1 - Erasmus+ Annual Report 2019

1 | Erasmus+ Annual Report 2019
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PDF ISBN 978-92-76-20311-7 ISSN 2467-4362 doi: 10.2766/651849 NC-AR-20-001-EN-N
EUROPEAN COMMISSION
Dire ctorate -General for Education, Youth, Sport and Culture
Dire ctorate R — Performance Management, Supervision and Resources
Contact: Arturo Caballe ro Bassedas

E-mail: Arturo.Caballe ro [email protected]
EAC-REPORTING@ e c.europa.eu
Europe an Commission
B-1049 Brusse ls
Erasmus+
Annual report 2019
Foreword by the Commissioner transversal skills, fostering learning and innovation, boosting
employability, promoting excellence, and increasing participation in
democratic life.
I am thrilled that under the next long-term EU budget for 2021-
2027, the Commission will further support and scale up Europe an
Universities under the Erasmus+ programme, in close synergy with
Horizon Europe and other EU instruments.
The coronavirus pandemic is still causing unprecedented disruption
for our younger generation and the world of education, training
and sport. This crisis should increase, rather than decrease our
sense of the urgency as Europeans to invest more in education and
in our young people. Only deeper and more efficient cooperation
Our vision of achieving a European Education Area by 2025 across borders, disciplines and cultures will enable us to fully
reflects the growing aspirations of young people, their passion and recover from the crisis and to build a more resilient society.
ideas on how to make our societies fairer, more resilient, more
digital and green. It is simply based on the freedom to learn and to
cooperate across Europe, and requires we provide high quality and
inclusive education at all stages of life. Mariya Gabriel
As new alliances of European Universities start to ermerge, giving Commissioner for Innovation, Research,
more young people the opportunity to meet, learn, and create Culture, Education and Youth
across borders, disciplines, languages, across interuniversity
campuses, I am looking back on the impressive realisations of
Erasmus+ in 2019.
By supporting the learning mobility of people and by strengthening
cooperation between institutions across Europe and beyond,
Erasmus+ has in 2019 provided an unparalleled chance for
learners to broaden their perspective of Europe and the world,
bringing many unique opportunities at developing essential
Foreword by the D irector-General efforts and dedication of Erasmus+ National Agencies, the
Education, Audiovisual and Culture Executive Agency, our
beneficiaries and participants.
Evidence and participants’ testimonies both show that Erasmus+

enables young people to thrive in the modern labour market and in
an increasingly diverse society. I am happy to see that people
benefiting from Erasmus+ opportunities feel more ready to take on
new challenges, have better career prospects and are more aware
of the benefits the EU brings to their daily lives.
We must make every effort to ensure that, in the future, these

The Erasmus+ flagship EU programme represents one of the opportunities are accessible to many more people, regardless of
Europe’s most tangible achievements: uniting people and cre ating their background. Moreover, as the current programme enters its
a European sense of belonging and solidarity, through life - last year, I look forward to its successor, starting in 2021 as an
changing learning experiences. even more modern, greener and more inclusive programme, fully
fit for the digital age.
In 2019, once again, countless students, apprentices, teachers and
trainers, youth workers, and young people involved in non -formal
learning, studied, trained or gained experience abroad. With a
budget of €3.37 billion, 2019 was yet another record year, with a Themis Christophidou
20% funding increase as compared to 2018. The programme Director-General for Education,
supported close to 940 000 learning experiences abroad, finance d Culture, Youth and Sport
more than 111 500 organisations and funded almost
25 500 projects.
As in past years, Erasmus+ fully delivered on its objectives in

2019, with excellent implementation and efficient use of funds,
demonstrating its high potential for scaling up in the future. We
would not have achieved these impressive results without the
Highlights of the y ear sharing common long-term education strategies, with strenghtened links
to research, innovation and service to society. As such, they will aim for a
Key initatives and results systemic, structural and sustainable impact.
In December 2017, EU leaders defined as a priority work towards While some alliances comprehensively cover all disciplines, others focus
achieving a European Education Area by 2025, where learning on topics as diverse as urban coastal sustainability, social sciences or
mobility is the norm, where universities can work seamlessly across global health. Each alliance is composed on average of seven higher
borders, where it is normal to speak two languages in addition to the education institutions from all over Europe, leading to new partnerships.
mother tongue, where school and higher education diplomas are A kick-off event, involving Ministers responsible for higher education,
automatically and mutually recognised, where everyone feels they Rectors, students and a gathering of more than 1 000 participants on-
belong, irrespective of their background and where Europe would become site and 7 000 online, took place on 7 November 2019 in Brussels.
a continent of excellence in education and research.
Eur opean S tudent C ard Initiative
Eur opean U niversities Simplifying, facilitating, connecting
With a budget of almost €85 million, the European Universities The European Commission has also set the European Student Card
Initiative kick-started with the first 17 European Universities in June. initiative in motion. The first phase of its implementation, which to date
The initiative paves the way for the Universities of the future, enhancing has more than 2 200 higher education institutions actively involved, ran
the quality and attractiveness of as planned. Full rollout under the next Erasmus programme is being
European higher education and prepared in close cooperation with DG CNECT which manages the
boosting cooperation between Connecting Europe Facility (CEF)
institutions, their students and programme. With financial
staff. The selection includes a support from CEF, work is
broad range of institutions from underway to provide secure
across the EU, from universities of identification and authentication
applied sciences, technical and fine of European students on
arts to research-intensive mobility when applying for
universities. mobilities and accessing services
The selected European Universities in their host higher education
will fundamentally transform their institution, also creating a strong
institutions, by becoming more and visible European Student
deeply connected, more identity.
competitive and attractive, by
H igher Education pr ojects 33 700 participants from the rest of the world came to study or teach in
the Programme Countries, and around 21 700 Programme Country
Erasmus+ projects contracted in 2019 funded close to 505 000 higher
participants studied or taught in a Partner Country. With 48 newly
education student and staff mobilities in Europe and the rest of t he
selected Erasmus Mundus Joint Master Degrees, Erasmus+ will provide
world. A range of cooperation projects fostered a better use of ICT for more than 3 650 student scholarships over four annual intakes, st art ing
learning and teaching as well as better links between higher education
in 2019. The two Capacity Building actions in the fields of higher
institutions and employers, and society at large.
education and youth were another means of engaging with the rest of
Among them, 360 Strategic Partnership and 33 Knowledge Alliances the world, and 284 new projects were selected in 2019.
projects were funded in the field of higher education.
The Erasmus+ programme continued to support President Juncker's
Er a smus M undus Joint M aster Degrees priority ‘A stronger global Europe’. Additional funding for African
countries further boosted opportunities for African student and staff
The Commission and the Education Audiovisual and Culture Executive
mobility in 2019, focusing on West Africa, and the Horn of Africa. This
Agency (EACEA) started an in-depth reflection about the future of the
will result in mobility between the continents for some 5 400 additional
Erasmus Mundus action in view of the new programming period .
people, towards the target of 35 000 exchanges from Africa by 2020.
Various stakeholders including National Agencies and project
coordinators have been consulted and challenges to the implement at ion S chools a nd a dult education
and development of the action have been identified. In the field of school education, mobility of teachers and school staff
Four main strategic priorities have been identified to guide the future remained attractive, with more than 4 300 projects contracted.
technical reflections, namely: Concerning strategic partnerships, the simpler format of School Exchange
(i) Ensuring continuity of the action and embedding it in the EU higher Partnerships aiming at promoting school partnerships and pupils’
education strategy; mobility, launched in 2018 confirmed its success driving a 20% increase
(ii) Improving the attractiveness of the scheme for the institutions and in applicants’ interest in comparison with the previous year. This
capitalising on the brand name; represented almost 179 000 pupils and staff mobility periods embedded
(iii) Ensuring the long term sustainability of the master programmes in partnerships between schools. The activities and priorities of the
and; strategic partnerships in this sector reflected the recent legislative
(iv) Simplifying the implementation modalities of the action. progress in the field, continuing the implementation of the Council
2019 was a very successful year for the international dimension of recommendations on key competences for lifelong learning, on
Erasmus+. It was marked by the accession of Serbia as programme promoting common values, inclusive education and the European
country. With an 18% increase of budget for the International Credit dimension of teaching, on high quality in early childhood education and
care systems, and on a comprehensive approach to the teaching and
Mobility (ICM) action compared to 2018, around 55 500 new short t erm
learning of languages.
academic mobilities were awarded to students and staff. More than
In the field of adult education, the number of mobility periods abroad They will develop the frameworks and strategies to promote high qualit y
for adult education staff increased to reach close to 12 600. At the same skills and competences that lead to quality employment and career-long
time, the number of Strategic partnerships raised by 24% in 2019. The opportunities, to meet the needs of an innovative, inclusive and
focus was on extending and developing educators’ competences; sustainable economy. The partnerships will cover a wide range of local,
supporting the supply of high quality learning opportunities; supporting regional and national organisations from different countries, which will
access to upskilling pathways; developing mechanism to monitor the work in specific sectors and specialities: manufacturing - matching skills
effectiveness of adult learning policies; increasing the demand and take - and driving innovation; cloud computing technologies; cultural industries
up through effective outreach, guidance and motivation strategies. - critical thinking and entrepreneurship as well as the vocational
excellence in the water sector.
C entres for Vocational Excellence
First five Centres of Vocational Excellence selected: The Erasmus+ programme also continued to be extremely successful in
a milestone to connect and expand Centres operating in a supporting VET learner and staff mobility and to contribute to a bot t om-
local context to the European level. up process of internationalisation of VET institutions. It allowed for more
than 192 000 VET learners and staff to carry out a learning
The Centres of Vocational Excellence Initiative kick-started with the
period abroad, and include a slight increase of the number of long-term
selection of the first five ‘pilot’ Centres of Excellence, running for two
mobility of learners (ErasmusPro). 2019 saw also the launch of a pilot
years. The initiative defines a bottom-up approach to excellence where
VET mobility scheme with Africa and West Balkans. The Erasmus+
VET institutions rapidly adapt skills provision to evolving economic and
social needs. A second call was published on 15 October 2019, to support strategic partnerships also continued supporting policy priorities such as
work-based learning, further strengthening key competences in
five fully-fledged Platforms (running for four years) closely resembling
vocational education and training and developing sustainable
the future model that will be supported in the Erasmus programme in the
partnerships to establish and/or further develop skills competitions. In
period 2021-2027. With a total budget awarded of €4 624 879, the five
addition, six Sector Skills Alliances were selected that will implement t he
projects operate within the Skills Alliances to create world-class
Blueprint for Sectoral Cooperation on Skills, an initiative of the Skills
reference points for Agenda 206, in six priority sectors: bioeconomy, new technologies and
vocational education and
innovation in agriculture, batteries for electro-mobility, defence
training. The activities
technologies, energy value chain – digitalisation, energy-intensive
proposed would bring
industries/industrial symbiosis and microelectronic manufacturing &
together existing Centres of
design.
Vocational Excellence in
different countries, and
contribute to ‘upward
convergence’ of VET
excellence.
Jea n M onnet Activities in the first exercise of the Future National Activities Planners, whereby
the EU Member States can now share their policy priorities in t he y out h
The Jean Monnet Activities supported 284 new actions in 2019 in
field and specify their cooperation needs. The EU-Council of Europe
49 countries. The successful applications included many teaching
partnership in the field of youth continued work on priorities of the two
modules, university chairs, networks, projects, centres of excellence and partner institutions, notably youth participation and youth work. The
support to associations involving a total support of €18.2 million. Close to
scope and geographical coverage of the Youth Wiki was developed. In
50% of the support went to applicants based outside of the European addition to information on national youth policies it now provides
Union, which confirms that the Jean Monnet Actions have become truly comparative overviews.
global.
More than 174 000 young people and youth workers benefited from
Y outh
Erasmus+ funding, either in the form of youth exchanges or opportunities
for youth workers. Through these actions, the programme reached out t o
The Commission started work on the new EU Youth Strategy adopt ed
significant numbers of young people who would normally have access t o
at the end of 2018 based on three key objectives: engaging, connecting
fewer opportunities.
and empowering young people.
In Sport, a budget of €49.3 million funded 260 projects. The fifth edition
The 2019 edition of the European Youth Week, which involved around of the European Week of Sport reached a new record in 2019 with the
120 000 young people across Europe, provided a valuable opportunity for participation of 15.3 million Europeans from 42 countries and regions in
the first meeting of the EU Youth Strategy platform. Held shortly before 28 300 events. As in previous years, in 2019 the Sport Chapt er focused
the European elections, the Youth Week, under the theme ‘Democracy on more grassroots sport with increased support to small collaborative
and me’, focused on youth participation in decision-making, and young partnerships, and in general on all sport projects aimed at increasing t he
people’s participation in society in general. The landscape of youth level of participation in sport and physical activity.
representation in the EU was also examined in a study, and the EU Yout h The EU Sport Forum that took place on 8 and 9 April 2019 in Bucharest
Dialogue cycle focused on creating opportunities for young people. An and the Tartu Call seminar on 19 June 2019 were a great success. The
Expert group started
Commission promoted participation in sport and physical activity,
activities to review and
including through the implementation of the EU Work Plan for Sport and
develop EU youth
the Tartu Call for a Healthy Lifestyle. Its actions gave visibility to sport ’s
indicators, with the
contribution to Europe's economy in terms of job creation, growth and
objective of setting up
innovation, while also tackling cross-border challenges that impact the
a monitoring
integrity of sport.
framework for the EU
Youth Strategy.
21 countries took part
P a rtnerships for Innovation recognised organisations using the power of sport to increase social
inclusion for disadvantaged groups.
The Commission, together with its Executive Agency (EACEA) discussed
Digital Education Action P lan (DEAP)
the subject of making a single value-added Innovation Action. This
involved the cooperation of higher education institutions, vocational The Digital Education Action Plan outlines key policy challenges within
education and training institutions and enterprises to foster innovation, digital education and presents 11 Actions to address them by 2020. It
new skills and entrepreneurial mind-sets to boost growth as well as to consolidates various ongoing initiatives related to the digitisation of
solve the many societal challenges we face today. education systems across the European Union and launches a number of
new actions.
By the end of 2019, the Action Plan has reached 37.5 million students,
P r omoting social inclusion
educators, parents, citizens, through its actions, such as the SELFIE self -
In 2019, this cross-cutting priority was introduced to ensure that the reflection tool, EU Code Week, Safer Internet Day and the Digital
Erasmus+ programme continues to be an important instrument for Education Hackathon
inclusion which also highlights the key role of formal and non-formal
education in the development of the values and attitudes underlying
active citizenship, as set in the Paris Declaration and affirmed in the G oing digital
Council Recommendation on Common values, Inclusive Education and the
In 2019, the Digital Opportunity Traineeship Initiative continued with
European Dimension of Teaching. Through a specific call under Erasmus+
record number of students undertaking traineeships abroad to enhance
on ‘social inclusion through education and training’ 35 projects out of
their digital skills. The initiative was launched to better support student s
86 applications have been selected for a total budget of nearly
to acquire the skills necessary for their future and has boosted specific
€16 million. A new call launched in November also integrates adult
digital skills of students in all disciplines.
education for a total amount of €20 million.
Work on the digitalisation of the management of Erasmus+ student
The Sirius 2.0 policy network on migrant education (co-funded by
mobility continued throughout the year in the context of the European
Erasmus+) supports co-operation, policy development and Student Card Initiative.
implementation at different levels of governance. In 2019, the network
Work began to significantly enhance the Erasmus+ Mobile App to make
organised national and regional round tables, peer learning activities and
produced research to support countries’ integration efforts. it a true digital one-stop-shop for students to access information and
services they need before, during, and after their exchanges abroad,
Social inclusion is also a priority in the field of sport: 52% of all small
allowing for a much user-friendly and inclusive Erasmus programme. The
collaborative partnerships and 27% of larger collaborative partnerships Erasmus+ Mobile App was originally launched in 2017 and has to date
are devoted to promoting social inclusion and equal opportunities in been downloaded over 85 000 times.
sport. In addition, the third edition of the #Beinclusive EU sport awards
‘Erasmus goes Digital’ the 2019 European Youth Week. In 2019, the Youth Portal and its
subportals, the European Solidarity Corps and Discover EU Portal, have
webinar attracts record number of higher education institutions!
attracted on average over 100 000 visits per week and well over
The Commission and the European University Foundation held an 500 registered users.
interactive webinar on 7 March 2019 to share the vision for
digitalisation in the future Erasmus programme - an important ste p fo r
the roll-out of the European Student Card initiative.
Over 750 institutions from 40 countries, mainly higher education
institutions and Erasmus+ National Agencies, tuned in to learn mo re on
how to prepare for the transition from paper-based to digital processes
to manage student mobilities. They also learned that they could start
branding their own student cards with the European Student Card
hologram to facilitate the emergence of a true European student
identity in the European Education Area.
Furthermore, they learned how the Digital Opportunity Traineeships are
making the Erasmus+ programme even more relevant for students by
facilitating traineeships abroad to boost digital skills, and how higher
education institutions can develop strategies to maximise the impact o f
this great opportunity! As part of the implementation of the new Europass Decision, work
started on Europass Digital Credentials, which enable education and
The Erasmus Without Paper Network was promoted throughout the training institutions to issue authentic, tamper-proof digital credentials.
year. The number of higher education institutions involved in the t est ing Digital credentials can help to reduce paper-based processes to recognise
of the various features of the system increased by 50% by the end 2019. and understand qualifications more easily. Altogether, 18 countries
The network enables higher education institutions to connect their began to pilot Europass Digital Credentials across all levels of educat ion
information systems, to streamline the exchange of student data and t o and training.
facilitate digital management of student mobility. Having all higher
In 2019 eTwinning, a community connecting teachers and schools,
education institutions connected to the network is a fundamental step for
reached the landmark figure of more than 750 000 registered users
the roll out of the European Student Card Initiative.
since 2005. Similarly, the School Education Gateway and Electronic
The European Youth Portal which offers both European and national Platform for Adult learning (EPALE) with over 80 000 registered users
information and opportunities that are of interest to young people aged contributed to the exchange of information, ideas and practices across
13-30 who live, learn and work in Europe, was the main entry point int o Europe.
D issemination a nd exploitation of r esults In 2019, two conferences were organised in Budapest, Hungary in April
(organised by the Erasmus+ National Agency) and in Bergen, Norway in
Programme results were further disseminated and exploited during
September (organised by SALTO Information and Participation) gathering
2019. Project activities and their results were promoted via different
the Network of the National Agencies Communication officers, with a
communication channels (i.e. social media, Erasmus+ website). Five video
view to share good practices and resources and provide input to the
clips of selected success stories were produced. Moreover, selected
European Commission in promoting and disseminating the Erasmus+
project beneficiaries were able to present their activities and results to
programme and its project results.
practitioners and policy makers at the Second Education summit
organised in Brussels in September. S ocial M edia
The dissemination and exploitation of projects and their results was Social media plays a central part in the Erasmus+ communication
underpinned by the Erasmus+ Project Results Platform. strategy, allowing the European Commission to directly reach out t o and
engage with the public, notably young people.
The Erasmus+ social media channels – Facebook and Twitter – serve
primarily two purposes: providing information about EU programmes,
initiatives, policies and projects related to education and; building an
interactive community of young people enthusiastic about Europe,
Erasmus+ and the many opportunities offered by the EU. These channels
contribute to the overarching communication objective of the
Commission to form a more positive opinion of the EU among citizens,
especially among the younger generation.
Following a sustained growth in 2018, in 2019 the Erasmus+ social
The Platform currently features information on over 165 000 projects media platforms continued to grow at a steady rate, proving their
financed under Erasmus+, providing ‘project stories’ that have a potential relevance and good performance.
to be a source of inspiration to applicants for other projects. Projects
With 82 340 new fans in 2019, representing an increase of
funded by previous programmes (Lifelong Learning Programme, Youth in
Action, Tempus and Erasmus Mundus Programmes) are also available on 16.31% compared to the previous year, Erasmus+ continued to be the
the platform. biggest individual Facebook page of the European Commission, with the
exception of the corporate account. By the end of the year, the page had
Projects can be visualised on a map according to the countries of the achieved a total fan base of 587 129 and interactions per
participating organisations. The Project Results Platform features 1 000 followers increased from 277 to 790. This represents a rise of
selected projects flagged as ‘good practices’ for easier search in the 185% compared to the previous year.
database.
Erasmus+ Twitter also saw positive development, gaining  Following the adoption of the Council Recommendation on Key
23 723 followers in the course of the year, an increase of 31% compared Competences for Lifelong Learning in May 2018, a conference
to the previous year. By the end of 2019 Erasmus+ Twitter had reached on 'Learning approaches and Environments in School Education -
100 288 followers. Interactions per 1 000 followers also went up, from Supporting Key Competence Development' with over
1 042 to 2 137, meaning that on average each follower engaged wit h a 200 participants was organised in Brussels on 12 and
piece of content at least twice. 13 November 2019; tailor-made 'peer counselling' was offered to
In addition, the hashtag #ErasmusPlus was used 205 000 times by Lithuania on formative student assessment on
36 000 unique authors. (The search includes Twitter, Facebook and 17 and 18 September 2019; and a 'Personal, social and learning t o
Instagram, although hashtags are much more used on Twitter and learn' competence framework is being developed in cooperation
Instagram compared to Facebook). with Joint Research Centre (JRC).
 Following the adoption in November 2018 of the Council
Recommendation on promoting automatic mutual
Legislative progress recognition of higher education and upper secondary
education qualifications and the outcomes of learning
In 2019, Erasmus+ also continued to support the priorities of the
periods abroad, the European Commission launched and
Strategic framework for European cooperation in education and
supported various implementation activities, including meetings
training (ET2020) and to reflect the objectives of:
with Member States (in the context of the ET2020 Working G roup
 The Strategic Agenda of the European Union for Jobs, Growth, on higher education, the meeting of the Directors General for
Fairness and Democratic Change (2014-2019) higher education, and the annual meeting of the National
 The Europe 2020 strategy (EU2020) Academic Recognition Information Centres network). The
 The EU Youth Strategy (2019-2027) Preparatory Action ‘Recognition of School Study Periods
 The EU Work Plan for Sport (2017-2020) Abroad’, called for by the European Parliament, has started with
the publication of a call for tender in June and selection of a
The programme supported the implementation of the objectives of the
contractor in December 2019.
2015 Paris Declaration on promoting citizenship and the common values
 Following the adoption of the Council Recommendation on a
of freedom, tolerance and non-discrimination through education. The
European Commission further worked on the implementation of a comprehensive approach to the teaching and learning of
number of education and training policies proposed by the Commission languages in May 2019, the European Commission started to
and adopted by the Council throughout 2018 and 2019. These include support Member States in implementing the concept of language
recognition of qualifications and learning periods abroad, teaching and aware schools and improving the competences of young people in
learning of languages, and high-quality early childhood education and literacy and languages. This has taken the form of exchanging and
care systems. promoting good practices via seminars and peer learning activit ies
in France and Germany in the second half of 2019, supporting

innovative learning methodologies and tools and extending
cooperation with the Council of Europe. Actions such as the
European Language Label provide further opportunities for
Member States to promote language teaching and learning at
school level. The European Language Label awards recognize
quality, support the sharing of results of excellent projects in the
area of multilingualism, and promote public interest in language
learning. In 2019, 83 European Language Labels were awarded in
20 programme countries.
 EAC has been supporting Member States through the Working
Group on Early Childhood Education and Care launched in 2018
and also supports Member States’ initiatives following the
adoption of the Council Recommendation on high quality in
early childhood education and care systems on 22 May 2019.
In addition to Working Group meetings in Brussels, peer learning
activities addressed how to promote inclusion in pre-school
education and how to raise the attractiveness and support furt her
professionalisation of staff working in early childhood education
and care.
 The European Commission continued its work in 2019 on the
coordination and implementation of the Digital Education Action
Plan. The plan aims at supporting Member States and education
institutions in fostering digital change and innovation in their
education and training systems.
 A dedicated Working Group on digital education, under the ET2020
framework on education and training, brought Member States and
partner countries together to discuss digital change in education
through face-to-face and online plenary meetings and peer-
learning activities, in Luxembourg, Slovenia and Finland.
Looking forward from an intense co-creation process involving all the main stakeholders.
The members of the Erasmus+ Committee have been informed regularly
The Commission adopted its proposal for the future Erasmus programme on the state of play of the preparatory works for the new programme. A
on 30 May 2018, still to be adopted by the Council and the European full-day workshop with the National Authorities and the Committee
Parliament in 2020. The robust work on preparing the implementation of meeting we held consecutively in April 2019 to share the results
the future programmes since is key to ensure the start the future produced by the working groups in different areas of programme design
Erasmus programme as from January 2021. and collect their feedback.
During 2019, work intensified on ensuring preparedness and in particular

on the Co-Creation process for the new Erasmus+ programme. Co-
creation represents a collective effort to build, together with its main
stakeholders, a new programme that will be much more inclusive, digital,
green, international, user-friendly and simplified. Discussions led by the
Commission in collaboration with the Education, Audiovisual and Culture
Executive Agency (EACEA) involved the Education and Training and Yout h
National Agencies, which have also been taken on board from inception.
In practical terms, this has resulted in more than 35 working group
meetings with National Agencies, covering all horizontal and sectorial
topics. In addition, two meetings with all National Agencies were
organised in Brussels (in June and November 2019) together with a full
day workshop with National Authorities (April 2019) to discuss in depth
specific aspects of the new programme. The Co-creation process has
been praised by the National Agencies as a unique participatory process
that will allow the evolution of the Erasmus+ programme to meet the
challenges of the next programming period.
Throughout the design and preparation, special attention has been given
to ensure the incorporation of the horizontal priorities on simplification
and user-friendliness, inclusion and diversity, greening and sustainability ,
digitalisation, forward-looking nature and internationalisation in the
implementation and management of the future programme. Work on the
implementation modalities of the new programmes has greatly benefited
Programme implementation
This report provides the quantitative and qualitative results of the
Erasmus+ programme for 2019 and an overview of the implementation
of the 2019 calls for expression of interest of Erasmus+ for the key
actions of the programme:
 Key Action 1 – Learning mobility of individuals
 Key Action 2 – Cooperation for innovation and the exchange of
good practices
 Key Action 3 – Support for policy reform
 Jean Monnet Activities
 Sport
Further, project examples are featured to illustrate the activities funded
under each action and the statistical annex sets out detailed informat ion
on the budget and financial commitments, as well as the calls' results
and outputs per sector and per country for each action implemented
under the Erasmus+ budget.
The 34 Programme Countries are: the 28 EU Member States, Iceland,
Liechtenstein, Norway, North Macedonia, Serbia and Turkey. Partner
Countries are all the other countries in the world. For a complete list of
Partner Countries, see the Erasmus+ Programme Guide for 2019.
Table of Contents
Foreword by the Commissioner ...................................................................... 4 4. Key Action 3 - Support for policy reform ....................................... 75
Foreword by the Director General................................................................. 6 4.1 Knowledge in the fields of education, training and youth......... 76
Highlights of the year ......................................................................................... 9 4.2 Initiatives for policy innovation......................................................... 76
4.3 Cooperation with International Organisations.............................. 80
Key initatives and results ................................................................................... 9
4.4 Stakeholder dialogue and policy promotion.................................. 84
Looking forward..................................................................................................18
Programme implementation ...........................................................................19 4.5 Support to European Policy tools and networks........................... 89
1. Programme implementation .................................................................23 5. Jean Monnet Activities......................................................................... 101
6. Sport Activities........................................................................................109
1.1 Digitalisation..........................................................................................23
1.2 Budget and financial commitments.................................................24 Glossary of terms............................................................................................ 115
1.3 Cooperation with National Agencies and programme Figures .................................................................................................................. 117
stakeholders ........................................................................................................26
2. Key Action 1 - Learning mobility of individuals ..........................31
2.1 Mobility for Education and Training.................................................32
2.2 Mobility in the field of youth .............................................................43
2.3 Mobilities from the Outermost regions...........................................45
2.4 Erasmus Mundus Joint Master Degrees .........................................45
2.5 Erasmus+ Master Loans .....................................................................47
3. Key Action 2 - Cooperation for innovation and the exchange
of good practices ................................................................................................51
3.1 Strategic Partnerships .........................................................................52
3.2 Capacity building...................................................................................60
3.3 Knowledge Alliances ............................................................................62
3.4 European Universities: .........................................................................64
3.5 Sector Skills Alliances..........................................................................66
3.6 Collaborative Platforms ......................................................................67
their periods of mobility easier.

The app was downloaded and installed more than 85 000 times since it s
1. P rogramme implementation
launch in mid-2017.
In 2019, there was significant continuity in the programme priorities. As
The app enables participants to have the necessary and relevant
in previous years, emphasis was placed on activities of the programme
information on their Erasmus+ mobility at their fingertips, including a
which promoted and fostered social inclusion, equity and active
step-by-step checklist of the mobility cycle, practical information from
citizenship in formal and non-formal education, training, youth and sport.
former participants, and the ability to sign Learning Agreements. Users
Integrated and innovative approaches aimed at fostering inclusion,
can add their own content as well, such as tips about the city or the
diversity, equality, gender-balance and non-discrimination in education,
country of exchange.
training, youth and sport activities.
It also enables higher education institutions to send important
The programme also focused on actions supporting the professional
notifications to their mobility participants throughout the mobility cy cle,
development of educators and youth workers, particularly in dealing wit h
facilitating the flow of information. By further optimising the use of
early school leaving, learners with disadvantaged backgrounds and
technology and the IT tools available to project coordinators in higher
diversity in classrooms. Further, priority areas included supporting open
education institutions, programme management will become more
education and innovative teaching practices, fostering transparency and
efficient with higher quality services for participants.
recognition of skills and qualifications as well as promoting sustainable
investment, performance and efficiency. The Erasmus+ Mobile App is being significantly enhanced for the new
Erasmus programme starting in 2021, by adding more features and
The Erasmus+ programme continued to focus on actions which helped
services to turn it into a true digital one-stop-shop for all administrat ive
learners develop skills for employability and professional development.
steps and information relating to the organisation of student mobilities,
The programme also evolved to integrate the EU strategic priorities of
making it easier than ever before for students to participate in mobilities.
increasing digital skills across the areas of education, training and youth.
Online Linguistic S upport
1.1 Digitalisation
Erasmus+ Online Linguistic Support (OLS) promotes language learning
Work on the digitalisation and simplification of administrative processes and linguistic diversity. It allows Erasmus+ participants to improve their
associated with Erasmus+, and in particular regarding higher education, knowledge of the language in which they will work, study or volunteer
continued throughout 2019. abroad, and measure their progress between the start and the end of
Er a smus+ M obile App their mobility period. In the first five years, around 1.7 million Erasmus+
participants have benefited from the OLS assessment tool.
The Erasmus+ Mobile App continued to serve as a digital one-stop-shop
for students and other young people, providing them with general Erasmus+ OLS is continuously improving its courses and expanding on
information, tips, notifications and other services to help make organising the number of languages on offer. With a total of 24 languages, all
official EU languages are represented in the language assessment. The

most frequently accessed language courses are English, French, German,
1.2 Budget and financial commitments
Spanish and Italian.
Erasmus+ Financial envelope 2014-2020
The number of participants that enjoy Online Linguistic Support to (in billion EUR)
improve their language abilities continues to grow. In 2019, around 4
250 000 participants used OLS courses, representing an increase of
about 70% as compared to the previous year. In total, more than 3
800 000 participants have benefited from online language training
Heading 1
courses since the launch of OLS in 2014. Among them over 9 500 newly 2
Heading 4 & EDF
arrived refugees in society acquired new languages skills through the
‘OLS for Refugees’ initiative. 1 Other fund sources
Er a smus+ virtual exchange

0
Erasmus+ Virtual Exchange continues to allow young people living in 2014 2015 2016 2017 2018 2019 2020
Europe and the Southern Mediterranean to take part in moderated online
Figure 1 - Erasmus + financial envelope 2014-2020 (in billion EUR)
debates that can form part of a higher education degree or a youth
project. More than 17 000 higher education students and other Budget 2014-2020
stakeholders have taken part in its first two years.
The Erasmus+ indicative financial envelope is €16.4 billion for the period
Erasmus+ Virtual Exchange is a ground breaking project enabling youth 2014-2020: €14.5 billion under EU budget Heading 1a (Competitiveness
in Europe and the Southern Mediterranean to engage in meaningful for growth and jobs) and €1.9 billion under Heading 4 (Global Europe) t o
intercultural experiences online, as part of their formal or non-formal address the international dimension of the programme.
education. The hub on the European Youth Portal centralises all
information related to the Erasmus Virtual Exchanges initiative. I n doin g
so, it further strengthens people-to-people contacts and intercultural Budgetary Execution 2019
dialogue between Erasmus+ Programme Countries in Europe and our EU The total budget of the Erasmus+ programme increased year on year
neighbours in the south. including additional budget voted by the budget authority. The final
budgetary execution (EU Budget Commitments) for 2019 amounts to
€3.37 billion - €547 million more compared to 2018, representing an
increase of 20%.
9.1%
1.3% 4.4%
3.1% 9.1%
KA1 1.8% Education and Training
1.8%
KA2 1.5% Youth
1.5%
3.2% KA3
6.2% Jean Monnet
Jean Monnet
Sport Sport
Management fees NAs International

Administrative expenditure Cooperation
27.7% Other
52.5% International cooperation
77.0%
Figure 2 - Erasmus+ Budget Commitments 2019 per Key Action Figure 3 - Erasmus+ Budget Commitments 2019 per Sector
As compared to the previous years, the combined allocation to Key The Erasmus+ programme implementation in Programme Countries is
Action 1 and Key action 2 remained overall stable (80% vs 79% in 2018). mainly entrusted to the National Agencies (indirect management),
The budget share for international cooperation represented 9% and appointed and supervised by National Authorities of the participation
remained unchanged as compared to 2018. countries to the Erasmus+ programme. In addition, the programme is
also carried out under direct management mode via the Education,
In line with previous years and in accordance with the legal basis of the
Audio-visual and Culture Executive Agency (EACEA), and to a lesser
programme, the education and training sector received the largest
extent directly by the Directorate-General for Education, Youth, Sport and
budget share with almost 77% of the commitments in 2019; the youth
Culture of the European Commission.
sector received around 6% for the same period. The remaining budget
was distributed between Jean Monnet, sport, international cooperation,
administrative expenditure and management fees for the National
Agencies.
In 2019, programme actions implemented through National Agencies  The sector-specific working groups in the fields of higher
represented nearly 78% of the Erasmus+ commitments, a budget which education, vocational education and training, school education and
youth, continued their cooperation to progress in several domains
they could implement fully.
such International Credit Mobility, Erasmus+ Higher Education
1.6%
Charter, and the Youthpass.
20.8%  In view of the preparation of the future Erasmus programme, the
horizontal and field-specific working groups on mobility and
cooperation actions continued their work in co-shaping its cont ent
Direct Management- EC and structure on various occasions, as indicated in different parts
of this report. In higher education, this process has been facilitated
through three dedicated Working Groups discussing future mobility
Direct Management-
EACEA activities, the future of cooperation projects and the future
Erasmus Charter for Higher Education, involving Erasmus+
Indirect Management - National Agencies, higher education institutions and student
NAs organisations’ representatives.
77.6% The Youthpass Advisory Group discussed the implementation of
Youthpass and engaged in reflections on the role of this instrument in
the new generation of programmes. The Group gathered and explored
Figure 4 - Erasmus+ Budget Commitments 2019 by Management mode
ideas for the development of a Youthpass Strategy covering the period
(in million €)
until 2027, permitting the instrument to best support the quality and
1.3 C oope ration w ith National Age ncie s and recognition of non- formal and informal learning.
programme stakeholders
Since 2014, a number of consultative working groups set up for a co-
creation process between the European Commission and National
Agencies continue to provide input to improve the overall programme
implementation:
 The cross-sectoral working groups continued to make significant
contributions to the domains of communication, IT systems and
through staff training to support horizontal activities such as
Strategic Partnerships, reporting, monitoring and evaluation.
Key action 1: Learning mobility of individuals

2. K ey A ction 1 - Learning m obility of Three main types of activities are supported under Key Action 1:
individuals  Mobility in the field of education, training and youth, which

provides opportunities to students, trainees, recent graduates,
In 2019, Key Action 1, the largest action in Erasmus+, received 53% of young volunteers, professors, teachers, trainers, youth workers,
the Erasmus+ total budget and was mainly implemented by the National staff of education institutions and civil society organisations to
Agencies. The EU committed €1.77 billion under Heading 1 for undertake learning and/or professional experience in another
Key Action 1, representing an increase of 13% compared to 2018. country.
2.0
 Erasmus Mundus Joint Master Degrees promoting excellence,
0.1% 149.9 quality improvements and the internationalisation of higher
8.5% education, by offering students mobility opportunities within a
highly-integrated study programme delivered by an international
Direct Management - EC consortium of higher education institutions.
 The Erasmus+ Master Loan scheme provides increased access
Direct Management - EACEA
to EU-guaranteed loans on favourable terms for students
Indirect Management - National
following a Master’s programme in another participating country.
Agencies
Furthermore, Key Action 1 enables participating organisations to improve
the quality of their teaching, helps them modernise their curricula, and
1 613.9 strengthen their international network and institutional leadership and
91.4%
management skills.
Figure 5 - KA1 – Erasmus Budget Commitments by Management mode
(in million €)
Key Action 1 covers the following action types:
By funding transnational mobility activities, Key Action 1 aims to enhance
the skills, employability and intercultural awareness of participants.  KA101: School education staff mobility
Moreover, it provides support for young people to engage in democratic  KA102/KA116: Vocational Education and Training (VET) learners
life, promotes the inclusion of learners with fewer opportunities, and and staff mobility
reinforces the professional development of staff working in education,  KA103: Higher education students and staff mobility within
training and youth. Programme Countries
.  KA107: Higher education students and staff mobility between
Programme and Partner Countries
 KA111: Erasmus Mundus Joint Master Degrees
 KA104: Adult education staff mobility

2.1 Mobility for Education and Training
 KA105: Mobility of young people and youth workers
KA101 - S chool education staff m obility
1000 1 000
900 939
900 Courses are still the most popular mobility activity
853
800
Mobilities (thousands)
794 800
2019 was another successful year for School education staff mobility
Grant in million (€)
700 722 700

600 645
675 within Erasmus+. The budget continued its steady increase to reach
600
500 €112 million (+38%) to meet the growth in demand. Thus 4 363 project s
500
400 were funded, representing an increase of 23.7% compared to 2018. More
400
300 than 54 200 participants included in these projects would benefit from
200 300
200
job shadowing, courses or teaching/training assignment in another
100
0 100
European country. Distribution between the three activities remains
2014 2015 2016 2017 2018 2019 stable: structured courses/training events being the most popular activity
School Education and Staff Mobility with about three quarters of total participants.
VET Learners and staff mobility
Higher Education student and staff mobility (Programme Countries)
Higher Education student and staff mobility (Partner Countries) 12 000 11 0 9 8 100%
10 18 7
Adult Education and staff mobility
10 000 8 9 78 9 113
Youth Mobility 8 419 75%
No of Projects
Participants 8 000 7 20 4
Success Rate
6 000 39 % 50%
35% 32% 35%
Figure 6 - KA1 Mobility Trends 2014-2019 for indirect management 31%
4 000 30 %
Since 2014, overall Key Action 1 activity has increased steadily, with 25%
2 000
close to 19 400 projects contracted in 2019, 938 000 individual 2 806 2 542 2 542 2 9 14 3 527 4 36 3
- 0%
mobilities and more than 938 500 organisations have reaped benefits Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019
from Key Action 1 funding in 2019.
Projects Received Projects Granted Success Rate
This Key Action has a strong impact at both individual and organisational
levels. Figure 7 - KA101 School Education projects trend 2014-2019
The most popular topics covered by the selected projects were similar t o
the previous years: teaching and learning foreign languages; new
innovative curricula and training courses; digital competences; pedagogy ‘I go to school starting today’.
and didactics; and schools' quality development. A strategy for preventing and reducing early school leaving’
2019 also confirmed the attractiveness of consortium applications as a
Coordinating organisation: EU Grant:
mean for local and regional school authorities as well as other school
Scoala Gimnaziala Petru Rares €30 280
coordinating bodies to provide access to the programme to small and
less experienced schools. The overall objective of this training course for teachers was to
prevent absenteeism and retain at school pupils with dropout
risk, especially among the Roma population, families living in
No of Participants (thousand)
115
75 112.2 poverty, or those having parents working abroad.
The activities included organising training sessions and
Grant (million €)
60 54.2 95
workshops at school, where the newly acquired skills could be
45 39 .5
8 1.2
practiced, as well as preparing a methodological guide and
75
31.7 brochures.
30 23.5
21.0 21.1 6 2.2 With this training, the teachers acquired specific competences to
55
15 work with pupils at risk, while responding to their needs through
46 .5
43.0 43.5 innovative working methods, such as non-formal learning
0 35
Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019 activities to increase their motivation. Learners benefited from
Number of Participants (thousand) Grant Amount (million €) quality educational services creating positive atmosphere at
school. The project also contributed to improve institutional
Figure 8 - KA101 School Education: contracted grants
capacities to deal with early school leaving and strengthened the
and forecasted participants per call year transnational cooperation between the partner organisations.
Project ID: 2018-1-RO01-KA101-047885

KA102/KA116 - Vocational E d uca tion a nd T r a inin g ( V ET)

learners a nd staff m obility
Long-term mobilities increased but their share is still relatively 10 000 100%
8 38 4
low 8 000
7 8 54
7 098 7 10 1
6 530 75%
No of Projects
The number of applications in VET for learners and staff mobility 5 9 12 54%
Success Rate
6 000 53% 51% 48 %
47%
continued to increase in 2019, to reach 8 384. The budget of 46 % 50%
€459.5 million allowed the financing of 4 551 projects, which is 4 000
21% more than the previous year. The number of participants in 25%
2 000
contracted projects also increased to 192 000, of which 87% were VET 3 156 3 086 3 235 3 6 20 3 754 4 551
- 0%
learners and 13% VET staff. Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019
The organisations holding a VET mobility charter represented about Projects Received Projects Granted Success Rate
15% of the selected projects and about a quarter of the total forecast ed
participants for VET, which is equivalent to 2018. These organisations Figure 9 - KA102/KA116 VET projects trend 2014-2019
with proven capacity for organising high-quality learning mobilities

benefited from the opportunity to apply for mobility grants through a
459 .5
250
fast-lane procedure (KA116). 450
The five most common topics in selected projects were: teaching and 200
170 .3
19 2.1
400
Grant in (million €)
16 0 .0
learning foreign languages; cooperation between educational institutions 139 .6 374.2
150 130 .1 350
and business; labour market issues including career guidance/youth 126 .0
312.7
unemployment; intercultural/intergenerational education and lifelong 300
100
275.6
learning and; international cooperation, international relations and 26 4.1 26 6 .8 250
development cooperation. 50
200
The result of the Call 2019 showed a consolidation of long-term mobilit y 0 150
Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019
of VET learners or recent graduates (ErasmusPro, 3 to 12 months). The
number of selected projects including ErasmusPro mobility activities Number of Participants(thousand) Grant Amount (million €)
grew by 16% and the number of participants by 6% to reach

12 667 participants. Yet long-term mobility represented only 7.5% of the Figure 10 - KA102/KA116 VET: contracted grants
and forecasted participants per call year
total mobility of VET learners.
was to identify and shape together with stakeholders, including National

Agencies, higher education institutions and student organisations,
measures to make the next programme even more inclusive and
Learn, practise and work accessible, more sustainable, more international, more digital and an
effective financial instrument to support higher education institutions
Coordinating across Europe in achieving the objectives of the European Education
EU Grant:
organisation: Area. In particular, the new programme will support higher education
€130 220
REZEKNES TEHNIKUMS institutions in removing any barriers to learning, teaching and training
mobility for students and staff in higher education and in implementing
The project provided 45 VET pupils from various vocational
departments of the Rezekne Technical School in Latvia with the innovative, transdisciplinary, transnational and challenged based
opportunity to live and work abroad for two to five weeks. Their approaches in education and research to help tackle big societal
participation in practical training in foreign companies and schools challenges and ensure that students and staff are equipped with the
boosted their personal and professional growth. They gained a digital skills necessary for thriving in the digital age.
wide range of new skills, such as communication in foreign
The European Student Card Initiative - Simplifying, facilitating,
languages, intercultural competences, self-awareness and team
work. This experience has increased their employability and connecting
opportunities on the labour market. The European Student Card Initiative is fundamental in making it as
The cooperation between the participating organisations was
easy as possible for both students and higher education institutions to
strengthened and expanded to three new partners.
participate in the next Erasmus programme. By replacing the current
Project ID: 2018-1-LV01-KA102-046905 paper based processes used across Europe to facilitate student mobilit y
with digital and streamlined processes, the initiative constitutes a
real revolution for the management of student mobility in Europe,
KA103 - H igher education student a nd staff m obility making it simpler, more efficient and greener.
2019 – A year of co-creation and preparing for the future in Major milestones achieved in 2019 included launching the creation of a
higher education truly digital one-stop-shop for students to have easy and secure
access to information and services they need before, during, and after
Following the launch of several ground breaking initiatives in 2018 that their exchanges abroad by significantly enhancing the Erasmus+ Mobile
will help pave the way for the European Education Area, including the App, which has been downloaded over 85 000 times since its initial
European Universities and the European Student Card initiatives, the
release in 2017.
Commission engaged in an intensive and fruitful co-creation process with
the higher education community in Europe throughout 2019 to prepare
the next Erasmus programme. The purpose of the co-creation approach
In March 2019, the Commission held an interactive webinar to promote Officers help promote the initiative in their countries, report feedback
the European Student Card Initiative to higher education institutions and directly to the Commission and inform on possible synergies with similar
collect feedback from them on the ongoing testing phase of the initiatives at regional, national or local level to ensure interoperability and
Erasmus Without Paper Network. Over 750 higher education efficient implementation across Europe.
institutions and Erasmus+ National
Agencies took part in the webinar. The
number of higher education institutions This also includes
involved in the testing of the Erasmus promoting and
Without Paper Network continued to grow supporting the
throughout the year with now over implementation of the
2 200 institutions involved, which European Student
represents a 50% increase in 2019. The Card and the European
network enables any higher education Student eID, crucial
institution to connect their information components of the
system, whether it is an in-house system or European Student Card
commercial system, in order to exchange Initiative. By adding a
electronically mobility related data in a ‘European Student’ hologram and unique card number to existing student
secure and streamlined manner with their cards thereby enabling students to identify and authenticate themselves
partners, simplifying immensely the online using their home university
management of student mobility. For those higher education institutions credentials, mobile students can
without their own information system to manage student mobility, the have better and faster access to
Erasmus Without Paper Dashboard provides a free web-based student services while abroad,
solution, ensuring that no higher education institution is left creating in the process a strong
behind in this digital revolution. The goal is to fully replace and visible European Student
identity in line with the objectives
paperwork for a smooth and interoperable digital workflow for all higher
education institutions in the next programme. To enhance further of the European Education Area.
communication and cooperation in the context of the European Student
Card Initiative, the Commission established a network of Digital
Officers with representatives from both Erasmus+ National
Agencies and National Authorities in the Erasmus+ programme
countries, with the first official meeting in November 2019. The D igital
A record number of students took part in Digital Opportunity At the same time, the increasing trend of more students opting to do
Traineeships Erasmus+ traineeships continued as well in 2019: In 2018/2019,
102 200 students and recent graduates gained a practical workplace
The Digital Opportunity Traineeship Initiative was launched in 2018 wit h
experience abroad by undertaking an Erasmus+ traineeship, an increase
financial support from Horizon 2020 and implemented through
by a third compared to the first year of the Erasmus+ programme when
Erasmus+. The initiative aims at providing visibility to the growing needs 76 300 students and recent graduates participated in traineeship
of digital skills in all study fields and to support students in acquiring t he
mobility. In terms of staff mobility, 36 700 academic staff went abroad
digital skills necessary for their future, including forward-looking fields
to teach at a partner institution while 38 400 teaching and administrative
such as programming, cybersecurity, data analytics, digital marketing,
staff developed specific skills through undertaking a training period
development of apps, software and websites, and training of robot s and
abroad, with the development of innovative pedagogical and curriculum
artificial intelligence applications. During this period, almost
design skills remaining a main priority in staff mobility in 2019.
10 000 students from a variety of study fields undertook an
Erasmus+ traineeship abroad to acquire forward-looking digital Programmes Countries
skills, 4 000 more than the target set at the start of the init iat ive. This
100%
remarkable success clearly demonstrates the need to continue to offer 6 000
78 % 80%
73% 73%
more opportunities for students to enhance their digital skills under the 5 000 71% 70 % 75%
No of Projects
4 230
Success Rate
4 20 4
3 998 4 0 70
next programme as well as great potential for using the next Erasmus 4 000 3 76 5 3 8 43
programme as a mechanism to enhance targeted forward-looking skills 3 000 50%
with various funding sources. 2 000

25%
Number of participants in higher education mobility continued to 1 000
3 6 20 3 731 3 886 3 968 4 096 4 19 3
grow in 2019 -
0%
Intra-European mobility activities in higher education increased again in Projects Received Projects Granted Success Rate
2019, the sixth year of the Erasmus+ programme, underlining the
continuous interest and relevance of student and staff mobility in higher Figure 11 - KA103 higher education projects trend 2014-2019
NB: S uccess rate for higher education KA103 is calculated based on participants
education. Nearly 4 200 higher education institutions and mobility in contracted projects over participants in submitted projects
consortia were awarded with mobility grants. 2018/2019 saw an
increase in the total number of higher education students and staff
taking part in mobilities between Programme Countries, with a total of
335 600 student and 75 100 staff mobilities.
In total, 233 400 students went abroad to study for one or two
semesters in higher education institutions within Programme Countries.
with 72% stating their

Programme countries
500 1100 Erasmus+ experience
449 .5
423.6 1000 helped them get their
first job after graduation.
Grant (million €)
39 2.1 9 22.2
400 900
36 0 .0 Additionally, nearly half
341.4 339 .8
8 13.9 800 of Erasmus+ trainees
716 .2
300 700 were offered a job in the
6 33.2
600
organisation or company
6 0 0 .8
58 4.1 where they trained.
200 500
Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019 Academic staff who
Number of Participants (thousand) Grant Amount (million €) have participated in Erasmus+ staff mobility, are more open to involving
staff from enterprises in their courses than their non-mobile peers,
Figure 12 - KA103 higher education: contracted grants
around 60% compared to 40%, and also make more use of digital
technologies in their courses at a similar level as compared to non-
Erasmus+: a turning point in the lives of European students and a mobile peers. Furthermore, nearly 80% of academics reported their
catalyst for innovation in higher education experience abroad has led to the development of more modern and
Analysis of participant surveys shows that satisfaction rates remain very innovative teaching practices and curricula in their faculties. These
high with over 95% of students and 99% of staff being satisfied or very findings demonstrate the role Erasmus+ plays in modernising higher
education in Europe.
satisfied with their Erasmus+ experience abroad. In 2019, the Erasmus+
Higher Education Impact Study was published, providing further insight Erasmus+ continues to attract new higher education institutions
into the positive impact the programme has on both students and staff to the programme
who participate and how it opens up a world of possibilities.
The number of Erasmus+ Higher Education Charters (ECHE)
The study found that more than two-thirds of Erasmus+ students and awarded to higher education institutions grew again in 2019. There were
trainees declared that they gained new insight about their career 215 new institutions that received a charter, reaching a total of
choices during their mobility abroad which allowed them to better orient 5 777 ECHE accredited higher education institutions participating
their studies and training to match their ambitions. Erasmus+ graduat es in Erasmus+. The ECHE provisions are being implemented with
also report being happier in their careers and expanding their increasing success and their fulfilment is consistently being monitored in
professional opportunities; generally receiving more benefits than their order to ensure the smooth and successful implementation of the
non-mobile counterparts. Furthermore, the study found that 80% of programme.
Erasmus+ graduates are employed within three months of graduation,
KA107 - H igher educa t ion st udent a nd st a ff m obilit y

bet ween Programme a nd Partner C ountries
The fifth call for higher education student and staff mobility between
Higher education student and staff mobility between
Programme and Partner Countries, or international credit mobility,
Programme Countries
demonstrated the continued increase of the action’s popularity among
Coordinating organisation: EU Grant: higher education institutions (HEIs) in programme and Partner Count ries
UPPSALA UNIVERSITET €1 307 304 alike.
Partner countries
Uppsala University, one of Northern Europe's oldest universities, is a
Swedish top sending institution of students and staff on Erasmus+ 4 000 100%
mobility – with almost 900 Erasmus+ participants in 2018/2019. Its 72%
70 % 70 % 71%
mobility project is a good practice example in terms of green and 3 000 75%
No of Projects
59 %
Success Rate
digital transitions. Mobile students are encouraged to take the train
to their destinations in Europe instead of the plane. The university is 2 000
1 517
50%
1 40 3 1 30 2 1 30 5 1 39 0
committed to implementing digital mobility management through the
Erasmus Without Paper network as part of the European Student Card 1 000 25%
Initiative. Erasmus+ staff mobility helps academics improve 8 25 906 9 11 982 1 093
pedagogical skills and cooperation with their peers, not only resulting - 0%
in joint teaching but also joint research projects. The many students
going on traineeships and the academic staff going on training in Projects Received Projects Granted Success Rate
companies abroad have built beneficial bridges between the world of
education and work, enhancing curricula and opening future career Figure 13 - KA107 higher education grants trend 2014-2019
perspectives.
Projects selected in 2019 will award around 55 000 individual grants to
Project ID: 2017-1-SE01-KA103-034251 students and staff over the next two years, up by 20% compared t o t he
2018 call.
Partner countries
the five least-developed countries (Bolivia, El Salvador, Guatemala,
60 220 Honduras, and Nicaragua) has increased to almost 17% of the total grant
55.5
19 4.2 200 awarded to Latin America, up from 15% in 2017 and 10% in 2016.
50 46 .1
Similarly in Asia, the least developed countries were awarded 20% of the
Grant (million €)
41.0 180
40 36 .2 136 .1
16 0 .5 available budget, up from 19% in 2018 and 14% in 2017. Promoting
160
28 .3 127.1 140
diversity of Partner Country choice among Higher Education Inst it utions
30 10 9 .8 and balancing the geographic distribution of funding remain key priorities
120
20 for the Erasmus+ National Agencies, and the European Commission is
100
working closely with them to meet our shared targets.
10 80
Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019 Additional funding for African countries launched by President Juncker in
Number of Participants (thousand) Grant Amount (million €) 2018 further boosted opportunities for African student and staff mobility
in 2019. In order to support the transition in Tunisia, additional funding
Figure 14 - KA107 higher education: contracted grants
of €3 million was shared between the Programme countries on an opt -in
basis and allocated to 12 National Agencies compared to 10 in 2018. The
Over 33 700 mobilities will be incoming to the 34 European Programme budget has been fully absorbed. Concerning the neighbouring Algeria
Countries, compared to 28 000 in 2018. About 21 700 mobilities will be window, five programme countries were able to contract €1.4 million out
outgoing to Partner Countries around the world, up from 18 000 in 2018. of the €2.5 million budget available. Another window covered Algeria and
The share of outgoing mobility (39%) in relation to incoming mobility has Tunisia, alongside Egypt and Morocco, in the so-called ‘Juncker’ North
remained steady compared to the 2018 call, but compares favourably Africa window, budgeted €2.5 million. Twelve programme countries opted
with the first call in 2015, where only 25% of participants were outgoing. in for this opportunity and contracted €1.8 million. Therefore, and thanks
In general, greater parity between incoming and outgoing mobility (within to two extra sources of financing, the number of participants allocated
the limits of the programme rules) is welcomed by Higher Education through the South Mediterranean envelope to Algeria almost doubled and
Institutions in both Programme and Partner Countries. Tunisia multiplied by 240%.
Staff mobility will account for around 57% of grants awarded. This At the request of the European Commission President Juncker, other
percentage has remained steady compared to 58% in 2018 and reflect s windows were created in 2018 with the same structure for different
the Commission’s advice to stakeholders that staff mobility has a African regions: West Africa (12 countries, €10 million) and Horn of Africa
systemic impact on participating Higher Education Institutions and that it (7 countries, €3 million). More than half of the National Agencies applied
is an appropriate activity to start cooperation with new partners. for one or both of these windows.
The 2019 call demonstrates better inclusion of least-developed and low -
income countries. In Latin America, the share of funding for project s for
KA104 - Adult education staff m obility

A good year with high success rate
After a stagnation in 2018, the number of submitted applications in Adult

education staff mobility increased significantly in 2019 to reach 1 443.
Higher education student and staff mobility project The budget of €23.6 million allowed the financing of 806 of these
projects, 48% more than the previous year, representing a success rat e
Coordinating organisation: EU Grant: of (56%). National consortia were involved in 106 contracted projects.
AARHUS UNIVERSITET €69 145
Aarhus University is committed to providing skills for the future, 2 500 2 29 6 100%
undertaking cutting-edge research and addressing challenges that
cross traditional scientific disciplines. Aarhus University regards 2 000
75%
1 570
No of Projects
internationalisation as a significant means to achieve quality and to 1 554
Success Rate
1 443
1 500 1 29 1 1 242
deliver on the university's goal of being a leading university with a
56 % 50%
global reach. The ambition of Aarhus University is that 1 000
25% 26 %
internationalisation permeates the institution as a whole and 18 % 39 % 44%
25%
becomes a natural element in and across all core activities. 500
As a consequence of the above and a demand from both students and 424 38 6 40 6 50 5 544 806
- 0%
staff, Aarhus University has entered into cooperation under the KA Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019
107 in 2017 with seven universities in:
Projects Received Projects Granted Success Rate
 Australia: University of Technology (UTS)
 India: Indian Institute of Technology Madras (IITM), Figure 15 - KA104 Adult Education projects trend 2014-2019
Jawaharlal Nehru University (JNU), Sikkim University (SU) and
Manipal University The number of participants forecasted in contracted projects grew
 Russia: Russian Academy of Sciences (RAS) and Moscow State proportionally to reach 12 592. As in previous years, the vast majority of
University (MSU) participants (67.6%) planned to take part in training courses. However,
there was a noticeable increase of the share of job shadowing activit ies,
Project ID: 2017-1-DK01-KA107-034168 reaching 29.6% of the participants. The share of participants that
planned teaching and training at partner organisations, remained
relatively low at 2.8%.
The main topics covered by the projects are similar to 2017 and
2018 innovative curricula/educational methods/ training courses;
intercultural/ intergenerational education and (lifelong) learning; ICT/ new
technologies and digital competences; teaching and learning of foreign
Professionalism for adult educators and emotional readiness
language; and inclusion and equity. for the 'new'
Coordinating organisation:
EU Grant:
DAFNI KENTRO EPAGGELMATIKIS
14 27 €9 312
12.6 KATARTISIS
25
12
23.6 23
21
DAFNI KEK operates in a multicultural area of the Achaia prefecture
10
Grant (million €)
8 .5 19 inhabited by local farmers, a Roma community and migrant workers.
8 17 The aim of the project was to offer educational opportunities that
6 .4 16 .2
6 5.6 15 meet the specific needs of those target groups. They experience
5.1 5.0
13 various barriers to learning due to cultural and social specificities,
4 11.6 11
9
financial shortcomings, as well as facing prejudices. The role of
2 9 .9 9 .1
8 .9
educators is crucial to face these challenges, to assist in intercultural
7
0 5 dialogue and provide a basis for mutual understanding and
cooperation contributing to ‘education for all'.
Number of Participants (thousand) Grant Amount (million €) This is not an easy running process; it requires emotional and
psychological readiness as well as professionalism from educators. In
Figure 16 - KA104 Adult Education: contracted grants the two-way integration process, they have to confront the traumatic
and forecasted participants per call year life transition of the migrant persons as well as prejudices derived
from fear and anxiety of the locals towards ‘different people’.
Within this project, DAFNI KEK provided a training opportunity for
14 adult educators, to equip them with adequate tools against
burnout and stress. The results of the training were further
disseminated through workshops contributing to multiplying effects.
Project ID: 2017-1-EL01-KA104-035689

2.2 Mobility in the field of youth migrants, promote gender equality and diversity.
KA105 - Mobility projects for young people and youth workers The budget allocated for mobility projects for young people and youth
workers in 2019 reached the total value of €107 million.
Mobility projects in the field of youth were supported, as from 2019,
through one Action – KA105, composed of Youth Exchanges and
174.7
Youth Worker activities. Volunteering projects have been integrated in
16 7.7 170
170
2019 in the European Solidarity Corps, a one-stop shop initiative for all 16 2.6
16 4.9
Grant (million €)
150
volunteering activities, which explains the slight decrease in the number 157.6 143.4
150 .5
of projects received and granted compared to the previous year. 151.4
130 .6 130
150 130 .2
125.7
110
20 000 100% 10 7.2
17 471 17 18 5
15 731 16 229
16 000 80% 130 90
12 9 0 3 Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019
No of Projects
Success Rate
11 6 16
12 000 60%
Number of Participants (thousand) Grant Amount (million €)
49 %
8 000 40%
35% 33% 35% 34% 33% Figure 18 - KA105 Youth Mobility
4 000 20% contracted grants and forecasted participants per call year
5 749 5 543 5 772 6 091 5 440 4 255
- 0% The number of contracted projects involving Youth Exchanges and Yout h
Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019 Workers activities increased by 13.5% in 2019 compared with 2018, and
Projects Received Projects Granted Success Rate the number of participants funded has continued to rise to reach close t o
175 000. Despite this, the level of unmet demand remains high with only
Figure 17 - KA105 Youth Mobility projects trend 2014-2019
33% of the projects being granted in the Action.
In the field of youth, Erasmus+ puts particular emphasis on promoting
With an average project grant of €25 000 and more than
equal opportunities, inclusion and fairness. More than 25 000 organisations involved, this Action demonstrates its capacity to
67 500 participants with fewer opportunities were involved in youth reach out and impact a large number of young participants and
mobility projects granted in 2019. organisations working with them, through grassroots projects.
In addition to the large number of participants with fewer opportunit ies The international dimension of KA105 remains strong, contributing to
to which the programme reaches, around 1 800 projects involving close mutual understanding and exchanges of good practices. The Erasmus+
to 80 000 young people and youth workers addressed such issues to, for National Agencies used €31 million of the funds for activities fostering
example, support the fight against stereotypes, facilitate integration of international youth cooperation and involving more than
45 000 participants from Programme and Neighbouring Partner Youth Worker Mobility
Countries.
Since the start of Erasmus+, Youth Worker Mobility has offered
opportunities for close to 240 000 youth workers to develop their key
competences through transnational training courses and seminars,
contact-making events, study visits and job shadowing. Over
7 600 projects have been funded addressing topics of relevance for
youth work and youth policy, including active citizenship, democracy and
youth participation, inclusion and equity, new innovative curricula and
pedagogical methods.
The demand remained high in 2019, and the number of granted activities
and participants continued to increase (close to 1 700 activities, involving
more than 45 000 participants in 2019, up from 1 400 activities and
37 600 participants in 2018). The success of the action is also shown in
Photo credit: ©European Union
the very high satisfaction rate of (95%) among participants, with almost
Youth Exchanges 95% declaring an improvement in their competences and high
Youth Exchanges bring together young people from different countries to satisfaction in meeting their professional (88.6%) and personal
exchange and learn outside their formal educational system. development (95%) needs through their mobility experience.
With an increased initial budget allocation of more than €70.5 million in

2019, the action enabled around 120 000 young people to take part and
acquire or further develop skills, competences and European values.
Youth Exchanges are particularly suitable for inclusion, this is showcased
by the large number of young people with fewer opportunities involved,
reaching 40% of the participants.
Since the beginning of the Erasmus + programme in 2014, more than
15 000 projects have been funded, involving 670 000 participants from
programme and partner countries from all backgrounds, proving the
success of this mobility opportunity and the important and stable interest
of youth organisations, and young people.
2.3 Mobilities from the Outermost regions

Since 2014, the flow of participants from EU outermost regions (ORs)
Spread Ability has steadily increased, with over 20 500 learners’ and staff mobilities.
Under the International Credit Mobility scheme, 130 participants from the
Coordinating organisation: EU Grant: ORs benefited from the mobilities to Third Countries since 2014,
Youth for Equality €17 610 including 47 participants in 2019.
Lack of information and practise prevent youth workers to involve The majority of participants comes from the field of Higher Education
young people with disabilities in their local, national and international
(52%) followed by these of Youth (26%), Vocational Education and
activities. The focus of this project was to teach youth workers how to
involve, work and help young people with disabilities. Training (14%), School Education (7%) and Adult Education (1%). The
During this project, good practises were shared and youth workers distribution of participants among the ORs is as follows: Canary Islands
learnt how to use and also create new and direct non-formal (58.9%), Réunion (14.3%), Martinique (8.3%), Madeira (7.2%), Azores
activities, which they could put in practice and test in their daily work. (6.6%), Guadeloupe (2.9%), French Guiana (1.4%) and Mayotte (0.4%).
Result: youth workers improved their knowledge and skills on how to
manage, adjust and create new non-formal activities for young people
with disabilities.
2.4 Erasmus Mundus Joint Master Degrees
Project ID: 2019-2-SK02-KA105-002183 Erasmus Mundus Joint Master Degrees (EMJMDs) are highly integrated
study programmes delivered by an international consortium of higher
education institutions, and, where relevant, other public or private
organisations. EMJMDs aim to foster excellence, innovation and
internationalisation of higher education institutions, strengthen the
quality and the attractiveness of the European Higher Education Area and
improve the competences, skills and employability of Master students.
The EMJMDs were selected following the publication of the Erasmus+
call for proposals in October 2018. A total of €178.4 million was
allocated to 48 projects. The newly selected EMJMDs will provide
3 659 student scholarships over four annual intakes, starting in 2019.
The planned numbers of student scholarships include 707 scholarships
committed under Heading 4, and 115 scholarships under the European
Development Fund (EDF) budget. The 48 projects will also invite

768 guest academics over the four annual editions of their programmes.
Overall, the 48 EMJMD projects selected represent a good mix of
academic disciplines in the broader areas of hard sciences (20),
Master's programme in Security and Cloud Computing
humanities (15) and life sciences (13). There is a wide geographical
distribution of projects with 197 different higher education institutions
from 26 different Programme Countries as coordinators or full partner Coordinating organisation: EU Grant:
and 21 different Partner Countries as full partners. AALTO KORKEAKOULUSAATIO SR €2 955 000
In the academic year 2019/2020, there were 132 ongoing Erasmus Security and Cloud Computing (SECCLO) Master's programme is a
Mundus Joint Master Degrees courses offering scholarships to master two-year engineering programme which gives students a broad
understanding of the latest and future technologies for secure clo ud
students from all over the world. In total 2 600 scholarships were
and mobile computing systems. Students will gain both practical
awarded, 590 to Programme Country students and 2 010 to Partner engineering knowledge and theoretical insights into secure sy stems
Country students. engineering, distributed application development, network and
service architectures, and cloud and mobile platforms.
As part of the EU-Japan Policy dialogue on Education, Culture and Sport ,
SECCLO focuses on two specific aspects of modern computing
a joint call in the framework of the existing EMJMDs was launched for systems: cloud computing, which in a broad sense means highly
the first time to select excellent consortia of European and Japanese distributed and scalable computation and data storage in data
universities. The call was co-funded by the EU and the Inter-University centers as well as physically accessible devices, and information
Exchange Projects (IUEP) of the Japanese Ministry of Education, Cult ure, security, which means protection of computation, communication and
Sports Science and Technology (MEXT). Three projects were selected with data from unauthorized access.
a budget of € 4.8million. These 3 projects involve 15 different higher
education institutions, 4 large enterprises and 4 SMEs located in Project ID: 586541-EPP-1-2017-1-FI-EPPKA1-JMD-MOB
8 Erasmus+ Programme Countries and in 2 Erasmus Partner Countries.
The EU grant will fund 96 scholarships and the Japanese grant will
finance 82 scholarships to Japanese students.
2.5 Erasmus+ Master Loans #ERASMUSDAYS 2019:

The Erasmus+ Master Loans scheme provides partial guarantees to Find out how you can celebrate the Erasmus programme!
financial intermediaries who expand access to affordable financing for
students who will take a full Master’s degree in another Erasmus+
programme country. Following the launch of the scheme in 2015 in
Spain, the scheme is now operational in five countries: Spain, Italy,
Romania, Croatia and Turkey.
In addition, the University of Luxembourg and the University of Cyprus
are providing deferred payment on tuition and housing costs (equivalent
to loans) for incoming students from all other Programme Countries to
study for a Master course at these universities. Thus the EU guarantee
also facilitates universities to support their internationalisation policies.
Altogether, 25 Programme Countries have been involved as sending or
receiving country. By the end of 2019, 683 students had obtained an EU-
guaranteed master loan for a total loan volume of €8.17 million. Initial
feedback from students, consistent throughout the years, has been
positive [with satisfaction rates over 70%] in terms of policy object ives,
implementation and social inclusion.
Over the four years of evaluation the loan scheme has shown its ability
to increase social mobility of students, also enabling ‘older’ beneficiaries
to carry out a Master’s degree abroad. In particular, the loan diminished
the financial pressure on families, with around half of beneficiaries
indicating that their family experienced some level of difficulty in making
ends meet.
A follow-up survey among graduated beneficiaries confirmed
employability as a main benefit, as they had all found good jobs or
traineeships, thanks the master/loan they had taken. A Student
Beneficiary Survey is ongoing among the beneficiaries from 2019, with
results expected to come out by the end of 2020.
Key action 2: Cooperation for innovation &

the exchange of good practices
3. K ey A ction 2 - Cooperation fo r i n novation  Sector Skills Alliances: identification of sector-specific labour

market needs and demand for new skills and skills needed in order
a nd the exchange of good practices to perform in one or more professional fields. Drawing on such
Key Action 2 promotes the cooperation for innovation and exchange of evidence, Sector Skills Alliances support the design and delivery of
good practices in the fields of education, training and youth, aiming at a transnational vocational training content and teaching and training
long-lasting impact on organisations, individuals and policy systems. It methodologies for European professional core profile.
supports:
400 700
 Transnational Strategic Partnerships between organisations, 653
public authorities, enterprises and civil society organisations active 350 600
in various socio-economic sectors, in order to promote institutional 531
300 531
modernisation and societal innovation. 454 500
Mobilities (thousands)
Grant in mill (€)
417
 Capacity-building: transnational cooperation projects between 250
400
organisations from Programme and Partner Countries, with the aim 200
of supporting the modernisation and internationalisation of their 300
higher education institutions and systems and of fostering 150
cooperation and exchanges in the field of youth. 100

200
 Knowledge Alliances: international projects between higher
50 100
education institutions and enterprises that stimulate innovation,
entrepreneurship, creativity, employability, knowledge exchange 0 0 0
and multidisciplinary teaching and learning. 2014 2015 2016 2017 2018 2019
 European Universities Alliances: enhance the quality and School Education Vocational Education and Training
attractiveness of European higher education and boost cooperation Higher Education Adult Education
Youth Participants
between institutions, their students and staff.
Figure 19 - Key Action 2 trends 2014-2019 (indirect management)
In 2019, a total amount of €931 million was implemented under Key KA201/229 - S chool education projects
Action 2, representing 28% of the programme’s total commitment
High attractiveness of School Exchange Partnerships
appropriations and an increase of around €259 million (+39%) as
compared to 2018. A total of 5 742 applications were submitted in school education in 2019.
About 25% of them were applications for projects of schools with mixed
1.7 consortia of organisations (KA201) focusing on exchanges of good
0.2%
practices or dedicated to innovation. Of these KA201 applications,
193.6
20.8% 447 projects were selected and contracted, for a total of €100.7 million.
The large majority of the contracted projects (78%) included innovative
Direct Management - EC outputs.
Direct Management - EACEA The remaining applications were submitted under the School Exchange
Partnerships (KA229) format. This new type of partnership was
Agencies introduced in 2018 with the aim of increasing participation of schools in
736.0 the Erasmus+ programme and supporting more groups of pupil mobility
79.0% abroad. This second Call confirmed the attractiveness of this format with
4 343 School Exchange Partnerships applications being submitted in
Figure 20 – KA2 – Erasmus+ Budget Commitments
2019, representing 21% more than the number of 2018 applications.
by Management mode (in million €) More than 2 000 partnerships were contracted, for a total of
€230.4 million. These partnerships involved 8 690 participating schools
Close to 79 % of the Key Action 2 funds were allocated to the National
and aimed at supporting the mobility of more than 151 000 pupils and
Agencies, which managed to fully implement the funds entrusted to
28 000 teachers.
them as part of their delegation agreements.
The partnership projects combined horizontal priorities and field specific
3.1 Strategic Partnerships
priorities. For the field of school education, priority was given to
Strategic Partnerships aim to support the development, transfer or strengthening the profiles of the teaching professions, to building
implementation of innovative practices as well as the implementation of capacity for organisation and recognition of learning period abroad, to
joint initiatives promoting cooperation, peer learning and exchanges of promoting a comprehensive approach to language teaching and learning,
experience at European level. to supporting schools to tackle early school leaving and to increasing
access to affordable and high quality childhood education and care.
Depending on the objectives and the composition of the Strategic
Partnership, projects may support innovation or the exchange of good
practices.
The following topics were the five most common in Strategic

partnerships with mixed consortia of organisations in the school sector:
new innovative curricula, educational methods and development of
training courses; ICT new technology and digital competences; early
school leaving and combating failure in education; key competences and Gender aware education and teaching
basic skills and pedagogy and didactics.
The top five topics addressed by contracted School Exchange Coordinating organisation:
EU Grant:
Partnerships projects were ICT new technology and digital LUXEMBOURG INSTITUTE OF SCIENCE AND
TECHNOLOGY €263 768
competences; teaching and learning of foreign languages; cultural
heritage; EU citizenship, EU awareness and democracy; creativity and The project supported teachers in dealing with gender-balance and
culture. diversity in their classroom. The goal was to tackle the low
representation of girls in STEM (Science, Technology, Engineering and
Maths) education and subsequently women in STEM careers.
7 500 100% For instance, several problems prevent girls from fully participating in
5 742 STEM, among them cultural traditions and stereotypes, as well as
6 000
4 8 37 75% unconscious biases about girls in STEM education (e.g. science is
No of Projects
Success Rate
4 500 4 0 55 4 378
4 0 76 3 714
solitude, science is more suitable for men, etc.).
43% 44%
50% This project was built by bringing together a variety of partners with
39 %
3 000 29 % expertise in gender issues, especially in the field of STEM, (e-)learning
18 % 21%
1 500
25% and teaching, and technology research and development. Its
728 900 1 16 7 1 453 2 10 3 2 510 methodology was based on a design thinking approach so that the
- 0% target groups and main stakeholders are involved in developing
suitable solutions.
Projects Received Projects Granted Sucess Rate An e-learning platform called the Gender4STEM Teaching Assistant,
was developed where educational and awareness-raising materials
Figure 21 - KA201/KA229 School Education projects trend 2014-2019 could be uploaded for use by secondary-level teachers and European
good practices could be discovered.
Project ID: 2017-1-LU01-KA201-023926

KA202 - Vocational education a nd t raining and digital technologies for teaching and learning (addressed by 9.5% of
the projects) and promoting work based learning in all forms (9.4%).
Positive development of the number of applications
The five more recurrent topics in VET Strategic Partnerships projects
Strategic Partnerships in vocational education and training (VET) include
supported the three first priorities, e.g.:
projects focusing on innovation through intellectual outputs and
smaller cooperation projects that are mainly based on exchanges of  new innovative curricula, educational methods and
good practices, which foster the internationalisation of institutions. Of the development of training courses (48% of the projects),
total project selected, 78% focused on innovation.  ICT, new technologies and digital competence (24% of the
projects),
With an increase of almost 10% of the number of strategic partnership
 cooperation between educational institutions and business
applications, 2019 ended the decreasing trend started in 2017. The
(21.7% of the projects),
number of selected and contracted projects increased by about
 open and distance learning (13.5% of the projects)
13% compared to 2018, reaching 512 projects for a total budget of
€110.9 million. The average project grant was €216 882.  entrepreneurial learning and entrepreneurship education
(13.5% of the projects).
2 100 100%
1 868 1 884
1 800 1 683 1 6 72
1 6 57 1 523
1 500 75%
No of Projects
Success Rate
1 200
50%
900 30 % 31%
28 %
23% 22% 24%
600 25%
300
377 40 2 451 46 9 453 512
- 0%
Projects Received Projects Granted Sucess Rate
Figure 22 - KA202 Vocational Education and Training projects trend 2014-2019
Strategic partnerships address both horizontal and field specific priorities.

The three most common VET field specific priorities in contracted
projects in 2019 were: further strengthening key competences in VET
(addressed by 9.5% of the projects), supporting innovative approaches
KA203 - H igher Education

Strategic Partnerships contribute to increasing the quality, relevance,
capacity for innovation and accessibility of European higher education by
funding ambitious transnational cooperation projects between
Beekeeping and its role in countryside ecology and rural higher education institutions in the Programme Countries.
development
In 2019, the Impact study on Erasmus+ Higher Education Strategic
Coordinating organisation: EU Grant: Partnerships and Knowledge Alliances was published.
Natura Opava - Czech Republic €120 855
The study found that Erasmus+
The project was based on cooperation for innovation and exchange of cooperation projects encourage the
good practices between various organisations devoted to beekeeping, majority of participating higher
education, ecology and rural development. All partners were active in education institutions to be better
vocational education and training in their regions, or provided prepared for digital transformation.
vocational training to schools as business experts. Making use of new technologies and
The cooperation resulted in 82 international mobility projects innovative teaching and learning
involving 33 students, 49 teachers, as well as representatives of the
methods helps strengthen their
non-profit sector and business.
international cooperation and
Educational material was developed, and subsequently used for
teaching at school and in other educational institutions. They could be innovation capacity. Furthermore, two
seen as a guide for turning a relatively neglected area such as out of three participating higher
beekeeping into a strategic issue for regional development, or in education institutions stated EU-wide
vocational training. projects also contribute to increasing
The young people involved in the project acquired a broad range of social inclusion and non-discrimination
skills such as overcoming language and social barriers, in higher education.
communication and problem solving skills. The project provided them
also with a useful experience for their future professional career. The The study also found the Erasmus+ fosters entrepreneurship: one in four
teachers could enrich their methodology and exchange experience in cooperation projects contributed to entrepreneurial education and
an international team. strengthened entrepreneurship. A third of projects helped create spin-offs
and start-ups.
Project ID: 2017-1-CZ01-KA202-035552
In 2019, a total of 360 higher education projects were funded under t he represented a 5% increase as compared to the previous year.
Strategic Partnerships action, representing a 42% increase compared t o
The main topics addressed by the projects were: new innovative curricula
2018. In total, 1 259 Strategic Partnerships in higher education have and educational methods (235 projects), ICT technologies - digital
been funded since 2014. competences (101 projects), cooperation between education and
business (53 projects), making higher education more inclusive and
1 200 100%
equitable (50 projects) along with a variety of other important topics
988 9 39 addressed such as overcoming skills mismatches, open and distance
900 887
748
75% learning, health and wellbeing, entrepreneurship education, and
No of Projects
740
Success Rate
747
environment and climate change. The distribution of topics covered
600
34%
38 % 50% reflected the priorities of the Renewed EU Agenda for Higher
27%
18 %
Education.
300 16 % 16 % 25%
121 159 16 3 20 1 255 36 0

- 0%
Projects Received Projects Granted Sucess Rate
Figure 23 - KA203 higher education projects trend 2014-2019
While 12 countries (CZ, DK, DE, ES, FR, IT, NL, PL, RO, SE, UK, TR) selected
ten projects or more for funding, a majority of countries funded between
one and three projects. The average EU funds for the selected projects
was around €299 000, a slight increase compared to the previous y ear.
Project partnership size varies with an average of around six partners per
project.
Out of 2 169 participating organisations, more than two thirds are higher
education institutions, the remaining being enterprises, schools, research
institutes, associations and public authorities. Strategic Partnerships
projects also include mobility activities which are complementary to
those of Key Action 1. In 2019, these mobility activities were included in
74% of the projects, such as blended student mobility, an innovative
mobility format, which combines virtual and physical mobility. This
KA204 - Adult education

Strong acceleration of the number of applications
Social Farming in Higher Education In 2019, the number of applications under the Strategic Partnerships
action for Adult Education steadily increased to 31%, reaching
Coordinating organisation: EU Grant: 1 567. The €116.8 million budget available allowed to increase
Thüringer Ökoherz e.V. €438 115 significantly the number of contracted projects from 498 to 618.
Coordinated by an experienced German environmental association,

this strategic partnership brings together six universities from five 2 000 100%
countries. The project aims at empowering rural areas across Europe
1 56 7
and at increasing the quantity and quality of social farms by 1 500 75%
No of Projects
developing social farming skills in higher education and thus filling a 1 317 1 29 7 1 19 5
Success Rate
1 258 1 147
gap between agriculture and social work. The projects intends to 1 000 42% 39 % 50%
35%
achieve these objectives through defining quality standards in
25%
teaching these skills and in developing an interdisciplinary university 500 16 % 18 % 25%
curriculum based on these standards as well as tailored teaching
215 222 329 40 1 49 8 6 18
material. Social farming is a way of using agricultural enterprise as a - 0%
setting for therapy, integration, rehabilitation or occupation of people Call 2014 Call 2015 Call 2016 Call 2017 Call 2018 Call 2019
with special needs. For the farmer, it represents an opportunity to Projects Received Projects Granted Sucess Rate
diversify income and labour sources and to take social responsibility.
The project meets a growing demand for learning opportunities, Figure 24 - KA204 Adult Education projects trend 2014-2019
teaching material, educational innovation and scientific research in
the area of social farming.
The partnerships contracted involved a total of 3 555 organisations,
Project ID: 2017-1-DE01-KA203-003583 which is 25% more than in 2018.
In the field of adult education, priority was given to strategic partnerships
extending and developing educators’ competences; supporting the supply
of high quality learning opportunities; supporting access to upskilling
pathways; developing mechanism to monitor the effectiveness of adult
learning policies; increasing the demand and take-up through effective
outreach, guidance and motivation strategies.
These priorities were clearly reflected in the main topics addressed by

KA205 - Y outh
the projects: new innovative curricula, new educational methods and
development of training courses, ICT – new technologies and digital Under the Erasmus+ Key Action 2, Strategic partnerships in t he field
competences, inclusion, equity and intercultural intergenerational of youth, the following categories of projects were emphasised:
education, and (lifelong) learning.
 Projects contributing to the EU Youth Work Agenda, by promoting
quality, innovation and recognition of youth work;
 Projects aiming at engaging, connecting and empowering young
Health Points -
a game based approach for health promotion people. Within these focus will be put on projects that strengthen
cross-sectorial cooperation, allowing for greater synergies across
Coordinating organisation: EU Grant: all fields of action concerning young people, with a special focus
RINOVA LIMITED €273 364 on access to rights, autonomy, participation – including e-
participation – and the active citizenship of young people, notably
Health Points addressed European trainers and educators that work
those at risk of social exclusion;
with disadvantaged young adults. Considering that being able to raise
interest and motivation to improve health literacy among this target  Projects promoting entrepreneurship education, social
group is a major challenge. entrepreneurship and not-for-profit activities among young
The project developed an attractive blended learning approach people. Within these, focus will directed to projects in the form of
involving online games and social media in combination with a transnational youth initiatives that allow groups of young people
training offer and guided non-formal learning opportunities. The goal
to put ideas into practice, including through social enterprises,
was to provide access to information on health prevention and
tackling challenges and identified problems in their daily lives.
education to disadvantaged youth; as well as equipping trainers,
educators, and youth workers with an innovative tool to increase their In addition to three core areas for action, whereby all actors are invit ed
capacity. to mobilise their efforts about Engaging, Connecting and Empowering via
The methodology for the game was developed by means of interviews participation, EU programmes and youth work, the new EU Youth Strategy
and dedicated focus groups involving both trainers and young adults
also endorsed 11 European Youth Goals, conceived by young people
themselves.
themselves through the EU's Youth Structured Dialogue process.
Project ID: 2017-1-UK01-KA204-036605 The Strategy calls for the mobilisation of youth policy instruments to
achieve these goals. The current trio of Presidencies (Romania, Finland
and Croatia) has committed to focus on three of them: quality
employment for all, quality learning and moving rural youth forward.
Strategic Partnerships for Youth continue to show high demand with

more than 2 000 applications and over 390 projects granted in 2019. The
1 800 organisations involved in granted projects are mostly (60%) non-
governmental and youth organisations (60%) , but there are also small
and medium size private enterprises, public bodies at different levels and 3D LAB: Making with brain, technology and hands
research institutes taking part.
Centrum Edukacyjne EST €84 493
2 400 2 148 100%
2 121 1 9 72
1 9 46 1 8 74 Informal creative workshops with digital and manual tools bring
1 800 1 730 75% concrete benefits to young people. They eagerly participate in making
No of Projects
Success Rate
activities supported with 3D technology which lead to production of
1 200 50% concrete physical objects of artistic and/or practical value.
During these workshops, young people developed not only soft skills
17% 18 % 18 %
600 15% 14% 25% but also competences essential for careers in modern economy.
11%
258 227 26 4 318 353 39 5 The course served also as main tool to encourage youth workers and
- 0% educators to organise similar workshops and adopt the methods of 3D
LAB.
Projects Received Projects Granted Sucess Rate A very interesting and detailed online platform was created, with
background information as well as tutorials on 3D design and 3D
Figure 25 - KA205 Youth projects trend 2014-2019 printing for youth workers and young people.
Project ID: 2017-2-PL01-KA205-039021

The objectives of youth-specific projects include supporting both quality
youth work and empowerment, and active citizenship of young people.
Topics such as the development of new innovative curricula and
educational methods, and inclusion are also well represented.
T r ansnational C ooperation a ctivities

Transnational Cooperation Activities (TCAs) between National Agencies Grants
Action Projects Organisations
Contracted
support the EU added value and quality implementation of the Erasmus+ Received Granted Success rate in million EUR
programme in the field of youth and contribute to the strategic impact of Capacity Builing for
840 163 19% 145.3 1 738
the programme. Higher Education
Capacity Builing for
505 121 24% 14.3 838
The National Agencies continued to use intensively the TCAs for t raining Youth
TOTAL 1 345 284 21% 160 2 576
and support activities tailored to the needs of the different youth actions
and longer-term thematic cooperation activities supporting the linkages Figure 26 - Capacity building projects – call 2019
between the programme and the EU Youth Strategy. In 2019 more t han
C a pacity building for higher education
300 hosting TCAs were planned, targeting more than 44 000 participants.
Capacity building in higher education (CBHE) projects are multilateral
TCAs were also successfully organised in the Education and Training
partnerships between higher education institutions (HEIs) from
fields. In particular for the School, VET and Adult sectors, these had either
Programme and Partner Countries. They can also involve non-academic
a policy or a programme orientation. Either way, they create a dialogue
institutions (NGOs, enterprises, associations). There are two types of
between beneficiaries and National Agencies and contribute greatly t o a
CBHE projects, which all last from two to three years. Joint projects are
better understanding of the horizontal or sectoral policy priorities
aimed at modernising and reforming higher education institutions,
underpinning the Actions of the programme, as well as of what
constitutes qualitative project implementation and how it can be developing new curricula, improving governance and management, and
building relationships between HEIs and the wider economic and
achieved.
social environment. Structural projects can also tackle policy topics and
3.2 C apacity building issues, preparing the ground for higher education reform, in cooperat ion
Capacity building actions support the internationalisation, modernisation, with national authorities.
relevance and accessibility of higher education in Partner Countries, as In 2019, of the 840 applications received, 163 proposals were selected
well as cooperation and exchanges between Partner and Programme for funding: 142 Joint Projects and 21 Structural Projects. Over one third
Countries in the field of youth. In 2019, special attention was given to of the applications were submitted by Partner Countries. The highest
geographical representation and least-developed countries, and to the increase in the number of applications was from Iran-Iraq-Yemen,
inclusion of people from disadvantaged socioeconomic backgrounds and followed by Asia, thanks to intensive and targeted promotion carried out
participants with special needs. The budget for this action reflects the in the field and by web-streaming events. To be noted is the increased
EU's external priorities and is supported by the corresponding financial involvement of higher education intstitutions in the least developed
instruments: European Neighbourhood Instrument, the Development countries (LDCs) not only as partners but also as coordinators. Good
Cooperation Instrument and the Instrument for Pre-accession Assistance. progress was also observed in the Western Balkans and the South
Mediterranean countries whilst in the other Regions, the situation form of workshops was an appropriate and successful approach to
remained largely comparable to previous years. address important action priorities and policy aspects. In particular,
Half of the Joint projects aimed at modernisation of the curriculum by the Cluster Meeting provided the participants with the opportunity t o
developing new and innovative courses and methodologies in Partner discuss the impact of CBHE projects in terms of regional cooperation,
Country HEIs. The most preferred disciplines by HEIs were: engineering modernisation, accessibility and internationalisation of Higher
and engineering trades, education and environment, representing Education. It encouraged and facilitated the exchange of good
around 50% of the overall number of curriculum development projects. practice and networking and served as a platform to identify
More efforts have been made by the project partners to develop curricula obstacles in the implementation of CBHE projects and practical
that correspond better to the labour market/employment offers in the solutions. As a result of the event, CBHE projects in the Western
Partner Countries. As result, there is an increase of involvement of Balkan region enjoy wider visibility and their quality, impact and
industry and socio-economic actors in the projects' partnerships. sustainability is enhanced. The conclusions of the Cluster Meeting
can serve National Authorities, the European Commission and Higher
In 2019, the on-going CBHE projects selected under the 2016, 2017 and Education Institutions and promote re-examination of the actual
2018 calls were closely monitored by the European Commission with the needs of the Higher Education sector in the Western Balkans and t he
support of the National Erasmus+ Offices in the ex-Tempus Partner way these needs can be better addressed.
Countries. In addition to desk and field monitoring of individual projects,
cluster meetings between ongoing projects were organised, onsite C a pacity building in t he field of y outh
institutional monitoring visits undertaken and modern online tools used
The action targets youth organisations active in Erasmus+ Programme
to ensure a good implementation and a close follow-up of projects. The
Countries and other Partner Countries from other regions of the world.
monitoring activities revealed in particular that multi-country and mult i-
Through cooperation projects these organisations exchange good
regional projects are typically more ambitious, and are challenged by
practices, innovatively address the needs of young people and equip
differences between national education systems and regulatory
them with skills and knowledge to face challenges and build resilience.
frameworks.
This action also contributes to the EU’s external action objectives with the
implementation of four specific strands: the ACPALA (ACP countries, Asia
and Latin America) strand, the Western Balkans strand, the Eastern
Regional Cluster Meeting Partnership strand and the South Mediterranean strand.
In 2019, a total of €14.3 million was allocated to 121 project s of which
A Cluster Meeting took place in Tirana (Albania) in October 2019. The
55 selected proposals for Africa, Caribbean, Pacific, Asia, Latin America
Cluster meeting, on the impact of the Capacity Building in Higher
(ACPALA) countries. The projects allowed participants to elaborate and t o
Education (CBHE) action in the Western Balkan region brought
exchange good practices in non-formal learning methods, volunteering
together a large number of stakeholders. The organisation in the
and youth work. They encouraged policy dialogue, cooperation,
networking and development of youth work methods, tools and 3.3 Knowledge Alliances
materials.
Knowledge Alliances are structured partnerships bringing together
enterprises and higher education institutions in order to develop new
ways of creating, producing and sharing knowledge. They
collaborate to design and deliver new curricula which encourage
Entrepreneurship Skills for Youth / Youth for Social creativity, employability and entrepreneurship and contribute to Europe's
Entrepreneurship innovation capacity.
Coordinating organisation: Knowledge Alliances cover a wide range of study areas, and economic
DEL-ALFOLDI EUROTENDER IFJUSAGI EU Grant: and social activities. Their main added value comes from their focus on
KULTURALIS OKTATASI ES KORNYEZETVEDELMI 142 685 innovation excellence and their responsiveness to society's needs. They
EGYESULET stimulate and facilitate inter- and multidisciplinary activities to benefit to
both academia and the business sector.
The overall goal of the project was to help young people fully realize
their potential in economic and social dimensions. It encouraged and 250 229 35
assisted their careers as entrepreneurs and socially responsible 28.8 29.9
200 30
persons. 200 188
Budget in mill EUR

168 195
Entrepreneurship Skills for Youth / Youth for Social Entrepreneurship 160 25
No of projects
collected, exchanged and shared good practices and policy initiatives 21.0
150 20
in the participating countries (Cyprus, Hungary, Romania, Slovakia 103 17.9
93 15
and Mexico). 100
69
In the framework of the project, comprehensive, evidence-based and 8.4 10
8.9
digital training materials were developed for practitioners from all 50 31 33
14 20 22 5
3 3 10 10
around Europe. This process involved the collection of good practices, 1.0 1.0 1.0
- -
up-to-date information, and proved methodologies. These materials 2011 2012 2013 2014 2015 2016 2017 2018 2019
can be found on a dedicated website in six languages. The specific pilot pilot LLP E+ E+ E+ E+ E+ E+
focus of the learning materials was on ‘becoming a young call call
entrepreneur’ as well as on ‘social entrepreneurship’. Proposals Funded Projects Budget (Mill EUR)
Project ID: 589915-EPP-1-2017-1-HU-EPPKA2-CBY-ACPALA Figure 27 - Knowledge Alliances Trend 2014-2019

In 2019, following a strong competition for funding, a total budget of

over €29.9 million was granted to 33 projects involving
336 organisations from 18 Programme and 5 Partner Countries.
Projects funded in 2019 have a good potential to achieve sound
Learning for Innovative Design for Sustainability
university-business cooperation and innovative results in various fields
such as agriculture, fashion and textile industries, health, education,
social innovation which also address green entrepreneurship. As a
UNIVERSITAT POLITECNICA DE CATALUNYA €993 763
common challenge, it is worth mentioning that a series of projects will
develop a number of innovative concepts in response to the challenges The Learning for Innovative Design for Sustainability (L4IDS) project
that Europe faces from digitalisation, disruptive innovation and promotes sustainable consumption and production of products and
globalisation. Furthermore, in order to face challenges in a dynamic and services in Europe. This was achieved through a knowledge co-
volatile economy, specific approaches will be implemented for young creation process and the development of training and teaching
people to be innovative, creative, flexible and entrepreneurial. materials for students, academics and professionals of the design
sector in Innovative Design for Sustainability (IDfS) strategies.
The 33 projects selected integrate various forms of innovations eit her in Towards a more sustainable society, the focus was on social business
teaching and learning methods, lab for innovation using creative and educational innovation, enabling the creation of sustainable
technologies, new teaching approaches in the field of sustainable products and services aligned with European Circular Economy
entrepreneurship, companies’ trainers, etc. policies.
The project provided the current and future designers of Europe with:
 a common vision of Design for Sustainability (DfS);
 innovation and entrepreneurial opportunities through DfS for
Industry (Benchmarking, Internships);
 Open Educational Resources (OER) for teaching and training
design stakeholders (students, faculty and enterprises’ staff);
 innovative learning environments (teaching resources and
knowledge co-creation processes) for IDfS between
universities and companies;
 Skills for applying IDfS.
Project ID: 575777-EPP-1-2016-1-ES-EPPKA2-KA

States and one Erasmus+ Programme country (Norway). All selected

3.4 European Universities: European Universities cover at least 3 out of the 4 European regions
European Universities are transnational alliances of higher education (North, South, East and West). Around half of them have partners from
institutions from across the EU that share a long-term strategy and all European regions.
promote European values and identity. The initiative is designed to
significantly strengthen mobility of students and staff, and foster the A diverse spectrum of higher education institutions:
quality, inclusiveness and competitiveness of European higher education. Selected European Universities include a wide variety of types of higher
The results of the first call have been published in June 2019: out of education institutions. Not only comprehensive and top research-based
52 applications received, 17 European Universities have been universities, but also universities of applied sciences, technical
selected, involving 114 higher education institutions. universities and art schools are part of the selected European
Universities: 35% of the selected European Universities include an
applied sciences/art or technical university.
Transformational potential of the European Universities:

The selected European Universities propose to transform their
institutions: they aim to be more deeply connected, more competitive and
attractive, by sharing a common long-term strategy on education, with
links where relevant, to research, innovation and service to society. As
such, they aim for a systemic, structural and sustainable impact. The
selected European Universities want to build an integrated European
In total, a budget of up to €85 million has been dedicated for the first University system. Their long term vision is to become the universities of
17 ‘European Universities’. Each selected alliance is to receive up to the future for the graduate of the future and for this to happen they
€5 million in the coming three years to start implementing their plans commit to transform their way of learning, teaching and performing
and pave the way for other higher education institutions across the EU to research and innovation.
follow. They all opt for parity of esteem between education on one hand and
research and innovation on the other. To put their vision into practice, the
A sound geographical balance: selected European Universities are working on specific trans-disciplinary
The first 17 selected European Universities involve 114 higher educat ion challenges (challenge-based approach) and want to become champions
institutions from 25 different countries, representing a good step after in their fields of expertise. They will tackle these challenges with
only one call, towards a fair geographic balance across the EU. The transnational and transdisciplinary teams of students, professors,
selected higher education institutions are spread within 24 EU Member researchers, regional actors, businesses.
The kick-off of the European Universities:

A high level event took place on 7 November 2019 to officially kick-off
the 17 European Universities. Ministers, representatives of the
17 European Universities, students and academics explored a range of
topics related to the future of higher education and the need of
accelerating the transformation of Europe's higher education institutions
to ensure their quality, inclusiveness and international competitiveness.
(YUFE)
The Young Universities for the Future of Europe (YUFE) uniting 150 000 students,
20 000 staff, 52 faculties and 153 research groups aims to bring a radical
change by becoming the leading model of a young, student-centred, non-elitist,
open and inclusive European University based on the cooperation between higher
education institutions, public and private sector, and citizens.
YUFE will have multiple locations across Europe where young talented p eop le,
from all partners and regions, will collaborate to addres s c urre nt and fu tu re
challenges through four YUFE Focus Areas: European identity and responsibilities
The event also included an information session on the second call for
in a global world; Citizens’ well-being; Digital societies; and Sustainability.
proposals for the European Universities Initiative. This was Personalised academic curricula will be the backbone of an equ itable, diverse
complemented by a closed morning dialogue with the selected European and effective education system that recognises and optimally fosters individu al
Universities and an informal dinner between EU ministers responsible for talents YUFE aims at delivering its vision by grad ually align in g, in tegrating,
higher education. This event gathered more than 1 000 participants on- opening up and merging partner activities, services and infrastructures.
site and was followed by more than 7 000 participants online. Ultimately, YUFE will provide European students from different backgrounds with
life-changing educational experiences and opportunities. By doing so, Y UFE will
shape future generations of Europeans into socially responsible, globally oriented
citizens and life-long learners equipped to effe ctively co ntribute to a mo re
cohesive and inclusive European society.
3.5 Se ctor Skills Alliances

Sector Skills Alliances aim at tackling skills gaps with regard to one or
more occupational profiles in a specific sector. They do so by ident ify ing Pilot Platform of Vocational Excellence Water
existing or emerging sector specific labour market needs (demand side),
and by enhancing the responsiveness of initial and continuing VET Coordinating organisation: EU Grant:
systems, at all levels, to the labour market needs (supply side). Drawing Friesland College €998 022
on evidence regarding skills needs, Sector Skills Alliances support the
design and delivery of transnational vocational training content, as Pilot PoVE water draws on existing and emerging vocational competences and
skills needs in the water sector, translating them into an approach of
well as teaching and training methodologies for European professional vocational excellence. This ensures upward convergence of VET with EU
core profiles. A particular focus is given to digital and ‘green’ skills. knowledge triangles and a strong engagement with the regional economic and
social ecosystems.
In 2019, 18 Sector Skills Alliances were selected for a grant amount of
The project aims to:
€ 35.18 million:
 Ensure that VET is at the forefront of research and technological
 5 pilot projects for the Platforms of Centres of Vocational developments in the water sector
Excellence  Ensure that professionals have the work attitude, knowledge and
competences demanded by the rapid changing EU water industry
 7 projects address the design and delivery of vocational
 Identify the existing and emerging labour market needs and enhance
education and training programmes, responsiveness of initial and continuing VET systems to these needs
 6 projects implement the ‘Blueprint’ in specific economic sectors:  Promote synergies, cooperation and cross-fertilization
batteries for electro-mobility; bio-economy, new technologies and Main outputs of the project will be:
innovation in agriculture; defence technologies; digitalisation of  Vocational Excellence Scanning tools to identify existing sys tems o f VET
the energy value chain; energy-intensive industries/industrial Excellence and prepare the knowledge sharing process
symbiosis; and microelectronic manufacturing and design.  5 Centres of Vocational Excellence Water, acting up as regional skills
ecosystems
285 organisations were actively involved as partners in the selected
 Platform of Vocational Excellence Water, bringing an EU dimension to
projects. Vocational education and training schools and centres at Vocational Excellence in the water sector
secondary and tertiary level, universities and other higher education  Upscaling strategy, for the PoVE Water to grow and create a critical mas s
institutions, social partners, representatives of working life (chambers of and sustainable ground for further development
commerce, trade unions, trade associations), and non-governmental
organisations were well represented, as well as small and medium Project ID: 612632-EPP-1-2019-1
enterprises, research centres, large enterprises and accreditation,
certification or qualification bodies.
3.6 C ollaborative Platforms learning practices with staff and students. The idea is also to help t hese
schools to develop into a network, and to reach out to schools with less
eTwinning, the School Education Gateway, the Electronic Platform
experience in eTwinning.
for Adult Learning in Europe (EPALE), and the European Youth
Portal offer programme stakeholders multilingual information and The annual eTwinning conference took place from 24 to
26 October 2019 in Mandelieu-la-Napoule, France and brought toget her
opportunities to get involved and exchange news, ideas and practices
more than 500 teachers, school leaders, policy makers and experts from
across Europe. The platforms also provide a wide range of useful
educational resources, events, networking tools and interactive features. all over Europe. They explored how eTwinning can contribute to fostering
a culture of democratic participation in schools and developing student s'
eT winning values, attitudes, skills, knowledge and critical understanding that will
enable them to participate actively in democratic life. They also
discussed ways to support teachers to help young people grow into
active and responsible citizens. Representatives from Ministries of
Education also participated in a session to exchange how eTwinning has
progressed in its embedding in national school system.
eTwinning offers a platform for teachers and school staff across
Europe to communicate, collaborate and develop projects. The platform
‘The Truth Behind Palm Oil’
aims to encourage European schools and teachers to collaborate by
eTwinning European Prize 2019
providing the necessary infrastructure and support services in
42 countries. This eTwinning project involving students aged 13 - 15 from Italy,
The eTwinning community has continued to grow with some Lithuania, and Spain won the eTwinning European Prize 2019 in the
125 000 new members registered in 2019, which represents a significant age category 12 - 15. All winning projects were great examples of
increase by more than 21% in comparison to 2018 and contributes to an collaborative work and demonstrated excellent achievements. This
overall number of 764 000 registrants since inception. Hence, a new project stood out since it dealt with the 2019 annual theme of
record was achieved for connecting teachers and classrooms across eTwinning, Democratic Participation.
Europe, and to step up support to teachers. In March, the ‘eTwinning Being informed is an essential step in active participation, as only
School’ Label was awarded for the second time, to 1 004 schools. through acquiring knowledge one can decide on actions to take. In
Together with the first 1 211 recipients of this new label, these schools this project students delved deeper in the issue of the production and
use of palm oil in everyday products. Students were encouraged to
are recognised as leaders in areas such as digital practice, eSafety
research the usage of unsustainable palm oil in their countries and
practice, innovative and creative approaches to pedagogy, promoting
worked collaboratively to create an action plan. They also took
continuous professional development of staff, promoting collaborative
different roles like palm oil plantation owner, human rights activist, today’s more diverse classrooms and challenges and to develop
environmentalist and beautician, and had to analyse the views of innovative pedagogies in supporting key competence development. This
these people on topics such as: human rights abuse of the workers, is an increasing community and regularly attracts over 200 participant s
each month.
environmental issues, health risks and benefits, etc.
The most successful result of this project was the design and
realisation of an International Convention on Unsustainable Palm Oil.
In the convention, students designed programmes, created
presentations and gave speeches according to their given role.
S chool Education G ateway

The School Education Gateway is Europe's online platform for school
education, available in 23 EU languages.
In 2019, the School Education Gateway has continued establishing

The platform - now with over
itself as Europe's main online platform for school education, with key 80 000 registered users– also
elements such as expert articles and interviews, highlights of European incorporates the European Toolkit
projects, research publications, Erasmus+ Tools for Schools and the for Schools, bringing together
Teacher Academy – helping to empower teachers with three new
examples of policies and practice to
Massive Open Online Courses (MOOC): support the development of
 Bullying - NOT in my class! Creating safe learning environments inclusive schools. It is underpinned by the Whole School Approach, which
for students recognises that schools are part of broader communities that need to
 Learning with creativity: Let the game begin! work together to support all learners.
 Mentoring in Schools
Monthly webinar series helps professionals to develop their practice wit h
Electronic P latform for Adult Learning in Europe OERs and three MOOCs were delivered. On the technical side, the
migration to a new hosting environment in the cloud was completed, and
The Electronic Platform for Adult had an immediate and positive effect upon the site’s speed.
Learning in Europe (EPALE) is an
Towards the end of the reporting year an important campaign was
interactive and multilingual platform
launched to promote the benefits of membership, it generated
launched in 2014, available in 12 323 visits and 135 532 impressions.
24 languages and managed by a Central
Support Service with the help of Er a smus+ Virtual Exchange
36 National Support Services across
The Erasmus+ Virtual Exchange project proposes different models of
Europe. It supports Europe's adult Virtual Exchange activities with different formats, duration, time
learning community by enabling teachers investment, thematic scope and number of participants.
and trainers, researchers, policy-makers,
human resources professionals, media, Which option is best for you?
etc, to share information, ideas and
Some exchanges are open for young people, while others are
practices related to adult learning with their peers.
designed to be integrated as part of existing courses or activities
EPALE content is organised in 29 thematic areas, and the platform has a offered by universities, schools or youth organisations.
variety of tools supporting Erasmus+ existing and potential beneficiaries
to prepare, implement and disseminate the results of relevant Erasmus+
projects. Erasmus+ Virtual Exchange is a groundbreaking project, launched in
The collaborative platform EPALE has further developed the discussion 2018, enabling youth in Europe and the Southern Mediterranean to
and exchange of good practice between stakeholders involved in areas engage in meaningful intercultural experiences online, as part of their
such as basic skills, outreach and guidance as well as innovative teaching formal or non-formal education.
methods. The number of registered EPALE users reached more than In its second year of implementation, Erasmus+ Virtual Exchange
80 000 by the end of December 2019 after a period of continued growth. continues to allow young people living in Europe and the Southern
Key marketing activities included the work on refreshing the brand, a Mediterranean to take part in exchange and training activities with the
promotional campaign for the photo competition, marketing support for aim of improving their intercultural awareness and soft skills. The
the conference and the use of social media campaigns to effectively exchange activities take the form of online-facilitated dialogues,
support engagement. Interactive Open Online Courses (IOOCs) and online debates. These
In 2019, a new plan for making a more integrated use of ICTs and open people-to-people activities allow young participants to engage in
educational resources (OER) in education, training and youth systems, discussions on social and global topics, including hate speech, gender in
including Massive Open Online Courses (MOOCs) was put in place. Five media, sustainable food systems, technology, as well as to develop
debate skills and foster their listening and understanding through Eur opean Y outh P ortal
advocacy training. Training activities for facilitators and team leaders for
The European Youth Portal
online debates, along with trainings to develop transnational projects, are
offers both European and
also enjoying educators’ and youth workers’ high interest.
national information and
More than 17 000 higher education students and other stakeholders opportunities that are of interest
have taken part in the first two years of the project. to young people aged 13-30 who live, learn and work in Europe. It
provides information structured around 9 main themes, covers
35 countries and is available in 28 languages. Throughout 2019, the
European Youth Portal, with the help of the network of Eurodesks and
Eurodesk Brussels Link, continued to provide young people with
information about opportunities for mobility and exchange projects, for
democratic participation activities in policy areas such as employment,
human rights and peacebuilding, as well as for other forms of
cooperation on a European scale.
In 2019 the European Youth Portal was the main entry point into the
European Youth Week, facilitating the registration of over 1 000 events
for both the centralised
and decentralised parts of
Youth Week. It is home
to the European Solidarity
Corps Portal, through
which young people can
join the Corps, and the
DiscoverEU Portal, the
central entry point for the
biannual DiscoverEU
applications round. In 2019 the portal handled over 90 000 new
registrations on the European Solidarity Corps Portal. Almost
170 000 young people applied for DiscoverEU via the DiscoverEU port al.
In 2019, the Youth Portal and its subportals have attracted on average
over 100 000 visits per week.
Key action 3: Support for policy reform

4. K ey A ction 3 - Su pport for policy reform It also encourages the cooperation with international organisations
(i.e. OECD and Council of Europe), the dialogue with stakeholders and
With a committed budget of €107.1 million in 2019, Key
policy makers, and awareness-raising and dissemination activities about
Action 3 supports policy reforms in line with the overall European policy
education, training and youth policies and the Erasmus+ programme.
agenda, the Strategic framework for European cooperation in educat ion KA3 also supports networks and tools fostering transparency and
and training (ET 2020) and the European Youth Strategy. It aims to
recognition of skills and qualifications.
enhance the quality and modernisation of education and training
systems and the development of European youth policy, through policy
cooperation between Member States, in particular through the Open
Method of Coordination and structured dialogue with young people.
7.4
6.9%
31.9
29.8%
Direct Management - EC
Direct Management - EACEA

Agencies
67.8
63.3%
Figure 28 - Erasmus+ Budget Commitments by Management mode

(in million EUR)
This Key Action covers a variety of strands such as knowledge in the

fields of education, training and youth to support evidence-based policy
making and monitoring, and initiatives for policy innovation such as
policy experimentations and forward-looking cooperation and social
inclusion through education and training projects.
4.1 Knowledge in the fields of e ducation, training 4.2 Initiatives for policy innovation
and youth The initiatives for policy innovation are implemented via centrally
The Eurydice network supports and facilitates European cooperation in managed calls for applications and target multilateral cooperation
the field of lifelong learning by providing information on education activities aiming at developing and testing new policies. Direct and active
systems and policies in 38 countries and by producing studies on issues involvement of public authorities in charge of the policymaking is a
common to the European education systems. All outputs can be formal requirement for policy experimentations. As for Forward-Looking
downloaded free of charge from Eurydice's website. The network consists Cooperation Projects, they are led by key stakeholders and identify, t est ,
of 43 national units which were granted a total amount of €2.6 million in develop or assess innovative policy approaches. On the other hand, in the
case of the call for social inclusion through education and training, the
2019.
mobilisation of grassroots level actors allowed to reach out to target
As in previous years, the Network of Experts on the Social dimension of groups not often exposed to this kind of exercise.
Education and Training (NESET) and European Expert Network on
Economics of Education (EENEE) acted in 2019 as knowledge brokers in For ward-Looking Projects
economic and social aspects of education. These two academic networks
Under the Erasmus+ programme every two years a call for proposals for
contributed to bridging the gap between researchers and policy makers
Forward Looking Cooperation projects is launched. The selected project s
at EU and national levels.
last for two years and receive a maximum financial contribution of
Financial support was also provided to improve knowledge in youth €500 000. In 2019 such a call was launched and one of the priorities
policy: a total grant of close to €1.4 million was given to 37 designated addressed the use of self-reflection tools for institutional change. Among
bodies to improve mutual understanding of youth systems and policies in the 8 selected projects linked to SELFIE and HEInnovate, we find:
Europe. These include the production of country specific information,
comparable country descriptions and indicators as well as information at  Beyond Scale - Developing the Organisational Capacity of Higher
Education Institutions using the HEInnovate platform to facilitat e
country level on the situation of young people in Europe.
peer learning and a pan-European community of practice
(Consortium coordinated by WPZ Research GmbH from Austria)
 RE-ACT - Self-Reflection tools for smart universities acting; this
project will address the use of HEInnovate for regional
development (Consortium coordinated by Porto Business School)
 UASiMAP – Mapping Regional Engagement Activities of European
Universities of Applied Sciences (Consortium coordinated by
EURASHE)
 THEI2.0 - Towards HEInnovate 2.0: From assessment to action

(Consortium coordinated by Aveiro University; etc.)
 DIGI-HE - coordinated by the European University Association
(EUA). A strategic reflection tool on digitalisation at European Promoting Formative Assessment: From Theory to Policy and
higher education institutions. The DIGI-HE project aims to creat e Practice
a self-reflection tool that will support European higher educat ion
institutions in developing and enhancing their strategic Coordinating organisation: EU Grant:
approaches to digitalisation. UNIVERSITY OF CYPRUS €493 767
 Under the 2019 call, five projects were selected on continuous This project overall goal is to support European countries establish
training to meet skills needs, four on Career Guidance, eight on national policies in assessment including policies on Teacher
cross-disciplinary approaches to STE(A)M teaching and two on Professional Development (TPD) for strengthening the skills of
assessing learning outcomes in higher education. secondary teachers in conducting assessment.
The project aims to promote innovation in secondary education by
encouraging the systematic use of authentic assessment techniques in
mathematics for formative reasons (including Student Self-Assessment).
Main outputs of the project will be:
 A framework for measuring teacher assessment skills and instruments fo r
measuring assessment skills. Based on this, professional standards in
assessment will be defined.
 Develop a Teacher Professional Development (TPD) course on assessment
based on the main assumptions of the Dynamic Approach (DA) and
evaluate its impact on improving teachers’ assessment skills and on
promoting student learning outcomes in mathematics (cognitive and
meta-cognitive).
 Generate policy guidelines for promoting formative assessment (including
policy on TPD) and encouraging policy makers to establish mechanisms to
support teachers in their attempt to conduct assessment for formative
reasons.
Project ID: 590165-EPP-1-2017-1-CY-EPPKA3-PI-FORWARD

S ocial Inclusion t hrough Education a nd Training

.
Education, training and youth policies are key for fostering social
inclusion, mutual understanding and respect among young people and
communities. Since 2016 the Social Inclusion Call has been published on Scaling up the Model for Inclusive Learning in Europe
a yearly basis. It is a specific Call as it was launched in follow-up to the
Paris Declaration and in line with the Council Recommendation on Coordinating organisation: EU Grant:
promoting common values, inclusive education, and the European SDRUZHENIE ZA SPODELENO UCHENE ELA €419 018
dimension of teaching. Whereas in 2017 and 2018 a dedicated lot
focused on Youth, in 2019 a dedicated lot focused on social Inclusion in Scaling up the Model for Inclusive Learning in Europe (SMILE) supports
teachers and leaders of educational institutions to address the diverse
Adult Education.
needs of all learners through introducing systemic change at school
level in partnership with knowledgeable local NGOs – local multip lie rs
which have experience in the educational sphere.
A common ground in inclusive education, which bypasses the
limitations and restrictions of national frameworks will be created.
The application of the Model will support nine school te ams and will
result in better prepared teachers and principals, and improved
inclusive environment in these schools.
The main results of the project are its main instruments:
 Guidelines for application of the model in other schools;
 A self-assessment tool;
 An e-learning course which was adapted to the European context
and promoted for future subscriptions.
It will provide an innovative whole school approach for transforming
the environment in four areas of school development crucial for
inclusion.
Project ID: 604701-EPP-1-2018-1-BG-EPPKA3-IPI-SOC-IN

€5 million and resulted in the selection of 11 projects with an EU

Eur opean Y outh Together
contribution ranging from €293 000 to €500 000.
European Youth Together aims at supporting initiatives from at least five
youth organisations from different regions spread across the EU's and
Programme Countries' territory to share their ideas about EU values,
encourage wider civic participation and help foster a sense of European
citizenship.
The initiative builds on experience with the debates held within t he New
Narrative for Europe and other youth policy and programme initiatives My Europe, My Say
that include gathering of young people. The action aims to create
networks promoting regional partnerships, and to be run in close Coordinating organisation: EU Grant:
cooperation with young people from across Europe. BUREAU EUROPEEN DU SCOUTISME ASBL €416 174,78
The initiative supports:

The project ‘My Europe, My Say’ successfully reached its goals in
 the promotion and development of more structured cooperation fostering valuable cooperation and exchanges in the field of youth
between different youth organisations to build or strengthen their which strengthened young people’s sense of belonging to an
partnership, integrated European vision. The project particularly combined capacity-
 youth organisations, youth workers and the young people building tracks to foster inclusion and participation of the most
involved in the partnership in their initiatives to hold trainings, excluded youth, large-scale youth exchange events, and various online
showcase commonalities among different young Europeans and and offline forms of interactive spaces for dialo gue between young
to encourage discussion and debate with young people on their people and decision makers bringing together thousands of young
connection to the EU its values and democratic foundations. people from all corners of the EU. As a highlight, the project delivered
a four month transnational campaign ‘Y vote: My Europe, My say’,
Eligible applicants are Youth NGOs who have the capacity to mobilise
engaging a large number of young people from diverse b ackgrounds
young people in partnerships covering different regions within the EU and
all across Europe to raise awareness about youth political
non-EU Programme Countries territory (East-West-North-South).
engagement, EU identity and values, and the importance of
The initiative favours projects with a wide geographic spread and the participating in the 2019 EU elections. With the ‘Y Vote Results’
implication of a diverse youth population that also includes those from booklet, the project also captured insightful recommendations from
remote or rural areas, with a migrant background and from young people to decision-makers.
disadvantaged social backgrounds.
The second call for proposals was published in 2019 with a budget of Project ID: 604867-EPP-1-2018-1-BE-EPPKA3-EU-YTH-TOG
4.3 C ooperation with International Organisations

C ooperation with C ouncil of Europe Two flagship projects are ‘Digital resistance’ and ‘coLAB - a laborato ry
for new forms of collaboration’.
The goal of the partnership with the Council of Europe in the field of
The main objective of ‘Digital resistance’ was to promote digital
youth is to foster synergies between the activities of the two institutions
citizenship of pupils by supporting the development of digital skills and
in the youth field. In 2019, the cooperation focused on participation/
competences through inquiry-based learning methods and by using
citizenship, social inclusion and quality development of youth work. A
peer-education. As main output of the project, a digital handb o o k will
symposium in Strasbourg (France) focused on the subject of political
be made available by the end of 2020 in the project website.
participation and the partnership also organised a regional seminar in
Tbilisi (Georgia) on the state of youth work in Eastern Europe, along wit h The focus of ‘coLAB’ was to create an entry point for refugees with
recurrent research activities. professional experience and qualifications into work in higher
education. The outcome of the project is summarized in the coLAB
Cooperation with the Council of Europe in the field of education is done
toolkit.
partly through the ‘Democratic and Inclusive School Culture in Operation’
(DISCO) programme co-funded under Erasmus+ with a total budget of
€1.15 million. The programme supports projects designed to contribute to
Roma inclusion through education
building democratic and inclusive societies by promoting education for
democratic citizenship and human rights education in the 50 states party The European Commission and the Council of Europe also cooperate d on
to the European Cultural Convention. Its 5 th cycle, implementation from inclusion of Roma through education. For that purpose, Erasmus+ and the
January 2018 to December 2019, focused on two thematic priorities: Council of Europe co-funded the 20-month ‘INSCHOOL’ programme in
digital citizenship education and building democratic and inclusive school May 2017 with a 50%-50% share, for a total budget of over €1.4 million.
culture by embedding the learning environment in the local community. The joint programme objective was to build more inclusive schools, which
The other main strand of the cooperation is a grant agreement wit h t he cater better for the needs of all learners, and to foster a culture of
Council of Europe’s European Centre for Modern Languages: Innovative mutual respect and support Roma children in achieving their full
methodologies and assessment in language learning. It consists of two potential. The programme aimed to pilot a model for inclusive schools t o
actions, Relating language curricula, tests and examinations to the provide further evidence on what works on the ground. The ultimate
Common European Framework of Reference (RELANG) and Supporting objective is to define a flexible model for inclusive schools, which is
multilingual classrooms. The contribution from Erasmus+ amounted to adaptable to local needs and could be scaled up, taking into account
€700 000. national specificities.
.
The programme was implemented in 26 schools in 20 localities in five EU At the end of 2018, 19 Erasmus+ national authorities committed to take
Member States with a significant Roma population (Czechia, Hungary, part in the PIAAC survey for a period of two years (2019-2020). Their
Romania, Slovakia, United Kingdom), focusing on four to five primary and international costs for the participation in the survey were cofinanced at
secondary schools per country. At school level, support mechanisms for 80%, for a total budget of € 3.84 million. The PIAAC survey is ident ified
inclusive schools were set up and assistance to teachers to promote as a key tool for assessing the skills of adults. The European Commission
inclusion was provided. At the policy level, support was provided to uses the PIAAC results to support the efforts of the Erasmus+
remove concrete barriers to learning for vulnerable groups and a Programme Countries to improve and reform education and training, to
dialogue with national stakeholders was established in three meet the challenges of today's changing labour markets, and to support
implementing countries (Hungary, Romania and Slovakia). inclusive societies. The increased participation of Erasmus+ countries in
A new phase of INSCHOOL was launched at the end of 2019, to cover the the second cycle of PIAAC will enable the reinforcement of measuring the
period 2020/2021, with the same objectives as the previous phase. The impact of EU skills policies and ensure feedback for policy improvement.
project should be implemented in five countries: Bulgaria, Czechia, In 2018 the European Commission decided to support and actively
Hungary, Romania and Slovakia. The contribution of the EU amounts to contribute to the development of a module for a voluntary assessment
€700 000. of foreign language competences, scheduled to be available for the PI S A
C ooperation with OECD 2024. The work will be organised in several steps and started in
2019 with the development of an assessment framework for foreign
The cooperation between the Commission and OECD offers better languages.
knowledge on education systems and provides scientific support to
The European Commission continued the cooperation with the OECD in
education policies through the results of large international studies
the area of country analysis, in the form of co-drafting and co-financing
and major international surveys such as the Programme for International
the Education Policy Outlook Country Profiles. The Country Profile s
Student Assessment (PISA), the Programme for the International
provide an independent, synthetic and comparable overview of countries'
Assessment of Adult Competencies (PIAAC), and the Teaching and
education systems. They combine country-specific information with
Learning International Survey (TALIS). In 2019, the European Commission
quantitative and qualitative knowledge from both OECD (PISA, TALIS) and
financed activities with the OECD for a total amount of more than
€1.8 million. European Union sources (European Semester Country Reports, Educat ion
and Training Monitor), focusing on challenges and reforms in: equit y and
In 2019, the Commission financed 80% of the preparation of a regional quality, preparing students for the future, improving schools, evaluation
comparative PISA study with the Western Balkans. The study includes a and assessment, governance, and funding.
comparative analysis of the PISA results, while identifying common
In 2019, the OECD and the European Commission also launched three
weaknesses and challenges, presenting key messages and
projects for the national reviews of education and training policy in
recommendations on how to improve the countries' performance in P I S A
four Member States (Bulgaria, Ireland, Luxembourg and Portugal). These
2021.
reviews are conducted upon requests from the Member States. Outcomes The initiative will capitalise on the knowledge and networks that have
and recommendations of the national reviews form the basis for how the been developed by the OECD’s Higher Education Policy Team, particularly
Commission addresses national education challenges in the European the work on Labour Market Relevant Outcomes country reviews, as well
Semester and the policy cooperation framework ‘Education and Training as the European Commission’s work on innovation and entrepreneurial
2020’. The Commission contribution in 2019 was €500 000. skills, in particular on HEInnovate.
In 2019, work also began on the OECD Skills Outlook 2021, financed The Labour Market Relevant Outcomes (LMRO) Partnership Initiative aims
by the European Commission with a contribution of €200 000. The to enhance the relevance and labour market outcomes of higher
theme for this edition is effective life-long learning policies and how education by improving articulation between higher education systems
countries could more effectively address skill development needs across and the labour market. The methodology of the LMRO Partnership
the life-course. Initiative combines: (a) country-specific examinations of labour market
outcomes and policies, (b) peer learning activities, and (c) support for
The European Commission continued the cooperation with OECD's Centre
higher education institutions to identify and address institutional-level
for Entrepreneurship, SMEs, Local Development and Tourism Direct orat e
barriers and introduce and expand the adoption of effective practices.
(OECD-CfE) for the further development and promotion of HEInnovate,
the common initiative to support higher education institutions and higher The Initiative has three activity streams.
education systems to assess and develop their innovative and  Examination of labour market outcomes to assess the alignment
entrepreneurial potential. In 2019, the country reviews of Croat ia, I t aly, of supply and demand for higher education graduate skills and of
and Austria were finalised. policies, practices and factors shaping these outcomes.
Finally, the Commission supported the organisation of the fifth  Peer learning within and among the participating countries, wit h
Ministerial-level Global Education Industry Summit (GEIS) in the option of involving a wider group of countries.
cooperation with OECD and host country Estonia. This event is an  Design and development of a self-reflection questionnaire for
established platform at which ministers of education, innovators and higher education institutions, which aims to stimulate the
leaders of the private sector industries engage in issues in education as introduction and upscaling of practices by higher education
well as strategies for innovation. The 2019 edition took place in Tallinn, institutions that are effective in the cultivation of labour market
Estonia, and focused on the theme of ‘Learning in the data age’. relevant skills.
OECD and the Labour Market Relevant Outcomes
In 2019, the European Commission commenced a new initiative with t he
OECD (EDU directorate): Labour Market Relevance and Outcomes of
Higher Education) Partnership Initiative. The initiative operates in two
phases: The 1st phase covers the period from 16 September 2019 to
30 June 2020, and the 2nd phase will continue until 31 December 2021.
P eer counselling C ooperation with national experts in education and t raining

Five peer counselling events were organised in 2019. Peer counselling is The Commission cooperated with two networks of national experts in
a policy support tool from the ET 2020 toolbox. It is demand-driven and
education who provided independent expertise on on-going policy
tailored to the specific needs of a country during its policy development reforms, progress and challenges of education and training systems,
process. It puts a few Member States, the peer and the host country, into including VET and adult learning, implementation of the
direct contact and provides for networking. The events in 2019 took place
Europe 2020 strategy and on identifying future policy orientations. The
in Denmark, Cyprus, Latvia, Lithuania and Slovenia and covered national experts provided in particular reports on digital education in t he
citizenship education, integration of migrants, higher education funding, Member States.
assessment in school education and quality assurance of schools.
4.4 Stakeholder dialogue and policy promotion 8th European University-Business Forum
The actions grouped under the umbrella ‘Dialogue with stakeholders and ‘a Crucial Partnership for Innovation and Sustainable Development’
policy promotion’ contribute to the implementation of European policy
agendas in education, training and youth, and also support the
dissemination and exploitation of policy and programme results.
Additionally, this action contributes to the implementation of the
international dimension of European education and training policies by
supporting policy dialogue with international stakeholders and
international attractiveness, and promotion events.
S econd Education S ummit

The 8th Education and Training
Monitor reported the progress
made in EU on the education
and training 2020 targets, with The 8th European University-Business Forum on 24 and 25 October 2019
a focus on teachers and attracted around 450 participants. The event was organised by the
teaching careers. European Commission and took place in Brussels. It offered an
opportunity for policy makers, higher education and business
The results were presented at representatives and other relevant stakeholders to discuss challenges,
the Second Education Summit opportunities and mechanisms for effective University-Business
that attracted Ministers, civil cooperation (UBC) supporting innovation and sustainable development.
society and over 150 teachers
The Forum included high level panel discussions, key note speeches and
from across Europe.
five parallel streams around major themes which are key in ensuring
higher education institutions and businesses are equipped to cooperate
effectively:
 Tackling the skills mismatch: initiatives aimed at tackling
mismatches in STE(A)M, and providing learning experiences can
equip students with the best set of skills.
 Supporting the workforce to adapt to the future: Infor m a t ion a nd a wa r eness r a ising in t he field of
presentations centred on students as ‘lifelong learners’, and the m ultilingualism, diversity and inclusive education .
up- and re-skilling of staff and job-seekers.
As in previous years, a substantial grant was transferred to the
 Building local and regional ecosystems: examples of Directorate-General for Translation through cross-subdelegation. The
collaborations on social innovation and Smart Specialisation funding covered the following actions and outreach activities:
Strategies (S3).
 Juvenes translatores – a yearly translation competition carried out
 Addressing societal challenges and building societal trust: in over 1 000 schools in all Member States. One winner per country
presentations on University-Business Cooperation to reach the invited with a parent and a teacher to the award ceremony in
Sustainable Development Goals, and on the threats and Brussels.
opportunities of artificial intelligence and automation.  Translating Europe Forum – national events throughout the year
 Developing an entrepreneurial culture: initiatives supporting and a major conference in Brussels in November.
 European Master of Translation – a university network promoting
innovation and entrepreneurship in HEIs, and how HEIs can best
excellence in translation
support professors, teachers and students to develop
 The European Day of Languages season – events taking place at
entrepreneurial skills and mind-sets.
local and national level to raise awareness about language
learning and linguistic diversity. The European Day of Languages
H EInnovate 2019 coincided with the 8th Education and Training Monitor and
Work to support the use of HEInnovate by higher education institutions was promoted through dedicated sessions and campaigns in social
continued including, among others, the organisation of a number of media and on the School Education Gateway, addressing
workshops in different EU Member States, train the trainer events and languages in light of diversity and inclusion.
facilitator meetings. In 2019, HEInnovate resources were additionally
enriched with a course assessment tool, EPIC (Entrepreneurial P otent ial C ivil society cooperation
and Innovation Competences), designed to help HEI educators to
measure the effectiveness of their entrepreneurship courses. This action supports European NGOs and EU-wide networks to reinforce
cooperation between the EU, public authorities and civil society for the
implementation of the EU policy agendas, in particular Europe 2020,
Education and Training 2020, and the EU Youth Strategy.
In 2019 an amount of €2.45 million was granted to 19 civil social
organisations active in the field of education and training and
€3.4 million to 71 civil social organisations active in the field for youth.
The selected civil society organisations, active in the field of

S upport t o t he European Y outh Forum
education and training, have implemented innovative and targeted
activities to support the effective implementation of reforms and actions In 2019 the European Youth Form were awarded an operating grant of
in the following areas: €2.65 million to support activities in the areas of advocacy, youth
participation, the strengthening of youth organisations, youth aut onomy
 Promoting inclusive education for all and inclusion, contribution to international youth policy making, the
 Enhancing the acquisition by all citizens of a wide set of (key) empowerment of member organisations, and the support to a rights-
competences based and cross- sectorial approach in youth policy making. The grant
 Supporting teachers, staff and leaders of education and training also contributed indirectly to the EU Dialogue cycle in the field of youth.
institutions
 Promoting excellence and innovation
Eur opean Y outh week
For the civil social organisations active in the field for youth the
open call 2019 resulted in the selection of 14 projects whereas The ninth edition of the European Youth Week took place between
71 projects were funded through framework partnerships (three year 29 April and 5 May 2019 and featured more than 1 000 various activities
long funding). Projects concentrate on: gathering an overall 120 000 people.
 Develop, promote and support actions to engage, connect and Activities were organised across Europe in 35 countries throughout the
empower youth in the spirit of the EU Youth Strategy. entire Week in cooperation with the Erasmus+ National Agencies and
 Increase awareness and youth participation in EU actions for young Eurodesks and involved Commission Representations, National Youth
people, including the recently established ones such as European Councils and youth networks. Typically local activities involved fairs,
Solidarity Corps and Discover EU. competitions, debates, networking events, quizzes, exhibitions, sports and
 Increase stakeholder commitment and cooperation with public cultural events, flash mobs, etc.
authorities for the implementation of policies in areas relevant for The Brussels-based EU event (which brought together about
young people. 1 000 participants) held in the European Parliament on 29 and 30 April
 Boost stakeholder participation in the field of youth including included, amongst others, a Citizens’ dialogue hosted by Commissioner
dissemination of results and good practices of programmes and Navracsics. The first meeting of the EU Youth stakeholders’ platform also
actions. took place in this framework.
The Week was centred on the ‘Democracy and me’ theme focusing bot h
on the European elections and on youth participation in society. It also
proved a good occasion to promote EU initiatives and programmes,
including for instance the 2019-2027 EU Youth Strategy, the work
towards a European Education Area and the future generation of

Erasmus and European Solidarity Corps. Some of the debate outcomes EU Conference ‘The future of work’
during the Week were also followed up at the youth gathering in Sibiu on
8 May 20219. Workshops on ‘The future of work’ were conducted with youth delegates
The Week pursued a much more inclusive approach than in the past, (both from national delegations and international youth organisations)
and 25% of invited participants came from a disadvantaged background. and policy makers at the EU Youth Conference in Bucharest, Romania in
It was also the first fully sustainable edition as no plastic goodies March 2019. The aim of the workshops was to explore the Romanian
were distributed, replaced by environmentally friendly products. The use Presidency theme of ‘the future of work’ in relation to the EU Youth Goals
of paper was limited to the strict minimum, also thanks to a dedicated and the EU Youth Strategy. ‘The future of work’ is an umbrella term that
app which contained all the necessary information and features to take describes the evolution of jobs in the medium-to-long term as affected by
part in the EU event. certain trends. Workshop participants took the topic of the ‘future of work’
along with the Youth Goal #7 Quality Employment for All and explored the
connection with the remaining 10 Youth Goals.
EU Y outh D ialogue A number of key common messages arose from the workshops at the EU
Youth Conference on the topic of ‘the future of work’, Youth Goal
The EU Youth Dialogue process is an instrument of the EU Youth #7 Quality Employment for All, and the connection with the remaining
Strategy. It is based on work-cycles of 18 months with an overall t heme 10 Youth Goals.
corresponding to the overall priorities of the EU Youth Strategy and the
European Youth Goals. At national level, the EU Youth Dialogue is
organised by National Working Groups that are in charge of conducting
consultations and activities in their country with young people, youth
organisations and policy makers. The 7th dialogue cycle started on
1 January 2019 with the Romanian presidency, followed by the Finnish
presidency, with ‘Creating opportunities for youth’ as an overarching
topic. A Council Resolution has been adopted in 2019 to provide
guidelines on the governance of the EU Youth Dialogue.
©European Union
Int ernational Dialogue P latforms education and care, teacher training and bullying at school, while the
latter represented an opportunity to discuss the progress on the Mendoza
The Commission undertakes a number of policy dialogue activities with declaration agreed in 2018 under the G20 Argentinian presidency.
individual Partner Countries or regional groups of countries to provide a
The worldwide visibility and attractiveness of Europe as a study
forum for policy dialogue on all levels of education and training, and to
destination, was further enhanced by the organisation of face-to-face
agree upon common issues and priorities for future cooperation with t he
study fairs in Ukraine, Tunisia and Albania under the ‘Study in Europe’
EU.
banner, as well as a series of Erasmus+ regional and contact seminars.
In June 2019, a ministerial meeting of the Western Balkans Plat form on
In 2019, the Commission continued supporting the empowerment of
Education and Training in Belgrade discussed early childhood education
alumni in the Western Balkans and Africa. The year was marked by the
and care; while education ministers from the Eastern Partnership met
first activities of the Western Balkan Student and Alumni association and
their EU counterparts and EAC in November to discuss the future of
the setting up of an African Student and Alumni Forum.
learning and teaching.
Eur opean Alliance for Apprenticeships
As a result of the EU-Japan Ministerial and Policy Dialogue in educat ion,
culture and sport, a co-funded Erasmus+ call with Japan was launched in The European Alliance for Apprenticeships (EAfA) aims to strengthen t he
order to finance additional EU-Japan joint master programmes, allowing supply, quality, image and mobility of apprenticeships. Since its launch in
excellent students from Europe and Japan to gain a joint degree from top 2013, 36 countries have made national commitments under the Alliance,
ten European and Japanese universities. The three joint master degree including 27 EU Member States, all 5 Candidate countries and all 4 EFTA
programmes selected in July 2019 focus on extended reality imaging, countries. Also, over 300 pledges for more than 900 000 apprent iceship
robotics and history. places have been made by various apprenticeship stakeholders. By
An EU-China Higher Education Platform was organised in Helsinki where bringing together governments, social partners, businesses, chambers of
the topic of balanced mobility in higher education was discussed. The commerce, regions, youth organisations, VET providers and think tanks,
the Alliance unlocks decisive action by all actors.
Commission continued to co-manage a bilateral scheme for
postgraduate exchanges with the US - Fulbright Schuman. In 2019, a Eur opean Vocational S kills Week
Young Leaders seminar organised by Fulbright Schuman brought
The European Vocational Skills Week was held for the fourth time in
together young media experts to discuss disinformation and the
changing media landscape. 2019, the most successful yet. The Week aims to raise the attractiveness
and improve the image of VET. It focuses on the critical role of VET in
Set as an objective for the G7 and G20 groups of countries, the supporting innovation and competitiveness in Europe, and how it can
education cooperation was a topic of discussion at the G7 education contribute to improving employability of young people by providing t hem
ministerial meeting in Paris and the G20 education meeting in Tokyo. The with a labour market relevant initial qualification, and of adults with
former resulted in issued statements on quality early childhood opportunities for upskilling and reskilling. The Week features
meetings/events/activities at European level and is complemented by

various activities within Member States. Efforts are combined under t he
4.5 Support to Europe an Policy tools and
umbrella of a communications campaign lasting several months. ne tworks
Erasmus+ provides funding for a number of European policy tools and
for the networks that support their implementation. European policy tools
aim to improve and facilitate the transparency of skills and qualifications
and the transfer of credits, to foster quality assurance, and to support
skills management and guidance.
Eur opean Education P olicy Network on Teachers a nd S choo l
Leaders
The European Education Policy Network on Teachers and School Leaders
is a large European network coordinated by the European School Heads
Association. The network brings together organisations representing
school leaders, teachers, parents, education employers, policymakers,
education policy centres, as well as educational researchers to promote
co-operation, development and implementation of policies on teachers
and school leaders at national and European levels. In 2019, the network
P r esidency events focused on the careers and professional development of teachers and
school leaders, producing research and evidence based policy
In 2019, Erasmus+ co-funded recurrent Presidency events,notably EU recommendations.
Youth conferences and Directors-General meetings, in partnership with
the Romanian presidency for the first semester and with the Finnish S IR IUS
Presidency for the second. The SIRIUS 2.0 policy network on migrant education is an EU-wide
In addition, a joint conference of Directors General for Higher Educat ion network of organisations (policy-makers, practitioners, researchers and
(DG HE) and the members of the European Research Area and Innovation stakeholders, including with a migrant background), which promotes
Committee (ERAC) to explore possibilities for cooperation between higher cooperation, policy development and implementation with a view to
education, research and innovation as well as a Presidency conference on supporting the inclusion of children and young people with a migrant
the latest PISA results and their implications for the European background in school education.
cooperation in education and training has been co-financed under the In 2019, the network organised national and regional round tables in
Finnish Presidency. 18 EU countries to mobilise the major educational stakeholders for the
identification, sharing and promotion of good policy practice. The aims synergies.
were to stimulate innovation in policy development, experimentation and The Youthpass – the EU level instrument to identify and document non-
implementation and to mainstream migrant and refugee education in
formal and informal learning outcomes gained by participants in
national policy frameworks. The annual policy conference brought
Erasmus+ youth projects – was further developed to use the revised key
together more than 130 education stakeholders from 20 countries to
competences and also serve Erasmus+ Strategic Partnerships and
discuss SIRIUS’ key findings. The network’s flagship research initiative
Transnational Youth Initiatives as of spring 2019, as well as European
mapped how different countries and regions were taking note of prior
Solidarity Corps projects as of mid-2019. The numbers of young people
learning of newly arrived migrant pupils in Europe. The EU grant is using the instrument accelerated to exceed 1 050 000 certificates by the
€300 000.
end of 2019. Reflections on how the instrument could evolve in the
future youth programmes continued, feeding into the development of a
S ALT Os (S uppor t , Adva nced Lea r ning a nd Tr a ining future Youthpass Strategy.
opportunities) Eur odesk Network
SALTOs, a network of resource centres, support the National Agencies, The Eurodesk Network offers information services to young people and to
the Commission, as well as organisations and partners involved in the those who work with them. The Network supports the Erasmus+ objective
Erasmus+ Youth programme and youth work development through to raise young people's awareness of mobility opportunities and
expertise, non-formal learning resources, information and training for encourage them to become active citizens.
specific thematic and regional areas. In 2019, the Network managed and contributed to further development
of the European Youth Portal and served as its first-level helpdesk.
Regional SALTOs (Eastern Europe and Caucasus, EuroMed, South East
Eurodesk federates around 1 000 local youth information providers, so-
Europe) continued to promote Erasmus+ as a unique opportunity for
called ‘multipliers’, that are regional or local organisations working with
further strengthening the international youth cooperation and capacity
young people and delivering youth information (e.g. youth centres, yout h
building of youth organisations in the Neighbouring Partner Countries. I n
information centres, associations and municipalities).
2019, SALTOs were key to the success of several events and activities
such as the regional project lab organised by SALTO SEE in Bosnia- Eur oguidance, Europass, European Q ualifications Framework
Hercegovina in October 2019 to introduce new and less experienced
For the funding period 2018-2020, €18.9 million was earmarked. These
organisations into the Erasmus+ Programme. three networks deal with different but closely-related issues on skills and
Thematic SALTOs were restructured from five to three - inclusion and qualifications:
diversity, participation and information, and training and cooperation,  European network of National Euroguidance Centres: lifelong
followed by the process to align their common role and mandates in
guidance and mobility for learning purposes,
relation to the new EU Youth Strategy and youth programmes cycle of
 European network of National Europass Centres: communication
and understanding of skills and qualifications learning through i) increasing participation in adult learning, especially
 European Qualification Framework - National Coordination Points among the low-skilled, ii) improving the coordination and coherence of
(EQF-NCP): support to national authorities to make qualifications adult learning, and iii) creating a learning culture. In addition, the cent ral
more transparent, understandable and comparable and linking importance of good governance of national skills systems has emerged
qualifications frameworks to the European Qualifications as crucial and OECD has carried out a study for the Commission on
Framework. strengthening the governance of skills systems, drawing on the lessons
of National Skills Strategies carried out so far.
These Centres pursued a variety of themed and targeted collaboration
with stakeholders and a wide range of communication and promotional Net works a nd partnerships o f V o ca t iona l E d uca t ion a n d
activities, with a welcome emphasis on the use of social media and Tr aining (VET) providers
online. For example, the Euroguidance Highlights publication is testimony
Under KA3 a Call for networks and partnerships of VET providers
of the activities of the Network in the area of guidance and mobility.
2019 saw further work on the competence development of guidance supported projects for the creation of transnational and national
networks and partnerships of VET providers in initial and continuing VET.
practitioners, as well as their Europe-wide learning mobility, cross
The aim was to promote European policy reflection and awareness and
network co-operation, the exchange of good practices and information
implementation at national and regional levels. The Call funded
and the promotion of the European dimension of lifelong guidance:
13 projects in 2019, covering a variety of activities from work-based
In 2019, a large number of events also took place, to market and learning, attractiveness of VET and internationalisation strategies, mostly
promote the activities to a broad range of stakeholder audiences. The with the aim of strengthening existing networks but also to create new
number of direct and indirect beneficiaries over the years is steadily ones.
increasing.
Those projects will contribute to improve the quality and efficiency of
S k ills strategies VET, enhance its impact and relevance for learners and employers, and
By the end of 2019, the Commission had co-financed the preparation of build transnational cooperation for VET quality and attractiveness.
the National Skills Strategies in eight EU Member States, supporting a They will also foster communication, dissemination and support for
whole-of-government approach to skills policy and helping to drive the implementation of the VET policy agenda at EU and national level, to
necessary reforms in the future that could also be supported by the exchange knowledge, feedback and experience of policy implement at ion
European Social Fund. Three Member States funded National Skills and share best practices on VET excellence.
Strategies with National Funding. In January 2019, Belgium (Flanders)
launched their Assessment and recommendations report and work on
Skills Strategies continued in Latvia, Slovakia and Poland and got
underway in Lithuania. One of the main lessons to emerge from most
Skills Strategies so far is the imperative to foster strong cultures of adult
EC VET - European C redit system for V o cat iona l E d u cat ion

a nd Training
National teams of ECVET experts promote the principles of the ECVET
Smart Development of HVET for Highly Skilled and Mobile framework for credit accumulation and transfer in VET among policy
Workforce makers, VET providers and other relevant stakeholders. With a budget of
€1 377 800 in 2019, Erasmus+ supported the teams of experts providing
EU Grant: their audiences with targeted information events and training
OBRTNICKO UCILISTE - USTANOVA ZA
€341 551 opportunities, running surveys and studies, and organising peer learning
OBRAZOVANJE ODRASLIH
activities within the European network.
Reducing energy consumption of buildings can be considered as the
basis for innovative solutions for housing construction and
rehabilitation of housing stock in the future. Lowering energy EQ AVET - Eur opea n Q ua lit y Assur a nce in Voca t iona l
consumption using intelligent building automation is particularly
education a nd Training
effective. However, education in VET and especially HVET (Higher
Vocational Education and Training) is lacking up-to-date contents.
The project’s overall objective was to support the development of highly
skilled, qualified and mobile workforce between Croatia, Slovenia and
Italy with the contribution to employability and closing skills shortages
in companies in the electro-technical/construction sector by high quality
HVET qualification delivery.
The specific objective was to deliver a new joint HVET qualification of
the Expert in building automation which is in line with employers’ The impact analysis of the 19 projects financed for a period of two years,
present and future needs, based on work based learning (WBL) and from 1 April 2017 to 31 March 2019, shows that the large majority of
integrating mobility of learners and workers. EQAVET National Reference Points (NRPs) managed their projects
The new joint qualification has its foundations in extensive quantitative efficiently and achieved numerous relevant and concrete results in
and qualitative analysis based on an inclusive process of dialogue and accordance with the budget and timeframe.
consultation with representatives of HVET, research, employers and
policy makers. The new qualification profile is standardised, offering In 2019, Erasmus+ continued to provide support to the activities of the
transparency, reliability and quality assurance. EQAVET NRPs. 20 projects were selected for a budget of € 2.6 million, for
a two-year period. They implement the EQAVET Recommendation and,
Project ID: 597862-EPP-1-2018-1-HR-EPPKA3-VET-JQ where relevant, the Council Recommendation on tracking graduates.
Flexible learning pathways Learning outcomes approach Na t iona l C oor dina t or s for t he im plem ent a t ion of t he
2 2
Eur opean Agenda for Adult Learning
Peer review
2
Feedback loops The Erasmus+ programme supported National Coordinators in
2
Quality culture 30 countries selected in 2019, with two-year contracts.
15
Work-based learning
5 In the context of their ongoing work to implement the European Agenda
for Adult Learning adopted in November 2011, the bodies designat ed by
Dissemination of QR
priniciples
national authorities to act as National Coordinators play a key role in
5
Cooperation NRPs laying the groundwork at national level for its effective implement at ion.
13 Building on their achievements so far, and coordinating with the bodies
responsible for adult learning, they work to take forward the Agenda
Develop Graduate Tracking priorities on: increasing and improving supply and take-up, e.g. through
6
outreach and guidance, quality assurance and staff training, thus
Data collection
8
supporting more adult participation in learning; widening access and
QA mechanisms and indicators
7 flexibility by increasing the availability of tailored and work-based
Link with labour market
8
learning, use of Information and Communication Technologies (ICT);
procedures to identify and assess the skills of low qualified adults, thus
Figure 29 - Main topics tackled by the EQAVET projects assisting implementation of the Council Recommendation on Upskilling
Pathways. They facilitate the exchange of information between relevant
stakeholders at national, regional and local level and exchange good
EC VET a nd EQ AVET Networks support
policy practice between participating countries.
The Recommendation establishing the European Credit System for
Vocational Education and Training (ECVET) was adopted in 2009 and
NAR IC- National Academic R ecognition Information C entres
asked the European Commission to set up the related implementation
network and support Member States through actions such as providing National Academic Recognition Information Centres (NARIC) provide
guidance material and best practice examples for stakeholders, services for individuals and organisations, advising on comparisons of
organising peer learning events and information seminars, and international qualifications against national qualification framework
disseminating information on-line. During these years, the ECVET was levels.
also used to ground VET system reforms, help skills validation processes
In 2018, 13 NARIC projects have been selected. For the period 2018 -
or support quality delivery services and frame credit systems.
2020 the Commission set aside €1 million for projects of NARIC centres
which aim to implement the recognition commitments of the renewed
agenda and the Bologna process and recognition of refugees Digital Competence Framework for citizens - DigComp
qualifications. 10 cooperation projects and 3 administrative projects were
submitted. The projects run from March 2018 to end February 2020. Digital Competence Framework for
Citizens (DigComp) is the European
Diploma Mills Knowledge sharing and filling the Digital Competence Framework which
11% gap of lack of information
12% is a reference framework to explain
Refugees qualifications
recognition what it means to be ‘digitally
2% Improving National competent’. DigComp is about people.
Action Plans
7% The framework does not focus on
Third countries
qualifications recognition devices or software but seeks to
16% support confident, critical and
responsible use of digital technology by people. The framework offers a
comprehensive description of the knowledge, skills and attitudes that
people need in five key areas.
Improving recognition
practice
25%
The Entrepreneurship Competence Framework -
Automatic recognition
EntreComp
16%
The European Entrepreneurship Competence Framework (Ent reComp) is
Sharing of information in the network
11% as a reference framework to explain what is meant by an entrepreneurial
mindset. EntreComp offers a comprehensive description of the
Figure 30 - Main topics tackled in NARIC projects 2007-2019
knowledge, skills and attitudes that people need to be entrepreneurial
and create financial, cultural or social value for others. EntreComp is a
common reference framework that identifies 15 competences in three
D igital and Entrepreneurial C ompetence Frameworks key areas that describe what it means to be entrepreneurial.
The Digital Competence Framework for Educators published in 2017, sets

out the digital skills and competences educators need in contemporary
teaching environments. It is designed for educators at all levels, from
pre-primary to vocational, higher and adult education. A total of
22 educator-specific competences for teaching are set out in six
competence areas.
The tool was launched in 24 languages on 25 October 2018. By t he end

Personal, Social, and Learning to Learn Competence Framework
of 2019, the tool was used by more than 600 000 students, teachers and
- LifeComp
school leaders and is now available in 36 languages, including those of
In 2019, work has started to the Western Balkans.
develop the LifeComp
framework, to establish a
shared understanding on the
‘personal, social and learning to
learn’ key competences. The
conceptual framework can be
used as a common reference
tool and a basis for the
development of curricula and
learning activities. It offers a
comprehensive description of
the knowledge, skills and attitudes that people need to unleash their
dynamic potential, self-regulate their emotions, thoughts, and
behaviours. LifeComp describes three competences in each of t he t hree The first SELFIE Forum took place in April 2019 in Madrid, gathering more
areas (social, personal, and learning to learn) or nine key competences than 200 teachers, policymakers and experts. In October 2019, t he first
altogether that can be learned by everyone in formal, informal an d non- edition of Digital Education Hackathon, part of action 11 of the Action
formal education. Plan, took place with 33 grass-root events across 21 countries and
brought together 1 700 participants looking for solutions of educational
challenges in the digital age. Three teams, chosen by the public vote,
S ELFIE – S elf-reflection on Effective Learning b y F o st er ing
received the DigiEduHack Global Award and €5 000 each to start
t he use of Innovative Educational t echnologies
implementing their ideas. 2019, also saw the completion of the first
As part of the Digital Education Action Plan and with the support of the phase of the series of pilots exploring the use of Artificial Intelligence for
ET2020 Working Group on digital education, a self-assessment tool on identifying skills gaps and improving educational offering.
the digital capacity of schools (SELFIE) was developed and tested in
14 countries. The free online tool helps school leaders, teachers and
students reflect on how they use digital technologies for teaching and
learning.
Bologna P rocess applicants. They were requested to design and implement their project s
in partnership with the 47 countries involved in the Bologna Process and
The Paris Communiqué, adopted at the Ministerial Conference of the relevant organisations with the objective to generate greater impact of
European Higher Education Area in May 2018, encourages the use of t he higher education reforms at European level.
Erasmus+ programme to increase cooperation, beyond mobility, to tackle
Eur ostudent V I I - S o cial D im ensio n o f E u r opea n H ig her
the challenges and achieve progress on the key commitments of the
Education
Bologna Process. The Ministers also expressed their will to intensify
cross-disciplinary and cross-border cooperation, and to develop inclusive In 2019 Erasmus+ continued to co-finance the seventh cycle of
and innovative approaches to learning and teaching, in line with the EUROSTUDENT, which dates back to the 1990s. 26 contracts were
European Union’s vision for the creation of a European Education Area by awarded for an overall budget of €1.3 million. The project strives to
2025. provide data comparison on the social dimension of European higher
Following the first invitation to submit an application of August 2018, the education as a basis to review and improve the social dimension of t heir
European Commission launched a second invitation in June 2019 to higher education, as well as to establish robust structures for its national
National Authorities for Higher Education in Erasmus+ Programme monitoring.
Countries, with the aim to support policy reforms in the European Higher The EUROSTUDENT data set covers all aspects of student life. It focuses
Education Area. National Authorities were invited to establish not only on students' socio-economic background, their living conditions
partnerships with other programme countries and stakeholders, and but also investigates temporary international mobility and students’
implement self-identified and demand-driven activities to address the assessment of studies and their future plans. The EUROSTUDENT strives
gaps identified in the implementation of the Bologna Process. to provide reliable cross country comparisons.
Out of 17 eligible applications, 13 projects were selected. The most Er a smus C harter for H igher Education (ECHE)
addressed topics by the project proposals are recognition, inclusive
mobility, social inclusion, quality assurance in higher education and Since 2014, higher education institutions must hold an ECHE in order t o
be eligible to apply for any Key Action 1 or Key Action 2 activity in the
innovation in teaching and learning. These topics appropriately respond
to the most urgent challenges identified by the Bologna Process. field of higher education under Erasmus+. The Charter's objective is to
reinforce the programme's overall quality and impact through clear
There was a good geographical balance in the coverage of countries, commitments before, during and after mobility, as well as during
72 organisations are involved from 31 out of the 47 countries of the cooperation projects. Most ECHE holders were accredited following the
Bologna Process. 2014 call, which is valid for the entire duration of the Erasmus+
In addition to the National Authorities for Higher Education in E rasmus+ programme. The number of higher education institutions holding an ECHE
Programme countries, in 2019 the Invitation included also consultative has continued to grow with the successive calls, including an increasing
member organisations of the European Higher Education Area as eligible number of smaller higher education institutions. The total number of
institutions holding an ECHE reached 5 777 in 2019, representing a

record number of institutions applying for the Erasmus+ calls. The
European Commission has been working on adapting the ECHE for the
new Erasmus Programme 2021-2027. New ECHE principles have been
designed in consultation with the ECHE Working Group, which comprises
Erasmus+ National Agencies representatives, Higher Education experts
and student organisations. The ECHE principles have been adapted to
match the priorities of the new Programme such as digitalisation,
inclusion and sustainability, meaning that Higher Education Institutions
will have to renew their commitment beginning with the 2021 ECHE Call.
H igher Education a nd S mart S pecialisation (HES S)
As highlighted in the Renewed EU agenda for Higher Education, many
higher education institutions do not sufficiently contribute to the
innovation potential of the regions where they are located. In 2016 the
European Commission launched a project to better understand how
higher education institutions and regional authorities work together for
the designing and implementation of smart specialisation strategies. In
2019 the third phase continued and it will last until the end of 2020.
HESS III covers two countries (Lithuania and Portugal) as well as five
different regions (of which Eastern Macedonia and Thrace, Lubelskie and
Northern Netherlands). A number of workshops and events were
organized around HESS III in 2019.
Jean Monnet Activities

5. J ean Monnet Activities 2019 was also marked by the

30 th anniversary of the Jean
The Jean Monnet Activities are an integral part of the Erasmus+ Monnet Activities which was
Programme. They consist of Jean Monnet actions and operating grants to celebrated in a series of very
specified institutions. successful conferences, seminars
and other events organised by the
European Commission and by Jean
Monnet Professors and
coordinators around the world. The
main celebration event took place
in Brussels on 18 June 2019. Under
the label ‘Jean Monnet Activities:
30 years of excellence in EU
studies’, the events were an
opportunity to discuss current
challenges of EU affairs, the future
of European studies and the role of
Jean Monnet Activities especially to
motivate young people to study
topics related to European
integration.
Jea n M onnet Actions
The Jean Monnet actions support teaching and research about the
European Union worldwide, so far primarily in higher education. At a time
that the European integration idea is challenged by populism and
mistrust, they help generate and spread knowledge about the EU, wit hin
as well as outside the EU. They also promote policy-relevant debate
about the EU between policy makers and the academic world. Beyond
academia, they help improve the citizens' understanding of the European
Union through support to outreach and education projects.
Since 2001, the Jean Monnet actions have a global scope and are open 45 countries worldwide. They will implement EU studies-related activities
to any officially recognised higher education institution anywhere in t he during three years through 92 Modules, 74 Chairs, 29 Centers of
world, including in countries where the knowledge about the EU is very Excellence, 10 ‘Supports-to-Associations’, 21 networks and 58 specific
limited. Today the Jean Monnet actions are present in more than projects. The budget available for this call for proposals was
90 countries and they are a prime EU public diplomacy tool around the €18.2 million.
world.
The European Commission also organised a supplementary event on t he
Through an annual Call for Proposals, the Jean Monnet actions support challenges of EU studies in the framework of the State of the Union
three main types of work: Conference in Florence in May 2019, and two Seminars (US/Canada
 Teaching and research about the processes of EU integration Excellence Centers in March, and the 15 th European Seminar on
 Policy-relevant debate with the academic world EU foreign policy in September). Approximately 100 decentralised event s
 Support to collaborative projects and outreach to society were organised by Jean Monnet Professors and coordinators around t he
world during the anniversary on a broad range of topics of EU policy.
Through six different instruments: More than 12 000 participants were reported to the European
 Jean Monnet Teaching Modules: teaching programmes or courses on EU Commission by the organisers.
matters, with a minimum of 40 teaching hours per academic year. Since their launch in 1989, the Jean Monnet Actions have supported
 Jean Monnet Chairs: 3-year teaching posts in European Union studies fo r 300 000 students each year, more than 5 000 projects on European
specialist university professors who provide a minimum o f 90 te ac hing
integration studies and more than 1 000 universities around the world t o
hours per year.
 Jean Monnet Centres of Excellence: hubs of kno wled ge, res earc h and offer courses on European studies as part of their curricula.
cross-disciplinary expertise on EU matters b as ed in h ig her e du cation The hundreds of active Jean Monnet academics constitute a pool of
institutions, each with several high-level specialist scholars. expertise available to the EU Institutions, EU Delegations, and national
 Jean Monnet Support to Associations of academic teachers and authorities.
researchers: to contribute to the interdisciplinary study of th e E uro pean
integration process and to spread knowledge about the EU. The Erasmus+ budget available for the 2019 Jean Monnet Activities call
 Jean Monnet Networks: to support the creation of consortia of for proposals was €18.2 million including the additional €4 million made
international actors working in the field of European Union studies. available from the various Partnership Instrument for proposals
 Jean Monnet Projects: to enhance kn owle dge ab out E uro pean Union submitted by applicants from twelve countries identified as priority
issues and for spreading and valorisation of this knowledg e, in clud ing targets for the EU external action: Argentina, Brazil, Canada, Hong Kong
also ‘EU at school projects’.
SAR, Iran, Japan, Korea, Macao, Mexico, Russia, Singapore, United S t ates
The 2019 annual call for proposals for Jean Monnet grants saw a new of America, Georgia and Ukraine.
record number of 1 315 applications, of which 284 proposals were
selected, supporting 217 universities, organisations and associations in
The interest in Jean Monnet actions continued in 2019. The success rat e refugee crisis; the economic crisis and austerity; misinformation and t he
for these actions increased to 22%. Out of the 284 selected projects, rise of populism; the role of citizens and their current disengagement
two-thirds are from Programme Country institutions and one-third from from the EU construction process; employment; defence; energy;
non EU-member state institutions. transport and climate action. A number of the successful proposals
examine the future of the EU, looking in particular into the issue of the
20
80 uninformed citizen and the importance of communicating Europe
98 effectively both in higher education and in schools.
Jean Monnet Modules
Jea n M onnet Operating grants
Jean Monnet Projects
Jean Monnet Chairs
Approximately two thirds of the total 2019 Jean Monnet budget,
203
€34 million, went to the operating grants of the six institutions,
Jean Monnet Centres of Excellence
designated in the Erasmus+ Regulation and based over seven sites:
Jean Monnet Networks
Jean Monnet Associations  the College of Europe, Bruges and Natolin campuses
 the European University Institute, Florence
660
 the Academy of European Law, Trier
254  the Institute of Public Administration, Maastricht
 the European Agency for Special Needs and Inclusive Education,
Odense
Figure 31- Jean Monnet actions: applications received to the 2019 Call  the Centre international de formation européenne (CIFE), Nice
Their 2019 activities included master programmes, summer courses,
Promoting excellence in EU studies remains central to the Jean workshops, conferences, thematic working groups, research activities,
Monnet actions. The trend of expanding the range of subject areas data collection and analysis, and support to public authorities for
enhancing reforms.
addressed by the Jean Monnet Activities continued in the applications
selected in 2019. In addition to covering traditional subjects closely In 2019, the European University Institute continued to work for the
associated with the EU integration process, such as history, law and establishment of the Florence School of European and Transnational
economics, the 2019 successful applications introduced EU studies in Governance (STG). Aside from training and teaching on Europe and the
other disciplines, thus leading to a higher Europeanisation of higher European Union, the STG continues to reach out to world regions,
education curricula. including the Western Balkans. The STG has been experimenting with
innovative methods for reaching out, including offering online training on
The beneficiaries of Jean Monnet actions engage with a broad range of
lessons from EU climate policy.
EU-related topics of current interest that include: migration and the
EU Values & DIGitalization for our CommuNITY
EU Grant:
MCI MANAGEMENT CENTER INNSBRUCK
€50 000
INTERNATIONALE HOCHSCHULE GMBH
Management Center Innsbruck Internationale Hochschule GMBH

(MCI), Austria, aspires to promote excellence of EU teaching for
students through nine courses, including one Massive open online
course (MOOC) and will conduct innovative research in the area eBook
domain. Its outreach includes policy makers and civil society, with a
special emphasis on the young generation (#EU4schools, pupils
around 16 years, right to vote). Teaching methods supporting blended
learning and including role-play and flipped classroom and applying of
‘digital badges’ displaying competences, will stimulate excellence in
teaching and enhance students’ employability. To enhance impact,
the results and activities will be disseminated via the project website
and a tailored social media strategy.
Project ID: 610503-EPP-1-2019-1-AT-EPPJMO-CHAIR

Sport
6. Sport Activities As in previous years, in 2019 the Sport Chapter focused on more
grassroots sport with increased support to small collaborative
Since 2014, the Erasmus+ Sport chapter promotes the European partnerships, and in general on all sport projects aimed at increasing t he
dimension in sport, allowing support to be granted to collaborative level of participation in sport and physical activity.
partnerships, not-for-profit European sport events, initiatives
The Sport chapter continued to support initiatives that tackle cross-
strengthening the evidence base for policy-making in sport (studies and
border threats to the integrity of sport, such as doping, match fixing and
networks) and the dialogue with relevant European stakeholders.
violence, as well as all kinds of intolerance and discrimination. It also
A total budget of €59.2 million was earmarked for the sport chapter in promoted and supported good governance in sport and dual careers of
2019. The simplification of funding with a unit cost system for athletes, and voluntary activities in sport, together with social inclusion,
collaborative partnerships and small collaborative partnerships including refugees and migrants.
introduced in 2016 further encouraged sport clubs applying for the small
A second progress report on the implementation of the Council
collaborative partnerships. As a result, the number of applications has
Recommendation on promoting health-enhancing physical activity (HEPA)
increased yet again in 2019, and a total of 260 projects were selected
across sectors was adopted by the Commission in 2019. In addition, t wo
out of the 765 applications received. This represents an increase of
peer learning activities on good governance in the context of major sport
around 40% compared with 2018.
events and data mining strategies on sport participation were supported
in the framework of the implementation of the EU Work Plan for Sport.
400 65
345 332
350 60 Sport related organisation
300 310
250 Non-governmental
organisation/association
200 169
144 Submitted Higher Education
150
104 Selected Institution (Tertiary Level)
88
100
Public body
50 12
- Other type of organisation
Small Collaborative Collaborative Not-for-profit
Partnerships Partnerships European sport
events 374
Figure 32 - Outcome of the 2019 Sport Call Figure 33 - Type of organisations of all partners in selected applications
S m all C ollaborative partnerships Similar to previous years, the number of projects selected was lower than
anticipated in 2019, as a high number of applicants requested the
Supported since 2016, the small collaborative partnerships should
maximum grant amount of €400 000. The 104 selected projects covered
involve at least one sport club - a measure that considerably promotes
a variety of sport organisations and stakeholders from 33 Programme
grassroots sport. The number of projects grows steadily.
Countries and 12 Partner Countries. The topic with the highest number of
The top 3 topics covered by 144 projects selected were: received applications was on social inclusion (27%), followed by the
 52%: encouraging social inclusion and equal opportunities in sport participation in sport and physical activity (25%).
 27.8%: promoting education in and through sport with special focus
on skills development
 9%: supporting the mobility of volunteers, coaches, managers and
staff of non-profit sport organisations
FIA European Young Women Programme
C ollaborative partnerships ‘Girls on Track’
Erasmus+ supports collaborative partnerships in order to develop, Coordinating organisation: EU Grant:

transfer and/or implement innovative practices in sport and physical FEDERATION INTERNATIONALE DE €310 755
activity between various organisations and actors in and outside sport L'AUTOMOBILE
including public authorities, sport-related organisations and educational
The project ‘Girls on Track - European Young Women Programme’
bodies. Projects may cover anti-doping; match-fixing; dual career of
implemented by the Fédération Internationale d’Automobile (FIA),
athletes; the fight against violence, racism, discrimination and with eight partners, organised a new karting competition model to
intolerance; social inclusion; and equal opportunities in sport. attract new talents and raise gender equality in motor sport. Thanks
The budget earmarked for collaborative partnerships, not related to the to this programme more than 1 200 girls between 13-18 years old
European Week of Sport, is balanced across four thematic areas: were selected and took part in a European survey. In March 2019, the
final race was held in Le Mans with 27 finalists: six girls are now part
 participation in sport and physical activity, of the ‘European karting team’.
 education in and through sport, dual careers and voluntary activity in
sport, Project ID: 590568-EPP-1-2017-1-FR-SPO-SCP
 integrity of sport such as the good governance, anti-doping and fight
against match-fixing,
 combat against violence, racism, discrimination and intolerance in
sport and encouraging social inclusion and equal opportunities in
sport.
Not -for-profit European sport events The European Week of S port

The sport action of not-for-profit European sport events proved once The 5th edition of the European Week of Sport organised during the last
again to be the most competitive action over the years. A total of week of September 2019 reached a new record with the participation of
12 events out of 88 received applications were selected in 2019. The over 15.3 million Europeans from 42 European countries and regions in
majority of submitted not-for-profit European sport events covered the more than 28 300 events.
topic of encouraging social inclusion and equal opportunities in sport
The European Week of Sport embraced for the second time Western
followed by encouraging participation in sport and physical activity
Balkans and Eastern Partnership countries and regions, including through
especially by supporting Council Recommendation on Health-Enhancing a dedicated seminar organised on 28 October, in Kiev, Ukraine. The event
Physical Activities (HEPA) and EU Physical Activity Guidelines.
gathered around 80 participants from the EU Member States, other
Erasmus+ Programme countries, Western Balkans and Eastern
Partnership.
Adriatic-Ionian Games for Social Inclusion
The initiative was further enhanced and strengthened as an important
Coordinating organisation: EU Grant: tool for promoting sport and physical activity among citizens and for
COMUNE DI ANCONA €495 000 raising awareness about their importance and benefits, as well as for
developing cooperation with various European and international partners
The project aimed at prompting social inclusion and cohesion through and sport organisations.
sport encouraging the cross-border understanding in an area rich with
cultural diversity, providing opportunities for groups at risk of A total of 33 National Coordinating Bodies were selected, representing
marginalization, creating a favourable environment for the 28 EU Member States and three Programme Countries. In addit ion, four
interaction between individuals and communities. The project also Western Balkans and six Eastern Partnership countries and regions t ook
involved countries from Baltic and Danube regions with the specific part.
goal to enlarge the project impact. The Adriatic-Ionian Youth Games
held in Ancona from 27 to 30 September 2019, mobilised sport
delegations, for a total of 820 people (only considering athletes & The financial support mainly covers activities organised at a national
coaches) involved in 11 different disciplines from level. These typically include:
35 Cities/Associations of 12 EU Member States and four other
European countries. 510 high school students participated as  awareness raising and communication activities on the value of
volunteers during the main event. sport and physical activity in relation to the personal, social and
professional development of individuals;
Project ID: 603126-EPP-1-2018-1-IT-SPO-SNCESE  activities to promote synergies between the field of sport and t he
fields of health, education, training and youth conferences,
seminars, meetings and events;
 support to the organisation of an EU wide (symbolic) simultaneous In 2019, the third edition of the #Beinclusive EU sports awards
activity in the capitals of all Participating countries. recognised organisations using the power of sport to increase social
The 2019 #Beactive Awards recognised nine nominees across Europe inclusion for disadvantaged groups. Finally, a seminar focused on the
‘specificity of sport’ attracted high-level participation from the sport
based on their commitment to promote sport and wellbeing in their
movement, sport lawyers and academics as well as national authorit ies.
communities and organisations. Budapest, 2019 European Capital of
The three #Beinclusive winners: the German ‘Ich will dara rauf!’, the
Sport, hosted the Awards Gala.
Austrian ‘Kicken ohne Grenzenand’, the Portuguese ‘Gimnastica com
S t rengthening t he evidence-base for policy m aking Todos’ were awarded with a €10 000 prize. The other six finalists
received a €2 500 prize each. The prizes were announced at a special
Erasmus+ sport also supports actions strengthening the evidence base
for policy-making, such as studies, data gathering and surveys. awards ceremony on 21 November 2019 in Brussels.
An external evaluation drew lessons from the implementation of the Rocking Inclusion by ‘Ich will da rauf’
European Week of Sports carried out in 2015, 2016 and 2017. The #Beinclusive EU sport awards winner
evaluation elaborates on best practices and examples which could be
used for future initiatives both at the EU level and in the EU Member ‘We see our
States and provides suggestions on how to improve the organisational role as
and communication aspects, as well as the collaboration with at national ambassadors
Picre hee for inclusion’
and local levels.
Lena Frank, Project
Several studies were published: Study on the contribution of sport to t he coordinator ‘Ich
employability of young people in the context of the Europe will da rauf!’
2020 Strategy, Study on safeguarding of children in sport and a Study on
corruption in sport. In addition the Commission published Factsheets on
sport in the EU.
P r omoting social inclusion t hrough sport ‘Ich will da rauf!’, is German for ‘I want to get up there!’. Th is is a qu ote
from Melissa, a co-founder of ‘Ich will da Rauf’, who became whe elchair-
The ability of sport to break down barriers is increasingly being used as a bound following a medical surgery in 2008, when she was on ly 14 years
powerful tool to bring together people from all kinds of backgrounds, and old. Melissa was inspired to create her own organization, and now 11 years
in particular from disadvantaged groups and the promotion of European later, social inclusion is the cornerstone of our work. We foster a welcoming
values. Across the European Union, at Member States' level or within culture. Our credo is: everyone is different and that is normal. Climbing is a
European Union programmes, a wide range of initiatives have been taken sport that can be done by anyone and is challenging for everyone. Many o f
our participants would not be able to kick a ball or even walk, b ut th ey d o
and innovative projects are already being implemented.
manage to climb up a 10-meter wall – at the difficulty level of their choice.
D ialogue with r elevant European stakeholders national level.

The EU Sport Forum that took place on 8 and 9 April 2019 in Bucharest Cooperation with other international organisations active in the field of
and focused on ‘The future of EU sport: challenges and perspectives?’ sport was further strengthened. In particular, the Commission developed
was a central meeting for the European and international sport family. partnerships with three international organisations through Erasmus+:
the Council of Europe, the United Nations Office for Drugs and Crime, and
The Tartu Call for a Healthy Lifestyle launched in 2017, included a list of the World Health Organisation. The Commission continued supporting the
joint actions to promote healthy lifestyles and a roadmap, with a seminar implementation of the Council Recommendation on promoting health-
to take stock of the progress made two years after the Tartu Call. On
enhancing physical activity (HEPA) across sectors, in cooperation with the
19 June 2019, around 200 participants took part in the Closing Seminar
World Health Organisation and the network of national HEPA Focal
of the Tartu Call for a Healthy Lifestyle, including key organisations Points. A second progress report on the implementation of the Council
involved in the success of the Tartu Call, Member States’ representatives Recommendation was adopted in 2019.
and experts.
C luster m eeting
The EU Sport Forum and the Tartu Call seminar were important
moments to gather sport stakeholders and to give visibility to sport’s The third annual thematic cluster meeting in the field of dual careers -
took place on 4 and 5 December 2019. Around 130 experts and
contribution to Europe's economy in terms of job creation, growth and
innovation, while also tackling cross-border challenges that impact the Erasmus+ projects representatives and Member States gathered in
integrity of sport. Brussels to discuss the role of sport in education enhancing skills
development and dual careers perspectives. The former high level
The role of sport in international relations was at the core of the athletes and coaches took part in three policy sessions followed by three
discussion, together with regional development, innovation and concret e workshops.
sessions on the transfer of players or the consequences of the
International Skating Union case. The latest policy developments from P olicy dialogue: P residency events
the EU Work Plan for Sport to the Tartu call for a healthy lifest y le were In 2019, the sixth year of the implementation of this action, the
also widely discussed. Various sessions and workshops addressed other Presidencies of the Council organised several events on the various
key questions such as the impact of the Olympic Games on the contemporary challenges in sport.
environment, the role of sport in fighting climate change and the Paris
The Romanian Presidency organised:
agreement, and the role of sport in promoting European values and
promoting gender equality in sport.  A conference on ‘Advantages of practicing sport in an organised
Priority was also given to a continued promotion of good governance in environment for people with fewer opportunities’
sport, including the further development of the pledge board, initiat ed in The Finish Presidency organised:
September 2016, signed by 47 organisations so far, at European and
 A Conference on ‘Safeguarding Children in Sport’
Glossary of terms
ICM International Credit Mobility
CBHE Capacity building projects in higher education IUEP Inter-University Exchange Projects
CEF Connecting Europe Facility JRC Joint Research Centre
DG EAC Directorate-General for Education, Youth, Sport and Culture KA1 Erasmus+ Key Action 1
DEAP Digital Education Action Plan KA2 Erasmus+ Key Action 2
EACEA Education, Audiovisual and Culture Executive Agency KA3 Erasmus+ Key Action 3
EC European Commission LMRO Labour Market Relevant Outcomes
ECHE Erasmus Charter for Higher Education MOOC Massive Open Online Courses
ECVET European Credit System for Vocational Education and NARIC National Academic Recognition Information Centre
Training NESET Network of Experts on the Social dimension of Education and
EDF European Development Fund Training
EENEE European Expert Network on Economics of Education NGO Non-governmental organisation
EFTA European Free Trade Association OECD Organisation for Economic Cooperation and Development
EMJMD Erasmus Mundus Joint Master Degree OECD-CfE OECD Centre for Entrepreneurship
EPALE Electronic Platform for Adult Learning in Europe OLS Online Linguistic Support
EQAVET European Quality Assurance in Vocational Education and ORs EU outermost regions
Training PIAAC Programme for International Assessment of Adult
EQF-NCPs European Qualifications Framework - National Coordination Competencies
Points SALTO Support, Advanced Learning and Training Opportunities
EU European Union SME Small and medium-sized enterprises
EuroMed Euro-Mediterranean TALIS Teaching and Learning International Survey
EYC European Youth Conference TCAs Transnational Cooperation Activities
EYP European Youth Portal TPD Teacher Professional Development
HEPA Health-Enhancing Physical Activity STG School of European and Transnational Governance
HESS Higher Education and Smart Specialisation VET Vocational Education and Training
HEIs Higher Education Institutions YUFE Young Universities for the Future of Europe
ICT Information and Communication Technologies
Figures
Figure 1 - Erasmus + financial envelope 2014-2020 (in billion EUR)........................................................................................................................................................................................................................................................................................ 24
Figure 2 - Erasmus+ Budget Commitments 2019 per Key Action ................................................................................................................................................................................................................................................................................................ 25
Figure 3 - Erasmus+ Budget Commitments 2019 per Sector.......................................................................................................................................................................................................................................................................................................... 25
Figure 4 - Erasmus+ Budget Commitments 2019 by Management mode (in million €) .............................................................................................................................................................................................................................................26
Figure 5 - KA1 – Erasmus Budget Commitments by Management mode (in million €) ............................................................................................................................................................................................................................................... 31
Figure 6 - KA1 Mobility Trends 2014-2019 for indirect management ...................................................................................................................................................................................................................................................................................... 32
Figure 7 - KA101 School Education projects trend 2014-2019 ..................................................................................................................................................................................................................................................................................................... 32
Figure 8 - KA101 School Education: contracted grants and forecasted participants per call year........................................................................................................................................................................................................................ 33
Figure 9 - KA102/KA116 VET projects trend 2014-2019................................................................................................................................................................................................................................................................................................................... 34
Figure 10 - KA102/KA116 VET: contracted grants and forecasted participants per call year .................................................................................................................................................................................................................................. 34
Figure 11 - KA103 higher education projects trend 2014-2019................................................................................................................................................................................................................................................................................................... 37
Figure 12 - KA103 higher education: contracted grants and forecasted participants per call year ..................................................................................................................................................................................................................... 38
Figure 13 - KA107 higher education grants trend 2014-2019 ......................................................................................................................................................................................................................................................................................................39
Figure 14 - KA107 higher education: contracted grants and forecasted participants per call year .....................................................................................................................................................................................................................40
Figure 15 - KA104 Adult Education projects trend 2014-2019 ..................................................................................................................................................................................................................................................................................................... 41
Figure 16 - KA104 Adult Education: contracted grants and forecasted participants per call year........................................................................................................................................................................................................................ 42
Figure 17 - KA105 Youth Mobility projects trend 2014-2019......................................................................................................................................................................................................................................................................................................... 43
Figure 18 - KA105 Youth Mobility contracted grants and forecasted participants per call year ............................................................................................................................................................................................................................ 43
Figure 19 - Key Action 2 trends 2014-2019 (indirect management)......................................................................................................................................................................................................................................................................................... 51
Figure 20 – KA2 – Erasmus+ Budget Commitments by Management mode (in million €) ........................................................................................................................................................................................................................................ 52
Figure 21 - KA201/KA229 School Education projects trend 2014-2019 ................................................................................................................................................................................................................................................................................. 53
Figure 22 - KA202 Vocational Education and Training projects trend 2014-2019........................................................................................................................................................................................................................................................... 54
Figure 23 - KA203 higher education projects trend 2014-2019...................................................................................................................................................................................................................................................................................................56
Figure 24 - KA204 Adult Education projects trend 2014-2019 ..................................................................................................................................................................................................................................................................................................... 57
Figure 25 - KA205 Youth projects trend 2014-2019 ............................................................................................................................................................................................................................................................................................................................59
Figure 26 - Capacity building projects – call 2019 ............................................................................................................................................................................................................................................................................................................................... 60
Figure 27 - Knowledge Alliances Trend 2014-2019 ..............................................................................................................................................................................................................................................................................................................................62
Figure 28 - Erasmus+ Budget Commitments by Management mode (in million EUR) .................................................................................................................................................................................................................................................. 75
Figure 29 - Main topics tackled by the EQAVET projects.....................................................................................................................................................................................................................................................................................................................93
Figure 30 - Main topics tackled in NARIC projects 2007-2019.......................................................................................................................................................................................................................................................................................................94
Figure 31- Jean Monnet actions: applications received to the 2019 Call..............................................................................................................................................................................................................................................................................103
Figure 32 - Outcome of the 2019 Sport Call .......................................................................................................................................................................................................................................................................................................................................... 109
Figure 33 - Type of organisations of all partners in selected applications ......................................................................................................................................................................................................................................................................... 109
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PDF ISBN 978-92-76-20311-7 ISSN 2467-4362 doi: 10.2766/651849 NC-AR-20-001-EN-N

Contact: Arturo Caballe ro Bassedas

Evidence and participants’ testimonies both show that Erasmus+

We must make every effort to ensure that, in the future, these

As in past years, Erasmus+ fully delivered on its objectives in

in France and Germany in the second half of 2019, supporting

During 2019, work intensified on ensuring preparedness and in particular

their periods of mobility easier.

official EU languages are represented in the language assessment. The

Er a smus+ virtual exchange

Management fees NAs International

Key action 1: Learning mobility of individuals

individuals  Mobility in the field of education, training and youth, which

 KA104: Adult education staff mobility

700 722 700

Project ID: 2018-1-RO01-KA101-047885

KA102/KA116 - Vocational E d uca tion a nd T r a inin g ( V ET)

with proven capacity for organising high-quality learning mobilities

grew by 16% and the number of participants by 6% to reach

was to identify and shape together with stakeholders, including National

programme as a mechanism to enhance targeted forward-looking skills 3 000 50%

with various funding sources. 2 000

with 72% stating their

KA107 - H igher educa t ion st udent a nd st a ff m obilit y

KA104 - Adult education staff m obility

After a stagnation in 2018, the number of submitted applications in Adult

Project ID: 2017-1-EL01-KA104-035689

With an increased initial budget allocation of more than €70.5 million in

2.3 Mobilities from the Outermost regions

Development Fund (EDF) budget. The 48 projects will also invite

2.5 Erasmus+ Master Loans #ERASMUSDAYS 2019:

Key action 2: Cooperation for innovation &

3. K ey A ction 2 - Cooperation fo r i n novation  Sector Skills Alliances: identification of sector-specific labour

cooperation and exchanges in the field of youth. 100

The following topics were the five most common in Strategic

Project ID: 2017-1-LU01-KA201-023926

Projects Received Projects Granted Sucess Rate

Figure 22 - KA202 Vocational Education and Training projects trend 2014-2019

Strategic partnerships address both horizontal and field specific priorities.

KA203 - H igher Education

121 159 16 3 20 1 255 36 0

Projects Received Projects Granted Sucess Rate

Figure 23 - KA203 higher education projects trend 2014-2019

KA204 - Adult education

Coordinated by an experienced German environmental association,

These priorities were clearly reflected in the main topics addressed by

Strategic Partnerships for Youth continue to show high demand with

Project ID: 2017-2-PL01-KA205-039021

T r ansnational C ooperation a ctivities

Budget in mill EUR

Project ID: 589915-EPP-1-2017-1-HU-EPPKA2-CBY-ACPALA Figure 27 - Knowledge Alliances Trend 2014-2019

In 2019, following a strong competition for funding, a total budget of

Project ID: 575777-EPP-1-2016-1-ES-EPPKA2-KA

States and one Erasmus+ Programme country (Norway). All selected