[…] Practical guidelines to help your international projects address the priorities of the Erasmus+ and the European Solidarity Corps programmes Unlock the Power of Priorities Are you ready to explore the full potential of the Erasmus+ and European Solidarity Corps programmes? Do you want to learn how to better incorporate the programmes’ horizontal priorities into your activity? What follows here should help you understand how the four main priorities can be applied to your project idea, no matter which sector you are working with. Remember! Each project is unique and is based on the specific needs of participants and organisations involved. The way these priorities are implemented will vary from one project to another. The way information has been structured here is also different for each priority – see how it works for you! Erasmus+ is the EU programme that supports education, training, youth, and sport in Europe (and beyond) through opportunities for mobility and cooperation. The European Solidarity Corps supports young people to engage in volunteering and solidarity activities that benefit communities. Both programmes emphasise Inclusion & Diversity, Environment and Fight Against Climate Change, Digital Transformation, and Participation in Democratic Life. But what do these priorities mean for your project, and why are they important? Copywriter: Susie Nicodemi Graphic Design: www.wearestardust.be We are grateful to other SALTO Resource Centres, National Agencies and to beneficiaries who supported us in creating and testing of the handout LEARN MORE LINKTR.EE/ UNLOCK_PRIORITIES INCLUSION & DIVERSITY These EU programmes aim to ensure that all diverse individuals can benefit from the opportunities. To achieve this, the programmes offer mechanisms and resources to help people overcome obstacles they might face to participate in the activities. These obstacles can be health issues, social or cultural challenges, economic or geographical barriers, educational disadvantages, discrimination, or any other barrier. European projects should be inclusive, accessible and embrace diversity in all its forms. They should reach out to different people and recognise the diverse backgrounds of participants as a valuable learning opportunity. It is important to foster an equitable and respectful environment in all projects. ENVIRONMENTAL SUSTAINABILITY AND CLIMATE CHANGE Environment and climate degradations affect everyone. It is vital for people to understand these crises and to increase their know-how and their will to act for a more environmentally sustainable future. Promoting learning and actions for the green transition, both formal and informal, is a priority in the Erasmus+ and the European Solidarity Corps programmes. European project activities should be environmentally friendly. They should promote sustainable responsible behaviour among the participants and the participating organisations. DIGITAL TRANSFORMATION IN EDUCATION, TRAINING AND YOUTH The ongoing digital transformation continuously impacts our societies and economies. It creates new ways to learn, train, work and actively participate in society, entertain, and communicate. Digital skills and competences are the cornerstone of social inclusion, active citizenship, employability, productivity, security, and growth. The programmes contribute to more inclusive and cohesive, greener, and digitally fit societies. Europe’s innovation capacity, developing digital skills and competences and skills in forward-looking fields, such as combating climate change, clean energy, artificial intelligence, robotics, and big data analysis, is essential for Europe’s future sustainable growth and cohesion. PARTICIPATION IN DEMOCRATIC LIFE, COMMON VALUES AND CIVIC ENGAGEMENT Participation in democratic processes is essential for the growth and development of societies in Europe and beyond. This includes developing the necessary competencies and finding diverse ways to hear and address people’s needs. The EU programmes serve as a tool to overcome barriers and facilitate active engagement and participation. European projects should help everyone who is engaged to exercise their right to participate in decision-making and to develop the competencies needed for active citizenship. Projects should use participatory practices that motivate people to be actively involved and be planned together with different people. . 3 . PRIORITIES INTERSECT While these are four distinct priorities, they often very much intersect. For instance, ensuring that underrepresented people can participate in decision-making is an important act of inclusion. Similarly, smart use of digital tools can enhance projects by making them more environmentally sustainable, more inclusive, and participatory. Also, individuals from various backgrounds are using their voices and skills to advocate for sustainability and inclusion through diverse forms of participation, including their action in projects. It’s important to recognise these connections between priorities and leverage them. Addressing multiple priorities in the same initiative can create more comprehensive and impactful projects. HOW WOULD YOU CONNECT THESE PRIORITIES IN YOUR PROJECT? . 4 . Connecting priorities to your project GET INSPIRED BY THESE POTENTIAL PROJECT EXAMPLES! These projects from different sectors and organisations try to connect different priorities. Where in the examples do you see which priority? What can you learn from these? How would you implement it differently? YOUTH SOCIAL MEDIA AND ADVOCACY PROJECT A group of young people implemented an international project to share and learn more about social media. As part of the project, they discussed the environmental impact of the digital tools they use. They even challenged themselves to go a full day without any social media at all for a day! While reflecting on their usage habits and how to expand them, they connected with several influencers with disabilities. Together, they discussed the powerful role social media plays in advocacy – whether it´s engaging with politicians, building communities, or sharing vital information. DEMOCRACY AND DIGITAL PARTICIPATION PROJECT A diverse group of adult learners, with and without learning disabilities, came together for a project focused on democracy. Participants learned different ways to engage in decision-making processes, about the discriminatory barriers that exist for some of them and discovered inclusive tools for digital participation. They were involved in participatory decision-making throughout the project. Eco-friendly practices were tried, such as using the train and opting for vegan food. Afterwards, they met with local and national decision-makers to advocate for more inclusive systems in areas such as participatory budgeting, voting and public policy discussions. SUSTAINABLE CHOICES PROJECT FOR ELEMENTARY SCHOOL STUDENTS This project was about making environmentally friendly choices in daily life. Elementary school students, including those facing social and economic challenges, participated in it. They learned about the importance of sustainability, who makes these decisions, and discussed changes they could make both at home and in the classroom. Part of their learning took place in a Virtual Reality (VR) environment, where they played an interactive game on recycling and sustainable choices. INCLUSIVE UNIVERSITIES INITIATIVE Several universities cooperated in partnership with non-governmental organisations to improve their work with the LGBTQIA+ community. Together, they identified barriers which affect students and staff. The project helped increase their understanding of the community’s needs and to develop more inclusive and accessible practices. One of the key focus areas was to enhance the digital learning environment, which led to the purchase of accessible software and online learning tools. The project also included advocacy efforts, aiming to drive institutional and national- level changes to create a more inclusive university experience for everyone. . 5 . Connecting priorities to your project Feel free to reach out to your National Agency or your National Erasmus+ Office. They can support you in developing and implementing your project. They may also be able to provide or recommend training you can attend to learn more or build partnerships with others who work on similar priorities as you. SALTO Resource Centres also provide information, training, tools and support to your projects. GIVE IT A TRY! USING SPORTS FOR PARTICIPATIVE LEARNING Sports+ organisations brought together groups of migrant young women, to develop their leadership skills in coaching girls’ football. The facilitators used sport (football) as a tool to encourage discussion about participation, especially on the role of women in society. They also raised money to plant trees and bushes to make the sports environment better for others afterwards, promoting this on local and social media. Through sport and other activities, the self-confidence and active citizenship competences of socio-economically disadvantaged young women were built. This project also showed how sport can empower young women to understand more about themselves, their environment and start to lead change in their community. ENVIRONMENTAL ACTION PROJECT FOR VOCATIONAL STUDENTS Vocational school students from two different countries collaborated on a project to identify local environmental issues in their municipalities. As part of the project, they created an app that allows users to take photos of environmental problems, report them to local authorities, or invite other volunteers to help address them. Along the way, students learned both from each other and from experts about environmental protection, digital tools development and municipal decision-making processes. HOW WOULD YOU DO IT? WHAT CAN YOU LEARN FROM THESE PROJECT EXAMPLES? TRY IT OUT, REACH FOR SUPPORT & CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 6 . How to put (more) inclusion & diversity in your project? Inclusion and diversity in Erasmus+ and European Solidarity Corps promote equity and fairness, ensuring participation is open and possible for everyone, regardless of the barriers they face. People that face barriers have fewer opportunities compared to others. By providing the necessary support and resources, you can make your project accessible to people from all backgrounds. Check out these recommendations to make your projects more inclusive! TO PUT MORE INCLUSION AND DIVERSITY IN YOUR PROJECTS: actively include people with fewer opportunities in all stages of your project (on any topic) = inclusive project, address inclusion and diversity-related topics = project about inclusion, or both: include people with fewer opportunities in a project about a topic related to inclusion and diversity. TO INCLUDE MORE PEOPLE WITH FEWER OPPORTUNITIES IN YOUR PROJECT: work with partners who with people with fewer opportunities (special schools, social services, inclusion organisations...), make sure that your partners (mainstream organisations) also actively reach out to include people with fewer opportunities, scan your approaches and venues for obstacles that (inadvertently) exclude some people. Show in the grant application that you KNOW THE TARGET GROUPS (with fewer opportunities) who you are working with. Demonstrate your motivation, skills, and experience in working with people with fewer opportunities. Provide information about the specific needs they have: the support needed, so all can participate on an equal footing (including accompanying persons, coaches, sign language interpreters...), extra funding for specific needs, or for a preparatory visit to better understand the location, preparation, inclusive methods, and follow-up that are tailored to the specific needs. . 7 . How to put (more) inclusion & diversity in your project? Here are a few ideas to help you have more inclusion and diversity in your activity. TIPS FOR PROJECTS BEFORE THE ACTIVITY Make your information and approaches appealing and accessible to the target group. Use channels, language, and visuals that your target group uses, understands, and can identify with. Mention explicitly in your promotional material that you welcome applications from people with fewer opportunities (and how you can support them), to stimulate participation from diverse target groups. Ensure that your participation/selection criteria are not exclusive (e.g. only the best can go) - go for diverse profiles. Adapt the activities (e.g. methods, length, spaces...) to the needs, interests, and capabilities of your participants. Anticipate project implementation challenges as much as possible (risk assessment). Learn (and don’t assume) the needs and challenges of your participants and adapt your preparations and administration (documents, platform) for all. Provide tailored support where needed. Collect a list of emergency contacts (back home) that can be contacted during the activity abroad. Analyse participants’ learning needs, define activities in the project accordingly and offer diverse ways to participate, if needed. Stimulate active participation in the project. . 8 . AFTER THE ACTIVITY your activities in the programme, but also in the leisure time. How to put (more) inclusion & diversity in your project? DURING THE ACTIVITY Ensure that the venue and lodging are suited for people with reduced mobility, sensory and intellectual challenges, mental health needs, diverse genders, diets, cultural and social customs... Provide tailor-made support both during the work programme, as well as outside the programme (leisure time, lodging...). Create a safe space for learning; adapt the methods and programme to the learning needs or offer diverse ways to participate. Foresee enough breathing moments and a quiet room to reflect on the experience. ’ in the team for all participants. They should be contactable at any time in case of need. Use the diversity in the group as a positive source of learning. Make sure the learning materials are appealing and accessible (e.g. for people who are blind and with low vision, people with sensory and intellectual challenges, learning barriers...) and record their learning (e.g. Europass Mobility Certificate, Youthpass, Learning Agreement Complement…). Include all participants in dissemination activities according to their interests and capabilities. Support participants to take their next steps based on the learning experience during the activity. Gather (and take into account) feedback from participants with fewer opportunities to make your next activity even more inclusive! CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 9 . How to include greener approaches in your project? Environment and climate action are key priorities for the EU now and in the future: sustainability should become a part of the entire spectrum of education and training. This includes curricula, professional development for educators as well as buildings, infrastructure, and operations. The two programmes promote: education for sustainable development, including upskilling participants with the knowledge, competencies, and abilities they need to support sustainable development in their reality; behaviour change to reduce the carbon footprint of European projects, including promoting low-emission transport and green project management; increasing the knowledge and new competences of those sectors linked to the green transition. TO TRAVEL GREEN: The programmes support green travel. Unfortunately, travelling ‘green’ can potentially make tickets more costly, or take more time. There is top-up funding to help with this. To find out more about how this works, check out the Erasmus+ or European Solidarity Corps Programme Guides. WHAT IS GREEN TRAVEL? . 10 . TIPS FOR PROJECTS What are the needs of your community on this topic? What green competences are there already, and what is missing? What experts and green actors can you engage with? How can you train the project managers on environmental issues? How can you make decisions based on evidence? How can you foster long-term, behavioural change in your participants? When planning your activities (meetings, events, workshops...) think about the need to meet or not? Can these activities happen online? How can you lower the energy and material use of participants, of the project, of the organisations involved? Could you do without these flyers or goodies? Can you find alternatives that are sustainable? What is the long-term impact of your activities? What will you leave behind or throw away? What indicators can you use to measure and show the impact of your project in your final report? PRACTICAL STEPS TO REDUCE THE CARBON FOOTPRINT OF YOUR PROJECT: Do a waste audit, and start refusing, reducing, and recycling. Choose locations that are accessible by green travel. Help your participants book train tickets, organise carpooling, provide bike racks... Measure your carbon footprint as you go, for each relevant category (travels, event, procurement…). Compensate where you can’t reduce. Ask your project partners about their environmental impact and good practices (for example when choosing a venue, restaurant, printing service, a facilitator…). Make plant-based meals the default option, with local and seasonal ingredients. Use reusable cutlery and encourage participants to bring their own water bottle and mug. Let participants choose what they need from goodies, snacks, or refreshments, instead of allocating for every person, reducing unnecessary waste. Share your green actions to inspire others and set new standards. Empower your participants to adopt green habits. How to include greener approaches in your project? CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 11 . Erasmus+ and European Solidarity Corps projects can play an important role in developing individual and institutional digital readiness, capacity and skills, thus offering everyone an equal opportunity to thrive in life, find employment, and be engaged citizens. Digital transformation is especially important for education and training, youth work and sport, as a systemic process of change where technology is used to enable new processes and methods, with the goal to increase quality and inclusiveness of education, training and youth work. Purposeful use of digital, AI and other emerging technologies can provide new learning and communication possibilities, enhance information access, and allow for modern pedagogical approaches to enhance the quality of teaching and learning, in both formal and non-formal settings. A PROJECT MAY ADDRESS, FOR EXAMPLE: Development of digital skills form basic to advanced1 Strengthening digital education ecosystem2 Digital pedagogy Digital content for education and training and youth Artificial Intelligence in education, training and youth work Digital readiness and capacity of institutions -setting up digital transformation plans/digital education strategies within the educational institutions Digital inclusion and addressing digital inequalities STEAM approach (Science, Technology, Engineering, Arts, Mathematics). Virtual and blended mobility, virtual learning and virtual cooperation Any other topic in line with Digital Education Action Plan (2021-2027)3 How to implement a project with a focus on the digital priority of the programme? 1 Council Recommendation on improving the provision of digital skills and competences in education and training 2 Council recommendation on Key enabling factors for successful digital education and training 3 Digital Education Action Plan (2021-2027) . 12 . How to implement a project with a focus on the digital priority of the programme? QUESTIONS TO PONDER DIGITAL TRANSFORMATION DIGITAL EDUCATION ECOSYSTEM SYNERGIES WITH OTHER PRIORITIES DIGITAL SKILLS DIGITAL PEDAGOGY 1 3 5 2 4 How is digital technology used purposefully and meaningfully to enable new processes and methods? How does the project enhance digital skills and competencies for digital transformation? How are digital pedagogy and methods used to support deep learning? How does project strengthen a high performing digital education ecosystem? How does the digital transformation synergize with the programme priorities in the project? . 13 . UTILIZE THE TOOLS AND FRAMEWORKS TO SUPPORT THE IMPLEMENTATION OF THE DIGITAL PRIORITY IN YOUR PROJECT You can use frameworks (like DigComp, DigCompEdu and DigCompOrg) in addition to the Digital Education Action Plan to identify the needs, objectives and activities when designing projects. They provide a shared framework of reference to align a project within a broader European context. The tools and frameworks support your project activities like capacity building on digital skills and self-assessment (e.g. SELFIE tools). In addition, you may use the tools and frameworks to reflect on activities in the project and assess the impact. One pagers by SALTO Digital provide guidelines and concrete ideas on how the related frameworks and tools can be used in projects. Theme cards provide brief introductions on various digital topics (like AI and STEAM) and help new projects in addressing the digital priority. You will find one-pagers and other useful resources for your project at: saltodigital.eu How to implement a project with a focus on the digital priority of the programme? . 14 . Participation is about people having the right, means, space, opportunity and, where necessary, the support to freely on matters affecting them, and be active within the democratic and civic life of our communities. WHAT COMES TO MIND WHEN YOU THINK OF DEMOCRATIC PARTICIPATION? Participation can take many forms. While voting or being a political candidate might be some of the first things that come to mind, there are many other forms of participation. You can: engage in and with elected or representative bodies (pupils’/ student/ youth councils, citizen assemblies, political parties, unions...) sign petitions; join forces to make a change with your friends (or with the help of a structured organisation); write recommendations for improvements in the local municipality; protest; volunteer; donate; post on social media; reach out to decision-makers; boycott products for ethical reasons…and loads more. It is about expressing your needs and views, being heard, and then having it affect processes and outcomes around you. How can Erasmus+ and European Solidarity Corps programmes support you in that? How to have more and better participation in your project? . 15 . FOCUS ON PARTICIPATION Participation can be both a topic (you discuss participation) and a process in your project (you apply participation principles). WHEN WRITING YOUR GRANT APPLICATION, IMPLEMENTING, AND REFLECTING ON YOUR PROJECT, THINK ABOUT: TOPIC What could be an important topic for the people you plan to engage in the project? How could you get to know that? (for example, base it on previous activities, surveys, ask your teammates and target groups via different methods...) Even if the project is focused on another topic, how could you approach participation through the lens of your topic? (for example, voting, protests, community actions on your chosen topics, dialogue with decision-makers) What aspects of democratic participation could be a topic in your project? What would you focus on? (for example, a project about voting, being active through volunteering in the local community, experience exchange on the work of pupils’ councils / youth councils / academic senates, the importance of protests, learner-led education activities...) PROCESS AND DECISION-MAKING Do you provide enough and relevant information for participants to be able to make decisions? In what form is the information given? How do you make sure participants have a safe space to ask questions about their involvement? How do you in decision-making before, during and after the project? How do you share responsibilities during the project? How can each of the participants contribute? What roles are there? How could you involve participants in all kinds of decision-making in the project? (about practical issues, methods used, topics, promotion, expert involvement, communication...) How do you ensure that everyone’s opinion is heard throughout the project and activity? What methods, both online and offline, could you use to achieve that? TIPS FOR PROJECTS How to have more and better participation in your project? . 16 . IMPACT AND NEXT STEPS How could you evaluate the results and process of the project together with participants? How could your project change something in the local community / broader society? Who could you cooperate with to achieve that? (local, national, international decision-makers; youth workers; school principals; university rectors...) How do you make sure that people involved in the project know where and how their opinion and needs are implemented / are affecting further processes? (Remember to explain if and why some of their ideas might not be implemented). How could you communicate about the results of the project and needs of participants on a local, national, international level? How do you evaluate the impact and learning of the project together with all participants? How do you transfer that learning to everyday life beyond the project? How does participation in the project change something in the participants’ knowledge and attitude regarding their opportunity to affect change? How could you develop that? How to have more and better participation in your project? . 17 . CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES LEARN MORE Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Ready to unlock the Power of Priorities? LINKTR.EE/ UNLOCK_PRIORITIES …
[…] Practical guidelines to help your international projects address the priorities of the Erasmus+ and the European Solidarity Corps programmes Unlock the Power of Priorities Are you ready to explore the full potential of the Erasmus+ and European Solidarity Corps programmes? Do you want to learn how to better incorporate the programmes’ horizontal priorities into your activity? What follows here should help you understand how the four main priorities can be applied to your project idea, no matter which sector you are working with. Remember! Each project is unique and is based on the specific needs of participants and organisations involved. The way these priorities are implemented will vary from one project to another. The way information has been structured here is also different for each priority – see how it works for you! Erasmus+ is the EU programme that supports education, training, youth, and sport in Europe (and beyond) through opportunities for mobility and cooperation. The European Solidarity Corps supports young people to engage in volunteering and solidarity activities that benefit communities. Both programmes emphasise Inclusion & Diversity, Environment and Fight Against Climate Change, Digital Transformation, and Participation in Democratic Life. But what do these priorities mean for your project, and why are they important? Copywriter: Susie Nicodemi Graphic Design: www.wearestardust.be We are grateful to other SALTO Resource Centres, National Agencies and to beneficiaries who supported us in creating and testing of the handout LEARN MORE LINKTR.EE/ UNLOCK_PRIORITIES INCLUSION & DIVERSITY These EU programmes aim to ensure that all diverse individuals can benefit from the opportunities. To achieve this, the programmes offer mechanisms and resources to help people overcome obstacles they might face to participate in the activities. These obstacles can be health issues, social or cultural challenges, economic or geographical barriers, educational disadvantages, discrimination, or any other barrier. European projects should be inclusive, accessible and embrace diversity in all its forms. They should reach out to different people and recognise the diverse backgrounds of participants as a valuable learning opportunity. It is important to foster an equitable and respectful environment in all projects. ENVIRONMENTAL SUSTAINABILITY AND CLIMATE CHANGE Environment and climate degradations affect everyone. It is vital for people to understand these crises and to increase their know-how and their will to act for a more environmentally sustainable future. Promoting learning and actions for the green transition, both formal and informal, is a priority in the Erasmus+ and the European Solidarity Corps programmes. European project activities should be environmentally friendly. They should promote sustainable responsible behaviour among the participants and the participating organisations. DIGITAL TRANSFORMATION IN EDUCATION, TRAINING AND YOUTH The ongoing digital transformation continuously impacts our societies and economies. It creates new ways to learn, train, work and actively participate in society, entertain, and communicate. Digital skills and competences are the cornerstone of social inclusion, active citizenship, employability, productivity, security, and growth. The programmes contribute to more inclusive and cohesive, greener, and digitally fit societies. Europe’s innovation capacity, developing digital skills and competences and skills in forward-looking fields, such as combating climate change, clean energy, artificial intelligence, robotics, and big data analysis, is essential for Europe’s future sustainable growth and cohesion. PARTICIPATION IN DEMOCRATIC LIFE, COMMON VALUES AND CIVIC ENGAGEMENT Participation in democratic processes is essential for the growth and development of societies in Europe and beyond. This includes developing the necessary competencies and finding diverse ways to hear and address people’s needs. The EU programmes serve as a tool to overcome barriers and facilitate active engagement and participation. European projects should help everyone who is engaged to exercise their right to participate in decision-making and to develop the competencies needed for active citizenship. Projects should use participatory practices that motivate people to be actively involved and be planned together with different people. . 3 . PRIORITIES INTERSECT While these are four distinct priorities, they often very much intersect. For instance, ensuring that underrepresented people can participate in decision-making is an important act of inclusion. Similarly, smart use of digital tools can enhance projects by making them more environmentally sustainable, more inclusive, and participatory. Also, individuals from various backgrounds are using their voices and skills to advocate for sustainability and inclusion through diverse forms of participation, including their action in projects. It’s important to recognise these connections between priorities and leverage them. Addressing multiple priorities in the same initiative can create more comprehensive and impactful projects. HOW WOULD YOU CONNECT THESE PRIORITIES IN YOUR PROJECT? . 4 . Connecting priorities to your project GET INSPIRED BY THESE POTENTIAL PROJECT EXAMPLES! These projects from different sectors and organisations try to connect different priorities. Where in the examples do you see which priority? What can you learn from these? How would you implement it differently? YOUTH SOCIAL MEDIA AND ADVOCACY PROJECT A group of young people implemented an international project to share and learn more about social media. As part of the project, they discussed the environmental impact of the digital tools they use. They even challenged themselves to go a full day without any social media at all for a day! While reflecting on their usage habits and how to expand them, they connected with several influencers with disabilities. Together, they discussed the powerful role social media plays in advocacy – whether it´s engaging with politicians, building communities, or sharing vital information. DEMOCRACY AND DIGITAL PARTICIPATION PROJECT A diverse group of adult learners, with and without learning disabilities, came together for a project focused on democracy. Participants learned different ways to engage in decision-making processes, about the discriminatory barriers that exist for some of them and discovered inclusive tools for digital participation. They were involved in participatory decision-making throughout the project. Eco-friendly practices were tried, such as using the train and opting for vegan food. Afterwards, they met with local and national decision-makers to advocate for more inclusive systems in areas such as participatory budgeting, voting and public policy discussions. SUSTAINABLE CHOICES PROJECT FOR ELEMENTARY SCHOOL STUDENTS This project was about making environmentally friendly choices in daily life. Elementary school students, including those facing social and economic challenges, participated in it. They learned about the importance of sustainability, who makes these decisions, and discussed changes they could make both at home and in the classroom. Part of their learning took place in a Virtual Reality (VR) environment, where they played an interactive game on recycling and sustainable choices. INCLUSIVE UNIVERSITIES INITIATIVE Several universities cooperated in partnership with non-governmental organisations to improve their work with the LGBTQIA+ community. Together, they identified barriers which affect students and staff. The project helped increase their understanding of the community’s needs and to develop more inclusive and accessible practices. One of the key focus areas was to enhance the digital learning environment, which led to the purchase of accessible software and online learning tools. The project also included advocacy efforts, aiming to drive institutional and national- level changes to create a more inclusive university experience for everyone. . 5 . Connecting priorities to your project Feel free to reach out to your National Agency or your National Erasmus+ Office. They can support you in developing and implementing your project. They may also be able to provide or recommend training you can attend to learn more or build partnerships with others who work on similar priorities as you. SALTO Resource Centres also provide information, training, tools and support to your projects. GIVE IT A TRY! USING SPORTS FOR PARTICIPATIVE LEARNING Sports+ organisations brought together groups of migrant young women, to develop their leadership skills in coaching girls’ football. The facilitators used sport (football) as a tool to encourage discussion about participation, especially on the role of women in society. They also raised money to plant trees and bushes to make the sports environment better for others afterwards, promoting this on local and social media. Through sport and other activities, the self-confidence and active citizenship competences of socio-economically disadvantaged young women were built. This project also showed how sport can empower young women to understand more about themselves, their environment and start to lead change in their community. ENVIRONMENTAL ACTION PROJECT FOR VOCATIONAL STUDENTS Vocational school students from two different countries collaborated on a project to identify local environmental issues in their municipalities. As part of the project, they created an app that allows users to take photos of environmental problems, report them to local authorities, or invite other volunteers to help address them. Along the way, students learned both from each other and from experts about environmental protection, digital tools development and municipal decision-making processes. HOW WOULD YOU DO IT? WHAT CAN YOU LEARN FROM THESE PROJECT EXAMPLES? TRY IT OUT, REACH FOR SUPPORT & CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 6 . How to put (more) inclusion & diversity in your project? Inclusion and diversity in Erasmus+ and European Solidarity Corps promote equity and fairness, ensuring participation is open and possible for everyone, regardless of the barriers they face. People that face barriers have fewer opportunities compared to others. By providing the necessary support and resources, you can make your project accessible to people from all backgrounds. Check out these recommendations to make your projects more inclusive! TO PUT MORE INCLUSION AND DIVERSITY IN YOUR PROJECTS: actively include people with fewer opportunities in all stages of your project (on any topic) = inclusive project, address inclusion and diversity-related topics = project about inclusion, or both: include people with fewer opportunities in a project about a topic related to inclusion and diversity. TO INCLUDE MORE PEOPLE WITH FEWER OPPORTUNITIES IN YOUR PROJECT: work with partners who with people with fewer opportunities (special schools, social services, inclusion organisations...), make sure that your partners (mainstream organisations) also actively reach out to include people with fewer opportunities, scan your approaches and venues for obstacles that (inadvertently) exclude some people. Show in the grant application that you KNOW THE TARGET GROUPS (with fewer opportunities) who you are working with. Demonstrate your motivation, skills, and experience in working with people with fewer opportunities. Provide information about the specific needs they have: the support needed, so all can participate on an equal footing (including accompanying persons, coaches, sign language interpreters...), extra funding for specific needs, or for a preparatory visit to better understand the location, preparation, inclusive methods, and follow-up that are tailored to the specific needs. . 7 . How to put (more) inclusion & diversity in your project? Here are a few ideas to help you have more inclusion and diversity in your activity. TIPS FOR PROJECTS BEFORE THE ACTIVITY Make your information and approaches appealing and accessible to the target group. Use channels, language, and visuals that your target group uses, understands, and can identify with. Mention explicitly in your promotional material that you welcome applications from people with fewer opportunities (and how you can support them), to stimulate participation from diverse target groups. Ensure that your participation/selection criteria are not exclusive (e.g. only the best can go) - go for diverse profiles. Adapt the activities (e.g. methods, length, spaces...) to the needs, interests, and capabilities of your participants. Anticipate project implementation challenges as much as possible (risk assessment). Learn (and don’t assume) the needs and challenges of your participants and adapt your preparations and administration (documents, platform) for all. Provide tailored support where needed. Collect a list of emergency contacts (back home) that can be contacted during the activity abroad. Analyse participants’ learning needs, define activities in the project accordingly and offer diverse ways to participate, if needed. Stimulate active participation in the project. . 8 . AFTER THE ACTIVITY your activities in the programme, but also in the leisure time. How to put (more) inclusion & diversity in your project? DURING THE ACTIVITY Ensure that the venue and lodging are suited for people with reduced mobility, sensory and intellectual challenges, mental health needs, diverse genders, diets, cultural and social customs... Provide tailor-made support both during the work programme, as well as outside the programme (leisure time, lodging...). Create a safe space for learning; adapt the methods and programme to the learning needs or offer diverse ways to participate. Foresee enough breathing moments and a quiet room to reflect on the experience. ’ in the team for all participants. They should be contactable at any time in case of need. Use the diversity in the group as a positive source of learning. Make sure the learning materials are appealing and accessible (e.g. for people who are blind and with low vision, people with sensory and intellectual challenges, learning barriers...) and record their learning (e.g. Europass Mobility Certificate, Youthpass, Learning Agreement Complement…). Include all participants in dissemination activities according to their interests and capabilities. Support participants to take their next steps based on the learning experience during the activity. Gather (and take into account) feedback from participants with fewer opportunities to make your next activity even more inclusive! CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 9 . How to include greener approaches in your project? Environment and climate action are key priorities for the EU now and in the future: sustainability should become a part of the entire spectrum of education and training. This includes curricula, professional development for educators as well as buildings, infrastructure, and operations. The two programmes promote: education for sustainable development, including upskilling participants with the knowledge, competencies, and abilities they need to support sustainable development in their reality; behaviour change to reduce the carbon footprint of European projects, including promoting low-emission transport and green project management; increasing the knowledge and new competences of those sectors linked to the green transition. TO TRAVEL GREEN: The programmes support green travel. Unfortunately, travelling ‘green’ can potentially make tickets more costly, or take more time. There is top-up funding to help with this. To find out more about how this works, check out the Erasmus+ or European Solidarity Corps Programme Guides. WHAT IS GREEN TRAVEL? . 10 . TIPS FOR PROJECTS What are the needs of your community on this topic? What green competences are there already, and what is missing? What experts and green actors can you engage with? How can you train the project managers on environmental issues? How can you make decisions based on evidence? How can you foster long-term, behavioural change in your participants? When planning your activities (meetings, events, workshops...) think about the need to meet or not? Can these activities happen online? How can you lower the energy and material use of participants, of the project, of the organisations involved? Could you do without these flyers or goodies? Can you find alternatives that are sustainable? What is the long-term impact of your activities? What will you leave behind or throw away? What indicators can you use to measure and show the impact of your project in your final report? PRACTICAL STEPS TO REDUCE THE CARBON FOOTPRINT OF YOUR PROJECT: Do a waste audit, and start refusing, reducing, and recycling. Choose locations that are accessible by green travel. Help your participants book train tickets, organise carpooling, provide bike racks... Measure your carbon footprint as you go, for each relevant category (travels, event, procurement…). Compensate where you can’t reduce. Ask your project partners about their environmental impact and good practices (for example when choosing a venue, restaurant, printing service, a facilitator…). Make plant-based meals the default option, with local and seasonal ingredients. Use reusable cutlery and encourage participants to bring their own water bottle and mug. Let participants choose what they need from goodies, snacks, or refreshments, instead of allocating for every person, reducing unnecessary waste. Share your green actions to inspire others and set new standards. Empower your participants to adopt green habits. How to include greener approaches in your project? CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES . 11 . Erasmus+ and European Solidarity Corps projects can play an important role in developing individual and institutional digital readiness, capacity and skills, thus offering everyone an equal opportunity to thrive in life, find employment, and be engaged citizens. Digital transformation is especially important for education and training, youth work and sport, as a systemic process of change where technology is used to enable new processes and methods, with the goal to increase quality and inclusiveness of education, training and youth work. Purposeful use of digital, AI and other emerging technologies can provide new learning and communication possibilities, enhance information access, and allow for modern pedagogical approaches to enhance the quality of teaching and learning, in both formal and non-formal settings. A PROJECT MAY ADDRESS, FOR EXAMPLE: Development of digital skills form basic to advanced1 Strengthening digital education ecosystem2 Digital pedagogy Digital content for education and training and youth Artificial Intelligence in education, training and youth work Digital readiness and capacity of institutions -setting up digital transformation plans/digital education strategies within the educational institutions Digital inclusion and addressing digital inequalities STEAM approach (Science, Technology, Engineering, Arts, Mathematics). Virtual and blended mobility, virtual learning and virtual cooperation Any other topic in line with Digital Education Action Plan (2021-2027)3 How to implement a project with a focus on the digital priority of the programme? 1 Council Recommendation on improving the provision of digital skills and competences in education and training 2 Council recommendation on Key enabling factors for successful digital education and training 3 Digital Education Action Plan (2021-2027) . 12 . How to implement a project with a focus on the digital priority of the programme? QUESTIONS TO PONDER DIGITAL TRANSFORMATION DIGITAL EDUCATION ECOSYSTEM SYNERGIES WITH OTHER PRIORITIES DIGITAL SKILLS DIGITAL PEDAGOGY 1 3 5 2 4 How is digital technology used purposefully and meaningfully to enable new processes and methods? How does the project enhance digital skills and competencies for digital transformation? How are digital pedagogy and methods used to support deep learning? How does project strengthen a high performing digital education ecosystem? How does the digital transformation synergize with the programme priorities in the project? . 13 . UTILIZE THE TOOLS AND FRAMEWORKS TO SUPPORT THE IMPLEMENTATION OF THE DIGITAL PRIORITY IN YOUR PROJECT You can use frameworks (like DigComp, DigCompEdu and DigCompOrg) in addition to the Digital Education Action Plan to identify the needs, objectives and activities when designing projects. They provide a shared framework of reference to align a project within a broader European context. The tools and frameworks support your project activities like capacity building on digital skills and self-assessment (e.g. SELFIE tools). In addition, you may use the tools and frameworks to reflect on activities in the project and assess the impact. One pagers by SALTO Digital provide guidelines and concrete ideas on how the related frameworks and tools can be used in projects. Theme cards provide brief introductions on various digital topics (like AI and STEAM) and help new projects in addressing the digital priority. You will find one-pagers and other useful resources for your project at: saltodigital.eu How to implement a project with a focus on the digital priority of the programme? . 14 . Participation is about people having the right, means, space, opportunity and, where necessary, the support to freely on matters affecting them, and be active within the democratic and civic life of our communities. WHAT COMES TO MIND WHEN YOU THINK OF DEMOCRATIC PARTICIPATION? Participation can take many forms. While voting or being a political candidate might be some of the first things that come to mind, there are many other forms of participation. You can: engage in and with elected or representative bodies (pupils’/ student/ youth councils, citizen assemblies, political parties, unions...) sign petitions; join forces to make a change with your friends (or with the help of a structured organisation); write recommendations for improvements in the local municipality; protest; volunteer; donate; post on social media; reach out to decision-makers; boycott products for ethical reasons…and loads more. It is about expressing your needs and views, being heard, and then having it affect processes and outcomes around you. How can Erasmus+ and European Solidarity Corps programmes support you in that? How to have more and better participation in your project? . 15 . FOCUS ON PARTICIPATION Participation can be both a topic (you discuss participation) and a process in your project (you apply participation principles). WHEN WRITING YOUR GRANT APPLICATION, IMPLEMENTING, AND REFLECTING ON YOUR PROJECT, THINK ABOUT: TOPIC What could be an important topic for the people you plan to engage in the project? How could you get to know that? (for example, base it on previous activities, surveys, ask your teammates and target groups via different methods...) Even if the project is focused on another topic, how could you approach participation through the lens of your topic? (for example, voting, protests, community actions on your chosen topics, dialogue with decision-makers) What aspects of democratic participation could be a topic in your project? What would you focus on? (for example, a project about voting, being active through volunteering in the local community, experience exchange on the work of pupils’ councils / youth councils / academic senates, the importance of protests, learner-led education activities...) PROCESS AND DECISION-MAKING Do you provide enough and relevant information for participants to be able to make decisions? In what form is the information given? How do you make sure participants have a safe space to ask questions about their involvement? How do you in decision-making before, during and after the project? How do you share responsibilities during the project? How can each of the participants contribute? What roles are there? How could you involve participants in all kinds of decision-making in the project? (about practical issues, methods used, topics, promotion, expert involvement, communication...) How do you ensure that everyone’s opinion is heard throughout the project and activity? What methods, both online and offline, could you use to achieve that? TIPS FOR PROJECTS How to have more and better participation in your project? . 16 . IMPACT AND NEXT STEPS How could you evaluate the results and process of the project together with participants? How could your project change something in the local community / broader society? Who could you cooperate with to achieve that? (local, national, international decision-makers; youth workers; school principals; university rectors...) How do you make sure that people involved in the project know where and how their opinion and needs are implemented / are affecting further processes? (Remember to explain if and why some of their ideas might not be implemented). How could you communicate about the results of the project and needs of participants on a local, national, international level? How do you evaluate the impact and learning of the project together with all participants? How do you transfer that learning to everyday life beyond the project? How does participation in the project change something in the participants’ knowledge and attitude regarding their opportunity to affect change? How could you develop that? How to have more and better participation in your project? . 17 . CHECK OUT MORE LINKTR.EE/ UNLOCK_PRIORITIES LEARN MORE Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Ready to unlock the Power of Priorities? LINKTR.EE/ UNLOCK_PRIORITIES …
[…] Application Programme Erasmus+ Action Type Cooperation partnerships in adult education (KA220-ADU) Call 2026 Round Round 1 1 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Table of contents Context 3 Project summary 4 Budget 5 Participating organisations 6 Undefined applicant organisation 6 Partner organisations 6 Relevance of the project 7 Partnership and cooperation arrangements 8 Impact and dissemination 9 Project design and implementation 10 WP1: Project management 10 WP2 11 Annexes 14 Application conditions 15 Submission history 17 2 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Context Field Adult Education Project Title Project Start Date (dd/mm/yyyy) Project Duration Project End Date (dd/mm/yyyy) National Agency of the Applicant Organisation Language used to fill in the form 01/09/2026 Project lump sum 3 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Project summary Please provide a short summary of your project. If your project is awarded, this summary will be publicly available on the Erasmus+ Project Results Platform, and may be used by the European Commission, European Education and Culture Executive Agency (EACEA) or National Agencies in their publications. Objectives: What do you want to achieve by implementing the project? Implementation: What activities are you going to implement? Results: What project results and other outcomes do you expect your project to have? Please provide a translation in English. This summary will be publicly available in case your project is awarded. Objectives: What do you want to achieve by implementing the project? Implementation: What activities are you going to implement? Results: What project results and other outcomes do you expect your project to have? 4 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN max. 500 Zeichen pro Textfeld Budget The table below is automatically completed with the amounts you have assigned to each work package. Work packages Allocated amount (EUR) Project management WP2 0,00 Total distributed 0,00 Distribution of the grant amount among participating organisations WP1: Project management WP2 Total distributed (EUR) 0,00 0,00 0,00 Total distributed (EUR) 0,00 0,00 0,00 Allocated amount (EUR) 0,00 0,00 5 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Participating organisations According to the Programme Guide, each organisation (OID) can be involved in a total of 10 Cooperation partnerships in the fields of vocational education and training, school education, adult education and youth per application round. The maximum number includes all applications in the listed fields, regardless of whether the organisation is a coordinator or a partner. Once this limit is reached, it will not be possible to submit further applications with the same organisation (OID). Undefined applicant organisation Applicant organisation details Organisation ID Legal name Country City Establishment/Registration date Partner organisations 6 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Koordinierende Einrichtung Organisations-ID der koordinierenden Einrichtung eintragen: Kontaktangaben für zeichnungsberechtigte Person sowie für die Hauptkontaktperson eintragen beide sollten während der Bewertungsphase zu erreichen sein Nach Eintragen der zeichnungsberechtigten Person kann die Declarazion on Honour heruntergeladen werden Weitere Fragen zum Hintergrund und zur Erfahrung der Einrichtung erscheinen (je max. 4000 Zeichen) Aus der Beschreibung sollte deutlich werden, was die Kerntätigkeit der Einrichtung außerhalb von EU-Projekten ist. Partnereinrichtung Organisations-ID der Partnereinrichtung eintragen: Kontaktangaben für zeichnungsberechtigte Person sowie für die Hauptkontaktperson eintragen Dann kann das Formular Accession Form heruntergeladen werden Weitere Fragen zum Hintergrund und zur Erfanrung der Einrichtung erscheinen (je max. 4000 Zeichen) Aus der Beschreibung sollte deutlich werden, was die Kerntätigkeit der Einrichtung außerhalb von EU-Projekten ist. rechtsgültige Unterschrift auf Declaration on Honour und Accession Form: auf dem Ausdruck unterschreiben (Dok. wieder einscannen) oder rechtsgültige elektonische Unterschrift, keine gescannte Unterschrift einfügen Relevance of the project Priorities and topics All project proposals under the Erasmus+ Programme should contribute to one or more of the programme’s policy priorities. Please select the most relevant priority according to the objectives of your project. If relevant, please select up to two additional priorities according to the objectives of your project. How does the project address the selected priorities ? Please select up to three topics addressed by your project Project description Please describe the motivation for your project and explain why it should be funded. What are the objectives you would like to achieve and which concrete results you would like to produce? How are these objectives linked to the priorities you have selected ? What makes your proposal innovative? How is your proposal suitable for creating synergies between different fields of education, training, youth and sport or how does it have a strong potential impact on one or more of those fields? How does the proposal bring added value at European level through results that would not be attained by activities carried out in a single country? Does this project proposal represent a follow-up or evolution of a previous project or projects funded by Erasmus+ ? Is the project proposal the follow-up or the evolution of a previous project or projects funded under other funding instruments/programmes at EU, national, regional, international level ? Is the project proposal in synergy with other initiatives or funding instruments ? Needs analysis What needs do you want to address by implementing your project? What are the target groups of the project? How do the participating organisations engage with the project target groups in their activities? How did you identify the needs of your partnership and those of your target groups? How will this project address these needs? 7 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Textfeld, max. 3000 Zeichen max: 3000 Zeichen max: 2000 Zeichen max: 2000 Zeichen max: 2000 Zeichen max: 2000 Zeichen max. 3000 Zeichen max: 2000 Zeichen max. 3000 Zeichen max. 3000 Zeichen Partnership and cooperation arrangements Partnership composition Organisation ID Legal name Country City Organisation type Newcomer Cooperation arrangements How did you form your partnership? How does the mix of participating organisations complement each other and what will be the added value of their collaboration in the framework of the project? If applicable, please list and describe the associated partners involved in the project and their added-value. If applicable, please list and describe the associated partners involved in the project and their added-value to the project. What is the task allocation and how does it reflect the commitment and active contribution of all participating organisations (including the associated partners, if applicable) ? Describe the mechanism for coordination and communication between the participating organisations (including the associated partners, if applicable). 8 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN je max. 3000 Zeichen Impact and dissemination How are you going to assess if the project objectives have been achieved? Explain how you will ensure the sustainability of the project: How will the participation in this project contribute to the development of the involved organisations in the long-term? How do you plan to continue using the project results or implement some of the activities after the project's end? How do you plan to disseminate the result of the project? At which level will the results of your project generate impact? Please explain in what way the expected results will generate impact for the chosen level(s). 9 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN je max. 3000 Zeichen Project design and implementation Cooperation partnerships are funded with fixed lump sums. After choosing a lump sum amount, you need to break it down the into work packages and specific activities that you will carry out to successfully complete the project. Note on subcontracting: subcontracting of services is allowed if it does not cover core activities on which the achievement of the objectives of the action directly depends. If subcontracting is planned, the amount budgeted for it must be included in the description of the activities in this section. Work package ID Title Number of activities Grant (EUR) WP1 Project management WP2 1 0,00 Total 0,00 WP1: Project management How will the progress, quality and achievement of project activities be monitored? Please give information about the involved staff, as well as the timing and frequency of the monitoring activities. How will you ensure proper budget control and time management in your project? What are your plans for handling risks for project implementation (e.g. delays, budget, conflicts, etc.)? How will you ensure that the activities are designed in an accessible and inclusive way? How does the project incorporate the use of digital tools and learning methods to complement the physical activities and to improve cooperation between partner organisations? How does the project incorporate green practices in different project phases? How does the project encourage participation and civic engagement in different project phases? Grant amount allocated Project Management 10 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN max. 2000 Zeichen andere Textfelder max. 3000 Zeichen Timmermann Hervorheben Timmermann Hervorheben WP2 In addition, Subcontracting of services is allowed as long as it does not cover core activities on which the achievement of the objectives of the action directly depends. In such cases, the amount budgeted for subcontracting must be included in the description of the activities covered by the subcontract. What are the specific objectives of this work package and how do they contribute to the general objectives of the project? What will be the main results of this work package? What qualitative indicators will you use to measure the level of the achievement of the work package objectives and the quality of the results? What quantitative indicators will you use to measure the level of the achievement of the work package objectives and the quality of the results? Please describe the tasks and responsibilities of each partner organisation in the work package. How did you determine the amount allocated to this work package? How did you verify that it is cost-effective? 11 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN je Textfeld max. 2000 Zeichen Activities - (WP2) Activity title Venue Estimated start date Estimated end date Leading organisation Participating organisations Allocated amount (EUR) Expected results Undefined applicant organisation Total Sum of grant (EUR) 0,00 12 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Textfeld, 200 Zeichen Description of the activities Describe the content of the proposed activities. Explain how these activities are going to help reach the WP objectives. Describe the expected results of the activities Expected number and profile of participants. 13 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN je Textfeld max. 2000 Zeichen Annexes Declaration on Honour File Name File Size (kB) Total Size (kB) 0 Total Size (kB) 0 14 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN Application conditions EU Values The Erasmus+ programme’s implementation, and therefore, the programme beneficiaries and the activities implemented under the programme, have to respect the EU values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities, in full compliance with the values and rights enshrined in the EU Treaties and in the EU Charter of Fundamental Rights: Article 2 of the TEU: The Union is founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities. These values are common to the Member States in a society in which pluralism, non-discrimination, tolerance, justice, solidarity and equality between women and men prevail. • Article 21 of the EU Charter of Fundamental Rights: 1. Any discrimination based on any ground such as sex, race, colour, ethnic or social origin, genetic features, language, religion or belief, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation shall be prohibited. 2. Within the scope of application of the Treaties and without prejudice to any of their specific provisions, any discrimination on grounds of nationality shall be prohibited. • I confirm that I, my organisation and the co-beneficiaries (where applicable) adhere to the EU values mentioned in Article 2 of the TEU and Article 21 of the EU Charter of Fundamental Rights I understand and agree that EU Values will be used as part of the criteria for evaluation of the activities implemented under this project EU sanctions and restrictive measures I confirm that I/my organisation/project partner are NOT included on the list of persons/entities subject to EU sanctions [1] . I acknowledge that if I/my organisation/project partner is included on the list, the application will be rejected. I/my organisation/project partner are not established in Russia nor are any of our proprietary rights directly or indirectly owned for more than 50% by a legal person, entity or body established in Russia and therefore NOT subject to EU restrictive measures under Regulation (EU) 833/2014. OR: I/my organisation/any of my project partners ARE established in Russia or any of the proprietary rights of my organisation or project partners are directly or indirectly owned for more than 50 % by a legal person, entity or body established in Russia and therefore I/my organization/project partner is subject to EU restrictive measures under Regulation (EU) 833/2014 and in order to be eligible, need to apply to the granting authority to obtain an exemption from restrictive measures under Article 5 l (2) e) of Regulation (EU) 833/2014, failing which the application will be rejected. I/my organisation consent and acknowledge that the information concerning me/my organisation, the application and the related operational and financial capacity assessments, compliance with eligibility and exclusion criteria, and other relevant information, and, if the grant is awarded, information concerning the implementation of the project, and any monitoring thereof, can be made accessible to the authorised persons of the European Commission, EACEA and the National Agencies for the purposes of Programme implementation and protection of EU financial interests in accordance with the Financial Regulation in the context of selection and award, prevention of double funding, monitoring, and other instances in the context of supervisory controls and primary checks pursuant to Erasmus+ Regulation. [1] As per EU Sanctions Map at https://www.sanctionsmap.eu . Please note that the EU Official Journal contains the official list, and, in case of conflict, its content prevails over that of the EU Sanctions Map. Original content, authorship and other acknowledgments I confirm that this application contains original content authored by the applicant organisation. I confirm that no other organisations or individuals external to the applicant organisation have been paid or otherwise compensated for drafting the application. I acknowledge that information concerning me/my organisation/project partners, the application and the related capacity assessment, compliance with eligibility and exclusion criteria, risk assessment and other relevant information (for the purposes of protection of financial interests of the Union and in accordance with the EU Financial Regulation ), as well as information concerning the implementation of the project if it is awarded, and any monitoring thereof, can be made accessible to and shared between the European Commission, European Education and Culture Executive Agency (EACEA) and the National Agencies for Programme implementation purposes. Protection of personal data 15 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN https://www.sanctionsmap.eu https://www.sanctionsmap.eu https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=OJ:L_202402509 Timmermann Hervorheben Timmermann Hervorheben Please read our privacy statement to understand how we process and protect your personal data Pre-submission checklist Before submitting your application form to the National Agency, please make sure that: It fulfills the eligibility criteria listed in the Programme Guide. All relevant fields in the application form have been completed. You have chosen the correct National Agency of the country in which your organisation is established. Currently selected NA is: The documents proving the legal status of the applicant must be uploaded in the Organisation Registration System, here: Organisation Registration System (for more details, see the Programme Guide - "Information for applicants"). 16 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN https://webgate.ec.europa.eu/erasmus-esc/index/privacy-statement https://erasmus-plus.ec.europa.eu/programme-guide/erasmusplus-programme-guide https://webgate.ec.europa.eu/erasmus-esc/home/organisations/register-my-organisation Submission history Version Submission time (Brussels time) Submission ID 17 / 17 Call 2026 - Round 1 Cooperation partnerships in adult education (KA220-ADU) Form ID: KA220-ADU-CA0DA907 Deadline (Brussels Time): 05 Mar 2026 12:00:00 EN DieseT Context Project summary Budget Participating organisations Undefined applicant organisation Partner organisations Relevance of the project Partnership and cooperation arrangements Impact and dissemination Project design and implementation WP1: Project management WP2 Annexes Application conditions Submission history …
