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Call key data
Vocational Education and Training: Developing basic skills in Vocational Education and Training
Funding Program
Erasmus+
Call number
ERASMUS-EDU-2026-POL-EXP-T07-VET-BS
deadlines
Opening
06.01.2026
Deadline
08.04.2026 17:00
Funding rate
80%
Call budget
€ 5,000,000.00
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
In most EU countries, an important share of learners in vocational education and training (VET) face significant challenges in literacy, mathematics, science, digital and citizenship skills, which hinders their educational progression, employability, and active participation in democratic society. Strengthening these basic skills is essential to ensuring equitable learning outcomes, fostering social cohesion, and enhancing the EU’s innovation capacity and long-term competitiveness. In line with the Basic Skills Action Plan adopted as part of the Union of Skills in March 2025, projects will aim to improve the basic skills of learners in vocational education and training - both school-based and work-based VET systems (including apprenticeships). Recent evidence underscores the urgency of addressing basic skills in VET. PISA 2022 data reveal that approximately one out of three 15-year-olds in the EU struggles with mathematics application in real-life situations, whilst one out of four fails to understand basic texts or apply simple scientific knowledge. Despite significant efforts to make VET attractive to a broad range of learners, VET systems still receive high numbers of students who have experienced academic challenges in lower secondary education.
The strong connection between VET programmes and the labour market strongly influences both curricula and teaching methods in IVET. VET curricula are typically more practice-based, with a strong focus on job-specific skills, which often leaves less time for the acquisition of basic skills. VET also involve various actors, such as company trainers in apprenticeships, shaping the learning approaches and environments. Nonetheless, the acquisition of basic skills is highly relevant for IVET learners, as these skills are essential for their adaptability, career progression, and lifelong learning. Strong basic skills enhance employability, lay foundations for further learning and adaptability, and help individuals navigate an evolving labour market and society. An important challenge lies in developing approaches that reconcile job-specific learning outcomes with basic skills acquisition, ensuring that VET graduates are well-equipped for both immediate employment and long-term career development.
This topic aims to fund projects to test and pilot promising and innovative practices to improve basic skills in VET and providing opportunities to experiment with these approaches, taking account of the specificities of VET and its very diverse learners.
Projects under this priority will support the implementation of the VET Recommendation, the Herning Declaration and the Basic Skills Action Plan by strengthening the acquisition of one or more of the five basic skills in both school-based and work-based VET, including apprenticeships at EQF levels 3 and 4. They will test innovative and promising practices adapted to the specificities of VET and its diverse learning environments, diverse learner population and provide evidence, guidance and recommendations on how to better develop these skills into VET curricula and learning environments. Cooperation with local, regional and/or national public authorities is strongly encouraged to ensure a systemic approach through policy guidance, funding and strategic oversight.
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Expected effects and impacts
- Foster a systemic approach to strengthening basic skills provision in VET, covering literacy, mathematics, science, digital and citizenship skills.
- Develop guidance, frameworks and tools for VET providers, teachers, trainers and policy makers to support effective delivery of basic skills in VET and apprenticeships.
- Provide evidence to inform national and EU policy design, supporting the scaling-up of successful models across Member States.
- Strengthen the professional capacity of teachers and trainers in VET to integrate and support basic skills learning.
In a broader sense, the results of the projects will contribute to reducing drop-out rates in VET and support social inclusion, resilience and active citizenship by enabling VET learners to acquire the basic skills needed to thrive in society, the labour market and democratic life.
Expected results
The projects under this priority should implement one or more of the activities mentioned below (additional activities may be added, the list is non-exhaustive):
- Foster basic skills within VET programmes, by embedding literacy, numeracy, science, digital and citizenship skills into vocational curricula and training, and by providing tailored remedial courses, tutoring or individualised support where needed. This should include practical, work-related contexts.
- Design and test innovative pedagogical approaches and learning materials linking job-specific competences with transversal basic skills, including problem-solving methods, scenario-based learning and use of digital tools.
- Develop initial and continuing professional development for VET teachers and trainers specifically on basic skills, enhancing their capacity to integrate literacy, numeracy, science, digital and citizenship competences into vocational teaching and workplace training.
- Design and implement extra-curricular or non-formal learning activities for VET learners to foster one or more basic skills, such as initiatives promoting civic education and democratic engagement, digital skills clubs or challenges, science workshops, or literacy and numeracy mentoring schemes.
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Eligibility Criteria
Regions / countries for funding
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).
- Erasmus+ Programme 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
Relevance for EU Macro-Region
EUSDR - EU Strategy for the Danube Region, EUSBSR - EU Strategy for the Baltic Sea Region, EUSALP - EU Strategy for the Alpine Space, EUSAIR - EU Strategy for the Adriatic and Ionian 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).
Call documents
Call Document ERASMUS-EDU-2026-POL-EXPCall Document ERASMUS-EDU-2026-POL-EXP(925kB)
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