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  1. An institution, body, office or agency established by or based on the Treaty on European Union and the Treaties establishing the European Communities.

    All education and training facilities for people of different age groups.

    An intergovernmental organization having legal personality under public international law or a specialized agency established by such an international organization. An international organization, the majority of whose members are Member States or Associated Countries and whose main objective is to promote scientific and technological cooperation in Europe, is an International Organization of European Interest.

    An NPO is an institution or organization which, by virtue of its legal form, is not profit-oriented or which is required by law not to distribute profits to its shareholders or individual members. An NGO is a non-governmental, non-profit organization that does not represent business interests. Pursues a common purpose for the benefit of society.

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    A research institution is a legal entity established as a non-profit organization whose main objective is to conduct research or technological development. A college/university is a legal entity recognized by its national education system as a university or college or secondary school. It may be a public or private institution.

    A microenterprise, a small or medium-sized enterprise (business) as defined in EU Recommendation 2003/361. To qualify as an SME for EU funding, an enterprise must meet certain conditions, including (a) fewer than 250 employees and (b) an annual turnover not exceeding EUR 50 million and/or an annual balance sheet total not exceeding EUR 43 million. These ceilings apply only to the figures for individual companies.

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  1. Administration & Governance, Institutional Capacity & Cooperation 

    This topic focuses on strengthening governance, fostering institutional capacity, and enhancing cross-border cooperation. It includes promoting multilevel, transnational, and cross-border governance by designing and testing effective structures and mechanisms, as well as encouraging collaboration between public institutions on various themes. 

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    This topic focuses on the sustainable management, protection, and valorisation of natural resources and areas, such as habitats, geo parks, and protected zones. It also includes preserving and enhancing cultural and natural heritage, landscapes, and protecting marine environments. 

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    This topic covers labour market development and employment, focusing on creating job opportunities, optimizing existing jobs, and addressing academic (un)employment and job mobility. It also includes attracting a skilled workforce and improving working conditions for various groups. 

    Strengthening small and medium-sized enterprises (SMEs) and boosting entrepreneurship are key priorities. This includes enhancing SME capacities, supporting social entrepreneurship, and promoting innovative business models. Activities may focus on creating advisory systems for start-ups, spin-offs, and incubators, fostering business networks, and improving the competitiveness of SMEs through knowledge and technology transfer, digital transformation, and sustainable business practices. 

    This topic focuses on fostering community integration and strengthening a common identity by promoting social cohesion, positive relations, and the development of shared spaces and services. It supports initiatives that enhance intercultural understanding and cooperation between different societal groups. 

    Demographic change and migration address key societal challenges, such as an aging population, active aging, and silver economy strategies. It also includes adapting public services and infrastructure to demographic shifts, tackling social and spatial segregation, and addressing brain drain. Migration-related actions cover policy development, strategic planning, and the integration of migrants to create inclusive and resilient communities. 

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Call key data

School Education: STEM Education Centres

Funding Program

Erasmus+

Call number

ERASMUS-EDU-2026-POL-EXP-T05-SCHOOL-STEM

deadlines

Opening
06.01.2026

Deadline
08.04.2026 17:00

Funding rate

80%

Call budget

€ 6,000,000.00

Estimated EU contribution per project

max. € 1,000,000.00

Link to the call

Link to the submission

Call content

short description

European policy experimentations are transnational cooperation projects that involve developing, implementing and testing the relevance, effectiveness, potential impact and scalability of activities to address policy priorities in different countries. By combining strategic leadership, methodological soundness, and a strong European dimension, they enable mutual learning and support evidence-based policy at European level.

Call objectives

Mathematical competence and competence in science, technology, engineering, commonly referred to as STEM, belong to eight key competences for lifelong learning as defined by the 2018 Council Recommendation. They are found essential for individuals to navigate the twin green and digital transitions, to strengthen active and responsible citizenship in democratic processes and for individual empowerment and wellbeing. Such competences are also critical to boosting European innovation and competitiveness in the global arena.

However, STEM education faces persistent challenges across the EU. This includes underachievement in science and mathematics among 15-year-olds, particularly among students from disadvantaged backgrounds; decreasing share of top performers in STEM subjects; underrepresentation of women and girls in STEM studies and careers; a shortage of qualified mathematics and/or science teachers in all educational stages and their unmet need for adequate professional development. Moreover, there is limited research on STEM education overall, and a common definition of STEM education is not agreed between researchers, teachers, and policy makers. Finally, building community awareness and support for STEM and STEAM education is crucial to fostering interdisciplinary learning and innovation.

The STEM Education Strategic Plan as part of the Union of Skills initiative, and complemented by the Action Plan on Basic Skills, aims to address these challenges through a set of targeted actions, starting from an early age and tackling the entire school education pipeline. These include piloting the STEM Education Centres for schools with the goal of improving how STEM and STEAM education is delivered and experienced in primary and secondary education, including VET schools. These centres will create dynamic learning ecosystems that drive innovation in STEM/STEAM teaching and learning in schools by stepping up cooperation with businesses, science museums, STEM/STEAM organisations, libraries, cultural associations, creative industries, universities and research institutions, among others.

The STEM Education Centres specific objectives comprise the following:

  • Increasing an equal access to holistic quality STEM and STEAM education through community-based learning ecosystems while combining formal, non-formal and informal learning environments.
  • Increasing students’ interest, motivation and achievement in STEM and STEAM, particularly among the underrepresented groups of learners such as female students, learners from low-income families and migrant backgrounds, as well as with disabilities.
  • Raising teachers’ competences in effective STEM and STEAM teaching and learning approaches and addressing STEM teacher shortages.
  • Strengthening cooperation between community actors to better respond to local/regional needs in STEM and STEAM education.
  • Fostering exchange and mutual learning through transnational/regional cooperation between STEM and STEAM education stakeholders.

This topic would aim to support a gradual establishment and development of transnational collaborative partnerships and networks of STEM Education Centres to strengthen and/or build up local and regional STEM/STEAM learning ecosystems for educational innovation and social inclusion. Such ecosystems should respond to different cultural and educational contexts and varying, specific needs in each EU country, while building on existing structures and initiatives where available, or creating new ones. The Centres should be guided by the community-based learning concepts such as the whole school approach or an open schooling, and align with the latest advances in STEM fields e.g. linked to the green and digital transitions, based on research; they should promote a systemic approach in STEM and STEAM education, e.g. with aggregated pedagogical standards, monitoring of learning outcomes, and professional development of educators, going far beyond a simple provision of quality STEM and STEAM education teaching and learning.

By fostering collaborative partnerships and networks operating at multiple levels (local, regional and transnational), the Centres will support European-wide cooperation; through bringing together and empowering STEM ecosystems from across Europe, the Centres will contribute to reducing existing disparities in STEM and STEAM education provision among countries and regions. This would enable educators, educational institutions, policy makers, higher education institutions, researchers and industry and their ecosystems to innovate, share and scale good practice in a long term, sustainable efforts.

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Expected effects and impacts

The STEM Education Centres are expected to contribute to:

  • Improved students’ interest, participation, and achievement in STEM and STEAM education.
  • Expanded students’ access to competent and effective STEM and STEAM teachers and educators.
  • Decreasing gender and diversity gaps in STEM and STEAM education and careers.
  • Increased community awareness and support for STEM and STEAM education.
  • Long-term sustainable cooperation, per-learning and best-practice sharing between STEM and STEAM education stakeholders in Europe.

The STEM Education Centres are expected to become an important factor in promoting holistic STEM and STEAM education from an early age and in primary and secondary education, including VET schools. While pooling the expertise and resources across Europe, they have the potential to boost educational innovation and social inclusion at school level, while transforming education overall and aligning it with the requirements of the complex, fast-changing world. They would be also a tool for bringing policy, research and practice more closely, while nurturing the development and implementation of effective, evidence-based strategies, policies and practices at EU, national, regional/local levels. Ultimately the STEM Education Centres are expected to advance STEM and STEAM education in Europe.

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Expected results

The STEM Education Centres will cover all stages in school education including early childhood education and care, primary and secondary education levels (including VET schools and special needs education), as well as formal, non-formal and informal learning environments. Attention should be given to the inclusion of underrepresented groups in STEM education such as female students and disadvantaged groups e.g. students from lower socio-economic backgrounds, cultural minorities or learners with disabilities.

The activities should be organised around the following three clusters (work packages) designed to achieve a systemic impact. The applicants are expected to address all three clusters of activities, providing details of the concrete actions and deliverables. For each cluster a minimum number of activities should be selected from the lists below. It is expected to include:

  • at least 3 activities under Cluster 1: Teaching and learning
  • at least 1 activity under Cluster 2: Cooperation and partnerships
  • at least 1 activity under Cluster 3: Governance and funding

Projects will reach their objectives through a combination of these activities in a consistent framework. The lists of typical activities per cluster are provided below.

Cluster 1. Teaching and learning: Activities covered by this cluster aim at promoting a holistic and systemic approach to STEM and STEAM education built on educational innovation and inclusion, and they include:

  • Developing innovative and inclusive learning, teaching and assessment methodologies and resources, including in integrated/interdisciplinary STEM and STEAM.
  • Developing and providing initial and continuous professional development and support services for STEM/STEAM teachers and educators adapted to their real needs.
  • Embedding transnational mobility for teachers and students in their learning and professional development.
  • Ensuring recognition and validation of learning outcomes acquired in various educational settings, including in STEAM/STEAM learning ecosystems.
  • Developing quality career guidance for students to support their education and career choices.
  • Increasing the access to quality STEM and STEAM education combining formal, non-formal, informal learning settings particularly for underrepresented groups and in disadvantaged areas.
  • Mainstreaming inclusion and participation through whole school, whole community culture and early intervention.
  • Facilitating access to fully equipped physical spaces with up-to-date laboratories, technologies, digital tools and other resources, located inside or outside of schools, for both teachers and students.
  • Strengthening research in STEM and STEAM education for evidence-based policies and practices.
  • Ensuring systematic monitoring and evaluation of the effectiveness and impact at the individual, project and school/system levels and increase the data base on STEM/STEAM education.
  • Ensuring dissemination of new knowledge and resources and promoting successful initiatives to increase their reach and scale.

Cluster 2. Cooperation and partnership: Activities covered by this cluster aim at building sustainable partnerships and networks at multiple levels and they include:

  • Establishing, strengthening and cultivating partnerships and cooperation at local/regional level involving relevant stakeholders in community-based STEM and STEAM education, such as schools and their teachers, students and principals, public authorities, parents, science museums, libraries, NGOs and cultural associations, youth organisations, businesses and creative industry, universities and research institutions, among others.
  • Working together with teachers, school leaders, policy makers and researchers among others to align activities with e.g. policies and strategies, curricula, professional development programmes and school governance in consistent frameworks.
  • Involving students in co-creating STEM and STEAM initiatives to provide their own perspectives and voice their opinions.
  • Contributing to designing and implementing STEM education policies, including those combining formal and non-formal/informal STEM and STEAM education.
  • Organising awareness raising campaigns to promote STEM and STEAM education.

Cluster 3. Governance and funding: Activities covered by this cluster aim at ensuring long-term sustainability of the STEM learning ecosystems. They include:

  • Co-creating sustainable STEM learning ecosystems structures anchored in institutionalised cooperation at various levels of governance.
  • Empowering school leaders and leadership teams to lead STEM and STEAM innovation at schools.
  • Developing sustainable financial models that e.g. combine public and private funding.
  • Making full use of national and EU financial instruments and funds, to provide/increase resources for teaching and learning actions, research activities, mobility of learners and teachers, infrastructure investments, including equipment, among others.

The activities should be carried out by formal education and non-formal/informal education actors working with schools from each represented country. Non-formal education providers may represent various sectors involved in creating or strengthening STEM and STEAM learning ecosystems at multiple levels.

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Eligibility Criteria

Regions / countries for funding

EU Member States, Overseas Countries and Territories (OCT)
Albania (Shqipëria), Bosnia and Herzegovina (Bosna i Hercegovina / Босна и Херцеговина), Faeroes (Føroyar / Færøerne), Iceland (Ísland), Kosovo (Kosova/Kosovë / Косово), Liechtenstein, Montenegro (Црна Гора), North Macedonia (Северна Македонија), Norway (Norge), Serbia (Srbija/Сpбија), Switzerland (Schweiz/Suisse/Svizzera), Türkiye, United Kingdom

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

Yes

Project Partnership

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

  • be legal entities (public or private bodies) active in the field of education and training, research and innovation or in the world of work.
  • 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 a valid ECHE certificate (Erasmus Charter for Higher Education

Proposals must be submitted by a consortium of at least 5 applicants (beneficiaries; not affiliated entities) from a minimum of 3 different EU Member States or third countries associated to the Programme.

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

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

other eligibility criteria

Specific cases

Natural persons — 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 — International organisations are NOT eligible.

Entities without legal personality — 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 — EU bodies (with the exception of the European Commission Joint Research Centre) can NOT be part of the consortium.

Associations and interest groupings — Entities composed of members may participate as ‘sole beneficiaries’ or ‘beneficiaries without legal personality’.

Countries currently negotiating association agreements — Beneficiaries from countries with ongoing negotiations for participation in the programme (see list of participating countries) may participate in the call and can sign grants if the negotiations are concluded before grant signature and if the association covers the call (i.e. is retroactive and covers both the part of the programme and the year when the call was launched).

EU restrictive measures — Special rules apply for entities subject to EU restrictive measures under Article 29 of the Treaty on the European Union (TEU) and Article 215 of the Treaty on the Functioning of the EU (TFEU). Such entities are not eligible to participate in any capacity, including as beneficiaries, affiliated entities, associated partners, subcontractors or recipients of financial support to third parties (if any).

EU conditionality measures — Special rules apply for entities subject to measures adopted on the basis of EU Regulation 2020/2092. Such entities are not eligible to participate in any funded role (beneficiaries, affiliated entities, subcontractors, recipients of financial support to third parties, etc). Currently such measures are in place for Hungarian public interest trusts established under the Hungarian Act IX of 2021 or any entity they maintain (see Council Implementing Decision (EU) 2022/2506, as of 16 December 2022).

Additional information

Topics

Education & Training, Children & Youth, Media, 
Equal Rights, Human Rights, People with Disabilities, Social Inclusion

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. Paper submissions are NOT possible.

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 (template to be downloaded from the Portal Submission System, completed, assembled and re-uploaded)
  • Part C — contains additional project data and the project’s contribution to EU programme key performance indicators (to be filled in directly online)
  • mandatory annexes and supporting documents (templates to be downloaded from the Portal Submission System, completed, assembled and re-uploaded):
    • detailed budget table
    • list of previous projects (key projects for the last 4 years) (template available in Part B)

Please be aware that since the detailed budget table serves as the basis for fixing the lump sums for the grants (and since lump sums must be reliable proxies for the actual costs of a project), the costs you include MUST comply with the basic eligibilityconditions for EU actual cost grants (see AGA — Annotated Grant Agreement, art 6). This is particularly important for purchases and subcontracting, which must comply with best value for money (or if appropriate the lowest price) and be free of any conflict of interests. If the budget table contains ineligible costs, the grant may be reduced (even later on during the project implementation or after their end).


At proposal submission, you will have to confirm that you have the mandate to act for all applicants. Moreover, you will have to confirm that the information in the application is correct and complete and that all participants comply with the conditions for receiving EU funding (especially eligibility, financial and operational capacity, exclusion, etc). Before signing the grant, each beneficiary and affiliated entity will have to confirm this again by signing a declaration of honour (DoH). Proposals without full support will be rejected.


Proposals are limited to maximum 40 pages (Part B).

Contact

Erasmus+ National Agencies
Website

European Education and Culture Executive Agency
Website

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