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  1. Governance, partnership: Projects aimed at increasing the application of multilevel and transnational or cross-border governance, designing and testing appropriate governance structures and mechanisms. Also cooperation between public institutions on any theme.

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    This is about the mitigation and management of risks and disasters, and the anticipation and response capacity towards the actors regarding specific risks and management of natural disasters, for example, prevention of flood and drought hazards, forest fire, strong weather conditions, etc.. It is also about risk assessment and safety.

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    This deals with the development of health and social services and improved accessibility and efficiency for different groups (elderly, children, etc.). It is also about new healthcare models and medical diagnosis and treatments (dementia, cancer, diabetes, etc.), hospitals, care management, and rare diseases, as well as improving wellbeing and promoting sports.

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    • rural and peripheral development, referring to remote, sparsely populated areas, rural community development, and rural economics, in particular access to remote areas and policies for rural areas.
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Call key data

Policy Experimentation - School Education

Funding Program

Erasmus+ - Key Action 3 – Support to Policy Development and Cooperation

Call number




04.06.2024 17:00

Funding rate


Call budget

€ 7,000,000.00

Estimated EU contribution per project

max. € 1,000,000.00

Link to the call

Link to the submission

Call content

short description

This European policy experimentation aim to support reforms and policy impact in Member States in the school education sector.

Call objectives

Proposals submitted under this topic must address one of the following priorities:

  • Priority 8: Pathways to school success
  • Priority 9: Building sustainability competences
  • Priority 10: Support structures and mechanisms for enhancing mobility of teachers

All three priorities are linked to and inspired by the European Education Area (EEA) priorities and relevant recent EU policy documents:

  • On inclusive education – Council Recommendation on Pathways to School Success and its accompanying Staff Working Document, and Expert Group on supportive learning environments for groups at risk of underachievement and for supporting well-being at school;
  • On green education – Council Recommendation on Learning for the green transition and sustainable development and GreenComp, the European Sustainability Competence Framework;
  • Promotion of learning mobility of teachers to contribute to their continuous professional development, the attractiveness of the teaching profession and reduce teacher shortages across Europe - Council conclusions on enhancing teachers’ and trainers’ mobility, in particular European mobility, during their initial and in-service education and training.

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Expected effects and impacts

Priority 8: Pathways to school success

  • Subpriority a: Assessing learners’ competences - developing assessment practices to support school success for all learners (with a special focus on formative assessment)

Build, test and evaluate the effectiveness of interventions (to be integrated into national educational policies) promoting assessment forms which are inclusive and ‘fit for purpose’ (e.g., effectively measure competences, including social and emotional learning, and support competence development), including interventions aimed at building assessment literacy for different groups (teachers, school leaders and learners; policy makers; parents).

  • Subpriority b: Building a systemic, whole-school approach to mental health and well- being in schools in Europe

Build, test, implement and evaluate policy interventions to support schools and school leaders in building an integrated and comprehensive strategy towards supporting well- being and mental health in schools; develop solutions (including embedding well-being in curricula, school planning and governance processes, training materials and courses for teachers and school leaders, handbooks, etc.) to prepare school leaders, teachers, trainers and other educational staff to understand well-being and mental health issues and to support development of social and emotional competences of learners and their teachers.

Priority 9: Building sustainability competences

  • Improved methods for teaching sustainability competences in formal general education;
  • Better linkage of curriculum content, learning outcomes and student assessment with regard to sustainability competences;
  • Improved teacher preparedness for teaching sustainability competences.

Priority 10: Support structures and mechanisms for enhancing mobility of teachers

The expected impact is to develop, test and share practices and innovative mechanisms for overcoming the main obstacles to mobility of teachers as specified in the Council conclusions on enhancing teachers’ and trainers’ mobility.

Projects should maximise their impact by ensuring that the identified solutions are open, widely accessible, scalable and transferable.

For maximum impact, projects should bring together expertise of policy makers in school education, local and regional coordinators, school owners and other coordination bodies, schools, and especially Erasmus+ accredited schools. Projects should make use of practical know-how of teachers experienced in Erasmus+ (especially accreditation coordinators) or other international mobility programmes.

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Expected results

Priority 8: Pathways to school success

Subpriority a: Assessing learners’ competences - developing assessment practices to support school success for all learners (with a special focus on formative assessment)

Projects should implement at least the first 3 activities mentioned below (other activities can also be added, the list below being non-exhaustive list) and support education authorities to:

  • Establish standards and guidelines that ensure a balanced and coherent approach to assessment of learners’ competences, which is consistent with curricula and learning standards and aligns formative assessment with more traditional, summative ways of assessment;
  • Design alternative forms of assessment, methods and tools (including feedback, portfolios, etc) that are more inclusive and equitable, and effectively help students progress in their learning process and measure a broad set learners’ competences, including higher-order thinking (e.g. problem-solving, creativity, collaborative work, etc.) and social and emotional competences;
  • Help teachers expand their assessment repertoire and capacity to support diverse learner needs. This should include addressing competence assessment in initial teacher education programmes and in continuing professional development programmes, both in subject areas and transversal competences, as well as providing support for ongoing professional learning communities and other networks;
  • Ensure involvement of learners at classroom, school and policy levels in decisions concerning assessment;
  • Support school leadersto promote coherent, whole school approaches to assessment;
  • Ensure the development of a shared vocabulary and facilitate communication and dialogue across networks and in schools (school and teacher professional networks, teacher educators and other education stakeholder groups), and between educators, learners and their parents;
  • Pilot and refine new assessment approaches in selected schools and school networks, with a view to prepare system-wide change;
  • Ensure ongoing monitoring and evaluation, considering the extent to which teachers’ practices and students’ experience shift in line with the new proposed assessment methods.

Subpriority b: Building a systemic, whole-school approach to mental health and well- being in schools in Europe

Based on a whole-school approach to well-being and mental health, on the recommendations within Pathways to School Success policy framework, projects should implement at least 2 of the activities below:

  • Develop, adapt and implement an integrated and comprehensive strategy towards success at school with well-being and mental health as a key component. Such a strategy should include a high focus on prevention, combined as appropriate with intervention measures, be evidence-based and combine universal measures with targeted and/or individualised provisions for learners requiring additional attention. It should be multi-layered and multisectoral (eg: cooperation between health, education, social welfare and child protection). It should also include a set of clear goals and plans with measurable indicators or checks;
  • Accompany schools, from early childhood to upper secondary, in building their capacity for an enabling learning environments for well-being and mental health through:
    • embedding mental health literacy and social and emotional learning as an educational goal,
    • development of mental health and psychosocial support policies informed by learners’ needs, voices and capacities
    • access to early intervention and mental health services and support
    • meaningful collaboration between the school, family, and community to build a safe and nurturing learning environment
    • enhanced capacity of the education professionals, including school leaders, teachers and mental health workforce professionals (e.g., school psychologists, school social workers, school counsellors, school nurses and doctors, etc.) that work in partnership with children, families and community-based mental health services.
  • Prepare school leaders, teachers, trainers and other education professionals to understand well-being and mental health issues, to strengthen their knowledge and capacities in a systematic way, both in initial teacher education (ITE) and continuing professional development (CPD) programmes.

Priority 9: Building sustainability competences

Main activities under this priority could involve (non-exhaustive list):

  • Develop models and approaches for the teaching and learning of sustainability competences at all levels of formal general education at school level (where relevant, this can include ECEC and initial VET);
  • Explore different forms of assessment for sustainability competences;
  • Explore ways to build teachers’ capacities related to sustainability competences;
  • Build, test and evaluate the effectiveness of interventions related to sustainability competence development.

Priority 10: Support structures and mechanisms for enhancing mobility of teachers

The objective for this European policy experimentation is to support the embedding of learning mobility abroad for teachers (and more generally staff) as standard in the internationalisation strategy of schools, in the education and training systems, as well as in teachers’ careers.

Projects should implement at least 2 of the following activities:

  • Set up mobility offices, reference points, mobility coordinators or similar public support services providing administrative, practical, legal and policy advice to schools developing internationalisation strategies and wanting to implement cross-border learning mobility activities;
  • Establish structured opportunities for peer-learning and mentoring between teachers and schools experienced in implementation of learning mobility, and those that are less experienced;
  • Define and test simplified practices for ensuring substitute teachers during learning mobility periods (e.g. through pooling of teacher resources or simplified hiring procedures);
  • Gather information on legal possibilities to recognize project management work performed by school staff as part of their regular (remunerated) work tasks, producing practical guidance to implement such possibilities and testing them;
  • Create partnerships between education and training institutions and other public and private organisations (social partners, NGOs) that can contribute to the quality of teacher mobility.

In addition, projects should implement at least 2 of the following activities:

  • Test practical and procedural solutions for removing administrative barriers and structural obstacles to the mobility of teachers (including reciprocal exchanges of teachers on teaching assignments);
  • Gather and structure information about existing practices and procedures for recognising and rewarding learning outcomes of mobility periods abroad as a legitimate and valuable part of teachers’ professional development activities;
  • Define and test mobility windows in the school year: a period during the school year in which sending and hosting teachers and future teachers is appropriate and easy to implement (e.g. in terms of easily available substitutes);
  • Design and implement modules dedicated to acquiring the skills necessary to organise learning mobility periods abroad for use in initial teacher education and continuous professional development for teachers (e.g., language skills, intercultural mediation, digital skills, comparative curriculum analysis).

Projects can improve their impact by implementing further complementary activities, including (but not limited to):

  • Creating stable partnerships between schools from different Member States to implement regular and reciprocal mobility activities integrated into the school curricula;
  • Creating synergies between Erasmus+ and other local, regional, national and EU funding mechanisms;
  • Improving the capacity of education and training institutions to host teachers and teachers in training from abroad;
  • Training school leaders to better understand and use the potential of learning mobility as an instrument to improve the school’s everyday work and development strategies;
  • Designing or significantly improving simplified procedures for financial management of EU grants for schools (in the context of national financing and accounting rules);
  • Cooperating with Erasmus+ Teacher Academies, in particular to integrate and standardize teacher mobility into teacher training programmes;
  • Creating training programmes, learning tools, and/or materials to train school staff in preparation, implementation, and follow-up of learning mobility.

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Eligibility Criteria

Regions / countries for funding

EU Member States, Overseas Countries and Territories (OCT)
Iceland (Ísland), Liechtenstein, North Macedonia (Северна Македонија), Norway (Norge), Serbia (Srbija/Сpбија), Türkiye

eligible entities

Education and training institution, Non-Profit Organisation (NPO) / Non-Governmental Organisation (NGO), Other, Private institution, incl. private company (private for profit), Public Body (national, regional and local; incl. EGTCs), Research Institution incl. University, Small and medium-sized enterprise (SME)

Mandatory partnership


Project Partnership

Proposals must be submitted by a consortium of at least 3 applicants (beneficiaries, not affiliated entities), from a minimum of 3 EU Member States or third countries associated to the Programme.

Affiliated entities and associated partners do not count towards the minimum eligibility criteria for the consortium composition, and can not be coordinator.

Organisations from third countries not associated to the Programme can be involved as associated partners (not as beneficiaries and affiliated entities).

In order to be eligible, the applicants (beneficiaries and affiliated entities) must:

  • be legal entities (public or private bodies) active in the fields of education and training, research and innovation or in the world of work;
  • Under topic 4 ‘School Education’, in order to be eligible, the coordinator must be a public educational authority (national, regional or local level), in accordance with the structure of the relevant education and training system;
  • be established in one of the eligible countries, i.e.: Erasmus+ Programme Countries:
    • EU Member States (including overseas countries and territories (OCTs))
    • non-EU countries: − listed EEA countries and countries associated to the Erasmus+ Programme (list of participating countries)
  • for higher education institutions (HEIs) established in Erasmus+ Programme Countries (see above): be holders of the ECHE certificate (Erasmus Charter for Higher Education).

other eligibility criteria

  • Natural persons are NOT eligible (with the exception of self- employed persons, i.e. sole traders, where the company does not have legal personality separate from that of the natural person).
  • International organisations are NOT eligible. The rules on eligible countries do not apply to them.
  • Entities which do not have legal personality under their national law may exceptionally participate, provided that their representatives have the capacity to undertake legal obligations on their behalf, and offer guarantees for the protection of the EU financial interests equivalent to that offered by legal persons.
  • EU bodies (with the exception of the European Commission Joint Research Centre) can NOT be part of the consortium.
  • Entities composed of members may participate as ‘sole beneficiaries’ or ‘beneficiaries without legal personality’. Please note that  if the action will be implemented by the members, they should also participate (either as beneficiaries or as affiliated entities, otherwise their costs will NOT be eligible).
  • Beneficiaries from countries with ongoing negotiations (see list above) may participate in the call and can sign grants if the negotiations are concluded before grant signature (with retroactive effect, if provided in the agreement).
  • UK applicants — The participation in the Programme has been requested by the United Kingdom. If there is an agreement on this participation, UK entities will be eligible to participate in this call (in accordance with the conditions of the agreement).

Additional information


Air Quality, Biodiversity & Environment, Climate & Climate Change, Water quality & management, 
Education & Training, Children & Youth, Media, 
Health, Social Services, Sports

Relevance for EU Macro-Region

EUSAIR - EU Strategy for the Adriatic and Ionian Region, EUSALP - EU Strategy for the Alpine Space, EUSBSR - EU Strategy for the Baltic Sea Region, EUSDR - EU Strategy for the Danube Region

UN Sustainable Development Goals (UN-SDGs)

project duration

between 24 and 36 months

Additional Information

Proposals must be submitted electronically via the Funding & Tenders Portal Electronic Submission System (accessible via the Topic page in the Search Funding & Tenders section. Paper submissions are NOT possible.

Proposals (including annexes and supporting documents) must be submitted using the forms provided inside the Submission System ( NOT the documents available on the Topic page — they are only for information).

Proposals must be complete and contain all the requested information and all required annexes and supporting documents:

  • Application Form Part A — contains administrative information about the participants (future coordinator, beneficiaries and affiliated entities) and the summarised budget for the project (to be filled in directly online);
  • Application Form Part B — contains the technical description of the project (to be downloaded from the Portal Submission System, completed and then assembled and re-uploaded));
  • Mandatory annexes and supporting documents (templates available to be downloaded from the Portal Submission System, completed, assembled and re- uploaded):
    • Detailed budget table/calculator

Proposals are limited to maximum 70 pages (Part B).

The grant will be a lump-sum grant. This means that it will reimburse a fixed amount, based on a lump sum or financing not linked to costs.


Erasmus+ National Agencies

European Education and Culture Executive Agency

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