[…] Understanding and shaping AI: European perspectives and concrete areas of application for adult education The virtual conference took place on July 1 and 2, 2024, in collaboration with the Bavarian Adult Education Association (Bayerischer Volkshochschulverband e.V. ). On July 1 and 2, 2024, the National Coordination Office for the European Agenda for Adult Learning, together with the Bavarian Adult Education Association, held a virtual conference on the topic of “Understanding and shaping AI: European perspectives and specific areas of application for adult education.” The event examined AI from a national and European perspective through contributions from education policy, science, and practice. A particular focus was placed on the legal and ethical framework conditions and specific areas of application for the use of AI in adult education. Report on the event To the report Important input on AI systems and their use in adult and basic education came from: Daniel Krupka, German Informatics Society “AI in education – from school to adult education” Prof. Dr. Marc Erich Latoschik, University of Würzburg “ Interdisciplinary design options for AI in the context of human-computer interaction ” Registration required: user: ki-hci passwd: djd8ejmd93mwLLkj-s Prof. Dr. Anke Grotlüschen, University of Hamburg “AI in Basic Education” Veerle Ponnet, Europass Teacher Academy “ Scaling AI Course Offerings: Navigating Supply and Demand for Erasmus Plus and Europass Eduactors in Europe ” On the second day, ten different workshops discussed how educational institutions can use AI to optimize learning processes, design personalized learning opportunities, and develop innovative teaching methods. Some workshops presented AI applications and offerings for educational practice from national and European Erasmus+ projects. In other workshops, experts presented opportunities and important framework conditions for the use of AI in adult education: Sascha Dowidat, Project Alpha-Kooperativ Transfer “Designing digital basic education programs” Barbara Saring, Peter Westebbe, Bavarian Adult Education Association “Competent with AI – Continuing education for teachers in basic education” Gabi Netz, German Adult Education Association, “Training reading fluency digitally – the new Lese-Trainer app” Dr. Mareike Kholin, German Institute for Adult Education “KANSAS: AI-based search engine for Alpha texts and other functions” Martina Engels, LAG KEFB in North Rhine-Westphalia “AI: Challenges and design options in practice” Veerle Ponnet, Europass Teacher Academy “AI in Education: Transformative Tools” Mark McGuigan “Ethical Implications of Artificial Intelligence” Martin Glewe, EMCRA “Erasmus+ Project AI Curriculum – AI in Adult Education” Yasmin Stegemann, ZWW at the University of Mainz “Use of AI technologies in self-directed and language learning – the Erasmus+ project AI in Language Teaching” Lisa Meyne, Ludger Deitmer, Christine Siemer, Frieda Klaus, University of Bremen “AI Pioneers – Examples of artificial intelligence applications in vocational and adult education” Recordings of the presentations can be found here: Video message from the Bavarian State Ministry of Education and Culture - Anna Stolz AI in education - From school to adult education - Daniel Krupka, German Informatics Society Interdisciplinary design options for AI in the context of human-computer interaction - Prof. Dr. Marc Erich Latoschik, University of Würzburg AI in basic education – LEO Team – Prof. Dr. Anke Grotlüschen, University of Hamburg Scaling AI Course Offerings: Navigating Supply and Demand for Erasmus Plus and Europass Educators in Europe – Veerle Ponnet, Europass Teacher Academy EPALE: Networking – Sharing – Exchanging – Marlene Röder, NA at BIBB The event encouraged a lively exchange of experiences and practical food for thought. The workshops offered the opportunity to share experiences and gain practical insights for working with artificial intelligence. …
[…] Future-oriented advanced training - Shaping the transformation sustainably The event took place on February 4, 2025, in Bonn, in conjunction with the BMBF program “Sustainable in the Workplace” (NIB). At the invitation of the BMBF program Nachhaltig im Beruf (NIB) and the National Coordination Office of the European Agenda for Adult Learning, around 150 experts gathered in Bonn to discuss the role of continuing vocational education and training in transformation. The conference focused on the question of how continuing vocational education and training can contribute to the sustainable transformation of the economy and the world of work. Innovative ideas were presented and successful practical examples from Germany and Europe were showcased. At the same time, the event offered developers, providers, and users of sustainability-oriented continuing education and training opportunities to network. Full report on the conference To the report Conference in Bonn © Open copyright BIBB X Close copyright „The best way to predict the future is to shape it yourself.“ Host Barbara Hemkes Stimulus contributions First, however, the challenges and needs from the perspective of continuing education providers and companies were examined. Petra Densborn, Chair of the German Continuing Education Day (DWT), emphasized the importance of credible sustainability strategies in continuing education, while Gisbert Braun, Head of the Sustainability Department at the nature network, pointed out that sustainability must be integrated into companies as an overall strategic concept. Keynote speech by Giesbert Braun – The corporate perspective Keynote speech by Petra Densborn – The perspective of continuing education associations Workshops Workshops explored these topics in greater depth and facilitated interactive exchanges on successful learning formats, marketing strategies, and train-the-trainer approaches: Workshop “Effective marketing of continuing education programs for sustainable transformation” by Dr. Johanna Köster-Lange, ecolo Workshop “Designing instead of coping” by Dr. Kristin Hecker and Heiko Weber (f-bb) & Dr. Hermann Achenbach (SKZ) Workshop “Train-the-trainer: How continuing education providers can help shape sustainable transformation” © Open copyright BIBB X Close copyright © Open copyright BIBB X Close copyright © Open copyright BIBB X Close copyright © Open copyright BIBB X Close copyright © Open copyright BIBB X Close copyright © Open copyright BIBB X Close copyright © Open copyright BIBB X Close copyright © Open copyright BIBB X Close copyright …
[…] Shaping change: Anchoring sustainability in continuing education institutions The symposium took place on 27 March 2025 in Bremen, in collaboration with the Department for Continuing Education of the Senator for Children and Education in Bremen. The event for continuing education staff took a comprehensive look at sustainability – from questions of internal change processes to approaches for communicating sustainable action to the outside world to the tension between digitalisation and sustainability. Based on new findings from science, in various workshops and with input from various (European) projects, the question of what concrete ways there might be to anchor sustainability in one's own institution was discussed. The event was organised by the National Coordination Office of the European Agenda for Adult Learning in collaboration with the Department for Continuing Education of the Senator for Children and Education in Bremen. New findings on the Whole Institution Approach (WIA) in adult education The conference began with an exciting keynote speech by Dr Antje Brock (Freie Universität Berlin, Institut Futur) on the topic : ‘New findings on the Whole Institution Approach in adult education: What characterises a sustainable continuing education institution?’ In principle, according to Brock, the WIA can be applied in any institution. It has been proven that where sustainability is implemented holistically and in line with the approach, both teachers and learners are significantly more motivated. Commitment to sustainability contributes to the well-being and motivation of all those involved. It is advisable to take a target group-oriented approach, whereby it is often not so much about what you do, but how you do it. Openness and recognition, as well as communication and good role models, are of fundamental importance to the process. Full report on the symposium To the report Symposium in Bremen © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright This was followed by three parallel workshops in which strategies for the participants' own institutions were developed: Workshop 1: ‘Motivated in the change process – tackling change together with employees’ Dagmar Müller, Head of the Society – Sustainability – Digital Programme Area; vhs Berlin Mitte How can you successfully shape the change process in your organisation? Presentation Workshop 1 Workshop 2: ‘Being sustainably attractive: communication strategies for educational institutions’ Dr Johanna Köster-Lange, ecolo – Agency for Ecology and Communication A workshop for educational institutions to sharpen their sustainability profile and communicate it efficiently. Presentation Workshop 2 Workshop 3: ‘Thinking about change in a complex and differentiated way! - The tension between digitalisation and sustainability’ Dr Florian Hofmann, Institute for Ecological Economy Research (IÖW) GmbH, non-profit Digitalisation stands for the future, but does it necessarily stand for sustainability? This workshop highlighted the challenges and opportunities of digitalisation in the context of sustainability goals. Presentation Workshop 3 © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright Workbook A mini workbook was created to collect and organize the impressions from the symposium. The workbook is based on the Whole Institution Approach (WIA). The concept has already been adapted for adult education institutions, including the “SustainabALE” guidebook published by the Institute for International Cooperation of the German Adult Education Association (DVV International). A team of experts from the “International ESD Alliances” project has developed four key areas of action (education program, management, teaching and working environment, and networks). These are intended to support adult education institutions in putting sustainability into practice. You can download the workbook here: To the workbook Program Here you can find the program for the event: To the program …
[…] Interdisciplinary conference: Future Skills On 26 and 27 May 2025, the interdisciplinary conference took place in Jena in collaboration with the German Adult Education Association (DVV). Full steam ahead towards the future – anchoring future skills at all levels in adult education centers © Open copyright NABIBB X Close copyright It is undisputed that the increasingly widespread use of digital technologies has a wide-ranging impact on social discourse and thus also on learning processes and educational institutions. The German Adult Education Association (DVV) sought to create a nationwide forum for exchange, information and development for adult education centres (vhs) by holding an interdisciplinary conference (FüK) on the topic of ‘Future Skills’ on 26–27 May 2025 at the Volkshaus Jena. A good 430 participants from all over Germany accepted the invitation to strengthen future-relevant skills in all departments and functions of adult education centres. The FüK was moderated by Sascha Rex, Head of the Policy and Association Development Department at the DVV. Close cooperation with the National Coordination Office of the European Agenda for Adult Learning at the National Agency of the Federal Institute for Vocational Education and Training ( NA at BiBB), the Thuringian Adult Education Association and the vhs Jena in the planning and implementation of the event made it clear that networking is also an important skill for the future. Full report on the symposium Written by Sabine Bertram To the report Concept of the conference © Open copyright NABIBB X Close copyright The conference programme made it clear that dealing with future skills is not just about theoretical knowledge, but also about transferring this knowledge to one's own institution and one's own framework conditions. In addition to keynote speeches, welcoming addresses, reflection sessions and workshops, the following formats ensured this: A workbook designed specifically for the conference served as an individual guide for each participant and provided space for notes and sketches of their own ideas. Accompanying the conference programme, a diverse education fair offered the opportunity to gain insights into various European education projects carried out by adult education centres and/or regional associations. The National Agency at the Federal Institute for Vocational Education and Training ( NA at BIBB ) was represented by a large team to provide information about funding opportunities through the Erasmus+ programme, the Europass and the electronic platform for adult education in Europe EPALE . The Digi-Mobil of the Lower Saxony regional association presented its portfolio on robotics and virtual reality, while other partners of the adult education centres, such as telc GmbH , y-not GmbH and DVV International , provided insights into current education and examination products as well as marketing materials for adult education centres. The ‘ Office for the Use of Mistakes and Coincidences ’ offered a creative approach by issuing certificates for participants' mistake and coincidence skills, thus providing an inspiring counterpoint to formal educational requirements. Photographs of the conference © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright © Open copyright Europäische Agenda Erwachsenenbildung X Close copyright …
[…] Study Visit “Workplace Learning” From 17 to 19 September 2025, a delegation from Belgium (Wallonia), France, Italy and Liechtenstein visited the BIBB to learn about workplace learning in Germany. The delegations consisted of the individual coordinators of the European Agenda for Adult Learning and experts from the field of adult and vocational education. The study visit was designed by the team at the National Coordination Point (NCP) for the European Agenda for Adult Learning in Germany. The programme was put together based on the interests of the participants: • Insights into adult and continuing education in Germany • Insights into the use of micro-credentials in adult education in Germany • Insights into dual education and training and dual study programmes in Germany • Visit to the Koblenz Chamber of Crafts with a guided tour of the construction centre with workshops for mechatronics, solar technology and heat pumps, painting and varnishing, and woodworking • Technical discussion with Telekom about the practical implementation of dual study programmes. Report on the study visit To the report © Open copyright NABIBB X Close copyright © Open copyright NABIBB X Close copyright © Open copyright NABIBB X Close copyright © Open copyright NABIBB X Close copyright …
[…] Designing Learning Spaces in Basic Education The event took place on 5 November 2025 in Göttingen in collaboration with AEWB Lower Saxony. Which learning environment do you remember most – and why? Was it the location, the atmosphere, or perhaps the way in which learning took place? Experts from Lower Saxony, Germany and Europe shared insights from research and practice on the design of learning spaces in basic education. The focus of the symposium was on the exchange and input of practical ideas for the analogue and digital design of learning spaces in basic education with the aim of discussing what low-threshold approaches that are easy to implement in educational institutions might look like. The symposium was organised in cooperation with the Agency for Adult and Continuing Education Lower Saxony (AEWB). Full report on the symposium To the report Sketch note on the conference: „Ideally, a good learning space in basic education should be part of the living space of people with basic education needs – as a place, but also in terms of content, addressing topics that concern people in their everyday lives, their families, jobs or simply their interests.“ Prof. Dr. Simone C. Ehmig Keynote speech: Designing learning spaces – understanding living spaces In a keynote speech, Prof. Dr. Simone C. Ehmig from the FU Berlin presented the results of a research and development project on (learning) motivation and commitment in the everyday lives of adults with basic education needs. To the presentation Workshops Workshop 1: Austausch im Europa-Café- Gemeinsam Grundbildung gestalte Mitarbeiterinnen der Nationalen Koordinierungsstelle der Europäischen Agenda Erwachsenenbildung Wie können wir unsere Erfahrungen bündeln und voneinander lernen, um die Grundbildung nachhaltig zu stärken? Welche Ansätze braucht es, um Lernräume zu gestalten, die Teilhabe und Motivation fördern? Workshop 2: Lernorte und Kooperationen vor Ort – Entdeckende Grundbildung ermöglichen Andreas Klepp, Grundbildungsexperte, Mit Gast: Lidwien Vos de Wael, EPALE Niederlande Interessante Lernorte ermöglichen vielfältige Wahrnehmungen, motivierende Lernformate, authentische Begegnungen und erweitern Zugänge und Teilhabe der Lernenden. Im Workshop wurden Konzepte und Beispiele aus der Praxis des Regionalen Grundbildungszentrums Braunschweig präsentiert sowie Gelingensfaktoren und Herausforderungen besprochen. Mit den Teilnehmenden zusammen wurden eigene neue Möglichkeiten entlang verschiedener Praxisbereiche der Grundbildung und des spezifischen örtlichen Umfelds skizziert und diskutiert Zur Präsentation Workshop 3: Die Zukunft des Lernens ist nicht digital, sondern menschlich. Lernräume gestalten, Zukunft ermöglichen Stephanie Wössner, Referentin für zukunftsorientiertes Lernen Wie können Lernräume als Möglichkeitsräume gestaltet werden, in denen Menschen wachsen, Verantwortung übernehmen und Zukunft gestalten – gerade in Zeiten der Omnikrise? Mit einem Impuls eröffnete Stephanie Wössner den Workshop und lud dazu ein, Bildung neu zu gestalten: weg von einem rein technikgetriebenen Verständnis von Digitalisierung – hin zu zukunftsorientierten Impulsen für die Transformation des (lebenslangen) Lernens, die den Menschen ins Zentrum stellt. Zur Präsentation Workshop 4: Literalität neu denken - Lernräume mit KI gestalten Marsilia Podlech (M.A.) und Nana Dreßler (M.A.) Referentinnen InteG/Pädagogische Hochschule Weingarten Wie beeinflusst unsere Haltung zu digitalen Medien und KI die Gestaltung von Lernräumen in der Grundbildung Wie verändert sich unsere Rolle als Lehrkraft und wo müssen wir ggf. eigene Literalitätskonzepte überdenken? Anhand des Didaktischen Modells für die Alphabetisierung (Löffler, 2008) wurde gemeinsam eine Kursplanung erarbeitet, die die Potenziale und Herausforderungen von KI in den grundlegenden Bereichen des nachholenden Schriftspracherwerbs sichtbar macht. Zur Präsentation Workshop 5: Europa als Lernraum – Grundbildung mit Erasmus+ international gestalten Achim Scholz mit Akteurinnen und Akteuren der Niedersächsischen Selbsthilfegruppen gemeinsam mit Fachkolleginnen für Erasmus+ der Nationalen Agentur Bildung für Europa . Dieser Workshop bot die Gelegenheit, von den Erfahrungen der Lernenden und des Bildungspersonals einer Erasmus+ Mobilität nach Wien zu hören. Gemeinsam berichteten sie von den Chancen und Herausforderungen bei der Planung und Durchführung. Im Zentrum standen die Gelingensbedingungen für eine erfolgreiche Mobilität sowie die Schwierigkeiten, die überwunden werden mussten. Dabei wird der Leitsatz „Nichts über uns ohne uns“ konsequent berücksichtigt – Lernende und Bildungspersonal teilten ihre Perspektiven und Erfahrungen gleichwertig. Zur Präsentation © Open copyright Axel Herzig - Fotografie X Close copyright © Open copyright Axel Herzig - Fotografie X Close copyright © Open copyright Axel Herzig - Fotografie X Close copyright © Open copyright Axel Herzig - Fotografie X Close copyright © Open copyright Axel Herzig - Fotografie X Close copyright © Open copyright Axel Herzig - Fotografie X Close copyright …
[…] The European Agenda for Adult Learning The objectives © Open copyright Axel Herzig - Fotografie X Close copyright The European Agenda for Adult Learning is an EU policy framework that aims to improve the quality and accessibility of adult learning in Europe. Its goal is to promote adult learning and improve learning opportunities for all citizens. The role of adult learning should be strengthened and its importance emphasised. National coordination centres across Europe support these goals. What are the objectives of the European Agenda for Adult Learning? In November 2021, the new European Agenda on Adult Learning was adopted by the Council of the European Union. The agenda defines the political framework for the further development of adult learning in Europe. It helps to define the content priorities of European adult learning policy for the years 2021 to 2030: Governance & Cooperation The focus is on expanding cooperation between policy and practice in adult education. Cooperation and networking among all stakeholders at local, regional and national level should be promoted in order to respond to learners' needs in the best possible way. Opportunities for lifelong learning The aim is to raise awareness of lifelong learning and reach people in every stage of life. Personalised educational guidance and the validation of individual learning experiences should help to make learning processes more targeted and user-oriented. Accessibility and flexibility Adult education should be flexible in terms of time, location, format and resources in order to promote participation and motivation. In addition, financial incentives and other support measures should be used to boost learners' motivation. Quality, fairness, integration and success The focus is on the professional development of education staff, the mobility of learners and teachers, systematic quality assurance and the targeted support of disadvantaged groups. The green and digital transition Adult education should empower people to actively participate in digital and ecological change. This requires modern learning concepts, digital skills and concepts for integrating sustainability into educational processes. Goals of the European Agenda for Adult Learning in figures: A key concern is to increase participation in adult education measures in the European Union. Specifically, this means: By 2025, at least 47% of 25- to 64-year-olds should have taken advantage of an educational opportunity within a 12-month period. By 2030, at least 60% of adults aged 25 to 64 should have participated in an educational program in the last 12 months. Where is the adult education agenda located? The new European Agenda for Adult Learning embeds its demands and objectives in the European Pillar of Social Rights . The European Pillar of Social Rights supports the project of creating an inclusive, fair and sustainable Europe. Show more Show less Accordingly, formal, non-formal and informal educational opportunities are to be created in order to impart skills that contribute to an inclusive and socially just Europe. In addition, adult education is to promote the desired transition to a digital and green society. © Open copyright NA beim BIBB X Close copyright What is the European Pillar of Social Rights? The European Pillar of Social Rights is based on the principles of solidarity, equal opportunities, improved working and living conditions, social protection and access to high-quality and inclusive education. Show more Show less One of the 20 principles of the Pillar of Social Rights is the right of Europeans to education, training and lifelong learning. The focus here is on acquiring skills that enable everyone to participate fully in society and successfully navigate transitions in the labour market. In this sense, increasing adult participation in continuing education not only improves employability, but also social justice in Europe. Among other things, the action plan sets out the goal of equipping at least 80% of 16 to 74-year-olds with basic digital skills, thereby closing the digital skills gap. Further information On its website, the European Commission provides further information on European initiatives in adult education . Find out more …
[…] Documentation Here you will find documentation and materials from our events „Europe needs exchange. Our events make this a reality—with partners, topics, and ideas from adult education.“ Julia Krößner - Event organisation & public relations …
[…] 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 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 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 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 https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf https://www.cedefop.europa.eu/files/3068_en.pdf https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF 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 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 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 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 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 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 https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN 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://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://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://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 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 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 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 https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://ec.europa.eu/social/main.jsp?catId=1536&langId=en https://www.cedefop.europa.eu/files/3068_en.pdf https://www.cedefop.europa.eu/files/3068_en.pdf https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/vocational-excellence https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8250 https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en https://ec.europa.eu/social/BlobServlet?docId=23274&langId=en https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/b0e5b94f-748c-11ea-a07e-01aa75ed71a1/language-en/format-PDF/ https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF https://op.europa.eu/en/publication-detail/-/publication/40adf905-ee57-11ea-991b-01aa75ed71a1/language-en/format-PDF 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 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 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 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 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 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 https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:32021G1214(01)&from=EN 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://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://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://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: …