities and schools) must be justified in relation to planned project results. Allocation of tasks: the proposed allocation of tasks demonstrates the commitment and continuous active involvement of all participating organisations, and in particular the coordinating and partner school authorities; The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks with active involvement of all participating organisations. Due to their role, responsibility and resources, a strong, continuous and practical, hands-on involvement of school authorities is necessary. Complementarity: the proposal is complementary to other initiatives already being carried out by the participating organisations, in particular Erasmus accreditations in Key Action 1; The expert will examine how the project will build on existing knowledge, practices and other projects of the participating organisations. If the participating organisations hold an Erasmus accreditation in the field of school education, they should create synergies with the European Partnership for School Development and demonstrate them with concrete examples (e.g. shared results, improved mobility procedures, easier and better recognition of learning outcomes). Communication and coordination: the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert must assess to what extent appropriate channels, tools, or platforms are in place for regular communication, and clear responsibilities are assigned for this purpose in each partner organisation. The continuity of project implementation must be ensured through involvement of multiple people per organisation, especially in school authorities. Impact (maximum 35 points) Project results: the project proposal clearly identifies improvements in the practices, policies and procedures of school authorities and schools that will happen as a result of the project; To be scored highly, proposals need to identify changes in the way the participating organisations operate (i.e. their practices, policies and procedures) and how the project will improve on that. For European Partnerships for School Development, such changes are more important than tangible outputs. Rather than spending a large part of the grant on developing new outputs, projects should identify and spread existing good practices and build on outputs from previous projects. When possible, changes in policy should accompany the changes in practices and procedures to consolidate them and lead to long-term impact. Tracking project results: the proposal defines clear implementation milestones, and qualitative and quantitative indicators to prove that the planned improvements have taken place; Within this criterion, project results refer to what will be done, while impact refers to the effects that these results will have. Tracking project results and tracking impact must be described separately (many applicants make the common error of tracking only results and not impact). The expert must assess whether the proposed plan is clear (coherent and sufficiently detailed) and realistic (achieving the implementation milestones will gradually lead to the expected results), and whether the proposed indicators are relevant, credible, clear and robust. 69 Tracking impact: the proposal defines clear qualitative and quantitative indicators to track the impact of the project results; Measuring impact consists of tracking the positive effects of the project results beyond the fact of having produced them. Impact is an effect of using the results and it should therefore start during the project and continue beyond the project duration. The expert must assess whether the proposed indicators are relevant, credible, clear and robust. Long-term impact: - the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations; - the project includes a clear plan and preparation to continue using its results after the project; The assessment of this element is based on a perspective that goes beyond the project period. The experts should assess if the proposed long-term impact plan is realistic, well-developed, and concrete. Transferable results: the planned project results can be used outside the participating organisations at local, regional, national or European level; The project results have the potential to be transferred to and used by other organisations in the participating countries (e.g. other schools under the responsibility of the same school authority, other school authorities in the same or different regions), as well as in other countries. Sharing results: the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The planned activities for sharing results are appropriate and will promote the use of the results at local, regional, national and/or European level. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. 70 How to assess the cost-effectiveness of a project proposal? Given the diverse nature of all the fields covered in the programme, the needs and type of activities presented by the applicants differ. It is therefore left to the applicants to describe the planned activities which are adequate for their respective objectives and fit within the funding level of the chosen lump sum. Such choice is based on the level of complexity and ambition of their proposal, considering elements such as the number of partners, the duration of the project and the number and type of proposed activities. A high degree of flexibility is left to applicants to define their targets in line with the programme objectives and build their project around the requested lump sum budget. The applicants are therefore not required to provide detailed cost estimate (staff costs, equipment, management costs, etc. Nevertheless, they are required to provide evidence for the elements of value for money in their application, showing that the amount requested is adequate to the content and objectives of their proposed activities. For this purpose, they are required to indicate the portion of the lump sum that they intend to allocate to the production of each of the outputs (work packages and activities). Experts assess the value for money at the level of each eligible activity and work package and at the level of the entire project, including annexes and as part of scoring the award criterion ‘Quality of the project design and implementation’. Proposals which are found to offer poor value for money will have a lower score and fewer chances to be selected for funding. In case the expert finds the proposed deliverables entirely insufficient to justify the total requested grant, award criterion ‘Quality of project design and implementation’ should be scored below the minimum threshold (half of the maximum points of the award criterion) and consequently, the proposal should be rejected. In addition to assessing the cost-effectiveness of the entire project, the expert needs to take into account the funding that applicants have proposed to allocate to each work package/activity. For this purpose, the key aspect to consider is the explanation that applicants have provided about the composition of costs included in the work package/activity. At the level of work packages/activities, experts should also use the comparison method both within a project and with other projects to contextualise the explanations provided by the applicants. The resources to be allocated by the applicant to each work package and/or activity must show a balance between cost-effectiveness and the delivery of good quality. In particular, crucial aspects referred to in award criteria (inclusion, integration of results, monitoring) must be adequately addressed. For the Cooperation partnerships and European Partnerships for School Development, all the activities directly linked to the management of the project shall be included in a specific work package (project management work package). This work package can represent maximum 20% of the requested budget for the other work packages. For the Small-scale partnerships, the budget allocated to the planning, organisation and management of the activities is to be covered with the amounts allocated to each of the project activities. Experts shall also take this aspect into account in their assessment. Based on experience of similar actions in the Erasmus+ programme, around 20% of the project requested lump sum is typically used for project management expenses. The reference value of 20% needs to be assessed in a flexible manner, considering that costs related to setting up and managing a project may vary from one applicant to the other function to their e.g. dimension, available resources, etc. Therefore, experts may deem it acceptable that smaller projects can use a larger portion of their budget to cover 71 the horizontal costs. The list below presents some examples for the approximate grant amounts attributed to typical activities in the 2014-2020 Programming period: - Project meeting with 8 participants: 4.500 – 6.000 EUR - Event with 100 participants: 10.000 – 20.000 EUR - Mobility of 20 participants for 10 days: 22.000 – 35.000 EUR - Language training for 20 participants: about 3.000 EUR The actual cost of a specific activity proposed in an application may vary depending on factors such as travel distances, labour costs in different countries, involvement of participants with fewer opportunities, choosing more environmentally sustainable services and products, etc. This is why the applicants are requested to provide a breakdown and explanation of their expected costs in the application form. The experts should use the information provided by the applicant when assessing if higher than average costs are justified, or if lower than average costs are realistic for a certain activity. In case of strong doubts about the value for money of an activity or the entire project, where the professional judgment of the expert alone is not sufficient, or in case of serious disagreement between two experts, a comparison with similar activities between projects and with previous projects funded under the action Strategic Partnerships in the Erasmus + programme 2014-2020 can be made as part of a consolidation exercise. Using this reference shall only be used as a methodological support, using the necessary degree of flexibility and proportionality to make the assessment fair and accurate. 72 6. Reference policy documents Transversal policy priorities for education, training, youth and sport ▪ Overall policy priorities - European Education Area - Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030): https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf - EU Youth Strategy – Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN - Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27: Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27 | Erasmus+ (europa.eu) - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy: Implementation guidelines - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy | Erasmus+ (europa.eu) - 2030 Agenda for Sustainable Development of the United Nations: http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm - Rethinking Education: Investing in skills for better socio-economic outcomes: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF - The EU Youth report: http://ec.europa.eu/youth/policy/implementation/report_en.htm - Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/docu ments/citizenship-education-declaration_en.pdf - Investing in Europe's Youth: http://ec.europa.eu/social/main.jsp?catId=950&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Commission communication "Strengthening European Identity through Education and Culture The European Commission's contribution to the Leaders' meeting in Gothenburg" (2017) http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN - Council Recommendation on Key Competences for Lifelong Learning, Official Journal, 2018/C 189/01 https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 - Commission communication “The Union of Skills”: https://eur-lex.europa.eu/legal- content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 - Council Recommendation “Europe on the Move – Learning mobility opportunities for everyone”: https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf - EN EUROPEAN COMMISSION Brussels, 5.3.2025 COM(2025) 89 final COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A: STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf ▪ Recognition and transparency - Europass: http://europass.cedefop.europa.eu/en/home https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf https://education.ec.europa.eu/sites/default/files/2025-03/STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home 73 - European Qualifications Framework: http://ec.europa.eu/eqf/home_en.htm - Youthpass: https://www.youthpass.eu/en/youthpass/ - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf - Validation: Council Recommendation of 20 December 2012 on the validation of non- formal and informal learning https://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF - Validation: Staff Working Document on the evaluation of the 2012 Council Recommendation on validation https://ec.europa.eu/social/BlobServlet?docId=22839&langId=en ▪ Digital education - The Future of Learning: New Ways to Learn New Skills for Future Jobs: http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html - Digital Competence Framework for Citizens (DigComp): https://ec.europa.eu/jrc/en/digcomp - Digital Competence Framework for Educators (DigCompEdu): https://ec.europa.eu/jrc/en/digcompedu - A collection of articles from Open Education Europa: https://www.schooleducationgateway.eu/en/pub/resources/oee.htm - Open Educational Resources and practices in Europe: http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html - Digital Education Action Plan: http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en ▪ Development of key competences - Brochure on Key Competences for lifelong learning: https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- 9d01-01aa75ed71a1/language-en - Council Recommendation of 22 May 2018 on key competences for lifelong learning, Official Journal 2018/C 189/01 - Commission Staff Working Document accompanying the document proposal for a Council Recommendation on Key Competences for Lifelong Learning, SWD (2018)14, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 - European Commission (2020) LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence - Cultural awareness and expression handbook: Open method of coordination (OMC) working group of EU Member States’ experts on ‘cultural awareness and expression’ (2016). https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50- 01aa75ed71a1 - European Commission (2016) EntreComp: The Entrepreneurship Competence Framework.https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/entrecomp-entrepreneurship-competence-framework - Council conclusions of 26 November 2012 on literacy: http://ec.europa.eu/eqf/home_en.htm http://ec.europa.eu/eqf/home_en.htm https://www.youthpass.eu/en/youthpass/ https://www.youthpass.eu/en/youthpass/ http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html https://ec.europa.eu/jrc/en/digcomp https://ec.europa.eu/jrc/en/digcomp http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://op.europa.eu/en/publication https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework 74 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393: 0001:0004:EN:PDF - Final Report of the EU High Level Group of experts on Literacy (2012): http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/ literacy-report_en.pdf - Addressing the gender gap in STEM education across educational levels - Publications Office of the EU - JRC Publications Repository - STEM competencies, challenges, and measurements: a literature review - JRC Publications Repository - STEM and STEAM education, and disciplinary integration: a guide to informed policy action ▪ Language learning - Commission Staff Working Document, 2012: "Language Competences for employability, mobility and growth: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC037 2&from=EN - Improving the effectiveness of language learning – CLIL and Computer-assisted Language learning, 2014: http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf - Rethinking language education in schools, 2017 - https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8- ac73-01aa75ed71a1/ - Migrants in European schools – learning and maintaining languages, 2017 https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73- 01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFn oECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ - Multilingual education in the light of diversity – lessons learned, 2017 http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf - The future of language education in Europe – Case studies of innovative practices, 2020 https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language- education/ - Education begins with language, 2020 https://op.europa.eu/en/publication-detail/- /publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en - Council recommendation on a comprehensive approach to the teaching and learning of languages, 2019 https://ec.europa.eu/education/education-in-the-eu/council- recommendation-improving-teaching-and-learning-languages_en http://eur/ http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en 75 Policy priorities in school education General policy information relevant for all project proposals: • Commission Communication on Achieving the European Education Area and the subsequent Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education (2021) education https://eurhttps://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal Tasks/education https:/eur-lex.europa.eu/legal- content/en/TXT/?uri=CELEX:32021H1214(01)lex.europa.eu/legal- content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 • Support to implementation of the 2021 Council Recommendation through the Working Group on Schools - thematic report and factsheet Blended learning for inclusion - Publications Office of the EU (europa.eu) - Learning for the green transition and sustainable development. Council Recommendation adopted on 16 June 2022. Implementation tools: peer learning (dedicated Working Group, Education for Climate Coalition under Erasmus+, GreenComp community of practices); funding; dissemination of resources https://eur- lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 - 28 November 2022: Council adopted a Recommendation on Pathways to School Success. Pathways to School Success | European Education Area (europa.eu) • Council Resolution of the European Education Area • Education and Training Monitor 2024 • Education and Training Monitor 2023 • Education and Training Monitor 2022 • DigCompEdu framework - https://europa.eu/!K4xkfK Tackling learning disadvantage, early school leaving and low proficiency in basic skills • Early School Leaving: https://education.ec.europa.eu/education-levels/school- education/early-school-leaving • European Toolkit for Schools ‘Promoting inclusive education and tackling early school leaving’: https://school-education.ec.europa.eu/en/insights/school- success-for-all • NESET Report: The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof (2022): https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec- b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 • A systemic, whole-school approach to mental health and well-being in schools in the EU (2023): https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e- 01aa75ed71a1/language-en/format-PDF/source-251233369 https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://education.ec.europa.eu/education-levels/school-education/pathways-to-school-success#:~:text=A%20Council%20Recommendation%20on%20%27Pathways,leaving%20from%20education%20and%20training. https://op.europa.eu/en/publication-detail/-/publication/b004d247-77d4-11eb-9ac9-01aa75ed71a1?msclkid=393f2efec14411ec90f4424a51cf0b18 https://op.europa.eu/webpub/eac/education-and-training-monitor/en/ https://op.europa.eu/webpub/eac/education-and-training-monitor-2023/en/index.html https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/ https://europa.eu/!K4xkfK https://europa.eu/!K4xkfK https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://school-education.ec.europa.eu/en/insights/school-success-for-all https://school-education.ec.europa.eu/en/insights/school-success-for-all https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 76 • Commission study on the assessment of the implementation of the 2011 Council recommendation on policies to reduce early school leaving (2019): https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9- b4bf01aa75ed71a1/language-en • OECD PISA 2022 Results (2022): https://www.oecd.org/publication/resultats-du- pisa-2022/#resultatspisa2022 • Commission Report on PISA and the EU (2018): https://ec.europa.eu/education/news/pisa-2018_en • Eurydice, Equity in Education (2020): https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school- education-europe_en • A whole school approach to tackling early school leaving: Policy messages, https://education.ec.europa.eu/sites/default/files/document-library-docs/early- school-leaving-group2015-policy-messages_en.pdf • NESET Report on A formative, inclusive, whole school approach to the assessment of Social and Emotional Education in the EU (2020): https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole- schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ Supporting teachers, school leaders and other teaching professions • EENEE-NESET Report (2023): Evidence-based Solutions to Teacher Shortages: https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical- report-No-1.pdf • Eurydice (2021) “Teachers in Europe – Careers, Development and Well-being” https://eacea.ec.europa.eu/nationalhttps://eacea.ec.europa.eu/national- policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdfpolicies/eurydice/sit es/eurydice/files/teachers_in_europe_2020_1.pdf • “Supporting teacher and school leader careers: a policy guide” (2020). Report of the ET2020 Working Group Schools. Also available: Summary and four Infosheets. https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b- 11eahttps://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f- 01aa75ed71a1/language-enb75f-01aa75ed71a1/language-en. Also overview and video available at: • Council conclusions “European Teachers and Trainers for the Future”, adopted on 26 May 2020: https://www.consilium.europa.eu/media/44115/st08269-en20.pdf • Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Commission Communication on Achieving the European Education Area https://ec.europa.eu/commission/news/towards-european-education-area- 2025https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017- nov-14_en2017-nov-14_en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://ec.europa.eu/education/news/pisa-2018_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en 77 • Commission’s 2020 Digital Education Action Plan for 2021-27: https://ec.europa.eu/education/education-in-the-eu/digital-education- actionhttps://ec.europa.eu/education/education-in-the-eu/digital-education-action- plan_enplan_en • OECD TALIS 2018 report: TALIS - The OECD Teaching and Learning International Survey - OECD • OECD TALIS 2024: Results from TALIS 2024 | OECD • • Attracting and retaining teachers and school leaders: a guide for career frameworks (2023): https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career- frameworks.pdf • Communication on Achieving the European Education Area (EEA) by 2025 • 2020 Council conclusions: European teachers and trainers for the Future • 2021 Eurydice report: Teachers in Europe: Careers, Development and Well-being • SELFIE for TEACHERS - https://education.ec.europa.eu/selfie-for-teachers • SELFIE for Schools: https://education.ec.europa.eu/selfie Promoting a comprehensive approach to language teaching and learning • NESET ad hoc report on the interventions supporting language learning needs of newly arrived migrant and displaced children (2022) : https://nesetweb.eu/en/news/new-neset-ad- hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived- migrant-and-displaced-children/ • Eurydice Report - Key data on teaching languages at school in Europe (2023): https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school- europe-2023-edition • Education begins with language - Thematic report from a programme of seminars with peer learning to support the implementation of the Council Recommendation on a comprehensive approach to the teaching and learning of languages (2019-2020): https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a- 01aa75ed71a1/language-en • NESET Report - The future of language education in Europe: case studies of innovative practices (2020): https://nesetweb.eu/en/resources/library/the-future-of-language- education-in-europe-case-studies-of-innovative-practices/ • Council recommendation on improving the teaching and learning of languages (2019): https://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015. 01.ENG https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://ec.europa.eu/education/resources-and-tools/document-library/eea-communication-sept2020_en https://op.europa.eu/en/publication-detail/-/publication/ac4c748c-aa18-11ea-bb7a-01aa75ed71a1/language-en/format-PDF/source-137808445 https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://education.ec.europa.eu/selfie-for-teachers https://education.ec.europa.eu/selfie https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG 78 Developing high quality early childhood education and care systems • Council Recommendation for high quality early childhood education and care systems, and its Annex, the European Quality Framework: https://ec.europa.eu/education/education-in-the-eu/council-recommendation- onhttps://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high- quality-early-childhood-education-and-care-systems_enhigh-quality-early-childhood- education-and-care-systems_en • Toolkit for inclusive ECEC (2021): https://op.europa.eu/s/oVdh • Report on How to recruit, train and motivate well-qualified ECEC staff: https://op.europa.eu/s/oVdi • Thematic reports on Monitoring and evaluating quality in ECEC: https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents • Erasmus+ and ECEC: project results and analysis: https://op.europa.eu/s/oVdj • Quality in early childhood education and care (ECEC: state of play in the EU Member States based on the European Quality Framework: https://education- socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early- childhood-education-and-care-ecec-state-play-eu-member-states-based- european-quality_en • Working with multilingual children and families in early childhood education and care (ECEC): https://education-socioeconomic- experts.ec.europa.eu/publications/analytical-reports/working-multilingual- children-and-families-early-childhood-education-and-care-ecec_en • Key date on early childhood education and care in Europe (Eurydice): https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood- education-and-care-europe-2025 • • Further background reading can be found on the Early childhood education and care (ECEC) website on Europa: http://ec.europa.eu/education/policies/early-childhood-education-and-care_en Recognition of learning outcomes for participants in cross-border learning mobility - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf • Commission Staff Working Document accompanying the document Proposal for a Council Recommendation on promoting automatic mutual recognition https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 • Recognition of learning periods abroad in general secondary education: Outputs by the Expert Network on Recognition of outcomes of learning periods abroad in general secondary education Recognition of learning periods abroad in general secondary education | ESEP (europa.eu) https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdi https://op.europa.eu/s/oVdi https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents https://op.europa.eu/s/oVdj https://op.europa.eu/s/oVdj https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad 79 • REPORT FROM THE COMMISSION TO THE COUNCIL on the implementation of the Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad EUR-Lex - 52023DC0091 - EN - EUR-Lex (europa.eu) o Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Executive summary Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Publications Office of the EU (europa.eu) Council conclusions on further steps to make automatic mutual recognition in education and training a reality EUR-Lex - 52023XG0526(03) - EN - EUR-Lex (europa.eu) Policy priorities in vocational education and training (VET) - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary- union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience: https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 - Factsheet - Vocational education and training: a future-proof approach (2020) https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en - Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies: https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf - Communication: Youth Employment Support - a Bridge to Jobs for the Next Generation (2020) https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en - Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee 2020/C 372/01 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2020.372.01.0001.01.ENG&toc=OJ:C:2020:372:TOC - The European Framework for quality and effective apprenticeships: http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 - European Alliance for Apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - Work-based learning: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2023:91:FIN https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52023XG0526%2803%29 https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 80 High-performance apprenticeships & work-based learning: 20 guiding principles: https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b- 11e7https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65- 01aa75ed71a1/language-enab65-01aa75ed71a1/language-en - Work-based Learning Handbook http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational- policy/doc/alliance/work-based-learning-in-europe_en.pdf - Reports on apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - EQAVET: https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf - Platforms of Centres of Vocational Excellence (COVE): https://ec.europa.eu/social/vocational-excellence - European Commission mapping study on approaches to Centres of Vocational Excellence: https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 - ET2020 Working group on VET, report on Innovation and digitalisation in Vocational Education and Training (2020): https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en - The Joint Research Centre report on Vocational education and smart specialisation strategies: https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c- 11eahttps://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e- 01aa75ed71a1/language-en/format-PDF/a07e-01aa75ed71a1/language-en/format-PDF/ - The European Training Foundation (ETF) international study on “Centres of vocational excellence - An engine for vocational education and training development: https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea- 991b-01aa75ed71a1/language-en/format-PDF - Entrepreneurship 2020 Action Plan - http://eur-lex.europa.eu/legalhttp://eur- lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52012DC0795content/EN/TXT/?uri=CELEX%3A52012DC07 95 - Entrepreneurship education: A Guide for Educators (2014): https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/re nditions/pdf - Towards Greater Cooperation and Coherence in Entrepreneurship Education" – Report of the High Level Reflection Panels on Entrepreneurship Education initiated by Directorate General Enterprise and Industry and Directorate General Education and Culture (2015): https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/re nditions/pdf More information can be found at: https://ec.europa.eu/education/policies/eu-policy- in-the-field-of-vocational-educationhttps://ec.europa.eu/education/policies/eu-policy-in-the- field-of-vocational-education-and-training-vet_enand-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en 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https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 https://ec.europa.eu/social/main.jsp?catId=1536&langId=en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en 81 Policy priorities in higher education - European strategy for universities: Commission Communication on a European strategy for universities | European Education Area (europa.eu) - European student card initiative: European Student Card Initiative | Erasmus+ (europa.eu) - European Universities Initiative : European Universities initiative | European Education Area (europa.eu) - Automatic mutual recognition: EUR-Lex - 32018H1210(01) - EN - EUR-Lex (europa.eu) - Micro-credentials: A European approach to micro-credentials | European Education Area (europa.eu) - Building bridges for effective European higher education cooperation EUR-Lex - 32022H0413(01) - EN - EUR-Lex (europa.eu) More information can be found at: Higher education | European Education Area (europa.eu) Policy priorities in adult education - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper- and-fairer-economic-and-monetary-union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Adult skills - Individual Learning Accounts: a tool to improve access to training; SWD(2021); - Council Resolution on a new European agenda for adult learning 2021-2030, https://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN - Recommendation on Upskilling Pathways (2016): http://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 - Staff Working Document on Recommendation on Upskilling Pathways: New Opportunities for Adults Taking stock of implementation measures: https://ec.europa.eu/info/sites/info/files/file_import/implementation- reporthttps://ec.europa.eu/info/sites/info/files/file_import/implementation-report- upskilling-pathways_en.pdfupskilling-pathways_en.pdf - Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52019XG0605(01) - Promoting adult learning: http://ec.europa.eu/education/policy/adult- learning/adult_en.htm - Career guidance; https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherP ubs=yes - PIAAC, the survey of adult skills: http://www.oecd.org/skills/piaac/ - Working group on adult learning: opening up opportunities for all (AL); https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://erasmus-plus.ec.europa.eu/european-student-card-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32018H1210(01) https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0413%2801%29 https://education.ec.europa.eu/education-levels/higher-education https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12876-Adult-skills-Individual-Learning-Accounts-a-tool-to-improve-access-to-training_en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 http://ec.europa.eu/social/main.jsp?catId=1224 https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/about/working-groups 82 Policy priorities in the field of youth - Report from the Commission to the European Parliament, the Council, the European Social and Economic Committee and the Committee of the Regions on the implementation of the EU Youth Strategy (2019-2021): https://eur- lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0636&from=ES - Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:C:2018:456:FULL - Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG - “Signpost for the future” – Final declaration of the 3rd European Youth Work Convention https://www.eywc2020.eu/en/convention/final-declaration/ - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on Digital Youth Work https://eur- lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2019.414.01.0002.01.ENG&toc=OJ:C:2019:414:TOCco ntent/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC % 3A2019%3A414%3ATOC - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on education and training of youth workers https://eur-lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:412:FULL&uri=uriserv:OJ.C_.2019.412.01.0012.01.ENGco ntent/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_. 2 019.412.01.0012.01.ENG - EU and Council of Europe Partnership in the field of youth, page on youth work recognition: https://pjp-eu.coe.int/en/web/youth-partnership/recognition - Proposal of Council Recommendation on the mobility of young volunteers across the European Union com_2022_15_1_en_act_part1_v4.pdf (europa.eu) - Decision (EU) 2021/2316 of the European Parliament and of the Council of 22 December 2021 on a European Year of Youth (2022) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021D2316Youth - Inclusion and Strategy Roadmap https://www.salto-youth.net/downloads/4-17- 4247/ID_roadmap.pdf - European Training Strategy 2021-2027 http://www.salto-youth.net/download/4265/European_Training_Strategy_2021- 2027_singlepage.pdf - Youth Participation Strategy https://www.salto-youth.net/rc/participation/ypstrategy/ - Youthpass strategy https://www.youthpass.eu/en/about-youthpass/youthpass- strategy/ More information can be found at: http://ec.europa.eu/youth/index_en.htm https://eur/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf https://urldefense.com/v3/__http:/www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf__;!!DOxrgLBm!UQjEXVQkL7v-hOV-M6-v0CG95EabTZqE0BHi1BoN-Aw4ijtD7Q3vw4Ocf7b6OPrW1XKPIg$ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm 83 Policy priorities in the field of sport - EU Work Plan for Sport 2021-2024: EUR-Lex - 42020Y1204(01) - EN - EUR-Lex (europa.eu) - Towards more gender equality in sport : recommendations and action plan from the High Level group on Gender Equality in sport: Towards more gender equality in sport - Publications Office of the EU (europa.eu) - COUNCIL Recommendation on HEPA (health-enhancing physical activity): EUR-Lex - 32013H1204(01) - EN - EUR-Lex (europa.eu) - Guidelines regarding the minimum requirements in skills and competences for coaches - Publications Office of the EU (europa.eu) - Safeguarding children in sport - Publications Office of the EU (europa.eu) - Mapping on access to sport for people with disabilities - Publications Office of the EU (europa.eu) - Mapping of corruption in sport in the EU - Publications Office of the EU (europa.eu) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/03fc8610-e4c2-11e9-9c4e-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/ae30070c-b986-11e9-9d01-01aa75ed71a1/language-en/format-PDF/source-search 84 Annex I - Declaration on absence of conflict of interests and on confidentiality DECLARATION ON ABSENCE OF CONFLICT OF INTERESTS AND ON CONFIDENTIALITY [Erasmus+], [Call for Proposals N° [XXX], [action], [selection round [final submission date]] Conflict of interests I, the undersigned [FAMILY NAME, first name], having been appointed as an expert for the abovementioned call, declare that: I am aware of Article 61 of the EU Financial Regulation 2024/2509, which states that: "1. Financial actors within the meaning of Chapter 4 of this Title and other persons, including national authorities at any level, involved in budget implementation under direct, indirect and shared management, including acts preparatory thereto, audit or control, shall not take any action which may bring their own interests into conflict with those of the Union. They shall also take appropriate measures to prevent a conflict of interests from arising in the functions under their responsibility and to address situations which may objectively be perceived as a conflict of interests. 2. Where there is a risk of a conflict of interests involving a member of staff of a national authority, the person in question shall refer the matter to his or her hierarchical superior. Where such a risk exists for staff covered by the Staff Regulations, the person in question shall refer the matter to the relevant authorising officer by delegation. The relevant hierarchical superior or the authorising officer by delegation shall confirm in writing whether a conflict of interests is found to exist. Where a conflict of interests is found to exist, the appointing authority or the relevant national authority shall ensure that the person in question ceases all activity in the matter. The relevant authorising officer by delegation or the relevant national authority shall ensure that any further appropriate action is taken in accordance with the applicable law. 3. For the purposes of paragraph 1, a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person, as referred to in paragraph 1, is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest." I do not fall under any of the following circumstances in which a conflict of interests might exist. I confirm that, if I discover before or during the performance of my tasks that a conflict of interests exists, I will declare it immediately to the National Agency. Disqualifying conflict of interests: Direct benefit in case of advice on development of a new policy; Involvement in the preparation of the proposal(s); Direct benefit in case of acceptance of the proposal(s); Close family relationship with any person representing a participating organisation in the proposal(s); 85 Director, trustee or partner of a participating organisation; Current employment by a participating organisation; Current involvement in a contract or collaboration with a participating organisation; Any other situation that compromises my ability to evaluate the proposal impartially; Potential conflict of interests: Employment by one of the participating organisations within the previous three years; Involvement in a contract or collaboration with a participating organisation within the previous three years; Any other situation that could cast doubt on my ability to evaluate the proposal impartially, or that could reasonably appear to do so in the eyes of a third party (Ex. Past or current personal relationships, nationality, political affinity, etc.). If applicable - I hereby declare that I fall under one or more of the above circumstances (please specify which and explain)*: *Ex. In case of employment by a structure including different departments or institutes, please specify the degree of autonomy between them. I hereby declare on my honour that the disclosed information is true and complete to the best of my knowledge. Confidentiality and personal data protection I confirm that I have read, understood and accepted the code of conduct for experts established in Annex 1 to the contract sent by the contracting party. I also confirm that I will keep all matters entrusted to me confidential and will process the personal data I receive only for the purposes of the performance of the present contract. If unnecessary or excessive personal data are contained in the documents submitted during the implementation of the contract, I will not process them further or take them into account for the implementation of the contract. I will not communicate outside the panel any confidential information that is revealed to me or that I have discovered. I will not make any adverse use of information given to me. I will comply with guidelines provided in section 2.3 – personal data considerations. Expert: [insert full name] Date: Signature: …

[…] 2026 ERASMUS+ Guide for Experts on Quality Assessment Actions managed by National Agencies Version 1 (2026): 22-12-2025 EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture European Commission B-1049 Brussels © European Union, 2025, version 1. Reuse is authorised provided the source is acknowledged. The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders. EUROPEAN COMMISSION ERASMUS+ 2026 Guide for Experts on Quality Assessment For actions managed by National Agencies Directorate-General for Education, Youth, Sport and Culture 2026-v1 Erasmus + EN 4 Table of Contents 1. Introduction .............................................................................................. 5 2. Experts .................................................................................................... 5 2.1 Role of experts ................................................................................... 5 2.2 Appointment of experts, code of conduct and prevention of conflict of interest .............................................................................................................. 6 2.3 Personal data considerations ................................................................ 7 3. Assessment of applications ......................................................................... 8 3.1 Preparation for assessment .................................................................. 8 3.2 Assessment ........................................................................................ 8 3.3 Award criteria and scoring .................................................................... 9 4. General principles of qualitative assessment ................................................ 12 4.1 Consolidated assessment and final score ............................................... 12 4.2 Proportionality ................................................................................... 12 4.3 Quality, cost-efficiency, value for money of the activities ........................ 13 5. Guidance on how to assess the award criteria .............................................. 13 Key Action 1: Mobility of individuals ........................................................... 16 Mobility project for Higher education students and staff supported by external policy funds........................................................................................ 16 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education ....................... 18 Mobility project for young people: Youth Exchanges ................................ 21 Mobility project for youth workers ......................................................... 26 Youth participation activities ................................................................. 32 Mobility project for young people: DiscoverEU Inclusion Action ................. 38 Mobility of staff in the field of sport ....................................................... 42 Key Action 2: Partnerships for Cooperation ................................................. 45 Cooperation Partnerships ..................................................................... 45 Small-scale Partnerships ...................................................................... 58 European Partnerships for School Development ...................................... 65 How to assess the cost-effectiveness of the project? ............................... 70 6. Reference policy documents ....................................................................... 72 Transversal policy priorities for education, training, youth and sport .............. 72 Policy priorities in school education ............................................................ 75 Policy priorities in vocational education and training (VET) ............................ 79 Policy priorities in higher education ............................................................ 81 Policy priorities in adult education .............................................................. 81 Policy priorities in the field of youth ........................................................... 82 Annex I - Declaration on absence of conflict of interests and of confidentiality ..... 84 5 1. Introduction A large part of the Erasmus+ Programme is implemented under the indirect management mode. This means that National Agencies are in charge of selecting projects to be co-funded and of approving accreditations under actions entrusted to them by the European Commission. National Agencies assess proposals1 with the assistance of independent experts to ensure that only those of the highest quality are selected and that only applicants fulfilling specified criteria are awarded a grant or accreditation 2 . As such, the final decision on the selection or rejection of applications is taken by the National Agencies. This Guide for Experts (hereinafter ‘the Guide’) is a tool for experts when assessing applications submitted to the National Agencies. It provides instructions and guidance in order to ensure a standardised and high-quality assessment of applications. This Guide provides information on: • the role and appointment of experts; • the principles of the assessment; • the assessment process in practice; • how to assess the award criteria for each action and field. 2. Experts 2.1 Role of experts The assessment and selection of grant applications is organised based on a peer review system following a transparent process that guarantees impartiality and equal treatment of all applicants. The role of experts is important to ensure a fair, impartial, consistent and accurate assessment of applications according to the objectives and policy priorities of the concerned action and field, as well as the criteria set out in the calls for proposals. The assessment is an essential part of the selection procedure. Based on the experts' assessment, applications per action and per field are ranked in quality order. The ranking list serves as a basis for the National Agency to take the grant award decision, following the proposal of the Evaluation Committee. Based on the experts' comments, the National Agency shall provide feedback to the applicants on the quality of their application in order to ensure transparency and help non-selected applicants improve their possible future applications (cf. section 4). Eligibility is checked by the National Agencies. If an expert identifies an eligibility issue (e.g. number of participants involved, type of project or/and activities, 1 Please note that the terms "proposal" and "application" are used interchangeably in this Guide. 2 Please note that in case of Erasmus accreditations in the fields of school education, vocational education and training, adult education and youth, additional documents will complement the information presented in this Guide. The additional information will be published on the website of the National Agencies closer to the relevant submission deadline. 6 implementation period) he/she has to inform the respective National Agency, before finalising the assessment. 2.2 Appointment of experts, code of conduct and prevention of conflict of interest Experts are appointed based on their skills and knowledge in the fields of education, training, youth and sport in which they are asked to assess applications. It is encouraged that National Agencies also include in their pool of independent experts, professionals with expertise in the inclusion and diversity field. To ensure their independence, the names of the experts are not made public. Experts are required to perform the assessment to the highest professional standards and within the deadline agreed with the National Agency. Through the appointment by the National Agency, experts are bound to a code of conduct as set out in the appointment letter or contract with the expert. All information related to the assessment process is strictly confidential. Therefore, experts are not allowed to disclose any information about the applications submitted and results of the assessment and selection to the public. Depending on the action and the level of grant requested, the assessment of applications will be undertaken by minimum one expert, which can be either internal or external to the National Agency. Experts can also be appointed from another EU Member State or third country associated to the Erasmus+ Programme than the one of the National Agency. Experts must not be in a situation of a conflict of interest3 in relation to the proposals on which they are requested to give their opinion. To this end, they must sign a declaration provided by the National Agency that no such conflict of interest exists and that they undertake to inform the National Agency should such conflict arise (cf. template in Annex I to this Guide). The same declaration binds experts to confidentiality. Persons involved in an application for the action and selection round under assessment are considered as being in a situation of a conflict of interest for that selection round and will not be appointed experts. When a potential conflict of interest is reported by the expert or brought to the attention of the National Agency by any means, the National Agency will consider the circumstances and decide either to exclude the expert from the assessment of the given application or the whole selection round or allow the expert to take part in the assessment, depending on the objective elements of information at its disposal. 3 Regulation (EU, Euratom) 2024/2509 of the European Parliament and of the Council of 23 September 2024 on the financial rules applicable to the general budget of the Union (recast), OJ L, 2024/2509, ELI: http://data.europa.eu/eli/reg/2024/2509/oj (EU Financial Regulation), Article 61 (3): ‘… a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person… is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest’. http://data.europa.eu/eli/reg/2024/2509/oj 7 2.3 Personal data considerations Applications or reports may contain personal data. Experts should assume that some personal data will be included when they receive a body of work from the National Agency. Therefore, before accessing or downloading data provided by the National Agency, experts should apply data protection principles concerning purpose limitation, security, confidentiality, data minimisation, data retention and responsibility. Experts should protect any computers, tablets, laptops or mobiles with a strong password. Experts should consider encryption if the system allows it and other security settings, for example, remote locking or remote wiping of the device. Data should be stored locally, not in the cloud or other remote locations. However, if remote storage is the only option available, experts should use virtual private network (VPN) connections with solid encryption via servers located in EU/EEA countries. Data should not be transmitted by email to the expert's private email address, and experts should reduce the use of USB storage devices to the absolute minimum. When accessing European Commission tools, such as Erasmus+ and European Solidarity page or Assessment Module, experts are required to log in with their EU Login name and password. The EU Login name and password must not be shared or reused from other persons. The EU Login name is a unique identification of the expert, and authentication and authorisation mechanisms will link all expert actions in the European Commission tools with this EU Login. Therefore, the EU Login details should be protected, memorised and not written down. When working on a portable device, such as a laptop, tablet or mobile, extra care should be taken when leaving the device unattended. The device should be locked in a safe location when not used, even at home. An Internet connection via cable or protected WIFI network should be used when transmitting data to the device. We do not advise using WIFI connections in restaurants, cafes or other public locations. When working in public places, experts should consider the surroundings and avoid situations where other people may see data or documents provided by the National Agency on their devices. The expert's computer, laptop, tablet, or any other device should have all the latest security patches and fixes installed. Use of well-known anti-virus software is strongly advised. The use of screen recording software is not recommended. Extra care should be taken when using screen readers. When working from home, experts should apply the confidentiality rules and avoid showing the work to family members or other persons. Experts should use personal data only to assess the applications or reports, and data should be handed over or destroyed soon after the expert's work is concluded. The deletion, if applicable, should be permanent and not reversible. 8 In case of a suspicion of a breach of personal data protection, experts must immediately inform the National Agency and provide any information allowing the National Agency to assess the situation and take the necessary steps to secure the rights and freedoms of the affected data subjects. The National Agency must inform the European Commission within 48 hours after being told by the expert about the incident. 3. Assessment of applications 3.1 Preparation for assessment Before the start of the assessment, the experts need to be briefed by the National Agency on the Programme and the action under assessment, as well as on the assessment process and procedures. Experts will be provided with the reference documents for the assessment and with access to the online evaluation tool where they perform the assessment using standardised quality assessment forms. Before starting the assessment of applications, experts must: • have a sound knowledge of the Erasmus+ Programme Guide which provides all necessary information to potential applicants on the Programme in general and on the actions for which they can apply for a grant; • acquire an in-depth knowledge of the action concerned, its objectives, and the policy priorities that apply. For specific guidance on policy priorities, experts are referred also to the documents listed in section 6 of this Guide; • have an in-depth understanding of the award criteria applicable to the applications under assessment (cf. section 3.3); • know the content and structure of the application form; • be familiar with all the reference documents and tools provided by the National Agency; • have EU Login account created and access to the IT tools of the European Commission configured by the National Agency. Experts have to read the whole application carefully before completing the quality assessment form. It is recommended to read several applications before assessing any one of them in full: this allows experts to benchmark answers in different sections of the applications. Each expert works individually and independently, gives scores and comments for each criterion and summarises his/her assessment in the quality assessment form in the language specified by the National Agency. 3.2 Assessment The standard quality assessment forms are established by the European Commission and used in order to ensure a coherent assessment of applications. When assessing, experts have to: • Participate in the briefing organised by the National Agency; https://erasmus-plus.ec.europa.eu/erasmus-programme-guide 9 • Use the specialised IT tools provided by the European Commission with access granted by the National Agency; • Liaise with the National Agency for any issues related to the use of the IT tools provided by the European Commission; • Examine the issues to be considered under each award criterion; • Enter scores for each applicable criterion and provide comments on each criterion and on the application as a whole (cf. section 3.3); • Fill in the section on ‘typology questions’ (a set of yes/no questions that concern specific details of the application); • Validate the individual assessment; • Consolidate the individual assessments if more than one assessor is involved per application; • Approve each consolidated assessment where the expert in question is not the consolidator. 3.3 Award criteria and scoring Experts assess applications only against the award criteria defined in the Erasmus+ Programme Guide. Each award criterion is defined through several elements, which must be taken into account by experts when analysing an application. These elements form an exhaustive list of points to be considered before giving a score for the given criterion. These elements are intended to help experts arrive at the final assessment of the criterion in question; however, they must not be scored separately. In order to give clear guidance to experts on how individual elements of analysis should be assessed, further information is provided in section 5 of this Guide. When assessing applications against award criteria, experts make a judgement on the extent to which applications meet the defined criteria. This judgement must be based on the information provided in the application. Experts cannot assume information that is not explicitly provided. Information relevant for a specific award criterion may appear in different parts of the application and experts must take all of it into account when scoring the award criterion. Experts are in no case allowed to contact applicants directly. In case of any problems arising during the assessment, experts should contact the National Agency. The National Agency will decide whether the applicant needs to provide additional information or clarifications, or if the application should be assessed in the form it has been submitted. Experts must duly consider the type of project, the scale of the activities and the grant requested when analysing the applications. As projects may vary widely in terms of their size, complexity, experience and capacity of the participating organisations, whether they are more process- or result-oriented etc., experts have to apply the proportionality principle when assessing all award criteria, as indicated in section 5. https://erasmus-plus.ec.europa.eu/erasmus-programme-guide https://erasmus-plus.ec.europa.eu/erasmus-programme-guide http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_en.pdf 10 An application can receive a maximum of 100 points for all criteria relevant for the action. Experts assess the application based on the given award criteria and score each criterion with maxima as defined in the Programme Guide. The total number of points out of a maximum of 100 for each application is the sum of scores given for each award criterion. Experts cannot use half points or decimals when assigning scores. In order to be considered for funding an application has to score at least the minimum total score specified in the Programme Guide for a given action, and at least half of the maximum points for each award criterion. Within the maximum number of points per award criterion, ranges of scores are defined that correspond to a fixed definition of the expected quality standard so that a coherent approach is implemented across experts and across countries. These standards are as follows: • Very good – the application addresses all relevant aspects of the criterion in question convincingly and successfully. The answer provides all the information and evidence needed and there are no concerns or areas of weakness. • Good – the application addresses the criterion well, although some small improvements could be made. The answer gives clear information on all or nearly all of the evidence needed. • Fair – the application broadly addresses the criterion, but there are some weaknesses. The answer gives some relevant information, but there are several areas where detail is lacking or the information is unclear. • Weak – the application fails to address the criterion or cannot be judged due to missing or incomplete information. The answer does not address the question asked, or gives very little relevant information. The table below shows the ranges of scores for the individual quality standards depending on the maximum score that can be awarded to the relevant award criterion. Maximum score for a criterion Range of scores Very good Good Fair Weak 50 43-50 34-42 25-33 0-24 40 34-40 28- 33 20-27 0-19 35 30-35 24-29 18-23 0-17 30 26-30 21-25 15-20 0-14 25 22-25 18-21 13-17 0-12 11 20 17-20 14-16 10-13 0-9 15 14-15 11-13 8-10 0-7 Experts are expected to give comments on each award criterion and, in their comments, refer explicitly to the elements of analysis under the relevant criterion. The comments on each award criterion have to reflect and justify the score given for it. At the end of the assessment, experts give a summary of evaluation of the application as a whole. In this summary, experts must provide a thorough analysis of the application highlighting its relative strengths and weaknesses and indicating what improvements could be made in the future in case of failed proposals. As this evaluation summary will be used by National Agencies to provide feedback to applicants, and justification for rejection decisions, experts must pay particular attention to clarity, consistency and appropriate level of detail. As part of the quality assessment, experts check the grant application for accuracy and consistency. In particular, they analyse the coherence of the grant request in relation to the proposed activities and results. In case the application is of sufficient quality to receive a grant but such coherence is missing, experts can suggest a reduction of the grant amount requested4, specifying clearly the grant items and the reasons why they are considered incoherent, disproportionate or excessive. However, it is the National Agency that ultimately decides on the grant amount that is awarded to successful applicants. Experts may not suggest a higher grant than the amount requested by the applicant. The National Agency monitors the quality of expert assessments and can require the expert to revise the assessment should the necessary quality standard not be met. Experts must assess all applications in full. However, depending on the approach chosen by the National Agency, the ‘Relevance’ criterion may be assessed first and if it scores below the minimum threshold required for funding, the evaluation process may be discontinued, and the proposal rejected at this stage. If the experts notice during the assessment that the same or similar text appears in two or more applications submitted under a given selection round, as well as any other indications of possible double submissions or original content/authorship issues, they must inform the National Agency immediately. 4 With the exception of Cooperation Partnerships, Small-scale Partnership projects and European Partnerships for School Development, where the lump sum grant is a fixed amount, and the experts cannot propose to downgrade or upgrade a project (i.e. attribute a different lump sum than the one requested by the applicant) or to reduce the amount of the fixed lump sum. 12 4. General principles of qualitative assessment 4.1 Consolidated assessment and final score In case an application is assessed by only one expert, then that expert’s assessment determines the final score and comments. In case of applications assessed by two experts, the two individual assessments will be consolidated in order to arrive at the final score and comments for the application. The final score may not include decimals. If the difference between the assessments of the two experts is less than 30 points of the total score for the application, one of the two experts is requested to prepare a consolidated assessment in terms of scores and comments. The consolidated assessment should always take into account the preceding individual assessments but the final version may differ in terms of numerical score and comments. The consolidation needs to be based on agreement between the two experts and provides a final recommendation to the National Agency on the grant amount to be awarded to the applicant. In case the two experts fail to agree on the consolidation, the National Agency will decide on the need for an independent assessment by a third expert. In case there is a difference of 30 points or more in the assessment results of both experts, the National Agency will always ask a third expert to undertake an additional independent assessment of the application, unless both experts have scored the application under the thresholds for acceptance for the given action. The final score will then be determined by the two assessments that are closest in terms of their overall score and the most extreme assessment will not be taken into account for the consolidated assessment. Consolidation of the two closest individual assessments will then follow the same rules as explained above. The consolidated assessment is considered the final experts’ assessment of a given application. It means that in case of applications for a grant, the consolidated assessment forms the basis for ranking the application on the list of eligible grant applications, while in case of applications for Erasmus accreditation for higher education mobility consortia, the evaluation committee determines if the applicant will receive the accreditation or not. 4.2 Proportionality To ensure that the Erasmus+ Programme fully reaches its objectives, experts shall assess the qualitative level of the planned activities, intended goals, expected impact and results of the project in a proportional way, in relation to the size and profile of the applicant organisations and, if applicable, project partners. Quantity (of activities planned, of priorities met or results produced, etc.) will not be judged in absolute terms but in relation to the capacities and potential of the applicants (and partners, where applicable). 13 4.3 Quality, cost-efficiency, value for money The funding rules of Erasmus+ Key Action 1 managed by National Agencies are largely based on unit costs (i.e. amounts are calculated per day, per participant, etc.). Experts may judge that some of the units indicated in an application form are not to be considered, even for projects deserving a high qualitative scoring. They may therefore propose a reduction of these units, which consequently will determine a reduction of the grant awarded by the NA, if the project is selected for funding. This approach applies to all actions of the Programme managed by National Agencies, with the exception of Small-scale Partnerships, Cooperation Partnerships and European Partnerships for School Development (Key Action 2) where the funding rules are based on a single and fixed lump sum amount. If the assessment of a Key Action 2 proposal shows that a proposal’s cost-effectiveness is not adequate, there is no possibility to "downgrade" or “upgrade” it to a lower or higher lump sum amount. This means that the proposal will not achieve the minimum score under the award criterion ‘Quality of the project design and implementation’ and it will have to be rejected. 5. Guidance on how to assess the award criteria In addition to the general principles described in chapter 4 of this Guide, this section provides explanation how to assess the award criteria for specific Erasmus+ actions: Key Action 1: Mobility of individuals • Mobility project for Higher education students and staff supported by external policy funds • Mobility project for School education pupils and staff • Mobility project for VET learners and staff • Mobility project for Adult education learners and staff • Mobility project for young people– Youth Exchanges • Mobility projects for youth workers • Youth Participation Activities • DiscoverEU Inclusion Action • Mobility of staff in the field of sport Key Action 2: Cooperation among organisations and institutions • Cooperation Partnerships • Small-scale Partnerships • European Partnerships for School Development Priorities applying to all Erasmus+ sectors and actions The four Erasmus+ Programme priorities apply to all sectors and actions and should be understood as both thematic focus points, and as overarching principles of project design. Applicants can indicate the priorities they are working on by selecting the relevant ones directly (in Key Action 2), and by selecting linked topics and activity formats. Experts should take into account the overall integration of the four programme priorities in project proposals, and should assess the potential of project proposals to become best practice examples under each of them: 14 • Inclusion and diversity Projects should promote social inclusion and aim at improving the outreach to people with fewer opportunities. When designing their projects and activities, organisations should have an inclusive approach, addressing barriers that hinder the participation of a diverse range of participants, including people with disabilities and people with a migrant background, as well as people living in rural and remote areas, people facing socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. Projects should contribute to the creation of inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community. When assessing the inclusion dimension, experts should duly consider any extra support needed to work with these specific target groups. • Environment and fight against climate change: Projects should aim at raising awareness about environmental and climate change challenges. Experts will take into consideration if the project aims at developing competences in various sustainability-relevant sectors, striving for carbon- neutrality by promoting sustainable transport modes and including other green practices in their activities. Experts should be attentive at proposed innovative practices that will enable behavioral changes for individual preferences, cultural values and awareness for sustainable development, consumption habits, and lifestyles (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). • Addressing digital transformation through development of digital readiness, resilience and capacity: Projects should aim to increase the capacity and readiness of institutions, organisations, staff and learners to manage an effective shift towards digital education and youth work. Experts should take into account the purposeful use of digital technologies to carry out the projects, the development of digital skills and expertise in the use of digital tools for teachers, youth workers and learners, and the creation or innovative use of digital education content. • Participation in democratic life: Experts should consider if projects address the challenges and barriers that limit citizens’ participation in its democratic processes and contribute to their increased awareness and understanding of the European Union, supporting participants in overcoming the difficulties in actively engaging and participating in their communities or in the Union's political and social life. Projects supporting this priority should aim to promote active citizenship and ethics in lifelong learning, reinforce participatory and citizenship competences, 15 foster the development or improvement of social and intercultural competences, critical thinking and media literacy. People’s participation in democratic life, social and civic engagement can be promoted through meaningful formal or non-formal learning experiences. This priority focuses also on awareness-raising and understanding of the European Union context, notably as regards the common EU values5, the principles of unity and diversity, as well as their cultural identity, cultural awareness and their social and historical heritage. 5 EU values are set out in Article 2 of the Treaty of European Union and briefly defined here: https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and- values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en https://european-union.europa.eu/principles-countries-history/principles-and-values/aims-and-values_en 16 Key Action 1: Mobility of individuals Mobility projects for higher education students and staff supported by external policy funds Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Quality of the project design and cooperation arrangements (maximum 40 points), Project-level award criterion The extent to which the applicant organisation describes with clarity the responsibilities, roles and tasks between partners. The expert should assess the planned cooperation arrangements, including: • Who offers which courses and when? • Who provides support for visa/insurance/accommodation? • Who is in charge for the selection and/or evaluation of participants? • What will the students/staff have to do? • If applicable, how the finances will be split between the applicant and its partner(s) and whether the organisational support grant will be shared. • How will communication channels work? • Are there specific provisions regarding the organisation of traineeships? The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength; • Non-discriminatory approach: ensure that the proposed activities are designed to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. A reference to the Erasmus Charter for Higher Education (ECHE) also covers this aspect. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 17 The completeness and quality of arrangements for the selection of participants, the support provided to them and the recognition of their mobility period (in particular in the third country not associated to the Programme). The expert should assess the planned practical implementation of the mobilities, in particular: • The clarity, completeness and quality of all the phases of the mobilities (preparation, implementation of mobility activities and follow- up). • The appropriateness of measures for selecting participants. Special attention should be given by the expert to measures planned by the applicant and its partner organisation(s) in accordance with the Inclusion and Diversity Strategy of the Erasmus+ programme and applicable national guidelines. • The information and support provided prior to the mobility, e.g. accommodation services, language training, learning/mobility agreements and administrative support (insurance, visa, etc.). • The mechanisms envisaged for recognition of student learning outcomes (e.g. ECTS or other mechanisms). • The way in which the HEIs will recognise and reward the outcomes of outgoing staff mobility. The specific mechanisms to guarantee quality of traineeships when this type of mobility is envisaged. Relevance of the strategy (maximum 40 points), Region-level award criterion The extent to which the planned mobility project is relevant to the internationalisation strategy of the higher education institutions involved. The rationale for choosing staff and/or student mobility and the previous experience of similar projects with higher education institutions/organisations in the partner region. The expert should assess how the planned activities fit the applicant and partner institutions’ internationalisation strategies and reinforce their capacities. The expert should assess the justification provided for the choice and volume of activities requested, with respect to the internationalisation strategies, capacities and previous experience of the institutions involved. In line with the Programme's inclusion dimension, partnerships with newcomer and less experienced HEIs are encouraged, as participation is expected to have a particularly high impact on them. Impact and dissemination (maximum 20 points), Region-level award criterion The potential impact of the project on participants, beneficiaries, partner organisations, at local, regional and national levels the quality of measures aimed at disseminating the results of the mobility project at faculty and institution levels, and beyond where applicable, in all countries involved. The expert should assess the potential impact and dissemination of the project results in terms of: • The potential impact of the mobility on individuals and HEIs, at local, regional and national level during and after the project lifetime in proportion of the project size and scope. • The dissemination activities described and the channels mentioned. • The strategy for monitoring and evaluating the outcomes of the mobility. 18 Short-term projects for mobility of learners and staff in vocational education and training (VET), school education, and adult education Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 20 points) The extent to which the applicant’s profile, experience, activities and target population of learners are relevant for the field The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. In case of education providers, the ‘target population of learners’ refers to the profiles of learners enrolled in the organisation. For other organisations (e.g. education authorities or coordination bodies), the same term encompasses the categories of learners for which the organisation is in charge, or for which it is providing services. The extent to which the project proposal is relevant for the objectives of the action The expert should assess if the objectives of the action as stated in the action’s chapter in the Programme Guide are addressed. The objectives and overall framework of each project should be complementary with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors could be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation that the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants and avoid any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. ; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; 19 The extent to which the project proposal is relevant for the following specific priorities: • Supporting newcomers and less experienced organisations This element highlights the importance of short-term projects as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. In this direction, the expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of people or individuals who have never or not regularly benefitted from the opportunities offered by this action in the past. The exact definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the project proposal is relevant for the following specific priorities: • Supporting participants with fewer opportunities • Supporting participants in ErasmusPro activities (in VET) • Supporting participants in long-term mobility of pupils (in school education) In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider if the proposed activities (if any) and the applicant organisation have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected). In the fields of VET and school education, the expert should also take into account if the applicant organisation has committed to implementing long-term mobility activities for learners, which constitute more challenging and impactful formats offered by the Programme. In the field of adult education, the expert must pay particular attention that the project proposal includes an inclusive and balanced mix of participant profiles, with significant involvement of participants with fewer opportunities, in line with the objectives of the action. Significant involvement of participants with fewer opportunities can be quantitative (by involving a large proportion of participants in this profile), or qualitative (by designing activities that give particular attention to inclusion, integration and support of participants with fewer opportunities). Quality of project design (maximum 50 points) The extent to which the proposed project objectives address the needs of the applicant organisation, its staff and learners in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The extent to which the operational and logistical aspects of the project design (such as proposed venues) are appropriate and cost-effective; The expert should consider if the plans proposed by the applicant are appropriate in terms of their cost and purpose. For example, if costly venues are proposed, the expert should evaluate if those venues are necessary or could be replaced by other, less costly options without a negative effect on the project in terms of its objectives, inclusion, or other relevant aspects. 20 The extent to which the proposed activities are appropriate for the achievement of the project objectives The expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project incorporates the use of digital tools (particularly eTwinning for school education and iVET, and EPALE for cVET and adult education) and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider both the number of participants that will benefit from blended forms of activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. Quality of follow-up actions (maximum 30 points) The extent to which the applicant has clearly defined the tasks and responsibilities for delivery of activities in accordance with Erasmus quality standards This element refers to the distribution of tasks and responsibilities among the staff members of the applicant organisation. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes This element covers the applicant’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the applicant’s proposal on how to evaluate if the stated objectives have been reached. The expert should consider whether the proposed methods are clear and whether the defined success criteria are clearly observable/measurable. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 21 Mobility projects for young people: Youth Exchanges Award criteria elements as described in the Programme Guide Guidance on how to assess the criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should assess how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action. The expert should assess if the proposal addresses the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed 22 these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of the participating organisations and participants of the exchange. The expert should assess if the rationale for the project is clearly described. The expert should assess if the applicant explains why the project is needed and how the demand for the project has been identified. The expert should evaluate if the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project is suitable for producing high-quality learning outcomes for the participants. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, during and after the project lifetime and outside the organisations and individuals directly participating in the project, at local, regional, national and/or European or global level. The expert should assess if the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of newcomers and less experienced organisations and of groups of young people are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases. The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages. The extent to which the balanced representation of participants in terms of countries and gender is respected and the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed the proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. 23 when defining the way participants will be selected). Furthermore, the Programme strives for geographical and gender balance. The expert should take this angle into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including any online/ digital components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass. The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/ development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory. The expert should consider all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective. The expert should assess how the project plans to address the issue of protection and safety of participants, and which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. The expert should also look for the presence of accompanying people, that will support the young people with fewer opportunities, should such individuals be present. The extent to which the tasks and responsibilities for the activities are clearly The expert should assess if all relevant tasks and responsibilities have been covered and clearly assigned and distributed among the persons implementing the project. 24 defined in accordance with Erasmus quality standards. The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert shall assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will consider the following factors during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives The expert shall assess the extent to which the participating organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert shall verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the proposal should demonstrate that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. 25 The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert shall consider how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should assess also how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 26 Mobility projects for youth workers Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the youth work field. The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals. The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme. The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project proposal is relevant for the objectives of the Action. The expert will assess the references in the proposal to the objectives of the Action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and the proposal should address them in a qualitative way. 27 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. The extent to which the project and the proposed activities address the needs of development of the participating youth workers and youth work organisations. The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert should look for explanations on why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. 28 The extent to which the project is suitable for: – reinforcing or transforming the participating organisations’ practice, in relation to quality, innovation and recognition of youth work, as well as their scope, from local to global as appropriate. – producing high-quality learning outcomes for participating youth workers. – involving participants active in youth work in the participating organisations as well as organisations who undertake concrete youth work and regular work with young people on local level. – producing impact on participating youth workers and participating organisations during and after the project lifetime. – producing impact outside the organisations and on individuals not directly participating in the project, at local, regional, national and/or European or global level. The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The expert should consider how the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved. The expert should consider how the project would equip youth workers with competences and methods for their professional development (including for digital youth work), aiming at having a clear impact on their regular work with young people and on their organisation they are active in, fostering the development of quality youth work at local, national and European level, contributing to the European Youth Work Agenda for quality, innovation and recognition of youth work. The expert should consider the project’s impact on others (where relevant also on communities and youth work practices). The extent to which (if applicable) the proposed system development and outreach activities are contributing to the development of youth work environment. The expert should, if applicable, consider the expected impact of proposed system development and/or outreach activities on the youth work environment. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations, groups of young people and youth workers who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. 29 Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation, contributing not only to the participants' practice, but also improving the quality of youth work within the participating organisations. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. When considering this element, the expert should judge whether the applicant has explained convincingly how the implementation of proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner all the phases of the project (preparation, implementation and follow-up) and the active involvement of the participants in all the phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The extent to which the balanced representation of participants in terms of countries and gender is respected. The Programme strives for geographical and gender balance. The expert should take this into consideration when assessing the composition of the groups of participants involved in the project. The extent to which the measures for selecting youth workers are appropriate and in line with youth worker definition in legal base The expert should take into consideration that in order to ensure a wider benefit and impact of the project, it is important that a real connection exists between youth workers and the local youth work field. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities. The expert should look at the non-formal and informal learning processes proposed, at which extent such processes are suitable of stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants and participating organisations involved. The expert will assess also if such learning processes are planned in a participative way and analysed throughout the project. The extent to which the activities incorporate sustainable and environmental-friendly practices. The expert should consider both the content of the project’s activities and objectives, as well as the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities. The expert should evaluate how digital tools and virtual components are included in the proposed activities and will be used to support learning and to complement physical activities. 30 The extent to which the support measures for reflection process, the identification and documentation of the participants' learning outcomes, and the use of transparency and recognition tools, in particular Youthpass, are appropriate. The expert should consider how participating organisations have addressed the participants’ learning objectives, how they plan to support reflection around those, as well as the identification and recognition of the participants’ learning outcomes. The expert should also consider as an element of project quality, if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. The extent to which (if applicable) the tools and practices proposed under “system development and outreach activities” are appropriate and can be replicated and inspire other organisations. The expert should focus on the design and quality of complementary activities (if any) and on their replicability. The expert can consider the following questions in this regard: Can tools and/or practices proposed be adapted or re-used by other organisations? How do the organisations plan to make other actors from the field aware of such tools and practices and to inspire other organisations and processes? Quality of project management (maximum score 30 points) The extent to which the quality of the practical arrangements, management and support modalities are satisfying. The expert should assess all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures foreseen to ensure safety and protection of participants are adequate and effective. The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. The expert should always keep in mind that activities must be organised with a high standard of safety and protection for involved participants. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards. The expert should consider the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. The extent to which the plan for cooperation and communication between the participants of the group(s), participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project. The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project. - the means of communication and cooperation (including use of digital tools). - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work). 31 - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project. - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project. - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The extent to which the applicant has proposed an appropriate way of evaluating the different phases and outcomes of the project in relation to its objectives. The expert should verify that the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities. The expert should also verify that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert should check that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine- tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will assess how the participating organisations have reflected together on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 32 Youth participation activities Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 30 points) The extent to which the applicant’s profile, experience, activities and target group(s) are relevant for the field of youth The expert should consider if the applicant organisation forms a genuine part of the field in which the application has been submitted (youth). The element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and/or other persons to be involved and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the project will address one or more of the priorities of the EU Youth Dialogue or the Youth Goals The expert should consider the relevance of the proposal in relation to contributing to the achievement of priorities of the EU Youth Dialogue, or the 11 EU Youth Goals developed in the context of the Youth Dialogue and the European Youth Strategy 2019-2027. The extent to which the project is suitable for contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project is relevant for the objectives of the Action The expert should consider that the proposal references the objectives of the Action as stated in the action’s chapter in the Programme Guide. The expert should evaluate the extent to which the objectives and overall framework of each project is complementary with those objectives and are addressed in a qualitative way. In particular, the expert should consider how the proposal fosters young peoples' engagement and empowers them to become active citizens. 33 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • The proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • The proposed activities are designed in a non- discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria; • The presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • How opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; The extent to which the project and the proposed activities address the needs of the young people and participating organisations The expert should assess the rationale for the project and verify that it is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how the project is relevant to the needs of the individual participants, the community that the project is addressing (if relevant), and a specific target group if there is one. The extent to which the project provides a European added value The expert should consider whether the proposed activities bring added value at EU level through results that would not be attained by activities carried out in a single country or through relevance of proposed activities beyond the national context (with regard to the topics, aims, approaches and expected outcomes). The extent to which the project is suitable for producing high-quality learning outcomes for the participants The expert should consider whether the learning outcomes are clearly defined in line with the identified needs and whether they are achievable through the proposed activities. The extent to which the project is likely to have an impact for participants and participating organisations, as well as for young people and organisations not directly participating in the project, at local, regional, national and/or European or global level The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact on the participants and organisations directly involved and as well as others (where relevant also on communities/practices). 34 The extent to which the project introduces newcomers and less experienced organisations to the Action, including groups of young people The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations and groups of young people who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ and of ‘groups of young people’ are provided in the glossary of the Programme Guide. Quality of the project design and implementation (maximum score 40 points) The extent to which the proposal demonstrates consistency between identified needs, project objectives, participant profiles and activities proposed; The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff and learners at a wider scale, as opposed to only benefitting participants who directly take part in the funded activities. The expert should judge whether the applicant has explained convincingly how the implementation of all the proposed activities will logically lead to the achievement of the project’s stated objectives. The extent to which the proposal describes in a clear and convincing manner the preparation, implementation and follow-up phases of the project: and the involvement of young people in all phases; The expert should consider whether the description of the different phases is clear and complete and shows that the participating organisations have planned the division of tasks, activity programme, working methods, practical arrangements, involvement of participants and follow up measures satisfactorily. The expert should also take into account the extent to which young people are involved in the conception of the project and in preparation, implementation and follow-up stages (as in Youth participation activities, young people need to have a significant role throughout the project). The extent to which the activities are designed in an accessible and inclusive way and are open to participants with diverse backgrounds and abilities; In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The expert should also consider if the applicant organisations have used the opportunities they have to involve participants with diverse backgrounds and abilities (e.g. when defining the way participants will be selected). The extent to which the project addresses sustainable and environmental-friendly practices The expert should consider that the proposal refers both to the content of the project’s activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. The extent to which the project makes use of alternative, innovative and smart forms of youth participation The expert should keep in mind that the Youth participation activities format is designed in a particularly open manner in order to include a range of methods and approaches to youth participation and allow development and testing. The expert should judge to what extent the project intends to incorporate new or alternative ideas, practices or tools for youth participation, be it through digital or other formats. 35 The extent to which the proposed learning methods, including digital tools or virtual components, are appropriate for the activities and include a reflection process to identify and document the participants’ learning outcomes and use the European transparency and recognition tools, in particular Youthpass The expert should look at the non-formal and informal learning processes proposed, consider to which extent such processes are suitable for stimulating creativity, active participation and initiative in the participants. The methods chosen should be adapted to the target group of the activities and facilitate the acquisition/development of competences resulting in the personal, socio-educational and professional development of all participants. The expert should also take into consideration if such learning processes are planned in a participative way and analysed throughout the project. Experts should also look at the concrete ways in which digital tools and virtual components are included in the proposed activities and will be used to support the learning methods and complement physical activities. The expert should assess how participating organisations have addressed the issue of the participants’s learning objectives, how they plan to support the reflection around those, as well as the identification and recognition of the participants’ learning outcomes. It is to be considered as an element of quality of the project if the participating organisations, beyond making available the Youthpass certificate to participants, intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process. Quality of project management (maximum score 30 points) The extent to which the practical arrangements, management and support modalities are satisfactory; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The extent to which the measures to ensure safety and protection of participants are adequate and effective The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the tasks and responsibilities are clearly defined for the activities in accordance with Erasmus+ quality standards The expert should focus on the distribution of tasks and responsibilities among the persons implementing the project. The expert should assess if all relevant tasks have been covered and clearly assigned. 36 The extent to which the plan for the cooperation and communication between the participating organisations, as well as with other relevant stakeholders provides a supporting framework for the management of the project; The expert should assess the extent to which the proposal shows that participating organisations have established and will run a cohesive consortium (if relevant) with active involvement of all partners and with common goals to be achieved. The expert will take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of each participating organisation in the project; - the means of communication and cooperation (including use of digital tools) - the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas (e.g. youth work); - a clear and commonly agreed definition of roles and tasks of each participating organisation involved in the project; - the capacity of the consortium to ensure effective follow-up and dissemination of the results achieved through the project; - in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities In the case of Youth participation activities with no partner organisations, the expert should consider how the organisation will share tasks and responsibilities internally, and the involvement of potential external stakeholders in the project. If the project will be supported by one or more coaches, the envisaged cooperation and relevance of their expertise in relation to the objectives of the project should be considered. The extent to which the applicant has proposed an appropriate way of evaluating the project outcomes in relation to its objectives; The expert will verify to what extent the proposal shows that participating organisations have put in place measures to evaluate the outcomes of project activities and that the proposal foresees a final evaluation that will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. Besides plans for such a final evaluation, the expert will verify that the proposal shows that participating organisations will monitor the implementation of the project activities to ensure the smooth running of the project and fine-tuning, if necessary. The extent to which the applicant has proposed an appropriate way of disseminating project outcomes within and outside the participating organisations. The expert will focus on how the participating organisations have (together, if relevant) reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also at how each participating organisation will put in place measures to disseminate and exploit the results of the 37 project, including its learning outcomes for the benefit of all actors involved. The extent to which the project incorporates measures aimed at making its results sustainable beyond the project’s lifetime. The expert should assess the extent to which the project incorporates mechanisms and/or activities or develops practices that have the potential to survive the duration of the funding (i.e. remain operational even after the initial lifetime of the project has expired). 38 Mobility project for young people: DiscoverEU Inclusion Action Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements for youth Relevance, rationale and impact (maximum score 40 points) The relevance of the project to: - the objectives of the Action; - the needs of the participating organisations and participants; - the extent to which the project enables learning through discovery; The expert will evaluate to which extent the proposal corresponds to the objectives and the format of the Action as described in the corresponding action chapter in Part B of the Programme Guide. The expert will assess to what extent the rationale for the project is clearly described. In this direction, the expert will look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the individual participants, the community that the project is addressing (if relevant) and to the specific target group. In particular the expert should pay attention to the following specific aspects: • the proposal involves as participants exclusively young people with fewer opportunities as described in the Erasmus+ Programme Guide and in the Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy6. Their participation in DiscoverEU on an equal footing with their peers is vital to contribute to inclusion and diversity of young people and to enable their learning through discovery. • the proposal promotes diversity, intercultural and inter- religious dialogue, common values of freedom, tolerance and respect for human rights as well as aims on enhancing critical thinking and sense of initiative of young people when preparing them for, accompanying them during and following up after their DiscoverEU travel The extent to which the project is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The expert should take the following factor into consideration during the assessment: - Examine whether the proposal references and integrates EU values into its objectives, methodologies, actions and/or expected outcomes. A clear articulation that the project supports and advances these values is an additional strength. The potential impact of the project on participants and participating The expert should consider that the project is framed with a long-term perspective, aiming at a long-lasting impact both on participants and organisations involved (and, 6 https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf https://www.salto-youth.net/downloads/4-17-4177/InclusionAndDiversityStrategy.pdf 39 organisations during and after the project lifetime; where relevant, on communities/practices) also after the end of the project lifetime. The extent to which the organisation can proof previous experience in working with young people with fewer opportunities at grass root level The expert should consider that DiscoverEU Inclusion Action is specifically addressed to grass root organisations, which work regularly with young people with fewer opportunities and which can identify early enough potential participants to prepare them for their DiscoverEU travel. The organisation has to strike the right balance between offering suitable assistance and encouraging the young people to as much autonomy as possible. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. Organisations implementing the DiscoverEU Inclusion Action may foresee elements in the travel itinerary as well as in pre- and after activities, that address at least one of the EU priorities on green, digital or the participatory dimension of the Erasmus+ Programme. Please refer to the DiscoverEU routes7 as an option and inspiration for the travel The extent to which the project introduces newcomers and less experienced organisations to the Erasmus+ Programme that can prove experience in working with young people with fewer opportunities The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by this action in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of the project design (maximum score 40 points) The proposal demonstrates a consistency between identified needs, project objectives, participant profiles and activities proposed. The expert should consider if the proposed objectives are well explained in relation to the participants’ and organisation’s needs and challenges, and if achieving these objectives can lead to positive changes at the level of the organisation and of the participants. The expert should assess whether the applicant has provided a convincing explanation of how the implementation of all proposed activities will logically lead to achieving the project’s stated objectives. The clarity, completeness and quality of all the phases of the project: preparation tailored to the specific needs of the participants, support during the travel, implementation of activities and follow-up; The expert should assess to what extent the description of the different phases is clear and complete and shows that the organisation and the DiscoverEU participants have agreed on a division of tasks, programme of the activities during the travel, working methods, practical arrangements, catering for the needs of the participants and follow up measures. 7 https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en https://europa.eu/youth/discovereu/green-routes_en 40 The extent to which the participants are involved in all phases of the activities The expert should focus on how the organisations plan to give an active role and involve young participants during the project lifetime while giving as much autonomy to the participants as possible. The activities are designed in an accessible and inclusive way In line with the inclusion dimension of the Programme, the expert should consider how organisations have designed proposed activities in an accessible and inclusive way. The experts should also consider if the applicant organisations have used the opportunities they have to involve this target group (e.g. when defining the way participants will be selected), as well as participants with different background and abilities. In addition, the expert should verify that the proposal shows that the activities and profiles of the participants fit the action, engages the young people with fewer opportunities in all the steps of their DiscoverEU travel (before, during and after) and ensure equal footing with their DiscoverEU peers while travelling across Europe The quality of arrangements and support for the reflection process, the identification and documentation of the participants' learning outcome, and the use of Youthpass; The expert should consider how the organisations have addressed the issue of participant’s learning objectives, how they plan to support the reflection around those, their identification as well as the recognition of their learning outcomes. The fact that - beyond making available the Youthpass certificate to participants - the participating organisations intend to use the Youthpass process and tool to stimulate participants' reflection on their learning process is considered as an element of quality of the project. N.B. the Youthpass for DiscoverEU inclusion action is still under development and might not be available at application stage – experts are, therefore, invited to assess the learning outcomes in a general way until Youthpass for the Inclusion Action is implemented. The adequacy and effectiveness of the measures foreseen to ensure safety and protection of participants; The expert should focus on the issue of protection and safety of participants, on how the project plans to address it and on which measures are in place to prevent and reduce risks. Activities must be organised with a high standard of safety and protection for involved participants. In addition, a sufficient number of accompanying people, if needed, will support the young people with fewer opportunities. The extent to which the activities incorporate sustainable and environmental-friendly practices The expert should consider that the project refers both to the content of the project’s activities and objectives with a focus on sustainable and environmental-friendly practices, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 41 Quality of project management (maximum score 20 points) The quality of the practical arrangements, management and support modalities; The expert should focus on all aspects related to project management and the quality of the measures in place to ensure effective implementation of the project in all its phases. The quality of the cooperation and communication with other relevant stakeholders if applicable; The expert should assess to what extent the proposal shows that the organisations have established and will run a cohesive cooperation with active involvement of all partners and with common goals to be achieved, if applicable. The expert should take the following factors into consideration during the assessment: - the level of networking, cooperation and commitment of the organisation with other relevant stakeholders in the project; - the profile and background of organisations when the nature or target of the activity would necessitate the possession of certain qualifications or activities in certain areas; - a clear and commonly agreed definition of roles and tasks of each organisation involved in the project, where relevant; - the capacity to ensure effective follow-up and dissemination of the results achieved through the project; - the capacity and expertise of the consortium to support (where needed) staff or learners with special needs or fewer opportunities. The quality of measures for evaluating the different phases and outcomes of the project; The expert should verify that the proposal shows that the organisations have put in place measures to evaluate the different phases of the project and to carry out a final evaluation of the activities and their outcomes. The expert should examine to what extent the final evaluation will make it possible to assess whether the objectives of the activities/project have been achieved and the expectations of the participating organisations and participants have been met. The expert should also check that besides the final evaluation, the proposal shows that participating organisations will monitor the implementation of the mobility activities to ensure the smooth running of the project and fine-tuning, if necessary. The appropriateness and quality of measures aimed at disseminating the outcomes of the project within and outside the participating organisations. The expert should focus on the organisations have reflected on measures aimed at enhancing the visibility of their project and the visibility of the Erasmus+ Programme in general. The expert should look also, at how the organisation will put in place measures to disseminate and exploit the results of the project, including its learning outcomes for the benefit of all actors involved. 42 Mobility of staff in the field of sport Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance and impact (maximum 30 points) The extent to which the applicant’s profile, experience and activities are relevant to the grassroots sport The expert should consider if the applicant organisation forms a genuine part of the grassroots sport field. Grassroots sport is defined as physical leisure activities practised regularly at non-professional level by people of all ages for health, education or social purposes. The extent to which the project proposal is relevant for the objectives of the action The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be in line with those objectives. Considering the limited scope of short-term Key Action 1 projects, the expert should pay particular attention to the principle of proportionality when assessing this element. The extent to which the project proposal is relevant for the needs and development of the participating organisations and staff The expert should assess to what extent the rationale for the project is clearly described. In this direction, the expert should look for explanations why the project is needed, how the demand for the project has been identified and how it is relevant to the needs of the participating organisations and the individual participants The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength. • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values. • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact. 43 The extent to which the project is suitable for: • Producing high-quality learning outcomes for participating staff; • reinforcing or transforming the participating organisations’ work practices, increasing its quality, capacities and innovation • producing potential impact on participating organisations and staff during and after project lifetime The expert should verify that the proposal equips staff with competences and methods for their professional development, aiming at having a clear impact on their regular work and on their organisation they are active in. Potential impact on transformation of participating organisations’ work practices is clearly described. The extent to which the project defines concrete learning outcomes The expert should consider if the learning outcomes for the participants are clearly explained and in line with the identified needs. The proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning. Recommended EU recognition tool for sport staff: Europass. The extent to which the project is suitable of contributing to the inclusion and diversity, green, digital and participatory dimensions of the Programme; The expert should look at how the project plans to address the priorities of the Programme, as they are described in the first section of the Programme Guide (chapter “Priorities of the Programme”) and in the relevant strategies. The extent to which the project introduces newcomers and less experienced organisations to the Action. The expert should assess the extent to which the proposal outlines a plan or intention to reach out to organisations who have never or not regularly benefitted from the opportunities offered by the Programme in the past. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. Quality of project design and implementation (maximum 40 points) The extent to which the proposed project objectives address the needs of the applicant organisation and its staff in a clear and concrete way The expert should consider if the proposed objectives are well explained in relation to the organisation’s needs and challenges, and if achieving those objectives can lead to positive changes at the level of the organisation. In doing so, the objectives should address the needs of staff at a wider scale, as opposed to only benefitting participants who directly take part in mobility activities. The quality of practical arrangements, management and support modalities The expert should consider if the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, monitoring of activities, ensuring the safety of participants. The extent to which the project incorporates environmentally sustainable and responsible practices The expert should consider that the project refers both to the content of the activities and objectives, as well as to the practical aspect of maximising the use of funding opportunities offered by the Programme to support environmentally sustainable means of travel. 44 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical mobility activities, and to improve the cooperation with partner organisations The expert should consider that the project refers both to the number of participants that will benefit from virtual activities, as well as the concrete ways in which digital tools and learning methods are included in the proposed activities. The extent to which the activities are designed in an accessible and inclusive way and are open to participants with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The balanced representation of participants in terms of gender; The expert should assess the composition of the group of participants involved in the projects which should be the closest possible to ensuring the principle of gender balance. For staff from non-grassroot organisations, a clear explanation how participation of such staff will benefit grassroot sport If the applicant organisation is a non-grassroots sport organisation (e.g. international organisation) the expert should assess if the proposal contains a clear explanation how participation of such staff will benefit grassroots sport Quality of follow-up actions (maximum 30 points) The extent to which the applicant has proposed concrete and logical steps to integrate the results of mobility activities in the organisation’s regular work Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the applicant’s proposals for integrating the achieved results in their daily work. The extent to which the applicant has proposed concrete and effective steps to make the results of the project known within the applicant organisation, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding The expert should consider how concrete, innovative, impactful and long-lasting the proposed actions are. The expert should also consider whether the applicant organisation has used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 45 Key Action 2: Partnerships for Cooperation Cooperation Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 25 points) The extent to which the proposal is relevant for objectives and priorities of the Action. The proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency; - In case of projects submitted by ENGOs in the fields of education, training and youth to the European Education and Culture Executive Agency: the extent to which the applicant runs activities that support the implementation of EU policies in one of these sectors. The expert should consider that the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", the expert will consider it as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-12 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 46 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of the application. The expert should consider if the proposal proves that the participating organisations have already experience in the field.. If the organisations is not active in the relevant field/sector, the organisation must prove that it brings a clear added value to the project in the context of the field in which the application was submitted In the same way, the proposal shows how the area of activity of the participating organisation are related or have the potential to be implemented in the field of application. This element does not concern only the formal or nominal relevance, but is rather linked to practice as evidenced by the expertise of its staff and the nature of the organisation’s everyday activities and previous experience, especially outside of the Erasmus+ programme. The extent to which the proposal is based on a genuine and adequate needs analysis. The expert should verify that the proposal proves that a solid analysis, drawing on existing knowledge, know- how and practice, has been carried out to identify needs of the target group(s), and organisations. 47 The expert should also examine that the needs identified are relevant for the field under which the proposal was submitted and are clearly linked to those priorities of the Action that the project intends to meet. The extent to which the proposal is suitable for creating synergies between different fields of education, training, youth and sport, or it has potentially a strong impact on one or more of those fields. The expert should examine that the project is likely to produce outcomes that may be relevant also for other fields of education, training, youth or sport than the field that is expected to be most impacted by the project. The extent to which the proposal is innovative. The expert should examine that the project is likely to produce results that will be innovative for its field in general, or for the geographical context in which the project is implemented. The innovative dimension of a project can relate to the content of the outputs produced by the project, and/or to the processes and working methods applied, and/or to the organisations and persons involved or targeted. For example, it will produce something significantly new in terms of learning opportunities, skills development, access to information, recognition of learning outcomes etc. The extent to which the proposal is complementary to other initiatives already carried out by the participating organisations. The expert will examine that the project will add to the existing knowledge, know-how and/or practices of the organisations and persons involved. AND/OR: If the application is based on a previous project or existing innovative content, it demonstrates significant added value compared to the previous project results or in terms of new target groups, educational, training or youth activities or geographical spread, and contributes to improving the quality of teaching/learning training in the countries participating in the project. In so far as the initial developer of these previous results is not participating in the project, the relationship between the participating organisations and the initial developer are transparent and respect pre-existing rights. The proposed innovation or complementarity is proportional to the scale of the project and the experience of the participating organisations. In case of inclusion projects involving staff or learners with fewer opportunities, the level of innovation should be considered in relation to the possibilities of the target groups involved. The extent to which the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. 48 Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the objectives of the project are clearly stated and can be achieved taking into account the nature and experience of the partnership. The expert should also take into account if achieving those objectives can lead to positive changes at the level of the organisations. The expert should consider if the proposal identifies and adequately addresses clearly specified needs of the target group of the project, including at a wider scale, not only benefitting participants who directly take part in project activities. The extent to which the proposed methodology is clear, adequate and feasible. The expert will assess to what extent the proposed methodology is realistic and appropriate for producing the expected results. The methodology builds on solid arguments /evidence basis and takes account of existing knowledge and practice. In case of inclusion projects involving staff or participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The expert should verify that the project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes The project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results. The expert should verify that the proposal shows that all phases of the project have been properly designed in order for the project to realise its objectives and address properly the identified needs. The expert will also assess to what extent the work plan is clearly defined, comprehensive and realistic and the project contains a clear and well-planned timetable. In addition, the grant requested (lump-sum amount) under which the project will fall is coherent with the activities that the applicant wants to implement and the objectives to be reached. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. 49 The extent to which the project is cost- effective and allocates appropriate resources to each activity. The expert should examine that the proposal provides value for money in terms of the results planned as compared to the grant requested lump sum. The grant requested lump sum is realistic for a good quality implementation of the planned activities. The expert will assess the resources allocated to each work package and activities, which need to be sufficient and adequate for a proper implementation. Activities also need to address crucial aspects of the award criteria such as inclusion, integration of results, and monitoring. The expert should compare the project and its work packages with other projects, in order to better consider applicant explanations in this regard. All project management activities should be included in a separate work package, without specific objectives, representing a maximum of 20% of the requested budget. The extent to which the project proposes appropriate quality control, monitoring and evaluation measures to ensure that the project implementation is of high quality, completed in time and on budget. The expert should verify that the proposal foresees appropriate evaluation and monitoring activities at critical stages of the project, which will allow measuring the progress and quality of the project activities and outcomes, as well as the appropriate use of funds. The quality control measures will allow the project to take any necessary corrective measures in time. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. The expert should consider that in line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined. 50 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation between partner organisations. If Erasmus+ online platforms are available in the field(s) of the participating organisations: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, Youthpass) as tools for preparation, implementation and follow-up of the project activities. The expert should consider that the project refers both to the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and to the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The project is designed in an eco- friendly way and incorporates green practices in different project phases. The expert should consider the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). The extent to which the project clearly describes both qualitative and quantitative indicators, that are realistic, feasible, and contribute to strengthening the overall quality of the project. The expert should verify that the proposal presents a clear and coherent set of qualitative and quantitative indicators that are appropriate for the project’s objectives and planned activities, in order to assess its progress and results. 51 If the project plans training, teaching or learning activities: the extent to which these activities are appropriate to the project's aims and involve the appropriate profile and number of participants. The quality of practical arrangements, management and support modalities in learning, teaching and training activities. The expert should consider that in case transnational teaching, training or learning activities are proposed, these contribute directly to the objectives of the project and are strongly embedded in the project logic as a whole. The expert should examine that the proposal proves that the teaching, training or learning activities in a specific field are embedded in a coherent package of activities and that these activities are of the appropriate volume, bring an added value and will have a direct impact on the achievement of the project results. The expert should assess to what extent the teaching, training or learning activities are well conceived, i.e. the proposal demonstrates good quality management, support and practical arrangements, selection and preparation of participants, training, teaching or learning agreements, monitoring of teaching, training or learning activities, ensuring the safety of participants. If the project plans training, teaching or learning activities: The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles. The expert should consider that in case transnational teaching, training or learning activities are proposed, relevant transparency and recognition tools and/or policy approaches developed in the framework of policy cooperation at European level will be used for recognising and validating the learning outcomes of participants, such as: European / national qualifications frameworks; European framework of key competences and the European guidelines for the validation of non- formal and informal learning. Only for the Adult Education field: The expert should verify that the proposal comprises the necessary measures to facilitate the validation of non-formal and informal learning and its permeability with formal education pathways. Recommended EU recognition tool for adult education staff: Europass. If the proposal provides for long-term teaching, training or learning activities of staff, the expert should look for a description of the measures put in place for ensuring the quality of the mobility activities, comprising 1) preparation including linguistic and subject preparation before and during the mobility and 2) support to and monitoring of participants during their mobility by the sending and/or hosting organisation. Only for the School Education field: The expert should verify that the proposal clearly describes how the learning outcomes of participating pupils and school staff will be recognised/validated within the context of the school and the curriculum. Recommended EU recognition tool for school education staff and pupils: Europass. If the project includes activities for pupils, these activities are integrated into the curriculum and contribute to achieve defined learning goals. Only for the VET field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1. Recommended recognition tools: ECVET, Europass. Only for the Higher Education field: The expert should verify that the learning outcomes are recognised/validated following the same arrangements and criteria used in mobility activities under Key Action 1, in line with the Erasmus Charter for Higher Education (ECHE). Recommended recognition tool: ECTS. Only for the Youth field: The expert should verify that learning outcomes are recognised following the same arrangements and criteria used in mobility activities under Key Action 1, and notably through the use of Youthpass. 53 Quality of the partnership and the cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile, past experience in the Programme and expertise to successfully complete all project objectives. Taking into account the nature of the project and its expected impact, the expert should examine that the participating organisations have the skills and competences required to ensure that the work programme can be implemented efficiently, effectively and professionally. The expert should evaluate to what extent the proposal concretely identifies which skills, experiences, expertise and management support each of the participating organisations will make available to implement all aspects of the project proposed. The expert should also verify that the proposal shows that the participating organisations have established and will run a cohesive consortium with active involvement of all partners and with common goals to be achieved. In this respect, the following factors should be taken into consideration during the assessment: ▪ the level of networking, cooperation and commitment of each participating organisation in the project; ▪ the profile and background of participating organisations when the nature or target of the activity would necessitate the possession of certain qualifications; ▪ the capacity of the consortium to ensure effective implementation, follow-up and dissemination of the results achieved through the project. ▪ in case of inclusion projects, the capacity and expertise of the consortium to support (where needed) the participation of staff or learners with fewer opportunities. The expert should look for a clear and commonly agreed definition and an appropriate distribution of roles and tasks and a balanced participation and input of the participating organisations in the implementation of the work programme, taking into account the complementary competencies, the nature of the activities and the know-how of the partners involved. The expert will examine if it is necessary for the project's success to use expertise of organisations from different fields, and/or the project intends to impact more than one field of education, training and youth, relevant organisations of all concerned fields 54 participate in the project. The proposal demonstrates convincingly why the participation of the organisations from different fields of education, training, youth and/or other socio-economic sectors is best suited to produce the outputs that respond to the identified needs. The extent to which the project involves newcomers and less experienced organisations to the Action. The expert should verify if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The definitions of ‘newcomers’ and ‘less experienced organisations’ are provided in the glossary of the Programme Guide. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert assesses if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. If applicable, the extent to which the involvement of a participating organisation from a third country not associated to the Programme brings an essential added value to the project (if this condition is not fulfilled, the participating organisation from a third country not associated to the Programme will be excluded from the project proposal at assessment stage). The participation of organisations from third countries not associated to the Programme provides genuine added value to the project because of the specific skills, experiences or expertise that these organisations bring to the project and that prove to be essential for the achievement of the project's objectives and/or to ensure a significantly higher quality of the project outputs. NB: If the proposal does not provide convincing evidence of such added value of a third country not associated to the Programme organisation's participation in the project, the latter will be proposed for removal from the project proposal at assessment stage. The expert shall continue the assessment process of the proposal without the participation of such partner and complete the assessment even without the participation of the third country not associated to the Programme organisation. Impact (maximum score 25 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 55 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as their wider communities. The project is likely to have a substantial positive impact on the participating organisations and on their staff and/or learners. The impact of the project on the participants and organisations involved is likely to occur during and remain after the lifetime of the project. The proposal demonstrates which benefits (trans-national, interdisciplinary, cross-field) the proposed cooperation brings to the partners – also in the long run, after Erasmus+ funding, e.g. how it contributes to the internationalisation strategies of the participating organisations. The extent to which the expected project results have the potential to be used outside the organisations participating in the project during and after the project lifetime, and at local, regional, national or European level. The project results have the potential to be transferred and exploited in other European countries. The proposal identifies relevant stakeholders, including policymakers at the most appropriate level, whether local, regional, national and/or European. Taking due account of the scope and size of the project: - it is likely to have a positive impact at local, regional, national and/or European level; - it is likely to lead to innovative developments at system level and/or provide useful input to policy developments; - it shows potential for scalability and synergies with other Erasmus+ actions and/or other European Programmes. 56 The project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. If relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations. The proposal identifies the project results that can be transferred to the relevant target groups. An appropriate and effective set of measures and tools will be used to reach the target groups for dissemination. The planned dissemination and exploitation activities will ensure an optimal use of the results at local, regional, national and/or European level depending on the scope and size of the project. In each of the participating organisations specific and adequate resources are allocated to the dissemination activities. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. Only for the Adult Education and VET fields: If relevant, the proposal explains if and how EPALE will be used to increase the impact of the project and support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the dissemination of the project results, in addition to the use of the Erasmus+ Project Results Platform. 57 The project proposal includes concrete and effective steps to ensure the sustainability of the project, its capacity to continue having an impact and producing results after the EU grant has been used up. The project is placed in a perspective that goes beyond the project period. It plans to achieve a multiplier effect and sustainable impact that are within its reach considering the scope and size of the project. If relevant for the type of project, its results will be integrated in the management / pedagogical framework of the participating organisations. If relevant for the type of project, the participating organisations have the intention and are able to attract external co-funding or other support from diverse sources to ensure sustainability of the activities developed by the project and continued use of outputs and results. Only for the School Education field: The proposal explains if and how European School Education Platform (including eTwinning) will be used to support the sustainability of the project. Only for the VET field: The proposal is likely to have the foreseen positive impact on the target groups beyond the project lifetime. The proposal explains which project activities and results are supposed to be continued and maintained after the end of Erasmus+ funding (i.e. continuation of new courses, use and maintenance of new teaching tools…) and how and with which resources other than from the EU (finance, staff, equipment) this will be done. Only for the Youth field: The proposal is likely to have the expected positive impact on the target groups beyond the project lifetime, in particular for participants with fewer opportunities. The proposal describes how the participating organisations will exploit the experience within the project to improve the situation of these target groups and to further stimulate their development after the activity. 58 Small-scale Partnerships Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 30 points) The extent to which the project proposal is relevant to the objectives and the priorities of the Action. In addition, the proposal will be considered as highly relevant if: - it addresses the priority "inclusion and diversity"; - In case of projects managed by the Erasmus+ National Agencies at decentralised level: if it addresses one or more "European Priorities in the national context", as announced by the National Agency. The expert should assess if the project references the objectives of the action as stated in the action’s chapter in the Programme Guide. The objectives and overall framework of each project should be complementary with those objectives and address them in a qualitative way. Each partnership project must address at least one of the priorities of the action (either of those applying to all Erasmus+ sectors or field-specific), as indicated in the section "Contribution of this action to achieving policy priorities". If the project addresses a priority from those applying to all Erasmus+ sectors, the expert should judge whether it clearly proves the impact in the field under which the application has been submitted. In case the project addresses the horizontal priority "Inclusion and diversity in all fields of education, training, youth and sport", it will be considered as highly relevant to the action as it is addressing an area of crucial relevance for the Programme as a whole and in the European context. If the proposal addresses one or more "European priorities in the national context", as announced by the respective National Agency, it will be considered as highly relevant to the action as it is addressing a European issue of particular importance in the national context. NB: If the proposal does not provide convincing evidence that it is relevant to at least one priority, the expert must score as "Weak" (score between 0-14 points) the award criterion "Relevance of the project" and the whole project must be rejected as a consequence. 59 The extent to which the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. The extent to which the profile, experience and activities of the participating organisations are relevant for the field of The expert should consider if the participating organisations form a genuine part of the field in which the application has been 60 the application. submitted. This element does not concern only the formal or nominal relevance but is rather linked to practice as evidenced by the expertise of their staff and the nature of the organisation area of activity and previous experience working in the field of the application. The expert should take into consideration that the Small-scale partnerships are particularly relevant to target newcomer and less experienced organisations. Therefore, previous experience within Erasmus+ should, in this case, not necessarily be considered as an element that determines the relevance of the proposal. However, it is essential that this organisation brings a clear added value to the project in the context of the field in which the application was submitted. The extent to which the proposal brings added value at EU level by building capacity of organisations to engage in cross-border cooperation and networking. The expert should judge if the transnational dimension clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. Quality of the project design and implementation (maximum 30 points) The extent to which the project objectives are clearly defined, realistic and address the needs and goals of the participating organisations and the needs of their target groups. The expert should consider if the proposed objectives are well explained in relation to the partner organisations’ needs and challenges, as well as the needs of the indicated target groups. The extent to which the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities. In line with the inclusion dimension of the Programme, this element highlights the importance of involving participants with fewer opportunities in project activities. The expert should consider whether the design of the activities has the potential to increase the participation of people with fewer opportunities. This implies whether the proposal acknowledges the potential barriers that can hinder their participation and proposes realistic and clear actions to increase it. Another element to be looked at is whether the project target groups of people with fewer opportunities are well identified as well as whether the ways to reach out to them and engage them are clearly defined The extent to which the proposed methodology is clear, adequate and feasible: - project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results; - the project is cost-effective and allocates appropriate resources to each activity. The expert should consider if the application is sufficiently specific, clear, concrete, and realistic in presenting the content and expected results of proposed activities. Experts should judge if the partner organisations have explained convincingly how the implementation of proposed activities will logically lead to addressing the identified needs and the achieving the project’s stated objectives. In addition, the requested lump sum amount should be considered in view of achieving the objectives of the project. This should include a consideration on whether appropriate phases for preparation, 61 implementation, monitoring, evaluation and sharing of results have been planned. Value for money needs to be assessed, as the lump sum requested must be in line with and justified by the proposed activities. In order to do so, the expert should evaluate the proposal both at activity level as well as at the level of the entire project. The description of the definition of the grant amount is key in this evaluation. If possible, experts should also compare the project and its activities with other projects, in order to better consider these explanations. The simplified budget scheme does not require a separate budget for project management. Instead, these costs should be covered by the amounts allocated to each project activity. Around 20% of the project requested lump sum is typically used for project management expenses, but this can be flexible depending on the applicant's resources and project size and complexity. It can be acceptable that smaller projects may use a larger portion of their budget for these horizontal costs. If the proposed deliverables are found entirely insufficient to justify the requested grant, the award criterion should be assessed below the minimum threshold. (half of the maximum points of the award criterion) The work plan has to be clearly defined, comprehensive and realistic in relation to the requested lump sum amount. The portion of the grant amount allocated to each project activity described in the proposal should be sufficient and adequate to the nature and value of the activity. In case of inclusion projects involving participants with fewer opportunities, the proposal shows that the participating organisations will support (where needed) these target groups to participate fully and on equal footing with other staff and participants in the activities. Only for the Youth field: The project is based on non-formal and informal learning methods stimulating creativity, active participation and initiative. A variety of non-formal learning methods and techniques may be applied in order to address the different needs of participants and desired outcomes 62 The extent to which the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation with partner organisations. If applicable: the extent to which the project makes use of Erasmus+ online platforms (European School Education Platform, including eTwinning, EPALE, European Youth Portal, EU Youth Strategy Platform) as tools for preparation, implementation and follow-up of the project activities. The expert should assess the concrete ways in which digital tools and learning methods are included in the cooperation and the proposed activities, and the way participants will benefit from blended forms of activities, thus increasing the digital competences and readiness of beneficiaries and participants. If applicable, the expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. The extent to which the project is designed in an eco-friendly way and incorporates green practices in different project phases. The expert should take into consideration the extent to which the project has the potential to raise awareness about environmental and climate change challenges. The project and activities design enable behavioural changes for individual preferences, consumption habits and lifestyles, by implementing ecological practices (e.g. save resources, reduce energy use and waste, compensate carbon footprint emissions, opt for sustainable food and mobility choices, etc.). The extent to which the project encourages participation and civic engagement. The expert should assess whether the proposal includes credible and well-planned activities that aim to foster the active participation of target groups and to strengthen their engagement in community life. The expert will consider how clearly the proposal integrates participation and civic engagement into its methodology and expected results, and whether it offers meaningful opportunities for participants to take an active role, such as contributing to decisions, co-designing activities or engaging in community-oriented initiatives, in ways that are appropriate and relevant to their profile (see also section 5: Participation in democratic life). Quality of the partnership and cooperation arrangements (maximum 20 points) The extent to which the project involves an appropriate mix of participating organisations in terms of profile. Experts should assess the extent to which the proposal clearly explains the reasons for participation of the involved organisations and their common interests. The role and contribution of each the participating organisation should be clearly described and taken into account. Consider the specific nature of Small-scale partnerships and their focus on newcomer and less experienced organisations, the expert should judge whether the participating organisations have the skills and competences required to run the proposed activities. While leaving scope for learning to cooperate and foster development throughout the project, organisations should ensure sufficient quality in the implementation, even if they have little or no previous experience within Erasmus+. 63 The extent to which the project involves newcomers and less experienced organisations to the Action. This element highlights the importance of small- scale partnerships as a steppingstone into the Erasmus+ programme for organisations that have never regularly benefitted from the same action in the past. The expert should consider if the proposal includes one or more participating organisations that are newcomers to this action or that are considered less experienced organisations, and on which the impact expected from the participation in the project would be particularly high. The expert must use past participation information included in the application form and they must apply the exact definitions of a ‘newcomer’ and ‘less experienced organisation’ provided in the glossary of the Programme Guide. The expert must register their conclusions as part of typology questions accompanying the assessment. The extent to which the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations. The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks. Balanced participation of the participating organisations in the implementation of the work programme, according to the nature of the activities and the experience of the partners involved, is expected. In particular, considering the nature of this action, it is important that the proposal describes an active role and substantial participation of newcomer and less-experienced organisations in the project tasks and activities. The extent to which the proposal includes effective mechanisms for coordination and communication between the participating organisations. The expert should assess if the methods of project coordination and means of communication are clearly defined and appropriate for the project to ensure a good cooperation between the participating organisations. Impact (maximum 20 points) The extent to which the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisation. Considering the proposed activities and project objectives, the expert should judge how specific, clear and effective are the partnership’s proposals for integrating the achieved results in the partner organisations’ daily work. 64 The extent to which the project has the potential to positively impact its participants and participating organisations, as well as the wider community. The expert should consider if the project can have a substantial positive impact on the participating organisations, their staff and learners, during and after the project implementation. If relevant and in proportion to the project size and scope, the experts should consider whether the proposal identifies target groups or organisations not participating in the project that will be positively impacted by the implementation of the activities. The extent to which the project proposal includes an appropriate way to evaluate the project outcomes. The expert should consider, in proportion to the project size and scope, the partnership’s planning on how to evaluate if the expected benefits of the proposed activities have been achieved. With regards to project objectives, the element refers to the partner organisations’ proposal on how to evaluate if the stated objectives have been reached. The extent to which the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The expert should consider if the proposal identifies the project results that can be made available to the relevant target groups. The expert should also consider whether the partner organisations have used all possibilities at their disposal to make sure that results of the project and knowledge about the Erasmus+ programme are spread as widely as possible. 65 European Partnerships for School Development The main purpose of the European Partnerships for School Development is to encourage better cross-border cooperation and mobility among schools across Europe with a sustainable and systemic impact. Projects should do this through improvements in the practices, policies and procedures of school authorities and schools that will take place over the duration of the project and have an impact long beyond the project duration. It is also expected that school authorities apply the principles or changes developed within a Partnership for School Development to other schools under their authority that were not part of the project, contributing to a wider audience than the participating organisations. Projects need to achieve a balance between being realistic and ambitious to achieve systemic and long-term impact. This is why the award criterion “Impact” carries the largest part of the assessment with 35 out of 100 points, and all other criteria are linked to it. The large number of points reflects the complexity of the criterion and the wide variation in quality that experts may encounter. Experts should make full use of the 35 points scale to fine-tune their assessment and differentiate applications according to their level of quality. Recognising original, convincing and genuine proposals: experts should consider the information presented in the application form critically to evaluate • if it shows a real self-reflection on the part of the applicant; • if it is rooted in reality of everyday educational work and challenges in the school education systems of the participating countries and regions, and; if the links being established with European or national policy narratives are concrete and tangible. Award criteria elements as described in the Programme Guide Guidance on how to assess the award criteria elements Relevance (maximum 15 points) Relevance for action objectives: the proposal contributes to the objectives of the European Partnerships for School Development; The expert should consider if the project addresses the objectives of the action as stated in the action’s chapter in the Programme Guide. NB: If the proposal does not provide convincing evidence that it is relevant to the objectives, the expert must assess the application to be below the minimum threshold for this award criterion. Needs analysis: the application is based on comprehensive analysis of needs and challenges in the school education systems of the participating countries/regions; The applicant must show precise and real challenges that the project will address. The needs analysis must include relevant context, real-life examples and data, and must explain why the project is actually needed. European added value: the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country; The expert should assess whether the transnational dimension of the project clearly adds value in terms of project outcomes and if the participating organisations will be able to achieve results that would not be reached by organisations from a single country. EU values: the proposal is relevant for the respect and promotion of shared EU values, such as respect for human The expert should assess if the planned activities align with EU values. The following factors should be taken into consideration during the assessment: 66 dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination. • Examine whether the proposal explicitly references and integrates EU values into its objectives, methodologies, activities and expected outcomes. A clear articulation of how the project supports and advances these values would be an additional strength; • Ensure that the proposed activities are designed in a non-discriminatory approach to benefit a diverse range of participants. Look for evidence of strategies and evaluate proposed measures to address any form of discrimination, based on gender, ethnicity, disability, or any other relevant criteria. Put emphasis on proactive strategies, policies, or actions demonstrating a commitment to fostering a non-discriminatory environment; • Consider the presence of educational components that aim to enhance participants' understanding and appreciation of EU values; • Assess how opportunities for learning about and experiencing EU values are integrated across different project components. Projects that embed these values into various activities rather than treating them as standalone elements are likely to have a more significant impact; • Monitoring and reporting mechanisms: If applicable, evaluate their effectiveness related to the promotion of EU values. Assess whether the project outlines clear indicators and metrics to measure this aspect. Quality of project design (maximum 30 points) Work packages: ▪ the proposed methodology is clear, adequate and feasible; ▪ the project work plan is coherent, clear, complete and effective; Each work package must address its task as defined in the Programme Guide; it must be clear and concrete; implementable, and its progress must be trackable. The different work packages must be coherent, complementary and clearly contributing to overall project results. The relationship between each work package and the overall project objectives must be presented clearly and concretely, so that the contribution of every work package to the project objectives is explicit. The project methodology must be realistic and appropriate for producing the expected results. NB: If the application contains any work packages that are severely lacking in clarity, are impossible to track and evaluate, or do not address their task as defined in the Programme Guide, the expert must assess the application to be below the minimum threshold for this award criterion. Monitoring: the project proposes appropriate quality control, monitoring and supervision measures to ensure that the project implementation is of high quality, completed in time and on budget; The proposal clearly defines the people responsible for monitoring the project’s progress and results and defines an effective methodology and frequency of monitoring exercises. The application identifies potential risks and proposes effective ways to address them. 67 Budgeting: the project is cost-effective and allocates appropriate resources to each activity and partner; The expert should examine whether the proposal provides value for money in terms of the planned results and the expected impact compared to the defined project lump sum. The experts should assess the resources allocated to each work package and activity, and whether they are adequate for effective implementation and achieving the desired impact. The expert should compare the project proposal and its work packages with other project proposals to better assess the proposal’s value for money. Inclusion and diversity: the activities are designed in an accessible and inclusive way; The expert should consider whether the design of the activities is in line with the inclusion dimension of the Programme, and if the project proposal has the potential to increase the participation of people with fewer opportunities. Digital: the project incorporates the use of digital tools such as the European School Education Platform (including eTwinning) and learning methods to complement their physical activities and improve cooperation between partner organisations; The expert should consider whether digital tools and learning methods are used as part of the project in an effective way. The expert should further assess if the proposal clearly describes how the Erasmus+ online platforms have been used to prepare the project proposal or includes concrete and realistic plans to use these platforms in the future for project preparation, implementation or follow-up. Environmental sustainability: the project is designed in an eco-friendly way and incorporates green practices in different project phases; The expert should consider, if in addition or as part of their tasks, the project has the potential to raise awareness about environmental and climate change challenges. Participation and civic engagement: the project encourages participation and civic engagement. The expert should consider, if in addition or as part of their tasks, the project promotes participation and civic engagement. Quality of the partnership and the cooperation arrangements (maximum 20 points) Project coordinator: the coordinating organisation has appropriate expertise, resources and role in the education system to successfully lead the project; The expert should examine if the coordinating organisation has the capacity to coordinate the partnership and ensure that the project is implemented efficiently, effectively and professionally. The role of the coordinating organisation in the education system (responsibilities and decision- making capacity) must be appropriate for the scope and ambition of the project objectives. Partnership composition: ▪ the partner school authorities have complementary experience, needs, and roles in the education system; ▪ the partner schools have a clear and proportional role in the project; ▪ the partner schools are sufficiently diverse in terms of their experience in cross-border mobility and cooperation; The expert should evaluate to what extent the proposal identifies the contributions of each participating organisation in terms of expertise, resources and know-how to implement the project. Complementarity between school authorities means that they share similar challenges and interests, and are able to work on them together due to similar or compatible roles and responsibilities in their respective school education systems. The project role of each participating school must be clear. 68 ▪ the size and scope of the partnership is appropriate for the achievement of the planned project results; The participation of other organisations (apart from school authorities and schools) must be justified in relation to planned project results. Allocation of tasks: the proposed allocation of tasks demonstrates the commitment and continuous active involvement of all participating organisations, and in particular the coordinating and partner school authorities; The expert should consider if there is a clear definition and an appropriate distribution of roles and tasks with active involvement of all participating organisations. Due to their role, responsibility and resources, a strong, continuous and practical, hands-on involvement of school authorities is necessary. Complementarity: the proposal is complementary to other initiatives already being carried out by the participating organisations, in particular Erasmus accreditations in Key Action 1; The expert will examine how the project will build on existing knowledge, practices and other projects of the participating organisations. If the participating organisations hold an Erasmus accreditation in the field of school education, they should create synergies with the European Partnership for School Development and demonstrate them with concrete examples (e.g. shared results, improved mobility procedures, easier and better recognition of learning outcomes). Communication and coordination: the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders. The expert must assess to what extent appropriate channels, tools, or platforms are in place for regular communication, and clear responsibilities are assigned for this purpose in each partner organisation. The continuity of project implementation must be ensured through involvement of multiple people per organisation, especially in school authorities. Impact (maximum 35 points) Project results: the project proposal clearly identifies improvements in the practices, policies and procedures of school authorities and schools that will happen as a result of the project; To be scored highly, proposals need to identify changes in the way the participating organisations operate (i.e. their practices, policies and procedures) and how the project will improve on that. For European Partnerships for School Development, such changes are more important than tangible outputs. Rather than spending a large part of the grant on developing new outputs, projects should identify and spread existing good practices and build on outputs from previous projects. When possible, changes in policy should accompany the changes in practices and procedures to consolidate them and lead to long-term impact. Tracking project results: the proposal defines clear implementation milestones, and qualitative and quantitative indicators to prove that the planned improvements have taken place; Within this criterion, project results refer to what will be done, while impact refers to the effects that these results will have. Tracking project results and tracking impact must be described separately (many applicants make the common error of tracking only results and not impact). The expert must assess whether the proposed plan is clear (coherent and sufficiently detailed) and realistic (achieving the implementation milestones will gradually lead to the expected results), and whether the proposed indicators are relevant, credible, clear and robust. 69 Tracking impact: the proposal defines clear qualitative and quantitative indicators to track the impact of the project results; Measuring impact consists of tracking the positive effects of the project results beyond the fact of having produced them. Impact is an effect of using the results and it should therefore start during the project and continue beyond the project duration. The expert must assess whether the proposed indicators are relevant, credible, clear and robust. Long-term impact: - the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations; - the project includes a clear plan and preparation to continue using its results after the project; The assessment of this element is based on a perspective that goes beyond the project period. The experts should assess if the proposed long-term impact plan is realistic, well-developed, and concrete. Transferable results: the planned project results can be used outside the participating organisations at local, regional, national or European level; The project results have the potential to be transferred to and used by other organisations in the participating countries (e.g. other schools under the responsibility of the same school authority, other school authorities in the same or different regions), as well as in other countries. Sharing results: the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding. The planned activities for sharing results are appropriate and will promote the use of the results at local, regional, national and/or European level. If the project foresees tangible results and deliverables, participating organisations will allow open access to materials, documents and media produced within the project. If the proposal foresees limitations to open access, they are not disproportionate and will not significantly affect the dissemination and possible impact of the project. 70 How to assess the cost-effectiveness of a project proposal? Given the diverse nature of all the fields covered in the programme, the needs and type of activities presented by the applicants differ. It is therefore left to the applicants to describe the planned activities which are adequate for their respective objectives and fit within the funding level of the chosen lump sum. Such choice is based on the level of complexity and ambition of their proposal, considering elements such as the number of partners, the duration of the project and the number and type of proposed activities. A high degree of flexibility is left to applicants to define their targets in line with the programme objectives and build their project around the requested lump sum budget. The applicants are therefore not required to provide detailed cost estimate (staff costs, equipment, management costs, etc. Nevertheless, they are required to provide evidence for the elements of value for money in their application, showing that the amount requested is adequate to the content and objectives of their proposed activities. For this purpose, they are required to indicate the portion of the lump sum that they intend to allocate to the production of each of the outputs (work packages and activities). Experts assess the value for money at the level of each eligible activity and work package and at the level of the entire project, including annexes and as part of scoring the award criterion ‘Quality of the project design and implementation’. Proposals which are found to offer poor value for money will have a lower score and fewer chances to be selected for funding. In case the expert finds the proposed deliverables entirely insufficient to justify the total requested grant, award criterion ‘Quality of project design and implementation’ should be scored below the minimum threshold (half of the maximum points of the award criterion) and consequently, the proposal should be rejected. In addition to assessing the cost-effectiveness of the entire project, the expert needs to take into account the funding that applicants have proposed to allocate to each work package/activity. For this purpose, the key aspect to consider is the explanation that applicants have provided about the composition of costs included in the work package/activity. At the level of work packages/activities, experts should also use the comparison method both within a project and with other projects to contextualise the explanations provided by the applicants. The resources to be allocated by the applicant to each work package and/or activity must show a balance between cost-effectiveness and the delivery of good quality. In particular, crucial aspects referred to in award criteria (inclusion, integration of results, monitoring) must be adequately addressed. For the Cooperation partnerships and European Partnerships for School Development, all the activities directly linked to the management of the project shall be included in a specific work package (project management work package). This work package can represent maximum 20% of the requested budget for the other work packages. For the Small-scale partnerships, the budget allocated to the planning, organisation and management of the activities is to be covered with the amounts allocated to each of the project activities. Experts shall also take this aspect into account in their assessment. Based on experience of similar actions in the Erasmus+ programme, around 20% of the project requested lump sum is typically used for project management expenses. The reference value of 20% needs to be assessed in a flexible manner, considering that costs related to setting up and managing a project may vary from one applicant to the other function to their e.g. dimension, available resources, etc. Therefore, experts may deem it acceptable that smaller projects can use a larger portion of their budget to cover 71 the horizontal costs. The list below presents some examples for the approximate grant amounts attributed to typical activities in the 2014-2020 Programming period: - Project meeting with 8 participants: 4.500 – 6.000 EUR - Event with 100 participants: 10.000 – 20.000 EUR - Mobility of 20 participants for 10 days: 22.000 – 35.000 EUR - Language training for 20 participants: about 3.000 EUR The actual cost of a specific activity proposed in an application may vary depending on factors such as travel distances, labour costs in different countries, involvement of participants with fewer opportunities, choosing more environmentally sustainable services and products, etc. This is why the applicants are requested to provide a breakdown and explanation of their expected costs in the application form. The experts should use the information provided by the applicant when assessing if higher than average costs are justified, or if lower than average costs are realistic for a certain activity. In case of strong doubts about the value for money of an activity or the entire project, where the professional judgment of the expert alone is not sufficient, or in case of serious disagreement between two experts, a comparison with similar activities between projects and with previous projects funded under the action Strategic Partnerships in the Erasmus + programme 2014-2020 can be made as part of a consolidation exercise. Using this reference shall only be used as a methodological support, using the necessary degree of flexibility and proportionality to make the assessment fair and accurate. 72 6. Reference policy documents Transversal policy priorities for education, training, youth and sport ▪ Overall policy priorities - European Education Area - Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030): https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf - EU Youth Strategy – Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN - Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27: Commission Implementing Decision - framework of inclusion measures of Erasmus+ and European Solidarity Corps 2021-27 | Erasmus+ (europa.eu) - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy: Implementation guidelines - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy | Erasmus+ (europa.eu) - 2030 Agenda for Sustainable Development of the United Nations: http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm - Rethinking Education: Investing in skills for better socio-economic outcomes: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF - The EU Youth report: http://ec.europa.eu/youth/policy/implementation/report_en.htm - Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/docu ments/citizenship-education-declaration_en.pdf - Investing in Europe's Youth: http://ec.europa.eu/social/main.jsp?catId=950&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Commission communication "Strengthening European Identity through Education and Culture The European Commission's contribution to the Leaders' meeting in Gothenburg" (2017) http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN - Council Recommendation on Key Competences for Lifelong Learning, Official Journal, 2018/C 189/01 https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 - Commission communication “The Union of Skills”: https://eur-lex.europa.eu/legal- content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 - Council Recommendation “Europe on the Move – Learning mobility opportunities for everyone”: https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf - EN EUROPEAN COMMISSION Brussels, 5.3.2025 COM(2025) 89 final COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS A: STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf ▪ Recognition and transparency - Europass: http://europass.cedefop.europa.eu/en/home https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://www.consilium.europa.eu/media/48584/st06289-re01-en21.pdf https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=OJ:C:2018:456:FULL&from=EN https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/commission-decision-framework-inclusion-2021-27 https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy http://ec.europa.eu/environment/sustainable-development/SDGs/index_en.htm http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0669:FIN:EN:PDF http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/youth/policy/implementation/report_en.htm http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/citizenship-education-declaration_en.pdf http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://ec.europa.eu/social/main.jsp?catId=950&langId=en http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM%3A2017%3A673%3AFIN https://eur-lex.europa.eu/legalcontent/EN/TXT/?uri=CELEX%3A32018H0604%2801%29 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://eur-lex.europa.eu/legal-content/en/TXT/PDF/?uri=CELEX%3A52025DC0090 https://data.consilium.europa.eu/doc/document/ST-9804-2024-INIT/en/pdf https://education.ec.europa.eu/sites/default/files/2025-03/STEM_Education_Strategic_Plan_COM_2025_89_1_EN_0.pdf http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home http://europass.cedefop.europa.eu/en/home 73 - European Qualifications Framework: http://ec.europa.eu/eqf/home_en.htm - Youthpass: https://www.youthpass.eu/en/youthpass/ - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf - Validation: Council Recommendation of 20 December 2012 on the validation of non- formal and informal learning https://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:398:0001:0005:EN:PDF - Validation: Staff Working Document on the evaluation of the 2012 Council Recommendation on validation https://ec.europa.eu/social/BlobServlet?docId=22839&langId=en ▪ Digital education - The Future of Learning: New Ways to Learn New Skills for Future Jobs: http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html - Digital Competence Framework for Citizens (DigComp): https://ec.europa.eu/jrc/en/digcomp - Digital Competence Framework for Educators (DigCompEdu): https://ec.europa.eu/jrc/en/digcompedu - A collection of articles from Open Education Europa: https://www.schooleducationgateway.eu/en/pub/resources/oee.htm - Open Educational Resources and practices in Europe: http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html - Digital Education Action Plan: http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en ▪ Development of key competences - Brochure on Key Competences for lifelong learning: https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- 9d01-01aa75ed71a1/language-en - Council Recommendation of 22 May 2018 on key competences for lifelong learning, Official Journal 2018/C 189/01 - Commission Staff Working Document accompanying the document proposal for a Council Recommendation on Key Competences for Lifelong Learning, SWD (2018)14, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 - European Commission (2020) LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence - Cultural awareness and expression handbook: Open method of coordination (OMC) working group of EU Member States’ experts on ‘cultural awareness and expression’ (2016). https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50- 01aa75ed71a1 - European Commission (2016) EntreComp: The Entrepreneurship Competence Framework.https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/entrecomp-entrepreneurship-competence-framework - Council conclusions of 26 November 2012 on literacy: http://ec.europa.eu/eqf/home_en.htm http://ec.europa.eu/eqf/home_en.htm https://www.youthpass.eu/en/youthpass/ https://www.youthpass.eu/en/youthpass/ http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html http://is.jrc.ec.europa.eu/pages/EAP/ForCiel.html https://ec.europa.eu/jrc/en/digcomp https://ec.europa.eu/jrc/en/digcomp http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://is.jrc.ec.europa.eu/pages/EAP/OEREU.html http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en http://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9- https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52018SC0014 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/lifecomp-european-framework-personal-social-and-learning-learn-key-competence https://op.europa.eu/en/publication https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/6066c082-e68a-11e5-8a50-01aa75ed71a1 https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp-entrepreneurship-competence-framework 74 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393: 0001:0004:EN:PDF - Final Report of the EU High Level Group of experts on Literacy (2012): http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/ literacy-report_en.pdf - Addressing the gender gap in STEM education across educational levels - Publications Office of the EU - JRC Publications Repository - STEM competencies, challenges, and measurements: a literature review - JRC Publications Repository - STEM and STEAM education, and disciplinary integration: a guide to informed policy action ▪ Language learning - Commission Staff Working Document, 2012: "Language Competences for employability, mobility and growth: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC037 2&from=EN - Improving the effectiveness of language learning – CLIL and Computer-assisted Language learning, 2014: http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf - Rethinking language education in schools, 2017 - https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8- ac73-01aa75ed71a1/ - Migrants in European schools – learning and maintaining languages, 2017 https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73- 01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFn oECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ - Multilingual education in the light of diversity – lessons learned, 2017 http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf - The future of language education in Europe – Case studies of innovative practices, 2020 https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language- education/ - Education begins with language, 2020 https://op.europa.eu/en/publication-detail/- /publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en - Council recommendation on a comprehensive approach to the teaching and learning of languages, 2019 https://ec.europa.eu/education/education-in-the-eu/council- recommendation-improving-teaching-and-learning-languages_en http://eur/ http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0001:0004:EN:PDF http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/school/doc/%20literacy-report_en.pdf https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/5c74b478-3ffe-11ef-865a-01aa75ed71a1 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC138618 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 https://publications.jrc.ec.europa.eu/repository/handle/JRC141438 http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&from=EN http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf http://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://publications.europa.eu/en/publication-detail/-/publication/de1c9041-25a7-11e8-ac73-01aa75ed71a1/ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://publications.europa.eu/resource/cellar/c0683c22-25a8-11e8-ac73-01aa75ed71a1.0001.01/DOC_1&ved=2ahUKEwiR5JvmucmRAxU1VfEDHYx4McgQFnoECBgQAQ&usg=AOvVaw2eDA0J-32CgIklCggWMjg_ http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf http://nesetweb.eu/wp-content/uploads/2015/08/Multilingualism-Report.pdf https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://nesetweb.eu/en/news/neset-reviews-the-innovative-practices-in-europes-language-education/ https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-improving-teaching-and-learning-languages_en 75 Policy priorities in school education General policy information relevant for all project proposals: • Commission Communication on Achieving the European Education Area and the subsequent Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Council Recommendation on blended learning approaches for high-quality and inclusive primary and secondary education (2021) education https://eurhttps://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal Tasks/education https:/eur-lex.europa.eu/legal- content/en/TXT/?uri=CELEX:32021H1214(01)lex.europa.eu/legal- content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 • Support to implementation of the 2021 Council Recommendation through the Working Group on Schools - thematic report and factsheet Blended learning for inclusion - Publications Office of the EU (europa.eu) - Learning for the green transition and sustainable development. Council Recommendation adopted on 16 June 2022. Implementation tools: peer learning (dedicated Working Group, Education for Climate Coalition under Erasmus+, GreenComp community of practices); funding; dissemination of resources https://eur- lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 - 28 November 2022: Council adopted a Recommendation on Pathways to School Success. Pathways to School Success | European Education Area (europa.eu) • Council Resolution of the European Education Area • Education and Training Monitor 2024 • Education and Training Monitor 2023 • Education and Training Monitor 2022 • DigCompEdu framework - https://europa.eu/!K4xkfK Tackling learning disadvantage, early school leaving and low proficiency in basic skills • Early School Leaving: https://education.ec.europa.eu/education-levels/school- education/early-school-leaving • European Toolkit for Schools ‘Promoting inclusive education and tackling early school leaving’: https://school-education.ec.europa.eu/en/insights/school- success-for-all • NESET Report: The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof (2022): https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec- b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 • A systemic, whole-school approach to mental health and well-being in schools in the EU (2023): https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e- 01aa75ed71a1/language-en/format-PDF/source-251233369 https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://myintracomm-collab.ec.europa.eu/dg/EAC/B.4/Horizontal%20Tasks/education%20https:/eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX%3A32021H1214%2801%29 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://op.europa.eu/fr/publication-detail/-/publication/442323d2-8fcb-11ed-b508-01aa75ed71a1/language-en?_publicationDetails_PublicationDetailsPortlet_source=278498286 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0627%2801%29 https://education.ec.europa.eu/education-levels/school-education/pathways-to-school-success#:~:text=A%20Council%20Recommendation%20on%20%27Pathways,leaving%20from%20education%20and%20training. https://op.europa.eu/en/publication-detail/-/publication/b004d247-77d4-11eb-9ac9-01aa75ed71a1?msclkid=393f2efec14411ec90f4424a51cf0b18 https://op.europa.eu/webpub/eac/education-and-training-monitor/en/ https://op.europa.eu/webpub/eac/education-and-training-monitor-2023/en/index.html https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/ https://europa.eu/!K4xkfK https://europa.eu/!K4xkfK https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://education.ec.europa.eu/education-levels/school-education/early-school-leaving https://school-education.ec.europa.eu/en/insights/school-success-for-all https://school-education.ec.europa.eu/en/insights/school-success-for-all https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/b43aac1a-cc1b-11ec-b6f4-01aa75ed71a1/language-en/format-PDF/source-260381074 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 https://op.europa.eu/en/publication-detail/-/publication/200445c0-227d-11ec-bd8e-01aa75ed71a1/language-en/format-PDF/source-251233369 76 • Commission study on the assessment of the implementation of the 2011 Council recommendation on policies to reduce early school leaving (2019): https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9- b4bf01aa75ed71a1/language-en • OECD PISA 2022 Results (2022): https://www.oecd.org/publication/resultats-du- pisa-2022/#resultatspisa2022 • Commission Report on PISA and the EU (2018): https://ec.europa.eu/education/news/pisa-2018_en • Eurydice, Equity in Education (2020): https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school- education-europe_en • A whole school approach to tackling early school leaving: Policy messages, https://education.ec.europa.eu/sites/default/files/document-library-docs/early- school-leaving-group2015-policy-messages_en.pdf • NESET Report on A formative, inclusive, whole school approach to the assessment of Social and Emotional Education in the EU (2020): https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole- schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ Supporting teachers, school leaders and other teaching professions • EENEE-NESET Report (2023): Evidence-based Solutions to Teacher Shortages: https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical- report-No-1.pdf • Eurydice (2021) “Teachers in Europe – Careers, Development and Well-being” https://eacea.ec.europa.eu/nationalhttps://eacea.ec.europa.eu/national- policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdfpolicies/eurydice/sit es/eurydice/files/teachers_in_europe_2020_1.pdf • “Supporting teacher and school leader careers: a policy guide” (2020). Report of the ET2020 Working Group Schools. Also available: Summary and four Infosheets. https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b- 11eahttps://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f- 01aa75ed71a1/language-enb75f-01aa75ed71a1/language-en. Also overview and video available at: • Council conclusions “European Teachers and Trainers for the Future”, adopted on 26 May 2020: https://www.consilium.europa.eu/media/44115/st08269-en20.pdf • Council Resolution on a Strategic Framework for European cooperation in education and training towards the European Education Area and beyond (2021- 2030) https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG • Commission Communication on Achieving the European Education Area https://ec.europa.eu/commission/news/towards-european-education-area- 2025https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017- nov-14_en2017-nov-14_en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/72f0303e-cf8e-11e9-b4bf01aa75ed71a1/language-en https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://www.oecd.org/publication/resultats-du-pisa-2022/#resultatspisa2022 https://ec.europa.eu/education/news/pisa-2018_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/equity-school-education-europe_en https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://education.ec.europa.eu/sites/default/files/document-library-docs/early-school-leaving-group2015-policy-messages_en.pdf https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/en/resources/library/a-formative-inclusive-whole-schoolapproach-to-the-assessment-of-social-and-emotional-education-in-the-eu-2/ https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://nesetweb.eu/wp-content/uploads/2023/08/EENEE-NESET-joint-analytical-report-No-1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/files/teachers_in_europe_2020_1.pdf https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6e4c89eb-7a0b-11ea-b75f-01aa75ed71a1/language-en https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://www.consilium.europa.eu/media/44115/st08269-en20.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2021.066.01.0001.01.ENG https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en https://ec.europa.eu/commission/news/towards-european-education-area-2025-2017-nov-14_en 77 • Commission’s 2020 Digital Education Action Plan for 2021-27: https://ec.europa.eu/education/education-in-the-eu/digital-education- actionhttps://ec.europa.eu/education/education-in-the-eu/digital-education-action- plan_enplan_en • OECD TALIS 2018 report: TALIS - The OECD Teaching and Learning International Survey - OECD • OECD TALIS 2024: Results from TALIS 2024 | OECD • • Attracting and retaining teachers and school leaders: a guide for career frameworks (2023): https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career- frameworks.pdf • Communication on Achieving the European Education Area (EEA) by 2025 • 2020 Council conclusions: European teachers and trainers for the Future • 2021 Eurydice report: Teachers in Europe: Careers, Development and Well-being • SELFIE for TEACHERS - https://education.ec.europa.eu/selfie-for-teachers • SELFIE for Schools: https://education.ec.europa.eu/selfie Promoting a comprehensive approach to language teaching and learning • NESET ad hoc report on the interventions supporting language learning needs of newly arrived migrant and displaced children (2022) : https://nesetweb.eu/en/news/new-neset-ad- hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived- migrant-and-displaced-children/ • Eurydice Report - Key data on teaching languages at school in Europe (2023): https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school- europe-2023-edition • Education begins with language - Thematic report from a programme of seminars with peer learning to support the implementation of the Council Recommendation on a comprehensive approach to the teaching and learning of languages (2019-2020): https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a- 01aa75ed71a1/language-en • NESET Report - The future of language education in Europe: case studies of innovative practices (2020): https://nesetweb.eu/en/resources/library/the-future-of-language- education-in-europe-case-studies-of-innovative-practices/ • Council recommendation on improving the teaching and learning of languages (2019): https://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015. 01.ENG https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/education/talis/ https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://school-education.ec.europa.eu/system/files/2023-02/Guide-to-career-frameworks.pdf https://ec.europa.eu/education/resources-and-tools/document-library/eea-communication-sept2020_en https://op.europa.eu/en/publication-detail/-/publication/ac4c748c-aa18-11ea-bb7a-01aa75ed71a1/language-en/format-PDF/source-137808445 https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://eacea.ec.europa.eu/national-policies/eurydice/sites/default/files/teachers_in_europe_2020_1.pdf https://education.ec.europa.eu/selfie-for-teachers https://education.ec.europa.eu/selfie https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://nesetweb.eu/en/news/new-neset-ad-hoc-report-on-the-interventions-supporting-language-learning-needs-of-newly-arrived-migrant-and-displaced-children/ https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://eurydice.eacea.ec.europa.eu/publications/key-data-teaching-languages-school-europe-2023-edition https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/6b7e2851-b5fb-11ea-bb7a-01aa75ed71a1/language-en https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://nesetweb.eu/en/resources/library/the-future-of-language-education-in-europe-case-studies-of-innovative-practices/ https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ:C:2019:189:TOC&uri=uriserv:OJ.C_.2019.189.01.0015.01.ENG 78 Developing high quality early childhood education and care systems • Council Recommendation for high quality early childhood education and care systems, and its Annex, the European Quality Framework: https://ec.europa.eu/education/education-in-the-eu/council-recommendation- onhttps://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high- quality-early-childhood-education-and-care-systems_enhigh-quality-early-childhood- education-and-care-systems_en • Toolkit for inclusive ECEC (2021): https://op.europa.eu/s/oVdh • Report on How to recruit, train and motivate well-qualified ECEC staff: https://op.europa.eu/s/oVdi • Thematic reports on Monitoring and evaluating quality in ECEC: https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents • Erasmus+ and ECEC: project results and analysis: https://op.europa.eu/s/oVdj • Quality in early childhood education and care (ECEC: state of play in the EU Member States based on the European Quality Framework: https://education- socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early- childhood-education-and-care-ecec-state-play-eu-member-states-based- european-quality_en • Working with multilingual children and families in early childhood education and care (ECEC): https://education-socioeconomic- experts.ec.europa.eu/publications/analytical-reports/working-multilingual- children-and-families-early-childhood-education-and-care-ecec_en • Key date on early childhood education and care in Europe (Eurydice): https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood- education-and-care-europe-2025 • • Further background reading can be found on the Early childhood education and care (ECEC) website on Europa: http://ec.europa.eu/education/policies/early-childhood-education-and-care_en Recognition of learning outcomes for participants in cross-border learning mobility - Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (2018) http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf • Commission Staff Working Document accompanying the document Proposal for a Council Recommendation on promoting automatic mutual recognition https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 • Recognition of learning periods abroad in general secondary education: Outputs by the Expert Network on Recognition of outcomes of learning periods abroad in general secondary education Recognition of learning periods abroad in general secondary education | ESEP (europa.eu) https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://ec.europa.eu/education/education-in-the-eu/council-recommendation-on-high-quality-early-childhood-education-and-care-systems_en https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdh https://op.europa.eu/s/oVdi https://op.europa.eu/s/oVdi https://wikis.ec.europa.eu/spaces/EAC/pages/48761832/ECEC+Documents https://op.europa.eu/s/oVdj https://op.europa.eu/s/oVdj https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/quality-early-childhood-education-and-care-ecec-state-play-eu-member-states-based-european-quality_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://education-socioeconomic-experts.ec.europa.eu/publications/analytical-reports/working-multilingual-children-and-families-early-childhood-education-and-care-ecec_en https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 https://eurydice.eacea.ec.europa.eu/publications/key-data-early-childhood-education-and-care-europe-2025 http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://ec.europa.eu/education/policies/early-childhood-education-and-care_en http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf http://data.consilium.europa.eu/doc/document/ST-14081-2018-INIT/en/pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1544015635957&uri=CELEX:52018SC0170 https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad https://school-education.ec.europa.eu/en/recognition-learning-periods-abroad 79 • REPORT FROM THE COMMISSION TO THE COUNCIL on the implementation of the Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad EUR-Lex - 52023DC0091 - EN - EUR-Lex (europa.eu) o Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Executive summary Implementation of the 2018 Council Recommendation on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad - Publications Office of the EU (europa.eu) Council conclusions on further steps to make automatic mutual recognition in education and training a reality EUR-Lex - 52023XG0526(03) - EN - EUR-Lex (europa.eu) Policy priorities in vocational education and training (VET) - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary- union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience: https://eur-lex.europa.eu/legal- content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 - Factsheet - Vocational education and training: a future-proof approach (2020) https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en - Osnabrück Declaration on vocational education and training as an enabler of recovery and just transitions to digital and green economies: https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf - Communication: Youth Employment Support - a Bridge to Jobs for the Next Generation (2020) https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en - Council Recommendation of 30 October 2020 on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council Recommendation of 22 April 2013 on establishing a Youth Guarantee 2020/C 372/01 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2020.372.01.0001.01.ENG&toc=OJ:C:2020:372:TOC - The European Framework for quality and effective apprenticeships: http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 - European Alliance for Apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - Work-based learning: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=COM:2023:91:FIN https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/df0c9c7b-b747-11ed-8912-01aa75ed71a1/language-en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52023XG0526%2803%29 https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1606987593071&uri=CELEX%3A32020H1202%2801%29 https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://ec.europa.eu/social/BlobServlet?docId=22828&langId=en https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://www.cedefop.europa.eu/files/osnabrueck_declaration_eu2020.pdf https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://ec.europa.eu/social/BlobServlet?docId=22781&langId=en https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2020.372.01.0001.01.ENG&toc=OJ%3AC%3A2020%3A372%3ATOC http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=2873 http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 80 High-performance apprenticeships & work-based learning: 20 guiding principles: https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b- 11e7https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65- 01aa75ed71a1/language-enab65-01aa75ed71a1/language-en - Work-based Learning Handbook http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational- policy/doc/alliance/work-based-learning-in-europe_en.pdf - Reports on apprenticeships: http://ec.europa.eu/social/main.jsp?catId=1147 - EQAVET: https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf - Platforms of Centres of Vocational Excellence (COVE): https://ec.europa.eu/social/vocational-excellence - European Commission mapping study on approaches to Centres of Vocational Excellence: https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 - ET2020 Working group on VET, report on Innovation and digitalisation in Vocational Education and Training (2020): https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en - The Joint Research Centre report on Vocational education and smart specialisation strategies: https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c- 11eahttps://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e- 01aa75ed71a1/language-en/format-PDF/a07e-01aa75ed71a1/language-en/format-PDF/ - The European Training Foundation (ETF) international study on “Centres of vocational excellence - An engine for vocational education and training development: https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea- 991b-01aa75ed71a1/language-en/format-PDF - Entrepreneurship 2020 Action Plan - http://eur-lex.europa.eu/legalhttp://eur- lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52012DC0795content/EN/TXT/?uri=CELEX%3A52012DC07 95 - Entrepreneurship education: A Guide for Educators (2014): https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/re nditions/pdf - Towards Greater Cooperation and Coherence in Entrepreneurship Education" – Report of the High Level Reflection Panels on Entrepreneurship Education initiated by Directorate General Enterprise and Industry and Directorate General Education and Culture (2015): https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/re nditions/pdf More information can be found at: https://ec.europa.eu/education/policies/eu-policy- in-the-field-of-vocational-educationhttps://ec.europa.eu/education/policies/eu-policy-in-the- field-of-vocational-education-and-training-vet_enand-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en http://ec.europa.eu/social/BlobServlet?docId=14881&langId=en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en 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https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f010ea2-265b-11e7-ab65-01aa75ed71a1/language-en http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/dgs/education_culture/repository/education/policy/vocational-policy/doc/alliance/work-based-learning-in-europe_en.pdf http://ec.europa.eu/social/main.jsp?catId=1147 http://ec.europa.eu/social/main.jsp?catId=1147 https://ec.europa.eu/social/main.jsp?catId=1536&langId=en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52012DC0795 https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/7465/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/docsroom/documents/9269/attachments/1/translations/en/renditions/pdf https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en https://ec.europa.eu/education/policies/eu-policy-in-the-field-of-vocational-education-and-training-vet_en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en http://ec.europa.eu/social/main.jsp?catId=1146&langId=en 81 Policy priorities in higher education - European strategy for universities: Commission Communication on a European strategy for universities | European Education Area (europa.eu) - European student card initiative: European Student Card Initiative | Erasmus+ (europa.eu) - European Universities Initiative : European Universities initiative | European Education Area (europa.eu) - Automatic mutual recognition: EUR-Lex - 32018H1210(01) - EN - EUR-Lex (europa.eu) - Micro-credentials: A European approach to micro-credentials | European Education Area (europa.eu) - Building bridges for effective European higher education cooperation EUR-Lex - 32022H0413(01) - EN - EUR-Lex (europa.eu) More information can be found at: Higher education | European Education Area (europa.eu) Policy priorities in adult education - The European Pillar of Social Rights: https://ec.europa.eu/commission/priorities/deeper- and-fairer-economic-and-monetary-union/european-pillar-social-rights_en - The European Pillar of Social Rights Action Plan: https://ec.europa.eu/social/BlobServlet?docId=23696&langId=en - The European Skills Agenda COM(2020) 274 final: http://ec.europa.eu/social/main.jsp?catId=1223&langId=en - Adult skills - Individual Learning Accounts: a tool to improve access to training; SWD(2021); - Council Resolution on a new European agenda for adult learning 2021-2030, https://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN - Recommendation on Upskilling Pathways (2016): http://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 - Staff Working Document on Recommendation on Upskilling Pathways: New Opportunities for Adults Taking stock of implementation measures: https://ec.europa.eu/info/sites/info/files/file_import/implementation- reporthttps://ec.europa.eu/info/sites/info/files/file_import/implementation-report- upskilling-pathways_en.pdfupskilling-pathways_en.pdf - Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=CELEX:52019XG0605(01) - Promoting adult learning: http://ec.europa.eu/education/policy/adult- learning/adult_en.htm - Career guidance; https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherP ubs=yes - PIAAC, the survey of adult skills: http://www.oecd.org/skills/piaac/ - Working group on adult learning: opening up opportunities for all (AL); https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://education.ec.europa.eu/document/commission-communication-on-a-european-strategy-for-universities https://erasmus-plus.ec.europa.eu/european-student-card-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32018H1210(01) https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://education.ec.europa.eu/education-levels/higher-education/micro-credentials https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32022H0413%2801%29 https://education.ec.europa.eu/education-levels/higher-education https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en https://ec.europa.eu/commission/priorities/deeper-and-fairer-economic-and-monetary-union/european-pillar-social-rights_en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en http://ec.europa.eu/social/main.jsp?catId=1223&langId=en https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/12876-Adult-skills-Individual-Learning-Accounts-a-tool-to-improve-access-to-training_en 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http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:JOC_2016_484_R_0001 http://ec.europa.eu/social/main.jsp?catId=1224 http://ec.europa.eu/social/main.jsp?catId=1224 https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://ec.europa.eu/info/sites/info/files/file_import/implementation-report-upskilling-pathways_en.pdf https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52019XG0605(01) http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm http://ec.europa.eu/education/policy/adult-learning/adult_en.htm https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8284&furtherPubs=yes http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ http://www.oecd.org/skills/piaac/ https://education.ec.europa.eu/about/working-groups https://education.ec.europa.eu/about/working-groups 82 Policy priorities in the field of youth - Report from the Commission to the European Parliament, the Council, the European Social and Economic Committee and the Committee of the Regions on the implementation of the EU Youth Strategy (2019-2021): https://eur- lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0636&from=ES - Council Resolution on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 https://eur-lex.europa.eu/legal- content/EN/TXT/?uri=OJ:C:2018:456:FULL - Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda https://eur-lex.europa.eu/legal- content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG - “Signpost for the future” – Final declaration of the 3rd European Youth Work Convention https://www.eywc2020.eu/en/convention/final-declaration/ - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on Digital Youth Work https://eur- lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?uri=uriserv:OJ.C_.2019.414.01.0002.01.ENG&toc=OJ:C:2019:414:TOCco ntent/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC % 3A2019%3A414%3ATOC - Conclusions of the Council and of the Representatives of the Governments of the Member States meeting within the Council on education and training of youth workers https://eur-lex.europa.eu/legalhttps://eur-lex.europa.eu/legal- content/EN/TXT/?toc=OJ:C:2019:412:FULL&uri=uriserv:OJ.C_.2019.412.01.0012.01.ENGco ntent/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_. 2 019.412.01.0012.01.ENG - EU and Council of Europe Partnership in the field of youth, page on youth work recognition: https://pjp-eu.coe.int/en/web/youth-partnership/recognition - Proposal of Council Recommendation on the mobility of young volunteers across the European Union com_2022_15_1_en_act_part1_v4.pdf (europa.eu) - Decision (EU) 2021/2316 of the European Parliament and of the Council of 22 December 2021 on a European Year of Youth (2022) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021D2316Youth - Inclusion and Strategy Roadmap https://www.salto-youth.net/downloads/4-17- 4247/ID_roadmap.pdf - European Training Strategy 2021-2027 http://www.salto-youth.net/download/4265/European_Training_Strategy_2021- 2027_singlepage.pdf - Youth Participation Strategy https://www.salto-youth.net/rc/participation/ypstrategy/ - Youthpass strategy https://www.youthpass.eu/en/about-youthpass/youthpass- strategy/ More information can be found at: http://ec.europa.eu/youth/index_en.htm https://eur/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=OJ:C:2018:456:FULL https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.415.01.0001.01.ENG https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://www.eywc2020.eu/en/convention/final-declaration/ https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv%3AOJ.C_.2019.414.01.0002.01.ENG&toc=OJ%3AC%3A2019%3A414%3ATOC https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://eur-lex.europa.eu/legal-content/EN/TXT/?toc=OJ%3AC%3A2019%3A412%3AFULL&uri=uriserv%3AOJ.C_.2019.412.01.0012.01.ENG https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://pjp-eu.coe.int/en/web/youth-partnership/recognition https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf https://europa.eu/youth/sites/default/files/com_2022_15_1_en_act_part1_v4.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf http://www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf https://urldefense.com/v3/__http:/www.salto-youth.net/download/4265/European_Training_Strategy_2021-2027_singlepage.pdf__;!!DOxrgLBm!UQjEXVQkL7v-hOV-M6-v0CG95EabTZqE0BHi1BoN-Aw4ijtD7Q3vw4Ocf7b6OPrW1XKPIg$ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ https://www.salto-youth.net/rc/participation/ypstrategy/ http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm http://ec.europa.eu/youth/index_en.htm 83 Policy priorities in the field of sport - EU Work Plan for Sport 2021-2024: EUR-Lex - 42020Y1204(01) - EN - EUR-Lex (europa.eu) - Towards more gender equality in sport : recommendations and action plan from the High Level group on Gender Equality in sport: Towards more gender equality in sport - Publications Office of the EU (europa.eu) - COUNCIL Recommendation on HEPA (health-enhancing physical activity): EUR-Lex - 32013H1204(01) - EN - EUR-Lex (europa.eu) - Guidelines regarding the minimum requirements in skills and competences for coaches - Publications Office of the EU (europa.eu) - Safeguarding children in sport - Publications Office of the EU (europa.eu) - Mapping on access to sport for people with disabilities - Publications Office of the EU (europa.eu) - Mapping of corruption in sport in the EU - Publications Office of the EU (europa.eu) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:42020Y1204(01) https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/684ab3af-9f57-11ec-83e1-01aa75ed71a1 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://eur-lex.europa.eu/legal-content/GA/TXT/?uri=celex:32013H1204%2801%29 https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/8f28e3a0-6f11-11ea-b735-01aa75ed71a1/language-en https://op.europa.eu/en/publication-detail/-/publication/03fc8610-e4c2-11e9-9c4e-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/09e457a0-04d7-11e9-adde-01aa75ed71a1 https://op.europa.eu/en/publication-detail/-/publication/ae30070c-b986-11e9-9d01-01aa75ed71a1/language-en/format-PDF/source-search 84 Annex I - Declaration on absence of conflict of interests and on confidentiality DECLARATION ON ABSENCE OF CONFLICT OF INTERESTS AND ON CONFIDENTIALITY [Erasmus+], [Call for Proposals N° [XXX], [action], [selection round [final submission date]] Conflict of interests I, the undersigned [FAMILY NAME, first name], having been appointed as an expert for the abovementioned call, declare that: I am aware of Article 61 of the EU Financial Regulation 2024/2509, which states that: "1. Financial actors within the meaning of Chapter 4 of this Title and other persons, including national authorities at any level, involved in budget implementation under direct, indirect and shared management, including acts preparatory thereto, audit or control, shall not take any action which may bring their own interests into conflict with those of the Union. They shall also take appropriate measures to prevent a conflict of interests from arising in the functions under their responsibility and to address situations which may objectively be perceived as a conflict of interests. 2. Where there is a risk of a conflict of interests involving a member of staff of a national authority, the person in question shall refer the matter to his or her hierarchical superior. Where such a risk exists for staff covered by the Staff Regulations, the person in question shall refer the matter to the relevant authorising officer by delegation. The relevant hierarchical superior or the authorising officer by delegation shall confirm in writing whether a conflict of interests is found to exist. Where a conflict of interests is found to exist, the appointing authority or the relevant national authority shall ensure that the person in question ceases all activity in the matter. The relevant authorising officer by delegation or the relevant national authority shall ensure that any further appropriate action is taken in accordance with the applicable law. 3. For the purposes of paragraph 1, a conflict of interests exists where the impartial and objective exercise of the functions of a financial actor or other person, as referred to in paragraph 1, is compromised for reasons involving family, emotional life, political or national affinity, economic interest or any other direct or indirect personal interest." I do not fall under any of the following circumstances in which a conflict of interests might exist. I confirm that, if I discover before or during the performance of my tasks that a conflict of interests exists, I will declare it immediately to the National Agency. Disqualifying conflict of interests: Direct benefit in case of advice on development of a new policy; Involvement in the preparation of the proposal(s); Direct benefit in case of acceptance of the proposal(s); Close family relationship with any person representing a participating organisation in the proposal(s); 85 Director, trustee or partner of a participating organisation; Current employment by a participating organisation; Current involvement in a contract or collaboration with a participating organisation; Any other situation that compromises my ability to evaluate the proposal impartially; Potential conflict of interests: Employment by one of the participating organisations within the previous three years; Involvement in a contract or collaboration with a participating organisation within the previous three years; Any other situation that could cast doubt on my ability to evaluate the proposal impartially, or that could reasonably appear to do so in the eyes of a third party (Ex. Past or current personal relationships, nationality, political affinity, etc.). If applicable - I hereby declare that I fall under one or more of the above circumstances (please specify which and explain)*: *Ex. In case of employment by a structure including different departments or institutes, please specify the degree of autonomy between them. I hereby declare on my honour that the disclosed information is true and complete to the best of my knowledge. Confidentiality and personal data protection I confirm that I have read, understood and accepted the code of conduct for experts established in Annex 1 to the contract sent by the contracting party. I also confirm that I will keep all matters entrusted to me confidential and will process the personal data I receive only for the purposes of the performance of the present contract. If unnecessary or excessive personal data are contained in the documents submitted during the implementation of the contract, I will not process them further or take them into account for the implementation of the contract. I will not communicate outside the panel any confidential information that is revealed to me or that I have discovered. I will not make any adverse use of information given to me. I will comply with guidelines provided in section 2.3 – personal data considerations. Expert: [insert full name] Date: Signature: …

[…] Generated on: Jun 23, 2023Booklet Page of 1 42The European Commission is not responsible for the content of the cover page, which expresses the views of its author(s) only. Projekte Gesundheit und Pflege KA 2 BB Zusammenstellung der Projekte zum Thema Gesundheit und Pflege in Erasmus+ KA2 Partnerschaften für Zusammenarbeit ab 2021 Generated on: Jun 23, 2023Booklet Page of 2 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Table of contents Förderung der Bereitschaft und Befähigung zum berufsschulspezifischen Einsatz digitaler Technologie in der Berufsasbildung des Gesundheitswesens. ............................................................................................. 3 Eco- therapy for people with substance abuse disorders .............................................................................. 8 Health Care 4.0. goes Mobile ...................................................................................................................... 11 Digital Reality in Foreign Language Education for medical professionals ................................................... 15 SASSI- Later-life Careers ............................................................................................................................ 21 Social and emotional skills to regulate the mental effects of remote working and promote work satisfaction 26 WeCare - Mental healthcare for health professionals ................................................................................. 31 Co4Health – Competences for Healthy Building in Construction Professions ............................................ 35 Training the EU Health Workforce to Improve Migrant and Refugee Mental Health Care .......................... 37 Digitale Qualifizierung von Krankenschwestern und -pflegern zur Verwaltung der immer stärker nachgefragten Telecare-Dienste für die häusliche Fernüberwachung ........................................................ 39 Ready4Crisis | Innovation of the Monitoring and Crisis Management in the VET Study Programmes for an Integrated Rescue System .......................................................................................................................... 41 Generated on: Jun 23, 2023Booklet Page of 3 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Project Web Site Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Förderung der Bereitschaft und Befähigung zum berufsschulspezifischen Einsatz digitaler Technologie in der Berufsasbildung des Gesundheitswesens. Project Coordinator Thüringer Agentur für Europäische Programme e.V. Eugen-Richter Str.44 , 99085 Erfurt , THÜRINGEN , DE www.thaep.de Project Information 2021-1-DE02-KA220-VET-000025061 http://www.pro-digit-erasmus.de Nov 1, 2021 Apr 30, 2024 356,566 EUR Asociatia pentru Educatie si Dezvoltare Durabila (RO) , Asociatia pentru Dezvoltarea Resurselor Educationale (RO) , Institut für angewandte Assistenzsysteme im Gesundheitswesen (AT) , Promimpresa Società Benefit S.R.L. (IT) , UNIWERSYTET JAGIELLONSKI (PL) , Bildungswerk für Gesundheitsberufe e.V. (DE) New learning and teaching methods and approaches ; Open and distance learning Generated on: Jun 23, 2023Booklet Page of 4 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Background First, it should be stated that this project deals with vocational education in the health sector. The European Skills Agenda for Sustainable Competitiveness, Social Fairness and Resilience notes with regard to digitalisation and vocational training that, in particular, improving the readiness of vocational training institutions, including vocational training teachers, is a significant focus of digitalisation, along with improving digital infrastructure. With its "Osnabrück Declaration", the meeting of EU education ministers also made it clear that the digitalization of vocational education ensures its future viability. With schools closed for most of the year because of the COVID-19 Pandemic, it is now clear how important it is for both teachers and students to embrace digitally-based, pedagogically-adapted online learning in a goal-oriented and qualitative manner. The lockdowns showed in all partner countries, albeit to varying degrees, that this is not the case to a sufficient extent today. This is not only a question of digital infrastructure, but evidently a question of the willingness / ability of teachers and students to master the use of digital technologies. On the other hand, the advancing digitalization of the labor market is creating new requirements in the workforce training which must also be addressed. Here, promoting the use of digital technologies in training also helps breaking down barriers regarding the subject of Care and Health 4.0 and thus ensuring the future viability of the training from two sides. The project partners noticed these challenges first-hand in their own training activities and in the cooperation and networking with other training institutions in the healthcare sector, trainees and teacher training institutions. Even though there are some digital solutions and theoretical studies existing today, they do not address the full scope of the issues at hand. If one looks at the practice regarding continuous processes, the above-mentioned deficits can be easily identified. This was the reason to come together in a conversation during preparation, to exchange ideas and to let them flow into a project concept. Cross-border cooperation makes it possible to implement different solutions from various education systems, to exchange positive results but also negative experiences and wrong turns from different stages of development and to draw conclusions from them, to generalize them and to regionalize them again at a higher level. Therefore, the project partners submit this application. Objectives The explicit goal is to jointly create a bridge by the end of the project, which will span from existing content and recommendations to active use in vocational schools. This bridge is to be built using special tools and training courses (see educational products / results 1-3) for vocational training in the healthcare sector. Objectives of the project: Providing tried and tested educational products (see item results) by the end of the project for the target groups (direct: teachers / trainers / learners / decision-makers from vocational training institutions; indirect: further training institutions, practical partners in vocational training, educational departments of municipal and regional institutions and ministries) to create prerequisites, so: • the target groups can be enabled to use digital applications, • the target group of teachers can be motivated by educational / individual added value (including insight into the necessity of digitalization), • an effortless handling of a learning management system can be assured. These goals require reaching a higher, very specific objective of the project work - the achievement of positive learning results for the participants in the blended learning course (LTTA) as a feature of qualitative and Generated on: Jun 23, 2023Booklet Page of 5 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. goal-oriented work. The achievement of goals is measured and documented gradually by the quality of the educational products provided and the results of the target group after working with said educational products. The quality to be achieved is defined by quality criteria, which are used for verification. The educational products (EP) consist of an interactive, dialogue-based and recommendation-generating application (EP 1), a training module to increase willingness to use digital technologies and methods of teaching (EP 2) and a blended learning course on EP 1 (curriculum, workshop guide, parts practical implementation of what has been learned- EP 3). An important criterion is the practicability of the developed educational products and their effect in practice. In this respect, a work objective for the project staff, including intermediate results reflected in practice (partial implementation, reviews of the direct target groups), must be documented in a qualified manner in order to draw appropriate conclusions or define intervention strategies. Another goal of the project partners is to generate knowledge and understanding of the interrelationships, processes, and responsibilities for vocational training in the partner countries based on successful cooperation. Such project cooperation also promotes awareness and pride that the country is a member of the EU and that successful pan-European approaches have been found. Activities The project includes product developments and their implementation, quality assurance activities and, most importantly, management at project and project partner level. For the individual work packages, working groups are formed under the direction of a project partner, which carry out the activities according to a working group-specific detailed plan. The required activities for the development of the educational product 1 (interactive, dialogue-based and recommendation-generating application) will consist of the following working aspects. Information will be collected (target group inputs, existing usable content, etc.), analyzes carried out, conclusions drawn and a development concept elaborated, which amongst other things, leads to a specification sheet for the development of the educational project. A functional requirements document is generated from this specification sheet in cooperation with the IT specialists, the content of which becomes part of the quality assurance plan. The developed product is subjected to an internal test (alpha testing) with selected testers (representatives of the target groups), the results of which are included in the refinement process, both in terms of content and programming. After the refinement process has been completed, broad beta testing is carried out and the educational product is used in the LTTA. The feedback is used for final refinement, optimization and provision. This working group is headed by ThAEP e.V. The educational product 2 “Training module to promote the willingness to use digital technologies and methods of teaching” is based on the methodological and content-related experience of the employees involved and follows training principles of self-motivation. Instruments such as the value manager are implemented digitally at this level and a module for determining the individual value system, the influence of external conditions affecting the person and the personal benefit of actions are integrated. With the help of these instruments, new personal goals can be identified and thus effective self-motivation can be achieved. The module is implemented as a digital self-learning module. The created educational product will also undergo an alpha and beta test and corresponding refinements will be implemented based on the received feedback. This working group is headed by the Jagiellonian University. The educational product 3 represents a blended learning course for dealing with the educational product 1. In addition to this self-learning module for preparation, it contains workshops on questions, contributions, and Generated on: Jun 23, 2023Booklet Page of 6 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. discussions as well as a practical implementation of a selected content, which will be presented and further discussed. After completion of the project, it is planned for all three educational products to be integrated into the training of the corresponding teacher of the respective responsible structures of the partner countries. This working group is headed by the Promimpresa SRL. The quality assurance activities will be carried out with the aforementioned criteria and test methods, as well as documents such as the specification sheet for educational product 1. Monitoring will be carried out along the critical path defined jointly at the beginning of the work. The frequency corresponds to the measuring points of the critical path along the time axis. Since the language, structure of the educational units as well as the media and event landscape are country-specific, the dissemination activities will be carried out based on a pre-defined concept and are in the hands of the respective partners. The overall concept therefore contains, as stated, sub-concepts and joint work in terms of web presence and English-language publications for the stake-holder meetings. A detailed plan for the implementation activities from the viewpoint of the overall project is attached. Impact As a result of the project work, product results and manifested results in the mind of the participants will be achieved. This is an increase in knowledge, newly identified goals to encourage motivation and a new openness to changes, which subsequently lead to long term behavioral changes, as is intended by the project. The educational products (EP) will be an interactive, dialogue-based and recommendation-generating application (EP 1), a training module to promote the willingness to use digital technologies and methods of teaching (EP 2) and a blended learning course EP 3 for EP 1 (curriculum, workshop guide, practical implementations of what has been learned) as a result from the project work. The educational product 1 is an instrument for determining the position of the individual and the vocational school. In the following areas below, the vocational school-specific or individual current status is entered along the necessary steps to establish a technical infrastructure, the framework conditions (which can and cannot be influenced) and qualifications/competences with regard to the use of digital technologies and teaching forms/classroom management of the teachers. An analysis module compares the entered current status with a predefined target status and identifies interdependencies between the areas that are conducive or obstructive. Based on this, recommendations for action are issued. Accordingly, the application consists of an input section, an analysis module, an information unit and a module for issuing specific recommendations. The technical infrastructure, the organizational structure, the qualifications of the teachers and the framework conditions are intended as input areas. These areas are further subdivided to achieve a meaningful representation. Educational product 2 is a training module that contains tools for determining personal values as well as benefit expectations and identifications as the basis of any motivation. The benefit components relate to the working environment of the EP user and its digitalisation components. In addition, decision-making scenarios are shown and brought up. As a result of the training, an openness to change, rethinking of the status quo, new pedagogical approaches and resulting behavior change should emerge. The module is created as an online module. The educational product 3 is a blended learning course that includes a self-study component (EP 1), online seminars as well as workshops for reflection on what has been learned, for discussion between the participants Generated on: Jun 23, 2023Booklet Page of 7 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. and for the selective implementation of examples such as proportionate teaching concepts and the specifics of the health professions. The course also includes a learning outcomes assessment tool. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 8 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Project Web Site Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Eco- therapy for people with substance abuse disorders Project Coordinator BUPNET BILDUNG UND PROJEKT NETZWERK GMBH AM LEINEKANAL 4 , 37073 GOETTINGEN , NIEDERSACHSEN , DE www.bupnet.de Project Information 2021-1-DE02-KA220-VET-000025287 https://ecotherapy.bupnet.eu Feb 28, 2022 Feb 27, 2024 250,871 EUR FORMACION PARA EL DESARROLLO E INSERCION, SOCIEDAD LIMITADA (ES) , SOSU OSTJYLLAND (DK) , KMOP - Education and Innovation Hub (EL) , OVAR FORMA-ENSINO E FORMACAO, LDA (PT) Creating new, innovative or joint curricula or courses ; Inclusion, promoting equality and non-discrimination ; Social assistance and welfare Generated on: Jun 23, 2023Booklet Page of 9 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Background Substance abuse is one of the biggest challenges EU societies are facing. According to EMCDDA, each year it is estimated that approximately more than 15 million Europeans use a class of drugs such as cocaine, methamphetamines, MDMA and opioids. At the same time, according to WHO, per capita alcohol consumption in the WHO European Region, including the European Union (EU), is the highest in the world. Eco-therapy is a formal type of therapeutic treatment, which involves doing outdoor activities in nature. It involves varying amounts of physical activity, depending on the type of programme. It can include activities that focus on: - working in nature, such as gardening - experiencing nature, such as physical activity in nature, cycling, etc. Eco-therapy, especially structured eco-therapy that incorporates aspects of psychotherapy and CBT (cognitive behavioral therapy) is found to be effective in managing health disorders. Specifically, eco-therapy has multiple benefits, which drug & alcohol abuse counsellors can tap into with the appropriate training: - It significantly reduces stress levels (Park & Mattson, 2009) - It helps against PSTD (Hawkins et al., 2016) - It improves physical health (heart rate, obesity, etc.) - It reduces pain (Malenbaum et al., 2008) These benefits can have a tremendous impact in the rehabilitation process of people suffering from substance abuse disorders, as stress, PTSD and pain management are important factors for recovery (Rosenblum et al. 2003; Gielen N. et all. 2012). However, despite the research done in the field of eco-therapy and its impact on health disorders, this method is still not utilized in the field of substance abuse disorders in Europe. In this context, the project aims at supporting drug & alcohol abuse counsellors in their important role at supporting and guiding people with substance abuse disorders, by providing them with a new and innovative tool for recovery and rehabilitation, the eco-therapy methodology. Objectives The objectives of the project are: - to educate professionals and build on their capacities to better support people with substance abuse disorders - to introduce the innovative approach of eco-therapy to drug and alcohol abuse counsellors - to respond to the need for high qualified professionals in the field of drug & alcohol abuse - to support VET institutions and therapy centres at adopting eco-therapy courses and sessions (respectively) in their structures Activities The following activities are going to be implemented by the project Generated on: Jun 23, 2023Booklet Page of 10 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. - Mapping of best practices in the field of eco-therapy - Interviews with professionals & trainers on eco-therapy and its potential - Study of current curricula / gap analysis - Creation of the curriculum outline, teaching methodologies and curriculum plans - Development of the educational material and interactive training resources for trainers - Development of the digital eco-therapy toolkit - Creation of the piloting methodological framework - Networking and identification of participants for the pilot implementation - Reporting on the pilot implementation - Development of the EcoTherapy MOOC Impact The following project results are foreseen in the project: R1: Guide for therapy centers and VET institutions on eco-therapy for substance abuse disorders R2: Eco-therapy curriculum and Open Educational Resources R3: Eco-therapy digital toolkit for VET trainers LTTA: Eco-therapy resources training for partners’ staff R4: Eco-therapy MOOC R5: Eco-therapy training sessions for professionals Apart from the above-mentioned results, the project will also produce results relating to dissemination. In detail these are: - A project website & project information material, which will be used to promote and disseminate the project to stakeholders and the target groups, as well as to host (website) the project results and to ensure open access to them - A Dissemination & Exploitation strategy, which will set the basic scope, aims, objectives and channels of the dissemination of the project and the considerations for the exploitation of the project results. Lastly, at the end of the project the following outcomes are expected: - Enhanced capacity of drug & alcohol abuse counsellors to support people with substance abuse disorders - Increased use of the tool of eco-therapy in substance abuse disorders - Better accessibility to quality services for people with substance abuse disorders Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 11 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Health Care 4.0. goes Mobile Project Coordinator Europcare GmbH Klausnerring 1 , 85551 Kirchheim bei München , BAYERN , DE https://europcare.eu/ Project Information 2021-1-DE02-KA220-VET-000029482 Nov 1, 2021 Jun 30, 2024 282,739 EUR BEST INSTITUT FUR BERUFSBEZOGENE WEITERBILDUNG UND PERSONALTRAINING GMBH (AT) , SOCIAL COOPERATIVE COMPANY FOR COLLECTIVE AND SOCIAL BENEFIT -HOSPITAL CARE IN HOUSE (EL) , AGECARE (CYPRUS) LTD (CY) Creating new, innovative or joint curricula or courses ; Digital content, technologies and practices ; The project is focusing on work-based learning and its implementation in the specific sector Generated on: Jun 23, 2023Booklet Page of 12 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Background According to the Federal Labour Agency in Germany a clear shortage of skilled workers in the HEALTH CARE SECTOR is noticeable and bearing statistics of the German Federal Statistical Office in mind which indicate 4,13 Million care- dependent people throughout Germany in 2019 the situation is likely to worsen. The number of care dependant people increased by 21% compared to 2017 (Source: Statistics of the Federal Labour Office- Dec., 2020). Numbers in Austria are similar: prognostications of the Federal Statistical Office Austria illustrates the increase in the 65+ population in the coming years and decades. According to forecasts the population in this age group will increase by about 56% over the next three decades, from the current 1.7 million to 2.6 million people, and the number of 85+ will rise by 155% (Source: Federal Statistical Office Austria, 2020). Similar dramatic situations are faced by the participating countries Greece and Cyprus (Source: Lamnisos, D., Giannakou, K. & Jakovljevic, M-.Demographic forecasting of population aging in Greece and Cyprus: one big challenge for the Mediterranean health and social system, 2021) It is argued that the shortage of skilled labour can no longer be met with domestic workers alone. Health Care Institutions need to recruit personnel from abroad. But newly arrived migrants (NURSES AND CARE HELPERS) are facing many obstacles when coming to a new home country such as Work related skills gaps due to differing requirements in new home countries, Work related language skills gaps, cultural differences and social barriers. The obstacles of newly arrived migrants to integrate smoothly in the new world of work can be summarized as followed: - Work related skills gaps due to differing work requirements in new home countries - Work related language skills gaps - Cultural differences- newly- arrived migrants- people with linguistic adaptation and cultural inclusion difficulties - Social barriers = social adjustment difficulties such as limited social competences in regards to the customs in the new home country- an especially sensitive topic in the health care sector Objectives The need for the project is born due to feedback of health care institutions who employ newly arrived migrant nurses. It is a clearly identified need of the labour market. The project consortium has come up with innovatives solution to tackle the problems of the target group (newly arrived migrant nurses) and beneficiaries (health care institutions). It therefore supports the aim to adapt vocational education and training to labour market needs. This is designed as a flexible learning offer adapted to the learning needs of the target group (blended learning translated into an mobile app). The Health Care 4.0. Mobile App (Result 3) can be used location independently and can therefore reach many migrant nurses. This therefore contributes to increasing the flexibility of opportunites in VET. As the target group of our project (newly arrived migrant nurses) is facing obstacles in integrating smoothly in the world of work and at the same time the recruitment from personnel abroad can help destination countries to counteract a shortage of skilled staff in the health sector it is of urgent need to support measures, which aim at the efficient and smooth integration of those individuals so that they can be successfully integrated in the new home countries and with the workplace namely the health care institutions (beneficiaries). It is argued that a shortage of staff in the health care sector can no longer be met with domestic personnel so one objective of our project is to encourage health care institutions to recruit personnel from abroad as our Health Care 4.0. Mobile App will help with a smoother, quicker and efficient way to recruit newly arrived migrants in the workplace. Our Results will therefore contribute overall to a better integration of newly arrived migrants in their new home Generated on: Jun 23, 2023Booklet Page of 13 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. country and therefore support also the aim of the European Union for Inclusion and Diversity in all fields of education, training, youth and sport. Activities Our project is based on the currently running EU funded project with the same project consortium namely Health Care 4.0. (2020-1-DE02-KA202-007553). During this project we will have finalized a list of criteria on current practices in the participating health care institutions and the determination of gaps which lays the ground for this project and the development of Result 1. To reach our goals and objectives we will implement the following project activities which will ultimately lead to the production of quality project results. Result 1: "HEALTH CARE 4.0. – Curriculum" (Lead: Europcare) R1/ PA1: Development of Curriculum based on skills, competences and knowledge for MIGRANT NURSES R1/PA2: Highlighting of existing similarities for the second target group of MIGRANT CARE HELPERS R1/PA3: Feedback from beneficiaries (health care institutions) and experts in the field R1/PA4: Adaptation and finalisation of contents for curriculum (incl. Translation) Result 2: "Health Care 4.0.- Audiovisual Material" (Lead: Europcare) R2/PA1: development of script for mobile app based on finalized curriculum R2/PA2: development of content: filming of video sequences, production of Audio R2/PA3: Feedback from target group 1 (MIGRANT NURSES) , target group 2 (CARE HELPERS), beneficiaries (health care institutions) R2/PA4: Adaptation and finalisation of contents incl. Translation R2/PA5: Translation of contents which forms the basis for the Mobile App in all partner languages Result 3: "HEALTH CARE 4.0.- Mobile App" (Lead: BEST) R3/PA1: Technical set up (hosting, server, theme and other plug-ins implementation and testing, general settings like the user profiles and rights, navigation) R3/ PA2: set up (implementation of course setting, navigation, invitation setting, announcements, grading and grouping etc.) R3/ PA3: Content implementation and adaptation (interactivity, follow ups and assessments, course contents) R3/ PA4: Evaluation and User management (Usability testing and content peer review (within the partnership) with first technical and content adaptations R3/PA5: Pilot test with target group R3/PA6: Technical and Content finalisation after Pilot test (incl. translations) Further more- as we want to generate an impact on health care institutions and the health care sector it is of utterly importance that we will implement the outlined promotion and dissemination activities (outlined in the communication and dissemination plan- please see Annex) including the planned Multiplier Events (please also see Gantt Chart in Annex). Impact The project will produce the following results: Result 1: "HEALTH CARE 4.0. – Curriculum" Result 2: "Health Care 4.0.- Audiovisual Material" Generated on: Jun 23, 2023Booklet Page of 14 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Result 3: "HEALTH CARE 4.0.- Mobile App" With these results we aim to create an impact on local, regional, national and European level. The project results can be updated and are adaptable to the individual needs of the target group (newly arrived migrants and newly arrived Care helpers) as well as the health care institutions the project believes this project lays the basis for a local, regional, national and even European level impact: - local and regional: health care institutions which see currently obstacles to recruit health care staff from abroad will be encouraged through the innovative and efficient solution the project will have developed namely the Health Care 4.0. Mobile app to do so. This will ultimately lead to the minimisation of a shortage of staff. In addition the staffing of positions with better qualified professionals leading will lead to a minimized turnover of staff and therefore more efficient and service orientated care institutions - national wide and beyond: the whole care sector namely care institutions such as hospitals, rehabilitation clinics, retirement homes, day care centres and domiciliary care organizations including non profit organisations such as Caritas, Diakonie, Red cross etc.) as they get an innovative, flexible and digitally based learning offer for new employees with a migrant background which allow a better, smoother and quicker integration into daily work practice within the care institution. The reality is that during the COVID 19 pandemic many care institutions needed to close departments due to a shortage of skilled staff. The project and it`s results does counteract this supply gap. In the case of Cyprus especially as the partner MATERIA describe the situation in Cyprus as in a primitive stage when it comes to the development of the Health sector and the acknowledgment of professions. They see a chance to gradual enrich the workforce population, improvement in skills and competitive care sector and this will lead to the development of the sector with possible outreach as a paramedical/care tourism destination, favoured by the climate and position of Cyprus. Greece is formulating a similar situation and expects through the project to enhance knowledge and expertise through the exchange of best practices and cumulative experience and contribute to the design, implementation, and evaluation of innovative practices, processes, policies and application in the field of nursing care in the country. Particularly for the island of Crete, it will provide insights and information that is not easily accessible or available and it will be vital for the sustainability and improvement of existing services. - On EU Level: the project results will enable care institutions in whole Europe and beyond to better integrate migrants with nurse certifications in their work processes. Already now - beside Germany and Austria- the scandinavian countries and the Benelux states are suffering of a severe shortage of skilled staff in the care sector. Unfortunately, this development is expected to worsen so also other European countries- beyond the countries represented by the project consortium- would tremendously benefit of those results. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 15 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Digital Reality in Foreign Language Education for medical professionals Project Coordinator Internationale Akademie für Management und Technologie (INTAMT) e.V. Alt-Pempelfort 15 , 40211 Düsseldorf , NORDRHEIN-WESTFALEN , DE www.intamt.de Project Information 2021-1-DE02-KA220-VET-000029922 Jan 1, 2022 Feb 29, 2024 339,725.2 EUR Internationale Agentur für Marketing und Technologietransfer (INTAMT) GmbH (DE) , TECHNOLOGIKO PANEPISTIMIO KYPROU (CY) , SPRACHiNVEST GmbH (DE) , Utenos kolegija (LT) , UMEA UNIVERSITET (SE) Digital content, technologies and practices ; Digital skills and competences ; New learning and teaching methods and approaches Generated on: Jun 23, 2023Booklet Page of 16 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Background The future of Europe depends on how well it will succeed in securing and expanding the skilled labour base, to a large extent. This is especially true for nursing and caretaking professions. The labour situation in this sensitive area is already extremely tight today. In the future, the need for skilled workers will increase even further due to demographic change. At the same time, the number of employable persons will decrease. In Germany alone, depending on the forecast model, there will be a shortage of 150,000 nursing staff by 2035 or even 500,000 by 2030 (2021 - Bertelsmann Stiftung). One of the possibilities to compensate for this deficit is to attract more workforce from the other EU or even non-EU countries, who need to posses or acquire not only the required minimum qualification, but also the professional language skills. One of the emerging opportunities to accelerate the development and improvement of the learning competences has been lately recognized in using the digital reality instruments, including augmented reality (AR), virtual reality (VR) or a combination of both (mixed reality or MR) along with the integrated speech recognition applications supported by Artificial Intelligence (AI). It allows a learner to engage with interactive digital enhancements - individually or in a group - in real or digital worlds simulating a typical working environment and standard situations of the nursing profession. Virtual highly valuable didactic environments comprehend an important number of learning-related strategies and realities, provides freedom in the development process and several valuable and applicable features for foreign language education (Peixoto et al 2021). The use of gamification along with MR technology in foreign language education has already emerged in recent years, but needs yet to be included in the teaching and learning practice of foreign language education (FLE) for professional use across Europe. The aim of the project is to support digital transformation in FLE in the EU, whilst focusing on filling the existing gaps and raising efficacy of foreign language education by nursing and caretaking students, as well as already qualified professionals, through Immersive learning environments that can address the challenges of digitization in educational systems (Hein et al 2021). First of all, new digital skills are required for the new technologies - the more efficient integration of MR applications in the teaching and training practice is slowed down by a lack of technological knowledge, experience and convenient testing and demonstration environments. Secondly, mechanisms of the cross-discipline collaboration of foreign language teachers, media didactics specialists, software developers etc. in the process of MR applications design and production is needed. Thirdly, in order to achieve the main goal which is a successful integration of MR applications into FLE for healthcare professions, the partners want to collect, analyze and systemize the current knowledge and experience gathered at the partner organizations, other HEIs and VET institutions across Europe and around the globe, defining and adopting best practices and finding new solutions of MR applications development and integration into teaching and learning. MR-supported FL instruction facilitates language learning and significantly improves student learning outcomes.Previous evidence-based research (Scrivner et al., 2019) has shown that immersive technologies such as VR are “an ideal instrument for language instruction” Thanks to the complexity of the set objectives, the project responds to both priorities of the Digital Education Generated on: Jun 23, 2023Booklet Page of 17 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Action Plan (2021-2027): “Fostering the development of a high-performing digital education ecosystem” and “Enhancing digital skills and competences for the digital transformation”. Objectives The increased use of the AR/VR /MR technology in FLE has already been a trend for a number of years. Previous studies have reported that the application of MR in education, immersion, presence, and affordance must be considered (Turchet et al., 2015). These are essential factors that facilitate learners' engagement (Shin et al.,2019). It is crucial to understand that both effective and efficient MR learning can only be achieved through proper integration between pedagogy, technology and organization’s culture and needs. The consortium aims to create a relevant, innovative and handy set of tools to provide the most crucial elements, to consider and implement the technological advantages of MR in FLE for healthcare more actively, following the principles based on the simplified form of the Bloom’s classical taxonomy: inspire, inform, activate and then support by implementation and multiplication. Once the acquaintance phase is completed and the new technology begins being implemented on a mass scale, the software and hardware investment, as well as an overall cost of organizational effort will inevitably sink per student. In this way the profound integration of MR used in combination with other technologies of digital learning and teaching, such as open educational resources, mobile learning etc. will provide a sustainable improvement of the education systems on the European level. The main goal of the project is the adoption of immersive MR, combined with speech recognition and artificial intelligence in FLE for med. professionals in Europe. This should be achieved through the development of a standardized procedure, including technology, organizational structure, operation mechanisms and a digital tool set for efficient multidisciplinary collaboration throughout the development and implementation of the modern MR simulations into language education for healthcare professions. Based on the experiences and findings of the project a demonstration and learning courseware on MR application opportunities in FLE will be developed. This shall enhance an effective collaboration between the education providers and software developers and close the current gap between the needs of FLE for healthcare professionals and the great potential of the mixed-reality technology. The added value of MR is its three-dimensional representation, construction, and visualization of the learner’s concept. Therefore the goals of this project are to bring the MRtechnology closer to the main target group(those involved in FLE for nursing and caretaking) by developing an efficient way to understand the potential and main advantages of MR, adopt this advanced digital technology in educational practice and teach to conceptualise, design and develop customized MR-based training applications In the above mentioned context the following main objectives shall be reached within the project: 1.Identification of the appropriate contents of medical language courses suitable for transfer into MR applications 2.Development of the customized collaboration procedure for design and implementation of immersive MR simulations in FL training 3.Bringing the technology closer through a developed demonstration toolkit for its experiencing and understanding 4.Pilot development of mixed technology LE modules, for practical application of training scenarios in professional language skills improvement for nursing and caretaking, their implementation into the training curricula of partner institutions and evaluation of its efficacy 5.Online training course for FL teaching staff and management helping those interested to create the required tools together with software developers and implement MR into the teaching and learning practice By the end of the project, the participating institutions should have significantly improved their know-how and will Generated on: Jun 23, 2023Booklet Page of 18 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. be in a position to use and design MR-based teaching and learning materials for the purpose of FLE for med.professions. Activities DR FLEMP is a complex project that includes different types of activities throughout corresponding stages of the project development. These include among others: - Desk research - Data collection & analysis - Dissemination - Survey with focus group interviews - Curriculum development - Learning course development - Software Design - Software Prototyping - Software development - Empirical study - Evaluation - Exploitation, etc. To successfully conduct these and achieve the overall project objectives, the work scope will be divided as following: - all actions were split up in smaller manageable tasks, sequenced and prioritized (refer to work plan) - for each project result (PR), the lead partner and support partners who are responsible for the result quality and timely implementation have been assigned based on expertise and in accordance with the project goals (refer to work plan). - the project management strategy, monitoring tools and communication infrastructure have been prepared and successfully implemented in the previous Erasmus+ projects that were delivered in the planned quality, amount and time (refer to project timeplan) All project activities are developed based on the Successive Approximation Model (SAM), a cyclical model with three iterations on the familiar instructional design steps of evaluation/analysis, design, and development. The activities are distributed within the project life cycle to achieve the set goals. Starting from M1 the following activities will form the solid base for a successful project implementation: development of partnership agreement, project’s management handbook (MH), communication plan (CP), dissemination plan and infrastructure, evaluation and monitoring schedule. The MH and CP should be ready in an early phase of the project and therefore these tasks will be finished in M2. The overall project management, dissemination and exploitation plan and activities and the evaluation and monitoring activities will last until the end of the project. During the project the internal audits will be conducted in months 7, 13 and 22, based on progress reports that will be submitted by partners to the coordinator in months 6, 12, 19 and 26. Financial Reports – every 6 months, action list review and update will be done on a monthly basis. Development of the results will be performed in an SAM iterative approach combined with prototyping, frequent evaluations and, if necessary, reconceptualization steps. Using this basic, iterative approach, everyone’s ideas and assumptions can be discussed, prototyped, and tested early on bringing all partners closer to a usable product more quickly. Evaluation will be based on usability and technology acceptance, with test persons from the partner institutions. Furthermore, the developed MR scenarios and collaboration framework will also be examined Generated on: Jun 23, 2023Booklet Page of 19 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. for their effectiveness and efficiency with regard to competence development. In addition, materials will be tested to ensure the ‘transnational use’ of them (for detailed activities refer to the PR Section and Timeplan). Impact The expected overall result would be improving the speed and efficiency of language education for healthcare professions, thus securing external replenishment of the labour market in fields of nursing and caretaking, i.e. overall quality of healthcare in Europe. To achieve this the consortium plans to solve the following problems and achieve the following tangible outcomes: 1. Develop methodology and recommendations on selection of the educational contents best suitable for transfer into a mixed reality format. This methodology is required to map the contents of medical language courses suitable for transfer to current state-of-the-art consumer-grade immersive MR applications to identify digitization potentials. 2. Develop methodology and a set of tools for a productive cross-discipline collaboration between teaching personnel in nursing and care and language education specialists involved in design, programming and testing of MR applications. The mechanism is required for a time and cost efficient production of the digital learning materials. 3. Developing a testing and demonstration toolkit for: - experiencing and understanding of technology; - bringing up basic operational skills to the teaching and training staff of the language education providers; - selecting and adopting of functions and settings provided by MR simulation technology corresponding to the specific requirements of training programs suitable to train particular professional language skills in nursing and caretaking. 4. A pilot development of mixed technology language education modules, based on 3D graphics or computer-generated imagery (CGI), augmented reality with integrated speech recognition functions for practical application of training scenarios into medical language teaching curriculum and teaching and learning practice. 5. Conduct of an empirical study on the impact on learning success of training scenarios in professional language skills improvement for nursing and caretaking. 6. Development of the up-to-date guidelines based on the implemented procedure. 7. Development of a training course on design, development, adjustment of MR training modules and their integration into language teaching and learning. These outcomes will be implemented in the following four project results: 1. DR FLEMP Guidelines: Methodology and Recommendations on development of Mixed Reality applications for foreign language education for nursing in caretaking 2. DR FLEMP Mixed reality testing and demonstration toolkit 3. Two MR-supported language training modules 4. DR FLEMP Training course Additional value on the European level will be achieved through use of synergy effects of the partners to facilitate faster implementation of MR technology in European professional language education, build a pan European Generated on: Jun 23, 2023Booklet Page of 20 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. expert network to share skills and experiences of MR integration in education through collaborative project activities, researchers and teachers exchange, joint learning and training activities. Support deeper integration of MR technology in European language education for healthcare professions and nursing, in particular. These results should serve as a further contribution to the Digital Education Action Plan (2021-2027), fostering the development of a high-performing digital education ecosystem, including three of four required elements: - effective digital capacity planning and development, including up-to-date organisational capabilities; - digitally competent and confident teachers and education and training staff; - high-quality learning content, user-friendly tools and secure platforms which respect privacy and ethical standards. The expected results also follow the provisions of the European Skills Agenda in general and, especially, the Osnabrück Declaration focusing on establishing a new lifelong learning culture – relevance of C-VET and digitalisation. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 21 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title SASSI- Later-life Careers Project Coordinator BLENDED LEARNING INSTITUTIONS COOPERATIVE BERTHEAUSTR 10 , 37075 GOTTINGEN , NIEDERSACHSEN , DE www.reveal-eu.org Project Information 2021-1-DE02-KA220-VET-000033242 Feb 1, 2022 Jan 31, 2024 250,961 EUR INOVA+ - INNOVATION SERVICES, SA (PT) , BUPNET BILDUNG UND PROJEKT NETZWERK GMBH (DE) , CATRO BULGARIA (BG) , APRICOT TRAINING MANAGEMENT LTD (UK) , Centrum vzdelávania neziskových organizácií (SK) , DIE BERATER UNTERNEHMENSBERATUNGS GESELLSCHAFT MBH (AT) Active ageing ; Career guidance ; Enterprise, industry and SMEs (incl. entrepreneurship) Generated on: Jun 23, 2023Booklet Page of 22 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Background Europe’s future economic competitiveness and prosperity depends crucially on its ability to fully utilise its labour resources including through the extension of employment periods over the life course. In addition, demographic ageing is one of the driving forces behind the Europe 2020 employment target to increase labour force participation across the EU. For social support systems to remain viable as Europe’s population ages, more people need to work and stay in work for longer over their lifetimes. To achieve this the adoption of appropriate, age-sensitive policies and practice that enable and encourage older workers to remain in or re-enter the labour market must achieved. At EU level, concerns about the sustainability of pensions, economic growth and labour supply have triggered a number of policy responses to support the goals of longer working lives and later retirement and the main thrust of the European Commission's Active Ageing policy is helping people to stay in charge of their own lives for as long as possible as they age and, where possible, to contribute to the economy and society. These policies are beginning to have effect. Between 2003 and 2018 with the number of employed people in the 60‑64 age group more than doubled; the number of people aged 65‑69 years and 55‑59 years rising by 95 % and 65 % respectively (Eurostat 2019 Ageing Report). In this application we seek to respond directly to a) the challenges outlined in “The Missing Entrepreneurs” 2019 (OECD) which identifies seniors (aged 50+) as the largest group of self-employed people in the EU at 48% (OECD 2018) with 43% of the workforce aged 65-74 self-employed. It concedes that “policy can do more to raise awareness about the potential of entrepreneurship among older workers and encourage more senior entrepreneurs to use their experience to support other entrepreneurs” and b) as stated in Coordinating Guidance and Validation (CEDEFOP 2019) “the need for effective career guidance for older people is greater than ever” Our project will put policy into practice by addressing the need for longer working lives, for encouraging Senior Entrepreneurship and for enhancing Career Guidance and Counselling for older people within the context of Continuing Vocational Education and Training (C-VET). It is often to this sector that older workers look for updating, reskilling and upskilling in order to avoid skill obsolesce and maintain their productivity and ‘workability’. Since 2015, the Silver Age Silver Sage Initiative (SASSI) Partnership has developed a number of innovative solutions to ensure that more people can remain or re-enter the labour market with a particular focus on maintaining meaningful and fulfilling work. We recognise that paths to retirement are changing with many people seeking to change careers in their later-life and the partnership is extremely committed to continuing to enhance and enable effective later-life career choices. Objectives Our objectives are to enhance the employability and later-life career opportunities of older adults (aged 55+) by: • developing and piloting updating (CPD) opportunities for C-VET professionals in providing age-sensitive careers Generated on: Jun 23, 2023Booklet Page of 23 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. guidance and counselling for older career changers, including with practical resources: a Training Manual on later-life career orientation, a Handbook to support mobility for later-life career development , digital tools and a Guide to developing ‘Olderpreneurs’ • developing innovative non-formal learning approaches to reskilling older people for alternative employment options such as social enterprise, self-employment and digital enterprise • developing tools and products that support the delivery of Later-life Career counselling • championing short-term mobility secondments & volunteering learning experiences including work experiences in other countries in order to improve intercultural understanding and language skills • sustaining and exploiting the outputs of the Erasmus+ 2015 and 2018 SASSI projects. Activities The 7 Partners SASSI Later Life Career project from Germany, Bulgaria, Slovakia, Austria, Portugal and the UK will jointly work together to achieve the 4 planned Results of: R1. A Training Manual for Supporting Later-life Career Choices R2. The Ambassadors Guide to Mobility for Later-life Career Development R3. The Guide to becoming an ‘Olderpreneur’ R4. The Toolbox for supporting Later-life Careers The results will be achieved by implementing the following activities: R1. The Training Manual will involve the development of practical Later-life Career Guidance and Counselling methodologies including blended learning materials and associated resources, tools and techniques, new competence frameworks and tools for validating non-formal learning. R2. The Ambassadors Guide will involve the development of a database for mobility opportunities for seniors, e-learning for intercultural working, competence development, practical procedures and tactics for championing mobility for seniors including through work experiences and transnational learning experiences R3. The Guide to becoming an ‘Olderpreneur’ will be a compendium of learning modules, learning and business support resources, practical guidance and counselling techniques for application by C-VET professionals in supporting aspiring ‘Olderpreneurs’ including through self-employment and digital trading R4. The Toolbox for supporting Later-life Careers will be an interactive repository materials to support Later-life Career Choices. The four Results will be tried and tested through a 4 phase piloting process in which learning is cascaded: Pilot 1 for 21 staff of the Partner Organisations Pilot 2 for 28 C-VET professionals Pilot 3 for 70 seniors (aged 55+)/older workers/job seekers Pilot 4 for 12 aspiring ‘Olderpreneurs’ via a mobility enterprise learning experience In addition the following transversal activities will be applied: A1. Project Coordination and Management based on a detailed and monitored Project Plan A2. Quality Assurance, Internal and External Evaluation based on a Quality Assurance and Evaluation Strategy and Plan A3. A Dissemination Strategy and Plan designed to maximise awareness of the project, promote the emerging results and engage participants and stakeholder in the projects activities A4. An Exploitation and Sustainability Plan for the whole project and for each Partner country. A5. An Impact Assessment Strategy and Register. Generated on: Jun 23, 2023Booklet Page of 24 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Impact The main result of the project is a competence-based CPD programme or C-VET professionals that enables them to facilitate Later-life career guidance and counselling for older people (aged 55+). It will be accompanied by a Training Manual of high-quality learning materials for use when counselling older people on their options and a Guide to delivering learning programmes on alternative employment options such as social enterprise, self-employment and digital enterprise. The achieved results will contribute a better understanding amongst C-VET providers and professionals of the need for Later-life career counselling and the competence requirements. They will also contribute to the development competences in the facilitation of later-life entrepreneurial skills development for self-employment, social enterprise, and digital enterprise. Working with older people in this way, and promoting their entrepreneurial skill development, will result in short and long-term gains for public budgets through reduced public expenditure and increased tax revenues compared with other methods of addressing the social and economic needs of older workers. Social Enterprises and Legacy careers can also be more effective in meeting the needs of community and public goals because of explicit social missions. Our objectives are to raise awareness of the need for Later-life career counselling for longer and more meaningful working lives, and to stimulate action including through skill development support for aspiring Olderpreneurs. C-VET professionals will update their competences in counselling older learners and employees, entrepreneurial skills facilitation and the use of digital technologies for enhancing and innovating C-VET provision (ref. DigCompEd 2017). Older beneficiaries will be better able to determine fulfilling and meaningful later-life career pathways and, through structured and self-directed non-formal learning experiences, gain the entrepreneurial competences that enable them to become self-employed or establish social enterprises and/or digital trading. The Tangible Results of our project are: • 1 Training Manual for Supporting Later-life Career Choices (including a modular blended learning programme for C-VET Professionals) • 1 Ambassadors Guide to Mobility for Later-life Career Development • 1 Guide to becoming an ‘Olderpreneur’ • 1 Toolbox of resources for supporting Later-life Careers • 6 local piloting evaluation reports • 6 local training interventions involving a total of 120 older learners • 5 Transnational Meetings • 6 Multiplier events Including the project staff from the Consortium, 6 national Multiplier Events and a final conference there will be total of approximately 330 participants in the project ensuring widespread impact. The main outputs will be continued to be offered online via free registration on the SASSI HUB after the end of the project and designed in a way which makes it easy for C-VET professionals to apply “SASSI-Later-life Careers” methods and approaches in different C-VET contexts. Generated on: Jun 23, 2023Booklet Page of 25 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. The project will add value to putting policies for extending working lives, encouraging entrepreneurship in seniors and increasing the supply of effective careers guidance and counselling for older people into practice. It will do this through the development of innovative tools, methods and resources. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 26 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Social and emotional skills to regulate the mental effects of remote working and promote work satisfaction Project Coordinator HeurekaNet - Freies Institut für Bildung, Forschung und Innovation e.V. Windthorststr. 32 , 48143 Münster , NORDRHEIN-WESTFALEN , DE www.heurekanet.de Project Information 2021-1-DE02-KA220-VET-000034769 Dec 1, 2021 Nov 30, 2023 292,510 EUR INDEPCIE SCA (ES) , EDUFORMA SRL (IT) , Neotalentway S.L. (ES) , SCIENTIFIC ASSOCIATION FOR THE PROMOTION OF LIFELONG LEARNING (EL) , Lubelska Akademia WSEI (PL) Digital content, technologies and practices ; Enterprise, industry and SMEs (incl. entrepreneurship) ; Soft skills Generated on: Jun 23, 2023Booklet Page of 27 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Background THE RATIONALE: The outbreak of the coronavirus and the confinements have meant that a significant number of workers have had their first extended experience of teleworking. Indeed, the European Commission itself stressed its importance in maintaining jobs and production during the pandemic. However, its sudden and forced implementation has created significant challenges for Member States, employers, workers and companies, which have had to adapt to a new way of working that was barely in place before Covid 19. According to a Eurofund study (2020), 48% of employees surveyed have worked from home at least temporarily during the COVID-19 pandemic and 34% have teleworked full-time. In comparison, before the onset of the crisis, only 15% of workers were engaged in some form of telework. NEEDS: Despite the benefits of working at home – e.g. family-work balance, integration of people with functional diversity into the labour market, time savings – many workers have suffered from the complications of working from home. Poorly equipped workplaces, the stress of confinement, all household members living together in the same space, the insecurity of the situation posed a challenge, especially for poorly qualified workers. To all this was added the absence of timetables, the increased workload and permanent availability, which ended up generating physical and mental problems that worsened as the months went by. From the physical point of view, the lack of risk prevention in teleworking increases vision, neck and back problems, but perhaps the greatest effects came in the emotional and mental areas. In this sense we have the feeling of loneliness. Not going to work in a shared environment with other colleagues can considerably reduce people's social experience, which affects the interpersonal area. But the most significant emotional effects of teleworking are the high levels of anxiety and stress it can trigger. Thus, this avalanche of innovations generates a sense of uncertainty, which goes hand in hand with anxiety and stress. This is combined with the fear of uncertainty at work, but also personal and health in a situation that has no definite end date. All these work factors are added to the so-called pandemic fatigue, defined by the WHO as a series of symptoms derived from the Covid 19 disease and the consequences that this global pandemic has brought to everyone, such as demotivation, stress, anxiety or depression. The WHO estimates that 60% of the European population is suffering from pandemic fatigue, in some countries "more markedly" than in the first wave. Similarly, according to the analysis carried out by the insurance company Cigna, the situation of uncertainty and changes in the working environment have led to 45% of active workers admitting to suffering from work-related stress. "Stress is one of the main risk factors for physical and mental health in the 21st century. Having the tools to know how to manage it effectively is a huge investment in wellbeing, and it is something that HR departments can contribute significantly to," says the report. Thus, the need to implement strategies for the emotional management and regulation of all the actors involved in remote working is not only a demand of the actual circumstances, but a need to face a reality that has come to stay in the labour world. TARGET GROUPS: - workers in any sector who have been forced to work remotely, especially those who, due to the particular Generated on: Jun 23, 2023Booklet Page of 28 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. conditions of their employment, are more focused on working from home. - Managers, employers and HR managers, who from a leadership position should be aware of the human management of teleworking because of its marked social connotations, as well as the personal, health (and ultimately socio-economic) repercussions that it implies. Objectives The REMOTEMO project will generate a positive impact on the workers who fully or partially work from home, improving the management of this situation, which in most cases is anomalous and has been forced in recent months. In this sense, REMOTEMO will pay special attention to both intrapersonal management aspects (stress, anxiety, uncertainty, sleep problems...) and interpersonal aspects (social, family and couple relationships, loneliness...). In the same way, and in parallel, REMOTEMO aims to raise awareness of smart working as a natural evolution of teleworking. In the latter, the only thing we change is the location of the work, but not the working hours, so the positive impact on family reconciliation is minimal. Smart Working appears as a new working model, a fusion of teleworking and new technologies that is based on giving employees all the tools they need to achieve a maximum level of professional performance anywhere with greater or full freedom of working hours. Because of this trend, it is to be expected that the psychological and emotional problems of telework, which have now become visible in the coronavirus pandemic, may remain with us in the future and must continue to be taken very seriously. Against this background, the REMOTEMO project pursues a preventive strategy of C-VET that addresses the companies with their managers and the employees themselves. SPECIFIC GOALS: * To raise awareness of the mental effects of teleworking * To take on board the need to emotionally manage the effects of teleworking * To understand the implications of teleworking from both a personal and social point of view * In relation to the previous point, to understand the intra- and interpersonal areas of emotional intelligence. * To know the points of improvement of emotional intelligence applied to work performance. * To foster work/family balance. * Increase job satisfaction in remote working. * To understand the concept of smart working and its advantages. Activities Project is divided into 2 types of work packages: 1. THREE PROJECT RESULTS (PR) 2. TRANSVERSAL WORK PACKAGES Thus, apart from the development of PR (which are clearly defined in Project Results section), all partners will be involved in other transverse activities that are necessary for executing a project and coordinating an international team. A. GENERAL PROJECT MANAGEMENT: HeurekaNet, as coordinator in REMOTEMO, will be responsible for this work package. This includes: - Documentation - Financial control. - Time management . - Interim and final reports. Generated on: Jun 23, 2023Booklet Page of 29 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. - Risk handling. - Communication among partners and with the German NA B. ONLINE PROJECT MANAGEMENT TOOL: An online project management tool will be set up and maintained by the coordinator for the duration of the project aiming at providing possibilities for communication, file storage and work tracking. C. SHARING AND PROMOTION: Under the responsibility of Eduforma, this work package will make REMOTEMO visible, developing a dissemination strategy in which all partners will be involved at national and European level. D. PROJECT MONITORING, CONTROL & EVALUATION: WSEI will be responsible for this work package, with the objective to evaluate the project management and development of the PR. Impact TANGIBLE OUTCOMES - In PR1. A training programme for leaders and HR managers with 18 podcast plus guidelines. - In PR2. A self-assessment tool for employees and a toolkit with 30 practical tools. - In PR3 we will create a corpus of 18 case studies in video format. Six Multiplier Events (E1-E6). One training activity (C1) DELIVERABLES RELATED TO MANAGEMENT * Managing guidelines; * Reporting procedure and administrative guidelines; * 4 transnational meetings + meeting minutes. DELIVERABLES RELATED TO QUALITY AND EVALUATION * Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire. * Evaluation Reports: mid-term and final evaluation report, Intellectual Outputs reports; * Project risks analysis. DELIVERABLES RELATED TO PROMOTION * Project graphic design; * Social networks profiles; * Project website; * Project mailing list; * Newsletters; * Informative brochure; INTANGIBLE DIRECT RESULTS: * Adult trainers and trainees involved in the testing of project results on how to handle their emotions on distance learning / teaching have developed knowledge and skills. * Increased awareness of the need to manage the emotions of adult trainers in their training. Generated on: Jun 23, 2023Booklet Page of 30 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. * Stakeholders, individuals and institutions involved in the testing, consultation and promotion phases of the project, etc. * Emotional management procedures for conscious trainers. * Implementation of good examples) in project participating organizations; raising awareness of the positive impact of EU and Erasmus+ on Small Enterprises. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 31 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title WeCare - Mental healthcare for health professionals Project Coordinator JOHANNITER-UNFALL-HILFE EV LUTZOWTRASSE 94 , 10785 BERLIN , BERLIN , DE www.johanniter.de Project Information 2021-2-DE02-KA220-VET-000048914 Apr 1, 2022 Sep 30, 2024 244,378 EUR DANMAR COMPUTERS SP ZOO (PL) , CONSIGLIO NAZIONALE DELLE RICERCHE (IT) , JOHANNITER OSTERREICH AUSBILDUNG UND FORSCHUNG GEMEINNUTZIGE GMBH (AT) , Trade Union of Sebian Dostors and Pharmacists (RS) Physical and mental health, well-being ; New learning and teaching methods and approaches ; Digital content, technologies and practices Generated on: Jun 23, 2023Booklet Page of 32 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Background The project addresses the need to build resilience among health professionals and develop individual coping strategies related to specific mental health risk factors. The extremely demanding field of work requires a tailored approach to establish a health promoting lifestyle. Training behavioural change is necessary for sustainable integration of a healthy lifestyle, this often goes along with a changing process which must be supported. To this purpose, awareness of the importance of self-care has to be raised and self-efficacy strengthened. Health professionals (such as nurses, doctors, or allied health professionals) are one of the most important contributors to keeping up a high health standard in European countries. Because of demographic developments, the demand for care will rise in Europe and health professionals will be gaining importance to cover societal needs . Due to the COVID-19 pandemic, it became obvious that the working conditions of health professionals are constantly undervalued. (Poor) working conditions lead to more and more persons quitting their job, which is the opposite trend to compensating requirements arising from demographic changes. Most of these risk factors and/or riskful behaviours are related to health care systems in European countries (Ageing Europe - Statistics on Population Developments, 2021), which are framed by structural health determinants. As it is under constant discussion and development how the health care sector will be constituted in the future, health professionals have barely the chance to change their working conditions in a short time (structural health determinants). Furthermore, health professionals have to deal with arising stressful situations resulting from the COVID-19 pandemic which stresses their capacities even more. It is of major importance to strengthen (personal) resilience of health professionals who are maintaining health services and are extremely relevant from a systemic point of view. Health professionals are facing physical and mental burdens (risk factors) related to their working conditions. Even though health literacy might be high, launching and keeping up health promotive behavior is aggravated due to different working times including night shifts or spontaneous actions, high workload, and emotional and mental burdens. Integrating health promotive behavior in everyday life requires personal (inner) changes, which are not easy to establish. Therefore, it is necessary to raise intrinsic motivation and support health professionals with feasible strategies for healthier living and therefore stay in their jobs (and in the health sector) longer. In the project WeCare we want to provide a mobile app for health professionals which can be used like a (pocket) coach and is available anytime and everywhere to immediately support, promote, train and preserve mental wellbeing in specific working situations. Objectives In many European countries the pressure on health professionals is high, due to skills shortage, long shifts, etc.. This has negative effects on the physical and mental health of these people. We think what is needed is a hands-on low threshold immediate relief to stress. Our project wants to make an immediate hands-on contribution to relieve the burden on health professionals and improve their mental health. Therefore, we want to create an app that can be visited any time in breaks, before and after work and so on and provides immediate support. Since we have nurses (JOAFG) and doctors (Sindikats) in our project team, who know the job inside out, we are optimistic to create an application that caters the needs of these professionals, since we get constant feedback from them during the creation process. The app shall become as personalised as possible (within the range that the Erasmus+ programme in terms of budget and time). Therefore, we expect a widespread use among the target group and expect interest from other professional groups as well, for whom the app concept can be adjusted to Generated on: Jun 23, 2023Booklet Page of 33 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. their specific needs. The cooperation with unions as project or associated partners will support the proliferation of the app. The objective of the project WECARE is to improve mental wellbeing of health professionals by providing a helpful, all time available and motivating tool for promoting mental health. We want to foster self-efficacy in implementing personal mental health and wellbeing strategies. Therefore, we implement a (pocket) coach which also acts like a trainer and companion for behavioural changes towards healthier behaviour in everyday life in the form of a mobile application. Furthermore, we want to understand (motivational) mechanisms for the implementation of mental health strategies in everyday life for health professionals. In a mobile app, health professionals have the chance to self-rate their actual mental wellbeing and have their own progress visualized. By implementing small assessments of for example signals for burnout, the health care professionals burden or their quality of life will be retrieved. By result, the user will be guided to advice, small everyday-challenges, games, and hints which will motivate and train the user to adapt for healthier behaviour and therefore contribute to a healthier lifestyle and improvement of mental health. Ideally, the user can see his or her improvements of mental wellbeing by watching the progress in a timeline. By rating the usefulness of actions proposed in the app during its usage in the testing phase, developers get direct feedback and it is possible to further analyse what has supported whom best in which situation. This information will feed back to the recommendations given at the end of the project. For the user, the app is meant to be a practical tool that acts as a “pocket coach”. By using the outcomes of short integrated assessments via defining thresholds, the user is automatically guided to relevant supportive actions in the app, which enables a customized user experience. Using the app must be fun by itself and furthermore motivating and helpful - even more as behavioral changes should be triggered and trained. Therefore the implementation of gamification components is planned. Activities Previous scientific research on mental health of health care professionals (such as EMPOWER - the European Platform to promote wellbeing and health in the workplace; Project HOPE- addressing mental health crisis especially supporting during COVID-19 pandemic in US; Benessere Operatori - picture of mental health conditions of Italian healthcare workers during first wave of COVID-19 pandemic ) gives us a basis to build upon. It allows us to create a first draft system architecture of the app including a list of possible topics to cover from its analysis. These results will be discussed with experts (e.g. mental health experts, psychologists, coaches) in interviews and/or focus groups and with potential users by online questionnaire (n=250 health professionals). The most relevant fields of mental health and wellbeing, risk factors, health promotion activities, and relevant outcomes for health professionals will be defined. Furthermore, requirements for usability as well as the main content and assessments will be specified. A data management plan will be created and assessments (e.g. burnout questionnaire, caregivers burden questionnaire) prepared to be integrated into the app to enable a customized and situation-specific output. As it is planned to define thresholds for assessment outcomes that trigger specific actions, this needs careful consideration by the overall team and decision trees need to be defined. Furthermore, feedback on the app will be collected directly by using ratings for actions as well as being able to insert text in a feedback box. The development of the mobile app will follow in the next step. This contains the programming of the functionalities, designing the frontend as well as the design of the backend. Furthermore, content and gamification elements (e.g. personal daily challenges or social challenges, feedback or rewards for results achieved, status indicators ) need to be created and integrated. We will also include a mood assessment self reported scale (smiley face assessment scale) which is very easy to manage. The app will be available in 5 languages (English, German, Polish, Italian, Serbian), which requires translation by every partner. After functional testing, the app will be promoted and tested in every partner country by health professionals. The involvement of health professionals will be reached by marketing activities such as promotion on social media Generated on: Jun 23, 2023Booklet Page of 34 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. platforms, information by organizations, information in relevant print media, information spread by multipliers (e.g. labor unions). We plan to involve 500 health professionals in testing the app in all partner countries. The test will be open for 3 months. We will use the collected assessment and usage data as well as feedback to evaluate our provided measures. We will analyze these data concerning satisfaction with user experience or helpfulness of the tools provided, which will lead to accorded app improvements. Furthermore, the self-rated mental wellbeing of health professionals will allow an insight into different health care working fields and the related burden and risk factors our app users experience. We also aim to find out tendencies for strategies to motivate specific groups of persons and/or persons with specific working conditions to implement healthier behavioral patterns. These findings will be integrated into recommendations and can build a basis for further research on motivating specific groups of persons or persons in specific working conditions to enhance mental wellbeing. Furthermore, recommendations for health promotion activities in the sector and transferability to other sectors will be formulated. To create a sustainable tool the app will be promoted by multiplier events involving labor unions, insurances, social and care organizations, and further health care organizations. Impact WeCare provides resilience training for health professionals on mental health risk factors, delivered through an app (primarily digital with optional blended activities and gaming components) following behavioural health promotion principles. To support nurses, care takers and other professionals of the medical sector who suffer from workload, a special and personalised mobile app is going to be created. The WECARE App’s aim is to deliver countermeasures to fight work-related pressure resulting from night/long shifts and a constant lack of time. The App will therefore promote the improvement of mental health by introducing assessments leading to specific tips and strategies to support the overall feel of its users. The WeCare project wants to make an immediate hands-on contribution to relieve the burden on health professionals and improve their mental health. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 35 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Co4Health – Competences for Healthy Building in Construction Professions Project Coordinator BGZ Berliner Gesellschaft für internationale Zusammenarbeit mbH Pohlstraße 67 , 10785 Berlin , BERLIN , DE www.bgz-berlin.de Project Information 2022-1-DE02-KA220-VET-000086276 Dec 30, 2022 Aug 29, 2025 400,000 EUR Stichting CHAIN5 (NL) , Berufsförderungswerk e.V. des Bauindustrieverbandes Berlin-Brandenburg e.V. (DE) , Jokilaaksojen koulutuskuntayhtymä (FI) , SCUOLA COSTRUZIONI VICENZA ANDREA PALLADIO (IT) , Zespol Szkol Budownictwa Nr 1 (PL) , POLITECHNIKA POZNANSKA (PL) Creating new, innovative or joint curricula or courses ; Green skills ; Quality Assurance Generated on: Jun 23, 2023Booklet Page of 36 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Objectives Nowadays, people spend 80% of their life indoors. Also due to climate change the topic of healthy living is becoming increasingly important for the construction industry and training in construction professions. The aim of "Co4Health" is to develop innovative learning scenarios for Healthy Building and to anchor them in VET, thus equipping future skilled workers with these new competences – as a contribution to increasing the labour market relevance, attractiveness and future orientation of VET. Activities For this purpose, partners from five EU countries are pooling their expertise. Based on a jointly developed competence matrix, we elaborate learning content, materials and tools and test them with trainees in construction professions. Ongoing dialogue with actors from business, science and policy strengthens relevance and usability. Accompanying capacity building ensures anchoring in the curricula and use in training. Transfer makes the project results available throughout the EU. Impact The result is a model for integrating the topic of Healthy Building into vocational education and training. The model includes a matrix of current competence requirements for health in construction, learning units to be used in teaching in various construction professions, further training for teachers, action plans for capacity building of VET institutions, with strategies for quality assurance, strengthening inclusion and internationalisation, and recommendations to the policy level. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 37 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Project Web Site Identifier Contact Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Training the EU Health Workforce to Improve Migrant and Refugee Mental Health Care Project Coordinator ETHNO-MEDIZINISCHES ZENTRUM EV KONIGSTRASSE 6 , 30175 HANNOVER , NIEDERSACHSEN , DE www.ethno-medizinisches-zentrum.de Flaminia Bartolini , fbartolini@ethnomed.com Project Information 2022-1-DE02-KA220-VET-000087682 https://projectmicare.eu/ Oct 1, 2022 Sep 30, 2025 400,000 EUR PROLEPSIS Civil Law Non Profit Organization of Preventive Environmental and Occupational Medicine (EL) , TECHNOLOGIKO PANEPISTIMIO KYPROU (CY) , ZADIG SRL (IT) , UNIVERSITAT DE VALENCIA (ES) , SYN EIRMOS NGO OF SOCIAL SOLIDARITY ASTIKI ETAIRIA (EL) Development of training courses ; Physical and mental health, well-being ; Reception and integration of refugees and migrants Generated on: Jun 23, 2023Booklet Page of 38 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Objectives EU-MiCare will develop an innovative and comprehensive VET program for health professionals (psychologists, psychiatrists, social workers, physicians, nurses) and other professionals (cultural mediators, interpreters, counselors) working in various settings with migrants/refugees, focusing on mental health. The training will be available through an e-learning platform and will be developed based on the target groups’ views, collected through co-creation activities in the partner countries. Activities Develop a conceptual framework & Co-Created Training Scheme, detailing training needs & perspectives of professionals working with migrants/refugees Develop the EU-MiCare Methodology & Training Package comprising a comprehensive guide for the design of the training curriculum & materials Develop the EU-MiCare e-learning platform & digital learning tools Develop different dissemination tools (website, newsletters, press releases, Info pamphlets, EU and national info days, VET guidance tool) Impact EU-MiCare will enhance health professionals' knowledge & skills to improve mental health service delivery to migrants & refugees. The training will focus on general modules on mental health but also specialized issues which are of particular importance for this vulnerable population such as War and Trauma, Post-Traumatic Stress Disorder, being victim of discrimination, and will increase competency and interdisciplinary cooperation enhancing understanding and responsiveness to diversity. Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 39 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Digitale Qualifizierung von Krankenschwestern und -pflegern zur Verwaltung der immer stärker nachgefragten Telecare-Dienste für die häusliche Fernüberwachung Project Coordinator PRO ARBEIT - KREIS OFFENBACH (AOR)- KOMMUNALES JOBCENTER WERNER-HILPERT-STR 1 , 63128 DIETZENBACH , HESSEN , DE www.proarbeit-kreis-of.de Project Information 2022-1-DE02-KA220-VET-000088728 Nov 1, 2022 Oct 31, 2024 400,000 EUR ANONIMI ETAIREIA EREUNAS KAI ANAPTIKSIS SISTIMATON KAI IPIRESION (EL) , G&G Huisartsenpraktijk Oranjeboom B.V. (NL) , EUROPEAN GRANTS INTERNATIONAL ACADEMY SRL (IT) , PANEPISTIMIO THESSALIAS (EL) , European Nursing Council (BE) , Uciliste Studium - ustanova za obrazovanje odraslih (HR) Digital content, technologies and practices ; Overcoming skills mismatch and addressing the needs of the labour market ; Key competences development Generated on: Jun 23, 2023Booklet Page of 40 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Objectives Primary goal is to create training material and tools to improve the digital skills of professional nurses towards facilitating them manage the ever-demanding telecare services, bridge the competence gaps in basic digital heath literacy and employ advanced healthcare technologies. The results are expected bring value to professionals through enhanced skills, healthier lives to wide public, and savings to authorities (decrease in healthcare costs and optimization in national care resources). Activities • Identification of missing skills and digital gaps of professional nurses on TeleCare services, including good practices guide • Development of the learning units and training courses and assessment material both for trainers and trainees • Digital Tools Development -Interactive Web platform, e-modules, mobile applications and Virtual Trainer, including technical guides • Development of a dissemination plan and impact analysis, including exploitation activities (events, publications, synergies) Impact • Associated partners will be able to integrate/create new training programs for their nurses staff • Training centers may expand their training expertise to more health-oriented objectives • Associated partners will be able to merge with relevant stakeholders in the sector, creating synergies • Governmental / regional organizations may include the topic in their future policies and funding strategies • Training Institutions can make use of the developed digital tools and DataBank resources Link to project card: Show project card Generated on: Jun 23, 2023Booklet Page of 41 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Topics Partners EC Contribution End Date Start Date Identifier Website Address Organisation Key Action: Partnerships for cooperation and exchanges of practices Action Type: Cooperation partnerships in vocational education and training Project Title Ready4Crisis | Innovation of the Monitoring and Crisis Management in the VET Study Programmes for an Integrated Rescue System Project Coordinator RegioVision GmbH Schwerin Am Margaretenhof 28 , 19057 Schwerin , MECKLENBURG-VORPOMMERN , DE www.regiovision-schwerin.de Project Information 2022-1-DE02-KA220-VET-000089097 Nov 1, 2022 Oct 31, 2025 400,000 EUR Niedersächsisches Landesamt für Brand- und Katastrophenschutz (DE) , INSTITUT INPRO, a.s. (CZ) , Střední odborná škola a Střední odborné učiliště dopravní Čáslav (CZ) , LIFE-PROJECT Joanna Zwolińska (PL) , RESEARCH INNOVATION AND DEVELOPMENT LAB PRIVATE COMPANY (EL) , ETHNIKO KAI KAPODISTRIAKO PANEPISTIMIO ATHINON (EL) , Zespol Szkol Ponadpodstawowych Nr 1 im. Jana Szczepanika w Krosnie (PL) Disaster prevention, preparedness and recovery ; Initial and continuous training for teachers, trainers and other education staff ; Digital content, technologies and practices Generated on: Jun 23, 2023Booklet Page of 42 42The European Commission is not responsible for the content, which expresses the views of its author(s) only. Project Summary Objectives The main goal of this project is to develop innovative study materials dealing with the issue of monitoring and crisis management in the study programs of future experts operating within the integrated rescue system. To do so, we would like to: - Deliver additional sources for subject study materials; - Deliver up-to-date learning content; - Provide an adequate format of the study materials in the digitalized world; - Provide theoretical and practical division of available learning materials. Activities In order to achieve project objectives, we are going to implement the following activities: - To elaborate content for the Educational Guidelines for VET teachers; - To develop a collection of the 32 Best Practice Examples from partners’ countries; - To create a set of 24 short-educational units (videos) dealing with the crisis management subject; - To develop a collaborative web-based platform for sharing study materials in crises management; - To pilot study materials with VET teachers. Impact - Upskilled VET teachers in the monitoring and crisis management in the study programmes for future experts operating in the integrated rescue system. - Brand new digital study content (incl. teachers' guidelines, international best practice examples and short educational videos) of the subject crisis monitoring and management for the education of future paramedics, firefighters, members of defence forces etc. - A collaborative platform for sharing and exchanging study materials of VET teachers. Link to project card: Show project card …

[…] ©NA BIBB, 15.01.2026 Seite 1 von 2 Version 7 Auf einen Klick – Auswahl weiterführender Links Sie planen eine Partnerschaft für Zusammenarbeit in der Berufsbildung? In dieser Übersicht finden Sie eine Auswahl von nützlichen Linksi für die Antragstellung – Call 2026 und eine Kurzübersicht von häufig verwendeten Abkürzungen. Links zum Einstieg Berufsbildung (SSP) und Berufsbildung (CP): Hier finden Sie alle Informationen zum Antragsverfahren, auch den Link zum Antragsportal. NA beim BIBB: Rückblick auf die Inspiration Days von Erasmus+, dort Inspiration Day 4 - (27. November 2025) - Das Potenzial europäischer Projekte in der Berufsbildung nutzen: Sie finden einen Videomitschnitt der Veranstaltung und eine Präsentation mit einer Zusammenfassung der zentralen Aspekte aus dem Programmleitfaden und anderen Quellen. Die Chancen europäischer Zusammenarbeit: Partnerschaften für Zusammenarbeit in der Berufsbildung (2022): In unserem Flyer informieren wir Sie kurz und bündig über die Möglichkeiten der Zusammenarbeit im Rahmen von europäischen Partnerschaften. Links zu den Grundlagen ▪ Programmleitfaden 2026, Version 1, deutsche Fassung: Hier finden Sie die Grundlagen der Förderung, im Detail für Kooperationspartnerschaften ab S. 268ff. und Kleinere Partnerschaften ab S. 278ff. ▪ Handbook on the lump sum funding model - Call 2026: Im Handbuch finden Sie die Grundlagen für die Finanzen. ▪ Projekt Management Methoden: Das Handbuch bietet Ihnen Methoden zum Projektmanagement. ▪ Impacttool: Mit diesem Tool können Sie die Wirkung Ihres Projekts von der Antragsstellung über Durchführung bis zur Verbreitung planen und im Blick behalten. Das Handbuch in deutscher Version finden Sie unter Handbuch_Erzielen_von_Wirkung_in_Erasmus_DE.pdf ▪ Verbreitungshandbuch (#CommsJourney): Dieser Leitfaden unterstützt Sie Schritt für Schritt dabei, eine erfolgreiche Kommunikationsstrategie mit wirksamen Maßnahmen zu entwickeln. ▪ Verbreitungshandbuch der NA: Dieses Handbuch hilft Ihnen, Projektergebnisse und Produkte der Kooperationspartnerschaften erfolgreich zu verbreiten und zu nutzen. Links zu den horizontalen Prioritäten Unlock the Power of Priorities – Leitfaden zu den horizontalen Prioritäten: Der Leitfaden hilft Ihnen, die horizontalen Prioritäten von Erasmus+ besser zu verstehen und sie in der Projektarbeit umzusetzen. Der Leitfaden bietet eine Einführung in die Themen, Beispiele für prioritätenübergreifende Projekte und kompakte Doppelseiten zu jeder Priorität. Digitalisierung ▪ Themenseite Digitale Bildung: Digitale Bildung ▪ Europäischer Kompetenzrahmen: DigComp Framework ▪ Umsetzungsleitlinien für die Digitalisierungsstrategie: Implementation guidelines - Erasmus+ and European Solidarity Corps Green Strategy - Erasmus+ https://www.na-bibb.de/beantragen/kleinere-partnerschaften/berufsbildung https://www.na-bibb.de/beantragen/kooperationspartnerschaften/berufsbildung https://www.na-bibb.de/service/veranstaltungen/detail/news/rueckblick-auf-die-inspiration-days-2025 https://www.na-bibb.de/service/infothek/publikationen/publikation-detail/publikation-detail/die-chancen-europaeischer-zusammenarbeit-partnerschaften-fuer-zusammenarbeit-in-der-berufsbildung https://www.na-bibb.de/service/infothek/publikationen/publikation-detail/publikation-detail/die-chancen-europaeischer-zusammenarbeit-partnerschaften-fuer-zusammenarbeit-in-der-berufsbildung https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/1.Startseite/1.2_Beantragen/%C3%9Cbergreifende_Dokumente/Rahmenbedingungen/Programmleitfaden_2026_deutsch_Version1.pdf https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/1.Startseite/1.2_Beantragen/Handbook_on_the_lump_sum_funding_model_2026.pdf https://op.europa.eu/en/publication-detail/-/publication/b8458be2-821d-11eb-9ac9-01aa75ed71a1 https://www.erasmusplus.nl/en/impacttool-strategicpartnerships#outcomeHeading https://www.na-bibb.de/fileadmin/user_upload/na-bibb.de/1.Startseite/1.2_Beantragen/Handbuch_Erzielen_von_Wirkung_in_Erasmus_DE.pdf https://op.europa.eu/en/publication-detail/-/publication/429c34ff-7231-11ec-9136-01aa75ed71a1/language-en/format-PDF/source-248841143 https://www.na-bibb.de/service/infothek/publikationen/publikation-detail/publikation-detail/service/publikationen/publikationsdetails/wk/anzeigen/artikel/erasmus-projektergebnisse-der-strategischen-partnerschaften-erfolgreich-verbreiten-und-nutzen https://salto-et.net/news/show/190 https://www.na-bibb.de/aus-der-praxis/themen/digitale-bildung https://joint-research-centre.ec.europa.eu/digcomp/digcomp-framework_en https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-digital-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-digital-strategy ©NA BIBB, 15.01.2026 Seite 2 von 2 Inklusion & Vielfalt ▪ Themenseite Inklusion und Vielfalt: Inklusion und Vielfalt ▪ Umsetzungsleitlinien für die Inklusionsstrategie: Implementation guidelines - Erasmus+ and European Solidarity Corps Inclusion and Diversity Strategy | Erasmus+ ▪ SALTO Plattform zur Inklusion: saltoinclusion Ökologische Nachhaltigkeit ▪ Themenseite Green Erasmus: Green Erasmus ▪ Europäischer Kompetenzrahmen: GreenComp: the European sustainability competence framework ▪ Umsetzungsleitlinien für die Nachhaltigkeitsstrategie: Implementation guidelines – Erasmus+ and European Solidarity Corps Green Strategy ▪ SALTO Plattform zur ökologischen Nachhaltigkeit: Salto green - Salto Green Teilhabe ▪ Themenseite Teilhabe: Teilhabe ▪ SALTO Plattform zur Teilhabe: salto-youth - participation ▪ Referenzrahmen: Kompetenzen für eine demokratische Kultur: Referenzrahmen: Kompetenzen für eine Demokratische Kultur - Education ▪ Pariser Erklärung 2015: leaflet_paris_declaration Links zum Thema Gesundheit & Pflege ▪ Themenseite: Gesundheit & Pflege ▪ Europäische Strategie für Pflege und Betreuung: Eine auf alle Beteiligten ausgerichtete Europäische Strategie für Pflege und Betreuung - Beschäftigung, Soziales und Integration - Europäische Kommission ▪ EU4Health 2021–2027: EU4Health 2021–2027 – eine Vision für eine gesündere Europäische Union Links für die internationale Projektzusammenarbeit ▪ EPALE: Partnersuche & Bereich für die Berufsbildung ▪ Erasmus+ project results platform: E+PRP ▪ SALTO Education and Training: salto ▪ Europass: europass-info Häufig verwendete Abkürzungen ▪ AE oder ADU (deutsch EB): Erwachsenenbildung ▪ KA 1 (Key Action 1): Leitaktion 1 – Mobilitäten ▪ KA 2 (Key Action 2): Leitaktion 2 – u.a. Partnerschaften für Zusammenarbeit ▪ CP (Cooperation Partnerships): Kooperationspartnerschaften ▪ SSP (Small Scale Partnerships): Kleinere Partnerschaften ▪ VET (Vocational Education and Training, deutsch BB): Berufliche Aus- und Weiterbildung i Bei den Links handelt es sich um eine Auswahl ohne Anspruch auf Vollständigkeit. Die URL wurden zum Stichtag 15.01.2026 überprüft. https://www.na-bibb.de/aus-der-praxis/themen/inklusion-und-vielfalt https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-inclusion-and-diversity-strategy https://saltoinclusion.eu/ https://www.na-bibb.de/aus-der-praxis/themen/green-erasmus https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en#:~:text=GreenComp%20is%20a%20reference%20framework%20for%20sustainability%20competences.,definition%20of%20what%20sustainability%20as%20a%20competence%20entails. https://joint-research-centre.ec.europa.eu/greencomp-european-sustainability-competence-framework_en#:~:text=GreenComp%20is%20a%20reference%20framework%20for%20sustainability%20competences.,definition%20of%20what%20sustainability%20as%20a%20competence%20entails. https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-green-strategy https://erasmus-plus.ec.europa.eu/document/implementation-guidelines-erasmus-and-european-solidarity-corps-green-strategy https://saltogreen.eu/en/ https://www.na-bibb.de/aus-der-praxis/themen/teilhabe https://www.salto-youth.net/rc/participation/ https://www.coe.int/en/web/education/-/referenzrahmen-kompetenzen-f%C3%BCr-einedemokratische-kultur https://www.coe.int/en/web/education/-/referenzrahmen-kompetenzen-f%C3%BCr-einedemokratische-kultur https://epale.ec.europa.eu/sites/default/files/leaflet_paris_declaration.pdf https://www.na-bibb.de/aus-der-praxis/themen/gesundheit-pflege https://ec.europa.eu/social/main.jsp?langId=de&catId=89&newsId=10382 https://ec.europa.eu/social/main.jsp?langId=de&catId=89&newsId=10382 https://ec.europa.eu/social/main.jsp?langId=de&catId=89&newsId=10382 https://health.ec.europa.eu/funding/eu4health-programme-2021-2027-vision-healthier-european-union_de https://health.ec.europa.eu/funding/eu4health-programme-2021-2027-vision-healthier-european-union_de https://epale.ec.europa.eu/en/partner-search https://epale.ec.europa.eu/en/practitioners-in-vet https://erasmus-plus.ec.europa.eu/projects https://salto-et.net/ https://www.europass-info.de/ Auf einen Klick – Auswahl weiterführender Links Links zum Einstieg Links zu den Grundlagen Links zu den horizontalen Prioritäten Links zum Thema Gesundheit & Pflege Links für die internationale Projektzusammenarbeit Häufig verwendete Abkürzungen …