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Erasmus+: KA 2: Strategische partnerschappen op het gebied van onderwijs, opleiding en jeugdzaken

Deadline

Doelstellingen

Strategic Partnerships aim to support the development, transfer and/or implementation of innovative practices as well as the implementation of joint initiatives promoting cooperation, peer learning and exchanges of experience at European level. Depending on the objectives and the composition of the Strategic Partnership, projects may be of two types:

  • Strategic Partnerships supporting innovation: Projects are expected to develop innovative outputs, and/or engage into intensive dissemination and exploitation activities of existing and newly produced products or innovative ideas. Applicants have the possibility to request a dedicated budget  for Intellectual Outputs and Multiplier Events in order to directly answer to the innovation aspect of the Action. These types of projects are open to all fields of education, training and youth.
  • Strategic Partnerships supporting exchange of good practices: The primary goal is to allow organisations to develop and reinforce networks, increase their capacity to operate at transnational level, share and confront ideas, practices and methods. Selected projects may also produce tangible outputs and are expected to disseminate the results of their activities, although in a way that is proportional to the aim and scope of the project. These results and activities will be co-financed through the standard budget for project management and implementation. Strategic Partnerships relevant to the field of higher education will not support these types of projects. 

To be funded, Strategic Partnerships must address either a) at least one horizontal priority or b) at least one specific priority relevant to the field of education, training and youth that is mostly impacted. HORIZONTAL PRIORITIES

  • Improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective, through formal or non-formal education and training, from early childhood education and care, over school education, youth activities, higher education and vocational education and training to adult learning.
  • Inclusive education, training and youth: in line with the Paris Declaration, priority will be given to actions addressing diversity in (formal and non-formal) education and training, developing social, civic, intercultural competences and media literacy, combating discrimination and segregation, tackling bullying, reducing disparities in learning outcomes affecting learners with disadvantaged backgrounds in particular through innovative integrated approaches. This should also involve enhancing the access, participation and performance of disadvantaged learners and facilitating their transitions: between different levels and types of education and training; from education/training to the world of work; and/or from one employment to another. Given the critical context, particular attention will also be given to support projects involving refugees, asylum seekers and migrants and/or focussing on the topic of the refugees' crisis in Europe.
  • Open and innovative education, training and youth work, embedded in the digital era: priority will be given to actions that contribute to disseminating learning outcomes of formal and non-formal learning activities as well as to mainstreaming and spreading the utilisation of open and innovative education, training and youth pedagogies, participatory education governance, work methods and resources for educators and learners at all levels, in particular those in a disadvantaged situation. This includes supporting synergies between education, research and innovation activities, the digitisation of quality learning content and promoting the use of ICT as a driver for systemic change to increase the quality and relevance of education, training and youth policies at all levels.
  • Educators: priority will be given to actions that strengthen the recruitment, selection and induction of the best and most suitable candidates for the teaching profession as well as to actions supporting continuing professional development of educators (such as teachers, professors, tutors, mentors, etc.) and youth workers, especially on dealing with an increasing diversity of learners, early school leaving, learners with disadvantaged backgrounds (including refugees, asylum seekers and migrants), work-based learning, digital competences and innovative pedagogies. This will include building effective partnership between providers and educational institutions as well as the development of programmes, modules and on line courses to strengthen the induction of educators in line with assessment and certification patterns.
  • Transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility: priority will be given to actions promoting permeability across education, training and youth fields as well as the simplification ad rationalisation of tools for transparency, validation and recognition of learning outcomes. This includes promoting innovative solutions for the recognition and validation of competences acquired through informal, non-formal, digital and open learning.
  • Sustainable investment, performance and efficiency in education and training: priority will be given to actions supporting the effective implementation of the Investment Plan for Europe, including through attractive funding models for private actors and capital; supporting education, training and youth policies and the design of evidence-based reforms that deliver quality in (formal and non-formal) education and training more efficiently namely through work-based learning. Priority will also be given to actions supporting the development of innovative ways to ensure sustainable investment in all forms of learning, including performance-based funding and cost-sharing. 

FIELD-SPECIFIC PRIORITIES IN HIGHER EDUCATION: 

  • As outlined in the 2011 EU Modernisation Agenda: increasing attainment levels; improving the quality and relevance of higher education; strengthening quality through mobility and cross-border cooperation; making the knowledge triangle work, including by inter-disciplinary cooperation; improving governance and funding.
  • As outlined in the 2013 Communication on Opening up Education: promoting the development of new modes of delivery and exploiting and responding to new technologies in learning and teaching.

FIELD-SPECIFIC PRIORITIES IN VOCATIONAL EDUCATION AND TRAINING:

  • Promoting work-based learning in all its forms, with special attention to apprenticeship-type training, by involving social partners, companies and VET providers, as well as stimulating innovation and entrepreneurship.
  • Further developing quality assurance mechanisms in VET, in line with EQAVET recommendation, and establishing continuous information and feedback loops to I-VET and C-VET systems, based on learning outcomes as part of quality assurance systems.
  • Further strengthening key competences in VET curricula and providing more effective opportunities to acquire ordevelop those skills through I-VET and C-VET.
  • Enhancing access to training and qualifications for all through C-VET, in a life-long learning perspective, notably by increasing the quality, supply and accessibility of C-VET, validation of non-formal and informal learning, promoting work-place learning in companies for the working population, providing for efficient and integrated guidance services and flexible and permeable learning pathways.

FIELD-SPECIFIC PRIORITIES IN SCHOOL EDUCATION: 

  • Strengthening the profile of the teaching professions through attracting the best candidates to the profession andby supporting teachers and leaders to deliver high quality teaching, deal with complex classroom realities and adopt new methods and tools. In particular, supporting recruitment and selection methods, improving initial teacher education and induction, supporting teachers in dealing with diversified groups of learners (such as refugees, asylum seekers and migrants) and to adopt collaborative and innovative practices right from the start of their careers; to strengthen leadership roles in education, including distributed leadership, for designing necessary changes and improvements at institutional level.
  • Addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods. In particular, through projects focused on student-centred and problem-based active learning using multidisciplinary and inter-disciplinary approaches and through fostering critical thinking skills by addressing cultural and/or environmental context in teaching science; developing innovative didactical materials to increase motivation for reading of all pupils; addressing multilingual classrooms through methods building on diverse language skills alongside the main language of instruction.
  • Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum. In particular by supporting projects aiming to improve collaboration internally as well as with parents and other external stakeholders, projects aiming at improving transition between different stages of education, projects supporting networking of schools which promote collaborative and holistic approaches to teaching, projects aiming to develop methods and to create conditions for personalised teaching and learning in order to support each pupil, and projects developing monitoring and assessment suitable for such approaches.
  • Enhancing the quality of early childhood education and care (ECEC) in order to improve the quality of services for better learning outcomes and ensure a good start in education for all. In particular through projects aiming to develop a holistic and age appropriate pedagogical framework including professionalising the workforce for ECEC as well as ensuring that the benefits of early childhood education are carried through to other school education levels, and projects that develop new models of implementation, governance and funding for ECEC.

FIELD-SPECIFIC PRIORITIES IN ADULT EDUCATION:

  •  Improving and extending the offer of high quality learning opportunities that are tailored to individual adult learners’ needs, including through innovative ways of validation, guidance and delivery to groups most in need/
  • Extending and developing educators’ competences, particularly in the effective use of IT in adult learning, for better outreach and improved learning outcomes.
  • Designing and implementing effective provision for enhancing the basic skills (literacy, numeracy and digital) and key competences of specific adult target groups that are currently not well served. 

FIELD-SPECIFIC PRIORITIES IN YOUTH: Promoting high-quality youth work. Priority will be placed on projects that:

  • foster the inclusion and employability of young people with fewer opportunities (including NEETs);
  • promote intercultural dialogue and strengthen knowledge and acceptance of diversity in society;
  • support youth workers in developing and sharing effective methods in reaching out to marginalised young people, refugees, asylum seekers and migrants, and in preventing racism and intolerance among youth;
  • internationalise youth work and open it up to cross-sectorial cooperation allowing greater permeability across all fields of actions concerning young people;
  • professionalise youth workers, developing their competences, setting quality standards, ethical and professional codes; reinforce links between policy, research and practice;
  • promote better knowledge, recognition and validation of youth work and non-formal learning at European, national, regional and local levels.

Promoting empowerment, open it to cross-sectorial cooperation allowing greater permeability across all fields of actions concerning young people, with a special focus on access to rights, autonomy, participation - including eparticipation - and the active citizenship of young people notably those at risk of social exclusion, through projects that:

  • broaden and deepen political and social participation of young people at local, regional, national, European or global level;
  • promote diversity, intercultural and inter-religious dialogue, common values of freedom, tolerance and respect of human rights; enhance critical thinking and media literacy of young people; strengthen their sense of initiative notably in the social field;
  • enable young people to connect with, express their opinions to and influence elected policy-makers, public administrations, interest groups, civil society organisations, or individual citizens within any of the political or social processes affecting their lives.

Promoting entrepreneurship education and social entrepreneurship among young people. Priority will be placed on projects in the form of transnational youth initiative that allow groups of young people to put ideas into practice, including through social enterprises, tackling challenges and problems identified within their communities. 

Funded activities: 

  •  activities that strengthen the cooperation and networking between organisations;
  • testing and/or implementation of innovative practices in the field of education, training and youth;
  • activities that facilitate the recognition and validation of knowledge, skills and competences acquired through formal, non-formal and informal learning;
  • activities of cooperation between regional authorities to promote the development of education, training and youthsystems and their integration in actions of local and regional development;
  • activities to support learners with disabilities/special needs to complete education cycles and facilitate their transition into the labour market, including by combating segregation and discrimination in education for marginalised communities;
  • activities to better prepare and deploy the education and training of professionals for equity, diversity and inclusion challenges in the learning environment;
  • activities to promote the integration of refugees, asylum seekers and newly arrived migrants and raise awareness about the refugee crisis in Europe;
  • transnational initiatives fostering entrepreneurial mind-sets and skills, to encourage active citizenship and entrepreneurship (including social entrepreneurship), jointly carried out by two or more groups of young people from different countries. 

 

Budget

Het totale budget dat voor Erasmus+ 2016 oproep tot het indienen van voorstellen is uitgetrokken, wordt geraamd op 1 871,1 miljoen EUR:

  • Onderwijs en opleiding: 1 645,6 miljoen EUR (3)
  • Jeugdzaken: 186,7 miljoen EUR
  • Jean Monnet: 11,4 miljoen EUR
  • Sport: 27,4 miljoen EUR

Het totale budget voor de oproep tot het indienen van voorstellen en de verdeling ervan is indicatief en kan worden gewijzigd onder voorbehoud van een wijziging van het jaarlijkse werkprogramma van Erasmus+. Potentiële aanvragers wordt verzocht om de jaarlijkse werkprogramma’s van Erasmus+ en de wijzigingen ervan regelmatig te raadplegen:http://ec.europa.eu/dgs/education_culture/more_info/awp/index_en.htmom na te gaan welk budget voor elke onder deze oproep vallende actie beschikbaar is.De hoogte van de toegekende financiële steun en de duur van de projecten variëren, afhankelijk van bijvoorbeeld het type project en het aantal betrokken partners.

Begunstigden

Elke publieke of particuliere organisatie die werkzaam is op het gebied van onderwijs, opleiding, jeugdzaken en sport kan financiële steun aanvragen in het kader van het Erasmus+-programma. Voorts kunnen groepen jongeren die actief zijn in het jeugdwerk, maar niet noodzakelijkerwijs in het kader van een jeugdorganisatie, financiële steun aanvragen voor leermobiliteit voor jongeren en jeugdwerkers en voor strategische partnerschappen op het gebied van jeugdzaken. Het Erasmus+-programma staat open voor deelname van de volgende landen (2):De volgende programmalanden kunnen volledig deelnemen aan alle acties van het Erasmus+-programma:

  • de 28 lidstaten van de Europese Unie,
  • de EVA/EER-landen: IJsland, Liechtenstein en Noorwegen,
  • de kandidaat-lidstaten van de EU: Turkije en de voormalige Joegoslavische Republiek Macedonië

Voorts staan bepaalde acties van het Erasmus+-programma open voor organisaties uit partnerlanden.Voor meer informatie over de regels voor deelname, zie de Erasmus+-programmagids.

Info & contact

Meer details leest u in de subsidieoproep en de Erasmus + programmagids

Voor Jeugd:

JINT vzw jint@jint.be, T 02 209 07 20 www.jint.be www.youthinaction.be

Voor Onderwijs en Opleiding

EPOS Agentschap, T 02 553 97 31 info@epos-vlaanderen.behttp://www.epos-vlaanderen.be/erasmusplus

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