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Call key data

Erasmus+ Teacher Academies

Funding Program

Erasmus+ - Key Action 2 – Cooperation among Organisations and Institutions

Call number




06.06.2024 17:00

Funding rate


Call budget

€ 22,500,000.00

Estimated EU contribution per project

min. € 1,500,000.00

Link to the call

Link to the submission

Call content

short description

The overall objective of this action is to create European partnerships of teacher education and training providers to set up Teacher Academies that will develop a European and international outlook in teacher education. These Academies will embrace multilingualism, language awareness and cultural diversity, develop teacher education in line with the EU’s priorities in education policy and contribute to the achievement of the objectives of the European Education Area.

Call objectives

The Erasmus+ Teacher Academies will meet the following objectives:

  • Contribute to the improvement of teacher education policies and practices in Europe by creating networks and communities of practice on teacher education that bring together providers of initial teacher education (preservice education for future teachers) and providers of continuing professional development (in-service), other relevant actors such as teacher associations, ministries and stakeholders to develop and test strategies and programmes for professional learning that is effective, accessible and transferable to other contexts.
  • Develop and test jointly different models of mobility (virtual, physical and blended) in initial teacher education and as part of teachers’ continuous professional development in order to enhance the quality and number of mobility as well as to make mobility an integral part of teacher education provision in Europe.
  • Develop sustainable collaboration between teacher education providers with an impact to the quality of teacher education in Europe and with a view to inform teacher education policies at European and national levels.
  • Enhance the European dimension and internationalisation of teacher education through innovative and practical collaboration with teacher educators and teachers in other European countries and by sharing experiences for the further development of teacher education in Europe.

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Expected effects and impacts

The development of the Erasmus+ Teacher Academies is expected to improve the attractiveness of the teaching profession and to ensure high-quality initial education and continuous professional development for teachers, educators and school leaders.

Erasmus+ Teacher Academies are expected to enhance the European dimension and internationalisation of teacher education by creating European partnerships of teacher education and training providers. The close collaboration between relevant actors across European borders envisages innovative European cooperation and substantial development of teacher education policies and practices, building upon the existing innovations and effective practices within national teacher education systems and on the joint learning offer organized for participating teachers. This approach is expected to pave the way to make mobility an integral part of teacher education provision in Europe, by removing actual obstacles to mobility and by identifying conditions for successful mobility strategies and programmes.

Operating at national and European level, the Erasmus+ Teacher Academies will form strong and sustained partnerships between providers of initial teacher education and continuing professional development. They will provide closer co- cooperation between teacher education providers, paving the way towards structural partnerships and joint programmes between institutions. Erasmus+ Teacher Academies will thereby ensure high quality, effective initial and continuous professional development and achieve results that would be difficult to obtain without knowledge sharing and effective cooperation.

Through the use of various dissemination channels at transnational, national and/or regional levels as well as the deployment of a long-term action plan for the progressive roll-out of project deliverables, projects are expected to engage relevant stakeholders within and outside the participating organisations and ensure a lasting impact also after the project lifetime.

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Expected results

This collaboration will address one or more of the horizontal priorities of the Erasmus+ Programme, as theme(s) for the Teacher Academy activities.

Teacher Academies should identify and work on one priority or more priorities that are particularly relevant for their partnership with a view to enhancing a high-quality education/professional development, and addressing (future) teachers’ pressing needs, notably by offering teachers courses, modules and other learning opportunities on:

1. Inclusion and diversity, notably:

To help teachers acquire the necessary knowledge, skills and competences for the educational inclusion of children/students with fewer opportunities, including children/students with disabilities or special needs, with a migrant background, as well as children/students living in rural and remote areas such as outermost regions, children/students facing gender inequalities, socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. This also means understanding underachievement, disengagement, and addressing well-being, mental health and bullying. Examples include: Developing competences to teach in multilingual and multicultural settings, on gender-sensitive practices, inclusive education for children with special needs, on creating supportive learning environments and strategies addressing learners’ and teachers’ well-being at school, on how to use a variety of learning approaches and blended learning, as well as formative assessment methods and tools.

To equip teachers to addressing the barriers faced by these groups in accessing education, as well as contributing to creating a positive learning climate and inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community; building relationships of trust with learners, parents, families and carers; using collaborative practices and work in multi-disciplinary teams in schools.

Further references:

  • Council Recommendation on promoting common values, inclusive education, and the European dimension of teaching
  • Council Recommendation on Pathways to School Success (replacing the Council Recommendation of 28 June 2011 on policies to reduce early school leaving).

2. Environment and fight against climate change, notably:

To implement and further develop comprehensive and collaborative approaches to teaching and learning for the green transition and sustainable development, recognising that all teachers, whatever their discipline or sector of education, are sustainability educators who need to support their learners in preparing for the green transition.

To offer (future) teachers professional training/education about climate change and how to best teach it; develop sustainability competences of (future)teachers/educators and education leaders; and exchange and develop the approaches of the participating organisations regarding environmental sustainability.

To exchange on how to raise awareness about the green transition, environmental and climate-change challenges, to develop competences, green sectorial skills strategies and methodologies, as well as future-oriented curricula that better meet the needs of teachers.

To support teachers in adopting pedagogies, including testing innovative practices, that enhance teaching and learning for the green transition and sustainable development in interdisciplinary ways, including the socio-emotional aspects of learning, so that all learners can become agents of change and learn to reflect and act, both individually and collectively, locally and globally, for a more sustainable world.

Further reference: Council Recommendation on learning for environmental sustainability.

3. Addressing digital transformation through development of digital readiness, resilience and capacity, notably:

To support the need to engage (future) teachers in the path to digital transformation, with a view to harness the potential of digital technologies for teaching and learning and to develop digital skills for all, also increasing the capacity and readiness of institutions to manage an effective shift towards digital education.

To contribute to the first strategic priority of the Digital Education Action Plan, the development of a high-performing digital education ecosystem, by building capacity and critical understanding on how to exploit the opportunities offered by digital technologies for teaching and learning at all levels and for all sectors and to develop and implement digital transformation plans of educational institutions.

To support the purposeful use of digital technologies for teaching, learning, assessment and engagement. This includes the development of digital pedagogy and expertise in the use of digital tools for teachers, including accessible and assistive technologies and the creation and innovative use of digital education content. Particular attention will be given to promoting gender equality and addressing differences in relation to the access and use by under-represented groups.

Use of the European frameworks on digital competences of educators, citizens and organisations is encouraged.

Further reference: Digital Education Action Plan (2021-2027).

4. Common values, civic engagement and participation, notably:

To train and equip (future) teachers.

To promote active citizenship and ethics in their teaching, and foster the development of social and intercultural competences, critical thinking and media literacy.

To offer opportunities for children/students’ participation in democratic life, social and civic engagement notably through formal or non-formal learning activities.

To raise awareness on and understanding the European Union context, notably as regards the common EU values, the principles of unity and diversity, as well as their cultural identity, cultural awareness and their social and historical heritage.

Further reference: Council Recommendation on promoting common values, inclusive education, and the European dimension of teaching.

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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, International organization, 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

6 applicants (beneficiaries; not affiliated entities), from a minimum of 4 EU Member States or third countries associated to the Programme (including at least 3 EU Member States), which complies with the following conditions:

  • A minimum of 4 nationally established providers of initial teacher education from 3 different EU Member States and third countries associated to the Programme, and
  • A minimum of 1 nationally established provider of continuing professional development (in-service training) for teachers, and
  • A minimum of 1 practice/training school.

The consortium may also include affiliated entities or associated partners, other organisations with relevant expertise in teacher education and/or bodies defining standards, qualifications or quality assurance for teacher education.

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

  • be legal entities (public or private bodies);
  • be established in one of the eligible countries, i.e. EU Member State or third country associated to the Programme (see section “Eligible Countries” in Part A of the Programme Guide).

Organisations established in third countries not associated to the Programme cannot participate in the action.

The coordinating organisation must be a Teacher Education Institution. It applies on behalf of all participating organisations involved in the project. It cannot be an affiliated entity.

The applicants (beneficiaries and affiliated entities, if applicable) can be, for example (non- exhaustive list):

  • Teacher Education Institutions (colleges, institutes, universities providing initial teacher education and/or continuing professional development) for teachers and Early childhood education and care (ECEC) staff at ISCED levels 0-3, including VET teachers;
  • Ministries or similar public bodies responsible for school education policies;
  • Public (local, regional or national) and private bodies responsible for developing policies and offer for teacher education as well as defining standards for teachers’ qualifications;
  • Teacher associations or other nationally recognised providers of teacher education and continuous professional development;
  • Authorities responsible for education and training of teachers and supervision of their continuous professional development and qualifications;
  • Schools working with teacher education providers to allow for practical training as part of teacher education;
  • Other schools (from primary schools to initial VET) or other organisations (e.g. NGOs, teacher associations) relevant for the project.

Other entities may participate in other consortium roles, such as associated partners.

Activities must take place in EU Member States or third countries associated to the Programme. Activities taking place in third countries not associated to the Programme are not eligible.

other eligibility criteria

This action follows a lump-sum funding model. The amount of the single lump-sum contribution will be determined for each grant based on the estimated budget of the action proposed by the applicant. The amount will be fixed by the granting authority on the basis of the estimated project budget, evaluation result and a funding rate of 80%.

Financial support to third parties in the form of grants or prizes is not allowed.

Volunteer costs are allowed. The unit costs indicated must be aligned with those in the Decision on unit costs for volunteers. SME unit costs for SME owners are allowed. The unit costs indicated must be aligned with those in the Decision on unit costs for SMEs owners.

The relevant work package should include costs for at least one annual meeting (1 representative from each full partner of the project) organised by or at the initiative of the European Commission/European Education and Culture Executive Agency for the exchange of good practices and mutual learning between Erasmus+ Teacher Academies.

Additional information


Education & Training, Children & Youth, Media

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

36 months

Additional Information

Applications must be submitted to the European Education and Culture Executive Agency (EACEA).

Each applicant must be registered as follows:

  • For actions managed by the Executive Agency, applicants, affiliated entities and associated partners must register in the Funding & tender opportunities portal (FTOP) and receive a Participant Identification Code (PIC). Organisations/groups that have already obtained a PIC through their participation in other EU programmes do not need to register again. The PIC obtained from this previous registration is valid also for applying under Erasmus+;
  • For actions managed by National Agencies, applicants must if not already done, register through the Organisation Registration system for Erasmus+ and European Solidarity Corps and receive an Organisation ID.

Applications must be complete containing all parts and mandatory annexes. Only clerical errors can be corrected after the submission deadline upon request of the managing agency for duly justified cases.

For actions managed by the Executive Agency, applications must be submitted electronically via the Funding & Tenders Portal Electronic Submission System: Applications (including annexes and supporting documents) must be submitted using the forms provided in the Submission System.

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)
  • Part C (to be filled in directly online, if any) containing additional project data

Applications (Part B) are limited to 40 pages for calls for low value grants (EUR 60 000 or below); 120 pages for calls with high value grants ( EUR 4 000 000) and 70 for all other calls. Evaluators will not consider any additional pages.

For actions managed by the Erasmus+ National Agencies, applications must be submitted electronically via the forms available in the Erasmus+ website and the websites of the Erasmus+ National Agencies.


Erasmus+ National Agencies

European Education and Culture Executive Agency

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