CFPs: Jean Monnet Actions in the field of Higher Education (Modules)

As such, the Programme shall be a key instrument for building the European Education Area, supporting the implementation of the European strategic cooperation in the field of education and training with its underlying sectoral agendas. In addition, it is key in advancing youth policy cooperation under the European Union Youth Strategy 2019-2027 and developing the European dimension in sport.

Specific Objectives

• The Programme has the following specific objectives:
  • To promote learning mobility of individuals and groups, as well as cooperation, quality, inclusion and equity, excellence, creativity and innovation at the level of organisations and policies in the field of education and training;
  • To promote non-formal and informal learning mobility and active participation among young people, as well as cooperation, quality, inclusion, creativity and innovation at the level of organisations and policies in the field of youth;
  • To promote learning mobility of sport staff, as well as cooperation, quality, inclusion, creativity and innovation at the level of sport organisations and sport policies.

Priorities

• Inclusion and Diversity
  • The Programme seeks to promote equal opportunities and access, inclusion, diversity and fairness across all its actions. Organisations and participants with fewer opportunities themselves are at the heart of these objectives and, with this in mind, the programme puts mechanisms and resources at their disposal. When designing their projects and activities, organisations should have an inclusive approach, making them accessible to a diverse range of participants.
  • These barriers can hinder their participation, both as stand-alone factors and in combination:
    • Disabilities: This includes physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder someone’s full and effective participation in society on the same footing as others.
    • Health problems: Barriers may result from health issues including severe illnesses, chronic diseases, or any other physical or mental health-related situation that prevents someone from participating in the programme.
    • Barriers linked to education and training systems: Individuals struggling to perform in education and training systems for various reasons, early school-leavers, NEETs (people not in education, employment or training) and low-skilled adults may face barriers.
    • Cultural differences: While cultural differences may be perceived as barriers by people from any background, they can particularly affect people with fewer opportunities. Such differences may represent significant barriers to learning in general, all the more for people with a migrant or refugee background – including but not limited to newly-arrived migrants, people belonging to a national or ethnic minority, sign language users, or people with linguistic adaptation and cultural inclusion difficulties.
    • Social barriers: Social adjustment difficulties, such as limited social competences, anti-social or high-risk behaviours; (former) offenders, (former) drug or alcohol abusers, or social marginalisation may represent a barrier. Other social barriers can stem from family circumstances – for instance, being the first in the family to access higher education or being a parent (especially a single parent), a caregiver, a breadwinner or an orphan, or having lived or currently living in institutional care.
    • Economic barriers: Economic disadvantage, for instance a low living standard, low income, learners who need to work to support themselves, dependence on the social welfare system, long-term unemployment, precarious situations or poverty, being homeless, in debt or with financial problems, may represent a barrier. Other difficulties may derive from the limited transferability of services (in particular support to people with fewer opportunities) that need to be “mobile” together with the participant when participating in activities away from their place of residence or, all the more, abroad.
    • Barriers linked to discrimination: Barriers can occur as a result of discrimination linked to gender, age, ethnicity, religion, beliefs, sexual orientation, disability, or intersectional factors (a combination of two or several of the mentioned kinds of discrimination).
    • Geographical barriers: Living in, for example, remote or rural areas, on small islands or in peripheral/outermost regions , in urban suburbs, in less serviced areas (limited public transport, poor facilities) or less developed areas in third countries, may constitute a barrier.
• Digital Transformation
  • To support the digital transformation in a human-centric manner and address and societal challenges such as AI or disinformation more effectively Europe needs education and training systems that are fit for the digital age. The key enabling factors for successful digital education and training, and improving the provision of digital skills in education and training, the Erasmus+ programme can play a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content.
  • The Programme should reach out to a larger target group both within and beyond the Union by a greater use of information, communication and technology tools, combined use of physical mobility and virtual learning and virtual cooperation.
• Environment and Fight against Climate Change
  • The Erasmus+ programme is a key instrument for building the knowledge, skills, and attitudes on climate change and supporting sustainable development within the European Union and beyond. The Programme will increase the number of mobility opportunities in green forward-looking domains, which foster the development of competences, enhance career prospects and engage participants in strategic areas for sustainable growth, with special attention to rural development (sustainable farming, management of natural resources, soil protection, bio-agriculture). Moreover, Erasmus+, with mobility at its core, should strive for carbon-neutrality by promoting sustainable transport modes and more environmentally responsible behavior.
  • The Programme supports the use of innovative practices to make learners, staff and youth workers true actors of change (e.g. save resources, reduce energy use, waste and carbon footprint, opt for sustainable food and mobility choices). Priority will also be given to projects that – through education, training, youth and sport activities – enable behavioural changes for individual preferences, cultural values, awareness, and more generally support active engagement for sustainable development.
• Participation in Democratic Life, Common Values and Civic Engagement
  • The Programme supports active citizenship and ethics in lifelong learning, it fosters the development of social and intercultural competences, critical thinking and media literacy. Priority is given to projects that offer opportunities for people’s participation in democratic life, as well as social and civic engagement through formal or non-formal learning activities. The focus is put on raising awareness of and understanding the European Union context, notably in regards the common EU values, the principles of unity and diversity, as well as their social, cultural and historical heritage.
  • In the field of youth, the Youth Participation Strategy has been designed to provide a common framework and support the use of the Programme to foster youth participation in democratic life. The Strategy aims to improve the quality of youth participation in the Programme and complements key EU Youth Policy documents, such as the EU Youth Strategy and the EU Youth Goals. The Youth Participation Toolkit accompanies the Strategy and aims to, in practical terms, enhance the participation of young people in each of the actions of the Programme, by sharing knowhow, recommendations, tools and practical guidance. The toolkit includes in its modules a special focus on how to cover the new horizontal priorities in the projects.

Funding Information

• EUR 25,75 million

Key Actions

• Key Action 1 – Mobility of Individuals
  • This Key Action supports:
    • Mobility of learners and staff: opportunities for pupils, students, adult learners, trainees and young people, as well as for professors, teachers, trainers, educators, youth workers, sport staff, staff of education institutions and civil society organisations to undertake a learning and/or professional experience in another country;
    • Youth participation activities: youth-led local and transnational initiatives run by informal groups of young people and/or youth organisations to help young people engage and learn to participate in democratic life, raising awareness about European Union common values and fundamental rights, bringing together young people and decision makers at local, national and European level, as well as contributing to European Union common goals;
    • Mobility of staff in the field of sport: staff of sport organisations, primarily in grassroots sports, are provided the opportunity to improve their competences and qualifications and acquire new skills through learning mobilities and spending a period of time abroad, thus contributing to the capacity-building and development of sport organisations. This action supports the professional development of coaches and other staff (both paid staff and volunteers) in grassroots sport.
    • DiscoverEU: the action offers 18-year-olds the opportunity to have a short-term individual or group travel experience throughout Europe. As an informal learning activity, DiscoverEU aims at fostering the sense of belonging to the European Union of the participants and allow them to explore its cultural diversity.
• Key Action 2 – Cooperation among Organisations and Institutions
  • This Key Action supports:
    • Partnerships for Cooperation, including:
      • Cooperation Partnerships: The primary goal of Cooperation Partnerships is to allow organisations to increase the quality and relevance of their activities, to develop and reinforce their networks of partners, to increase their capacity to operate jointly at transnational level, boosting internationalisation of their activities, and through exchanging or developing new practices and methods as well as sharing and confronting ideas;
      • Small-scale Partnerships: This action aims to widen access to the programme for small-scale actors and individuals who are hard to reach in the fields of school education, adult education, vocational education and training, youth and sport. With lower grant amounts awarded to organisations, shorter duration and simpler administrative requirements compared to the Cooperation Partnerships, this action aims at reaching out to grassroots organisations, newcomers to the Programme and less experienced organisations, reducing entry barriers to the Programme for organisations with smaller organisational capacity.
  • Partnerships for Excellence, including:
    • European Universities: This action supports the emergence of bottom-up alliances of higher education institutions which will bring cross-border cooperation to the next level of ambition through the development of joint long-term strategies for top-quality education, research and innovation based on a common vision and shared values;
    • Centres of Vocational Excellence (CoVE): This action supports a bottom-up approach to vocational excellence involving a wide range of local stakeholders enabling VET institutions to rapidly adapt skills provision to evolving economic and social needs.
    • Erasmus+ Teacher Academies: The overall objective of this action is to create European partnerships of teacher education and training providers to set up Erasmus+ Teacher Academies that will develop a European and international outlook in teacher education.
    • Erasmus Mundus Action: This action aims at fostering excellence and world-wide internationalisation of higher education institutions via study programmes – at master course level – jointly delivered and jointly recognised by higher education institutions established in Europe, and open to institutions in other countries of the world.
  • Partnerships for Innovation, including:
    • Alliances for Innovation: This action aims at fostering strategic cooperation between key players in higher education and vocational education and training, business and research – the “knowledge triangle” – to foster innovation and modernisation of education and training systems in identifying and supplying the right set of skills, knowledge and competences to match the future labour market demand in sectors and fields that are strategic for Europe’s sustainable growth and competitiveness;
    • Forward-looking Projects: This action aims to foster innovation, creativity and participation, as well as social entrepreneurship in different fields of education and training. It will support forward-looking ideas based around key European priorities, and that have the potential of becoming mainstreamed and giving input for improving education and training systems, as well as to bring a substantial innovative effect in terms of methods and practices to all types of learning and active participation settings for Europe’s social cohesion.
  • Capacity Building projects, including:
    • Capacity Building projects in the field of higher education: This action supports international cooperation projects based on multilateral partnerships between organisations active in the higher education field in EU Member States or third countries associated to the programme and third countries not associated to the programme. They aim to support the relevance, quality, modernisation and accessibility and of higher education in third countries not associated to the programme as a driver of sustainable socio-economic development.
    • Capacity Building projects in the field of vocational education and training: This action in the field of Vocational Education and Training supports international cooperation projects based on multilateral partnerships between organisations active in the field of VET in EU Member States, third countries associated to the programme and third countries not associated to the programme. They aim to support the relevance, accessibility, and responsiveness of VET institutions and systems in third countries not associated to the programme, as a driver of sustainable socio-economic development.
    • Capacity Building projects in the field of youth: this action supports cooperation and exchange in the field of youth between organisations in EU Member States, third countries associated to the programme and third countries not associated to the Programme, and covers non-formal learning activities, with a focus on raising the capacity of organisations working with young people outside formal learning, while ensuring the active participation of young people.
    • Capacity Building projects in the field of sport: The action will support international cooperation projects based on multilateral partnerships between organisations active in the field of sport in EU Member States, third countries associated to the programme and third countries not associated to the programme. They aim to support sport activities and policies in third countries not associated to the programme as a vehicle to promote values as well as an educational tool to promote the personal and social development of individuals and build more cohesive communities.
  • Not-for-profit sport events:
    • This action will support the preparation, organisation and follow up of not-for-profit sport events, organised either in one single country or in several countries by not-for-profit organisations or public bodies active in the field of sport. These events will aim at increasing the visibility of the Erasmus+ sport actions as well as raise awareness on the role of sport in promoting social inclusion, equal opportunities and health-enhancing physical activities.
• Key Action 3 – Support to Policy Development and Cooperation
  • This Key Action supports:
    • The European Youth Together action, targeting both youth organisations at grass root level and larger organisations and supporting partnerships across borders. Activities under this action should contribute to widening the outreach towards young people to ensure a diversity of voices and reach a diverse range of young people within and beyond youth organisations, including youth with fewer opportunities. They should involve a variety of traditional and digital channels and facilitate the development of partnerships and networks, enabling participation and access for grassroots NGOs and youth movements.
  • In addition, this Key Action covers:
    • Actions aimed at preparing and supporting the implementation of the EU policy agenda on education, training, youth and sport, including sectoral agendas for higher education, vocational education and training, schools and adult learning, and in particular by facilitating the governance and functioning of the Open Methods of Coordination;
    • Carrying out European policy experimentations, led by high-level public authorities and involving field trials on policy measures in several countries based on sound evaluation methods. In line with the EU Youth Strategy, financial support will also be provided to the structures animating the National Working Groups designated by each national authority in the frame of the EU Youth Dialogue at national level;
• Jean Monnet Actions
  • The Jean Monnet Actions support:
    • Jean Monnet Action in the field of Higher Education: This action supports Higher Education Institutions inside and outside Europe in promoting teaching and research on European integration and promoting policy debate and exchanges involving the academic world and policy-makers on Union policy priorities.
    • Jean Monnet Action in other fields of education and training: This action promotes knowledge on the European Union in schools and vocational education and training (VET) institutes in the EU Member States and third countries associated with the Programme.
    • Jean Monnet policy debate: Jean Monnet Networks in Higher Education, in line with a specific theme linked to a Commission priority, will collect, share and discuss among partners, research findings, content of courses and experiences, products (studies, articles, content of courses, etc.). Networks for other fields of education and training, exchange of good practices and experience co-teaching within a group of countries.

Eligibility Criteria

• Any public or private body active in the fields of education, training, youth and sport may apply for funding within the Erasmus+ Programme. In addition, groups of young people who are active in youth work, but not necessarily in the context of a youth organisation, may apply for funding for learning mobility of young people and youth workers, youth participation activities and DiscoverEU Inclusion Action.
• The following countries can fully take part in all Erasmus+ Programme actions:
  • the 27 Member States of the European Union and overseas countries and territories;
  • third countries associated to the Programme:
    • the EFTA/EEA countries: Iceland, Liechtenstein and Norway,
    • EU candidate countries: the Republic of Türkiye, the Republic of North Macedonia and the Republic of Serbia.

For more information, visit European Commission (EC).