The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
This document establishes "Erasmus+": the Union programme for education, training, youth and sport for 2014-2020. It combines several existing programmes, including Lifelong Learning, Youth in Action, and Erasmus Mundus, into a single programme to increase efficiency, strategic focus, and synergies. The programme aims to support mobility, cooperation, and reforms across the education, training, youth and sport sectors in Europe and beyond. It seeks to contribute to the Europe 2020 strategy's goals on education and employment.
The Erasmus+ programme is the EU's programme for education, training, youth and sport from 2014-2020. It aims to increase higher education attainment, reduce early school leaving, promote cooperation in youth fields, and provide more opportunities for students to increase employability. The programme combines previous EU programmes for lifelong learning, international higher education, youth, and sport. It includes opportunities for student and staff mobility, strategic partnerships between organizations, and support for policy reform to improve education, training, and youth systems across Europe.
The new EU Erasmus+ programme consolidates several previous programmes into a single programme with a total budget of €14.7 billion from 2014-2020. It aims to support education, training, youth and sport in Europe. The programme will provide opportunities for over 4 million Europeans to study, train, gain work experience, and volunteer abroad. Key actions include funding for learning mobility of individuals, strategic partnerships between organizations, and sector skills alliances to better match education and training with labour market needs. The deadline to apply for the first annual call is March and April 2014.
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document discusses the proposed Erasmus for All 2014-2020 program, which would consolidate several existing EU education, training, youth, and sport programs into one. It aims to contribute to the Europe 2020 strategy's objectives on education and employment. Key goals include improving skills relevant to the labor market and society, increasing quality and innovation in education institutions, promoting a European lifelong learning area, and strengthening the international dimension of education. The program would have three subprograms on education and training, youth, and sport. It proposes simplifying management through reduced actions, increased lump-sum grants, simplified reporting, and other streamlining measures.
This document establishes "Erasmus+": the Union programme for education, training, youth and sport for 2014-2020. It combines several existing programmes, including Lifelong Learning, Youth in Action, and Erasmus Mundus, into a single programme to increase efficiency, strategic focus, and synergies. The programme aims to support mobility, cooperation, and reforms across the education, training, youth and sport sectors in Europe and beyond. It seeks to contribute to the Europe 2020 strategy's goals on education and employment.
The Erasmus+ programme is the EU's programme for education, training, youth and sport from 2014-2020. It aims to increase higher education attainment, reduce early school leaving, promote cooperation in youth fields, and provide more opportunities for students to increase employability. The programme combines previous EU programmes for lifelong learning, international higher education, youth, and sport. It includes opportunities for student and staff mobility, strategic partnerships between organizations, and support for policy reform to improve education, training, and youth systems across Europe.
The new EU Erasmus+ programme consolidates several previous programmes into a single programme with a total budget of €14.7 billion from 2014-2020. It aims to support education, training, youth and sport in Europe. The programme will provide opportunities for over 4 million Europeans to study, train, gain work experience, and volunteer abroad. Key actions include funding for learning mobility of individuals, strategic partnerships between organizations, and sector skills alliances to better match education and training with labour market needs. The deadline to apply for the first annual call is March and April 2014.
A guide to discover the new European Programme with explanatory charts and details about objectives and targets.
Other links:
- Official Web Site: http://ec.europa.eu/programmes/erasmus-plus/index_en.html
- Only for italian speaking people
Link al sito LLP per ogni informazione in lingua italiana: http://www.programmallp.it/box_contenuto.php?id_cnt=3358&id_from=66&style=llp&pag=1
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
Erasmus+ is the new EU programme for education, training, youth, and sport with a €14.7 billion budget from 2014-2020. There are three main types of actions: Key Action 1 focuses on mobility of individuals, Key Action 2 supports cooperation for innovation, and Key Action 3 aids policy reform. The programme aims to streamline previous lifelong learning programmes and offer new elements like a loan guarantee for masters students and knowledge and sector skills alliances. Key Action 1 supports travel for study, work, teaching, and skills development. Key Action 2 enables organizations to collaborate, share practices, and work with industry. Application deadlines are in mid-March and late April 2014.
This document summarizes a synthesis seminar on the policy relevance of the study visits programme. Over 50,000 education and training specialists have participated in study visits programmes, gaining new professional experiences and sharing information with peers and policymakers. The study visits programme has increasingly focused on fostering links to European and national policy development. By promoting peer learning, quality programming, and information sharing, the study visits programme aims to actively contribute to the EU's strategic objectives on education and training.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
The Council adopted conclusions on establishing a new strategic framework for European cooperation in education and training from 2009 to 2020. The framework aims to support national education reforms and make progress toward four strategic objectives: 1) making lifelong learning a reality, 2) improving quality and efficiency, 3) promoting social inclusion, and 4) enhancing creativity and innovation. European countries will work together on priority areas in three-year cycles and monitor progress through reporting. The conclusions call on member states to cooperate using these guidelines to strengthen education cooperation across Europe.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
The ERASMUS program is the European Union's most successful student exchange program, allowing over 3 million students from 33 countries to study abroad. It began in 1987 and offers opportunities to live and study in another European country for 3 to 12 months. Students receive scholarships to help cover costs of living abroad, typically around 250 euros per month, though the scholarships do not cover all daily living expenses. The program promotes cultural exchange and many students choose to remain in the country they studied abroad in.
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
This document summarizes the goals and outcomes of projects supported under the Erasmus+ Key Action 2 (KA2) framework. KA2 supports strategic partnerships in education, training, and youth across Europe. The goals are to develop innovative practices, transfer knowledge, and implement joint initiatives. Intended outcomes for participating organizations include adopting new approaches, developing open and collaborative environments, and increasing international engagement. Intended impacts on individuals include improved skills, greater intercultural understanding, and more active participation in society.
1) The document discusses challenges in European education systems, including high youth unemployment and decreasing education budgets.
2) It proposes focusing on improving teacher quality and developing skills relevant to the labor market and society. Member states should improve teacher recruitment and training, while the EU can help through funding and policy coordination.
3) The Rethinking Education package and Erasmus for All program aim to invest in skills, flexible learning opportunities, and collaboration between education institutions and businesses. The goal is support economic growth through excellence in vocational education and training.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
[EMC-LM 2nd convention] EMC presentation by Juliette ChauveauEADTU
This document discusses formation initiatives in the French agri-food sector. It begins by introducing ANIA, the National Food and Drink Federation, which represents over 16,000 French food companies. It then discusses the formation challenges facing the sector, including recruitment difficulties, an aging workforce, and the need to adapt training to changing consumer habits and new technologies. Several European projects are highlighted that aim to develop new digital training tools and work-oriented formation methods. These include creating an e-learning platform and developing virtual reality training modules. The conclusion notes that lifelong learning must be made effective and attractive for workers through innovative tools and formats.
[EMC-LM 2nd convention] Emc micro credentials by Matthew Hodges, MiradaxEADTU
The document discusses the European MOOC Consortium's ambitions to establish a common microcredential framework (CMF). The CMF would provide credentials for online courses between 100-150 hours at levels 5-7 of the European Qualifications Framework. It would include assessment, verification of identity, and transcripts documenting learning outcomes and credits earned. The goal is to address needs of employers and learners for smaller, stackable credentials and facilitate collaboration across European higher education systems. Achieving these goals requires engaging universities, employment organizations, companies, and other stakeholders. The European Commission also aims to support quality, transparency and adoption of microcredentials across the EU through its new framework.
The document discusses major reforms underway in European higher education through the Bologna Process to create a more compatible and coherent system across countries. It outlines the key drivers for change, achievements so far including new degree structures and quality assurance systems, ongoing challenges, and debates around the future direction. The reforms are increasingly taking on a global dimension and influencing other regions, which could impact Canada as an international study destination.
What’s in it for education, training, youth and sport?Pogled kroz prozor
Erasmus+ is a EU program with a budget of €14.7 billion that combines previous EU programs for education, training, youth, and sport. It aims to support mobility and cooperation across these fields. The program has three main types of activities: learning mobility for individuals, cross-sector partnerships for innovation, and support for policy reform. It seeks to achieve goals like reducing early school leaving, improving vocational skills, and modernizing adult education. Key activities include staff exchanges, student mobility, and strategic partnerships between organizations to develop new practices and share resources.
A Knowledge Alliance is a structured cooperation project between higher education institutions and businesses. It aims to strengthen Europe's innovation capacity by fostering innovation in higher education through knowledge exchange with enterprises. Key features include innovation in higher education through cooperation with businesses, sustainability of the university-business partnership, and impact beyond the lifetime and organizations involved. Eligible activities support boosting innovation, developing new learning methods, and stimulating student entrepreneurship skills. Successful proposals demonstrate strong commitments from both academic and business partners to achieve impact through knowledge sharing.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
Erasmus+ is the new EU programme for education, training, youth, and sport with a €14.7 billion budget from 2014-2020. There are three main types of actions: Key Action 1 focuses on mobility of individuals, Key Action 2 supports cooperation for innovation, and Key Action 3 aids policy reform. The programme aims to streamline previous lifelong learning programmes and offer new elements like a loan guarantee for masters students and knowledge and sector skills alliances. Key Action 1 supports travel for study, work, teaching, and skills development. Key Action 2 enables organizations to collaborate, share practices, and work with industry. Application deadlines are in mid-March and late April 2014.
This document summarizes a synthesis seminar on the policy relevance of the study visits programme. Over 50,000 education and training specialists have participated in study visits programmes, gaining new professional experiences and sharing information with peers and policymakers. The study visits programme has increasingly focused on fostering links to European and national policy development. By promoting peer learning, quality programming, and information sharing, the study visits programme aims to actively contribute to the EU's strategic objectives on education and training.
The Bordeaux Communiqué summarizes the priorities and strategies of the Copenhagen process on enhancing cooperation in European vocational education and training. It discusses progress made since 2002 in developing tools to improve transparency and recognition of skills between countries. Key priorities going forward include implementing these tools at national levels, increasing quality and attractiveness of vocational training systems, better linking training to labor market needs, and strengthening European cooperation on vocational education.
The Council adopted conclusions on establishing a new strategic framework for European cooperation in education and training from 2009 to 2020. The framework aims to support national education reforms and make progress toward four strategic objectives: 1) making lifelong learning a reality, 2) improving quality and efficiency, 3) promoting social inclusion, and 4) enhancing creativity and innovation. European countries will work together on priority areas in three-year cycles and monitor progress through reporting. The conclusions call on member states to cooperate using these guidelines to strengthen education cooperation across Europe.
This document summarizes findings from study visits in 2008-2009 related to developing key competences in education and training, with a focus on communication in foreign languages and social/civic competences. Some common approaches identified across countries included early foreign language learning starting in pre-primary levels, using various models of language delivery (separate subjects, bilingual programs, CLIL), and recognizing the value of the Common European Framework of Reference. Challenges included the need for effective organization at all levels and well-trained teachers. Examples of good practices sharing experiences across practitioners and policymakers were identified.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
The ERASMUS program is the European Union's most successful student exchange program, allowing over 3 million students from 33 countries to study abroad. It began in 1987 and offers opportunities to live and study in another European country for 3 to 12 months. Students receive scholarships to help cover costs of living abroad, typically around 250 euros per month, though the scholarships do not cover all daily living expenses. The program promotes cultural exchange and many students choose to remain in the country they studied abroad in.
The EU Legal Framework on Higher Education Policies and International Coopera...PhDSofiaUniversity
The document outlines the EU legal framework on higher education policies and international cooperation. It discusses key strategies and initiatives over time including the Lisbon Strategy, Europe 2020 Strategy, ET2020, Erasmus+, and the Bologna Process. The framework aims to promote mobility, cooperation between institutions, and the European dimension in education through initiatives like teaching EU languages and distance learning. It retains autonomy for member states over education systems while encouraging cooperation.
This document summarizes the goals and outcomes of projects supported under the Erasmus+ Key Action 2 (KA2) framework. KA2 supports strategic partnerships in education, training, and youth across Europe. The goals are to develop innovative practices, transfer knowledge, and implement joint initiatives. Intended outcomes for participating organizations include adopting new approaches, developing open and collaborative environments, and increasing international engagement. Intended impacts on individuals include improved skills, greater intercultural understanding, and more active participation in society.
1) The document discusses challenges in European education systems, including high youth unemployment and decreasing education budgets.
2) It proposes focusing on improving teacher quality and developing skills relevant to the labor market and society. Member states should improve teacher recruitment and training, while the EU can help through funding and policy coordination.
3) The Rethinking Education package and Erasmus for All program aim to invest in skills, flexible learning opportunities, and collaboration between education institutions and businesses. The goal is support economic growth through excellence in vocational education and training.
Raimo Vuorinen presents on the topic: "Career management skills" at an international conference in Sofia, 08th Nov 2011. The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria.
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
[EMC-LM 2nd convention] EMC presentation by Juliette ChauveauEADTU
This document discusses formation initiatives in the French agri-food sector. It begins by introducing ANIA, the National Food and Drink Federation, which represents over 16,000 French food companies. It then discusses the formation challenges facing the sector, including recruitment difficulties, an aging workforce, and the need to adapt training to changing consumer habits and new technologies. Several European projects are highlighted that aim to develop new digital training tools and work-oriented formation methods. These include creating an e-learning platform and developing virtual reality training modules. The conclusion notes that lifelong learning must be made effective and attractive for workers through innovative tools and formats.
[EMC-LM 2nd convention] Emc micro credentials by Matthew Hodges, MiradaxEADTU
The document discusses the European MOOC Consortium's ambitions to establish a common microcredential framework (CMF). The CMF would provide credentials for online courses between 100-150 hours at levels 5-7 of the European Qualifications Framework. It would include assessment, verification of identity, and transcripts documenting learning outcomes and credits earned. The goal is to address needs of employers and learners for smaller, stackable credentials and facilitate collaboration across European higher education systems. Achieving these goals requires engaging universities, employment organizations, companies, and other stakeholders. The European Commission also aims to support quality, transparency and adoption of microcredentials across the EU through its new framework.
The document discusses major reforms underway in European higher education through the Bologna Process to create a more compatible and coherent system across countries. It outlines the key drivers for change, achievements so far including new degree structures and quality assurance systems, ongoing challenges, and debates around the future direction. The reforms are increasingly taking on a global dimension and influencing other regions, which could impact Canada as an international study destination.
What’s in it for education, training, youth and sport?Pogled kroz prozor
Erasmus+ is a EU program with a budget of €14.7 billion that combines previous EU programs for education, training, youth, and sport. It aims to support mobility and cooperation across these fields. The program has three main types of activities: learning mobility for individuals, cross-sector partnerships for innovation, and support for policy reform. It seeks to achieve goals like reducing early school leaving, improving vocational skills, and modernizing adult education. Key activities include staff exchanges, student mobility, and strategic partnerships between organizations to develop new practices and share resources.
A Knowledge Alliance is a structured cooperation project between higher education institutions and businesses. It aims to strengthen Europe's innovation capacity by fostering innovation in higher education through knowledge exchange with enterprises. Key features include innovation in higher education through cooperation with businesses, sustainability of the university-business partnership, and impact beyond the lifetime and organizations involved. Eligible activities support boosting innovation, developing new learning methods, and stimulating student entrepreneurship skills. Successful proposals demonstrate strong commitments from both academic and business partners to achieve impact through knowledge sharing.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
This project aims to promote social dialogue in the banking sector across Europe. It will bring together unions from 9 countries to identify trends, share best practices, and develop a training program on topics like industrial relations and change management. The goals are to strengthen social dialogue, help new members learn from experienced ones, and ensure European social dialogue supports innovation and change. Key activities include a forecasting survey of bank employee views, workshops and conferences to disseminate results, and an evaluation of the project's impact.
This document provides guidance for applicants on Strategic Partnerships for Higher Education projects funded by Erasmus+. It outlines what a strategic partnership is and isn't, emphasizing that the goal is to support internationalization and that activities must be appropriate for reaching project objectives. The document discusses what makes a project innovative and provides tips on important aspects like fields, priorities, cross-sectoral projects, budget modules, and contacting the National Agency. Applicants are directed to the key official documents on the Erasmus+ website for more details on eligibility, assessment criteria, and requirements.
Presentation titled "Innovation in the Teaching of Sustainable Development in Europe: The Case of ISLE Erasmus Network". SPDECE 2012 Symposium, Alicante, Spain, 14/6/2012 (http://transducens.dlsi.ua.es/congress/spdece2012)
1) The document summarizes Henrik's opening address at a seminar on a project focused on enhancing social inclusion in vocational education and training (VET) systems.
2) He thanks the hosts and participants and emphasizes the importance of the project for giving young people a fair chance in life and strengthening cooperation between countries and actors.
3) Henrik stresses that the project demonstrated strengthened partnerships to improve VET inclusiveness and that its outcomes helped advance understanding of disadvantage and the need for systemic responses within inclusive VET systems.
This document provides information about the Key Action 2 framework of the Erasmus+ program, which supports strategic partnerships, knowledge alliances, sector skills alliances, and capacity building in education and training. It outlines the intended outcomes of projects supported under this Key Action, including innovative approaches, skills development, and internationalization for participating organizations and individuals. Specific priorities are identified for higher education and vocational education and training. An example project evaluation scores the relevance, quality, team/arrangements, impact, and overall proposal. Rules for transfers between expense categories in the project budget are also noted.
The document summarizes the INSTEM project, which brought together various STEM education projects throughout Europe to share ideas and materials. The goals of INSTEM were to enhance the link between education policy and practice, gather and share knowledge from previous STEM projects, and provide effective dissemination of innovative teaching practices. National workshops were held in various countries to establish working groups to continue collaboration after the project. The final INSTEM conference in June 2015 would present the outcomes and findings developed over the three years of the project.
The Slovenian Expert Group on the next EU Framework Programme for Research and Innovation (FP9) provides 9 guiding principles and recommendations in 3 blocks. The first block focuses on improving governance and priority-setting, including merging the EC and JPI priority-setting processes, enhancing the comitology process, and improving evaluator selection. The second block addresses funding instruments, such as limiting monobeneficiary instruments, improving ERA-NET Cofund, and balancing large and small projects. The third block emphasizes synergies between FP9, ESIF, and other EU policies and funds. The Expert Group aims to contribute constructively to discussions on FP9.
This document outlines the plan to exploit the results of the CENTRES project. The project aims to develop tools and methodologies for teaching creativity and entrepreneurship in secondary schools. The exploitation plan identifies the project's results, including an online knowledge bank and policy recommendations. It also outlines the target groups that can benefit, such as educators, students, and policymakers. Finally, it describes the main dissemination activities and instruments to transfer the results to stakeholders, such as international conferences, workshops, and the project website.
This document summarizes a meeting between European music colleges discussing potential partnerships. Key points include: the Erasmus+ program supports strategic partnerships to develop innovative practices; eligible activities include strengthening cooperation, promoting recognition of learning, and supporting learners with disabilities; partnerships should develop tangible outputs or processes, have measurable impact, and sustainable results; technical requirements for partnerships include having at least 3 organizations in 3 countries, with defined roles and contributions; assessment criteria include relevance, quality, impact, and sustainability.
It is our pleasure to share with you the white paper of the European Digital Youth Summit (EDYS) held in Bucharest, Romania on 28th of August 2014.
The summit tackled important topics for European young people such as digital behaviour and employment trying to find realistic solutions to raise employability and to encourage digital entrepreneurship. The event was organized by GEYC and the Chamber of Deputies (Romanian Parliament) under the patronage of the European Parliament and answers key issus from Digital Agenda for Europe such as digital awareness, digital skills, digital jobs and digital entrepreneurship. Find out more: www.edys.eu
This document provides guidance for completing an Erasmus+ funding application for staff mobility projects. It outlines the application process and important sections of the application form, including the European Development Plan, project description and activities, learning outcomes, and preparation of participants. The guidance recommends describing how the planned mobility will address the needs and strategic goals of the applicant organization and have a wider impact. It also provides tips for explaining the selection of the mobility provider organization and preparation activities for participants.
This newsletter provides an overview and summary of the final activities and outcomes of the Erasmus+ project "Recognize and Validate skills and qualifications gained by alternating school and work experience at National and European level". Key points include:
1) Training was provided to over 100 VET teachers and professionals to design personal learning plans that recognize work-based learning experiences.
2) Guidelines developed through the project have been published in partners' languages and are available from partner organizations.
3) Final results and experiences from the two-year project were presented at a conference in Florence attended by over 100 people, who provided positive feedback.
4) The fourth and final consortium meeting was held in Florence to discuss disse
This document outlines the agenda and activities for Day 1 of a project meeting in Athens, Greece. It includes:
1) Presentations on the project partners and their activities, the project concept and objectives, project management procedures, and the financial and action plans.
2) Details on the work packages, including project management, defining aging trends, developing business concepts for age management, pilot projects, and dissemination of results.
3) Analyses of specific work package activities, such as developing reports on demographic trends, surveys of older workers, and guidelines for improving enterprise management and performance indicators.
The COR-VET project focuses on innovative approaches to career orientation for vocational education students across Europe. The project involves partnerships between universities, education organizations, and government agencies in Germany, the UK, Italy, Turkey and elsewhere. They will develop best practices for career orientation, exchange experiences and models between countries, and create new teaching materials and training for teachers. The goal is to improve students' transition from education to work by better understanding their interests, abilities, and career options.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
This document discusses the Erasmus+ Strategic Partnership program. It describes the key actions and types of strategic partnerships supported, which include those supporting innovation and exchange of good practices. Eligible organizations are presented, along with examples of opportunities and activities that can be funded. The application process is summarized, including required sections that describe the participants, objectives, management, and work plan. Intellectual outputs that could be developed are also listed.
This document provides information about Erasmus+ Strategic Partnerships. It outlines the key actions, types of strategic partnerships that support innovation or exchange of good practices, and opportunities provided. Strategic Partnerships are transnational cooperation projects between organizations in education, training, and youth. They can develop innovative outputs and practices or reinforce networks to share ideas. The document describes the application process and what activities and costs can be funded, such as staff costs, meetings, intellectual outputs, and dissemination events. It emphasizes the importance of addressing EU priorities and having clear objectives, management plans, activities, and results.
Fostering solar technology in the Mediterranean area - Capitalisation PlanFOSTEr in MED
The document outlines an action plan for capitalizing on the results of the FOSTErinMED project. It includes identifying and analyzing similar solar energy and ENPI projects through a table template. The plan aims to optimize and maintain project results, create networks and synergies between solar projects, and identify expected impacts. Key actions include maintaining the project website and local points, holding networking conferences, conducting context analyses and policy papers, developing guidelines and training, and implementing a pilot project. Regional capitalization activities are also outlined.
Similar to Erasmus + Knowledge Alliances 2020 call EAC/A02/2019 open (20)
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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2. OBJECTIVES AND ACTIONS
OF THE ERASMUS PROGRAMME
the objectives of the Europe 2020 strategy, including
the headline education target
the objectives of the strategic framework for
European cooperation in education and training (ET
2020), including the corresponding benchmarks
the sustainable development of Partner Countries in
the field of higher education
the overall objectives of the framework for European
cooperation in the youth field (2010–2018) as well
as the objectives of the renewed EU Youth Strategy
2019-2027
the objective of developing the European dimension
in sport, in particular grassroots sport, in line with
the third EU Work Plan for Sport 2017-2020
the promotion of European values in accordance
with Article 2 of the Treaty on European Union
01
02
03
04
05
06
The Erasmus+ Programme aims to contribute to the achievement of:
EUrOPA PROMpT @nicoletasusanu
3. Supporting educators, youth
workers, educational leaders
and support staff
Transparency and recognition
of skills and qualifications
Social inclusion
Innovative practices in a
digital era
Environmental and climate
goals
Supporting opportunities for all in
acquiring and developing key
competences, including basic skills
Sustainable investment,
quality and efficiency of
education, training and youth
systems
Social and educational value of
European cultural heritage, its
contribution to job creation,
economic growth and social
cohesion
HORIZONTAL PRIORITIES
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4. WHAT IS A KNOWLEDGE ALLIANCE?
• Knowledge Alliances are transnational, structured and result-driven projects, notably
between higher education and business.
• Knowledge Alliances are open to any discipline, sector and to cross-sectoral
cooperation.
• The partners share common goals and work together towards mutually beneficial
results and outcomes.
• The results and expected outcomes are clearly defined, realistic and address the issues
identified in the needs analysis.
• Knowledge Alliances are meant to have a short and long-term impact on the wide range
of stakeholders involved, at individual, organisational and systemic level.
• As a general rule, Knowledge Alliances target the cooperation between organisations
established in Programme Countries. However, organisations from Partner Countries
can be involved in a Knowledge Alliance, as partners (not as applicants), if their
participation brings an essential added value to the project.
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6. Boosting innovation in higher education,
business and in the broader
socio-economic environment
Developing entrepreneurial
mind-set and skills
Stimulating the flow and exchange of knowledge
between higher education and enterprises
ACTIVITIES
SUPPORTED UNDER THIS ACTION
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7. The key features of
Knowledge Alliances
Innovation in higher education
and innovation through higher
education in enterprises and
their socio-economic
environment: innovation is
considered as state-of-the-art
project-specific and related to
the partnerships context and
analysed needs.
Sustainability of university-
business cooperation. A strong
and committed partnership
with a balanced participation
from enterprises and higher
education institutions are
pivotal for the success of
Knowledge Alliances. The role
and contribution of each
participating organisation and
associate partner have to be
specific and complementary.
Impact going beyond the project's
lifetime and beyond the
organisations involved in the
Alliance. It is expected that
partnership and activities persist. For
that, results/deliverables might not
be stand-alone but be linked
to/integrated into existing
undertakings, schemes, projects,
platforms, ventures etc. Changes in
higher education institutions and
enterprises have to be measurable.
Results and solutions have to be
transferable and accessible to a
broader audience.
EUrOPA PROMpT @nicoletasusanu
8. Quality assurance aspects
Knowledge Alliances
are required to accomplish targeted
dissemination activities which reach out
to stakeholders, policy makers,
professionals and enterprises
Knowledge Alliances
should generate new ways and
instruments to facilitate their
collaboration and to ensure that the
partnership between higher education
and business persists.
Knowledge Alliances
are subject to a particular monitoring
which requires active participation from
all participants and stakeholders.
Knowledge Alliances
should budget for the presentation of
their project and the results at the
University-Business Forum and/or other
relevant events (up to five during the
project duration)
Knowledge Alliances
should foresee their participation in
thematic clusters to support cross-
fertilisation, exchange of good practices
and mutual learning.
Knowledge Alliances
should deliver publications such as reports,
handbooks, guidelines, etc. As a general rule,
results should be made available as open
educational resources (OER) as well as on
relevant professional, sectorial or competent
authorities' platforms.
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9. a research institute
an accreditation, certification
or qualification body
a higher education institution.
an intermediary or association
which represents enterprises.
eligibile
applicants
01
04
05
a public body at local, regional
or national level
a public or private, small,
medium or large enterprise
(including social enterprises).
02 06
an organisation active in the
field of education, training and
youth
an intermediary or association
which represents education,
training or youth organisations.
03 07
08
A participating organisation can be any public or private organisation, with its affiliated entities
(if any), established in a Programme Country or in any Partner Country of the world
Higher education institutions established in a Programme Country must hold a valid Erasmus Charter for Higher
Education (ECHE). An ECHE is not required for participating HEIs in Partner Countries.
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10. How to
apply?
Detailed
Project
Description
Detailed
Budget Tables
and Work
Packages
Overview
Declaration
of Honour
To be eligible all the parts of this Application Package must be
completed using the 2020 compulsory templates published on the
Executive Agency's website and submitted electronically.
The language used to complete the Application Package must be an
official EU language understood by all the members of the
consortium.
The Application Package must be completed in one language only.
Application
Package
eForm
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11. Partnership
Each organisation of the consortium has to
individually complete the following sub-sections
As specified in the Erasmus+ Programme Guide,
Knowledge Alliance consortia require the participation
of:
'…minimum six independent organisations from at
least three Programme Countries, out of which at
least two higher education institutions and at least
two enterprises'.
Applicants are requested to verify that all higher
education institutions located in Programme
Countries have a valid Erasmus Charter for Higher
Education
EUrOPA PROMpT @nicoletasusanu
12. Description of the partners
The description in the sections III.n.1 and III.n.2 should provide
a brief presentation of the organisation, its role in the project
and in the operational/financial management of the project. In
section III.n.3 the proposal should describe the 'Operational
and Technical capacity: skills and expertise of key staff involved
in the project'. It will be used (instead of full CVs) for those staff
members to ascertain the quality of the consortium overall. The
names of all key staff members have to be included in the free
spaces as well as the summary of their skills/experience
relevant for the project domain. A list of any reference to recent
publications, when relevant to the project main topics, shall
also be included.
NB: The first key staff to be listed under P1 shall be the Project
coordinator (also referred to as 'Project manager' and 'Contact
person' in section A.2 of the eForm).
.
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13. Work Packages Overview
Management (MGNT)
including activities such as planning, finances,
coordination and communication between
partners, organisation of project meetings,
etc.
Evaluation (EV)
a specific activity addressed to assess if the
quality of outputs and results. It can be
internal and external.
Preparation (PREP)
this workpackage type is expected to include activities
such as a detailed needs analysis (surveys;
comprehensive reports of the problem areas; etc.), an
analysis of the state of art in the field, data on best
practices etc..
Implementation (IMP)
substantial activities including the development and testing
of the intellectual outputs/tangible results of the project
(such as curricula, pedagogical materials, studies, open
educational resources, etc.).
Dissemination and Exploitation of
results (DISS&EXP)
including activities relating to information
spreading and awareness raising and
mainstreaming and multiplication of
results.
Quality Assurance (QA)
internal quality monitoring measures that
aim to guarantee that the quality of the
project processes and results will meet the
predetermined plans. EUrOPA PROMpT @nicoletasusanu
14. Work Package must include a detailed description containing
the aims and objectives of the
Work Package.
how the partners involved
will organise their work.
an overview of the monitoring
and evaluation of the work
undertaken within the Work
Packages
milestones and overall
approaches
performance indicators
the relationship/linkages
with other Work Packages
and with the overall
coordination of the project
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15. Each of the type of Work Packages has to be covered at
least once. If applicants fail to present the minimum
required, their proposal may be considered as
incomplete. Certain types of Work Packages may be used
several times according to the proposed activities.
Applicants have to specify the costs associated to each
Work Package. It should be noted that the total number of
staff days is the basis for calculating the EU grant
(Implementation Support) for the project. The total
number of days indicated in this section should correspond
with the information provided in:
•Section VII.7 "Overview of consortium partners
involved and resources required"
•Attachment "Detailed budget tables" (Excel)
The number of days invested by each partner organisation
should correspond with the information provided in the
detailed budget table and in the WP sections on
''Explanation of Work Package expenditures'‘.
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16. Budget
preparation
The budget under the Knowledge Alliance action must be drafted on the basis of the unit cost
system. The "unit costs" system is a simplified form of determining the amount of the grant; by
its nature, such simplified forms of grants are contributions to the main costs of a project which
are not a reimbursement of the real expenditures linked to specific activities in the project.
The EU contribution, calculated through the unit cost, will not fully cover all expenses.
It is for the beneficiary to ensure that all activities will take place as planned.
It is intended to cover any activity directly linked to the implementation of the project.
This amount will cover all kinds of activities of the work package, like: meetings, translations,
travel, intellectual work etc.
Therefore, for every work package and the activities related to it, you have to estimate the
number of staff days needed per category and country group of the partners. This means that
the partnership meetings and related travels cannot be included as such as an item in the
budget. While consortium meetings are welcome, we consider that the “learning mobility”
activities should be dedicated to the learners as such. The learning mobility activities should
support/complement the other activities of the Alliance and bring added value in the
realisation of the project's objectives. Consortium activities (meeting, conferences, etc…) are
considered as "Implementation support" based on the Unit cost system. The budget requested
for mobility cannot be used to finance costs for travels & subsistence (e.g. attendance costs,
partnership meetings).
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€
17. Budget
Maximum EU contribution awarded for a 2-year Knowledge Alliance:
700 000 EUR
Maximum EU contribution awarded for a 3-year Knowledge
Alliance:
1 000 000 EUR
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19. This staff category includes
legislators, senior officials
and managers (Staff
Category 1 of the ISCO-88
(COM)
This staff category
includes science,
health, teaching and
other professionals
(Staff Category 2 of the
ISCO-88 (COM))
This staff category
includes technicians
and associate
professionals (Staff
Category 3 of the
ISCO-88 (COM))
This staff category
includes office and
customer service clerks
(Staff Category 4 of the
ISCO-88 (COM))
Manager
Teacher/
Trainer/
Researcher
Technician
Administrative
staff
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20. Permanent staff with
an employment
contract with one of
the beneficiaries
Temporary staff with
an employment
contract with one of
the beneficiaries
Interim staff recruited
through a specialised
external Agency,
Personnel working on
the basis of a contract
of employment
recognized by the
respective national
legislation or
equivalent
appointing act
Eligible staff
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21. Contribution to unit costs
The budget of the project must be
drafted on the basis of the unit
cost system.
B2.1 per manager involved per day of
work on the project
.
B2.2 per researcher/ teacher/trainer
involved per day of work on the project
.
B2.3 per technician involved per day of
work on the project
.
B2.4 per administrative staff involved
per day of work on the project
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22. Budget
Applicants will have to
justify the type and
volume of resources
needed in relation to the
implementation of the
proposed activities and
outputs. The outputs
should be substantial in
quality and quantity to
qualify for this type of
grant support.
The unit cost calculation for any activity and output is solely based on the
staff input
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23. Budget
Applicants will have to
justify the type and
volume of resources
needed in relation to the
implementation of the
proposed activities and
outputs.
The outputs should be
substantial in quality and
quantity to qualify for this
type of grant support.
The unit cost calculation for any activity and output is solely based on the
staff input
EUrOPA PROMpT @nicoletasusanu
24. Contribution to the travel costs of participants,
from their place of origin to the venue of the activity and return
For travel distances between 100 and 1999 KM: 275 EUR per participant
NB: applicants will have to justify that mobility activities are necessary to achieve
the objectives
For travel distances of 2000 KM or more: 360 EUR per participant
NB: applicants will have to justify that mobility activities are necessary to
achieve the objectives
EUrOPA PROMpT @nicoletasusanu
25. Subsistence costs
Activities targeting staff up to the 14th day of activity: 100 EUR per day per
participant + between the 15 th and 60 th day of activity: 70 EUR per day per
participant results of the project
Activities targeting learners: up to the 14th day of activity: 55 EUR per day
per participant + between the 15 th and 60 th day of activity: 40 EUR per
day per participant
EUrOPA PROMpT @nicoletasusanu
26. any act or omission relating to the use or presentation of false, incorrect or incomplete
statements or documents, which has as its effect the misappropriation or wrongful
retention of funds or assets from the Union budget, the non-disclosure of information in
violation of a specific obligation, with the same effect or the misapplication of such funds
or assets for purposes other than those for which they were originally granted.
Fraud
1
a violation of applicable laws or regulations or ethical standards of the
profession to which a person or entity belongs, or any wrongful conduct of a
person or entity which has an impact on its professional credibility where
such conduct denotes wrongful intent or gross negligence.
Gave professional misconduct
2
any infringement of a provision of Union law resulting
from an act or omission by a beneficiary, which has or
would have the effect of prejudicing the Union’s budget
Irregularity
3
Grant agreement terminology
to pay attention
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27. Impact and dissemination
(maximum 20 points)
Quality of the project team and the
cooperation arrangements
(maximum 30 points)
Quality of the project design and
implementation (maximum 25 points)
AWARD
CRITERIA
Relevance of the proposal (maximum
25 points)
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28. Applicants have to submit their grant
application at the latest by 26
February 2020 at 17:00 (Brussels
time) for projects starting on 1
November of the same year or 1
January of the following year.
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29. Useful documents
• Call for proposals 2020 — EAC/A02/2019
• 2020 annual work programme for the implementation of Erasmus+ - C(2019) 5823
• Erasmus+ Programme Guide 2020
• Knowledge Alliances 2020 guide for applicants
• Knowledge Alliances 2020 FAQ
• Knowledge Alliances 2020 General conditions – Multi beneficiaries model
grant agreement
• Knowledge Alliances 2020 Special conditions – Multi beneficiaries model
grant agreement
• Europe 2020 strategy
• Strategic framework for European cooperation in education and training (ET 2020)
• European cooperation in the youth field (2010–2018)
• Renewed EU Youth Strategy 2019-2027
• EU Work Plan for Sport 2017-2020
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