### at least eur 960 000 000 as a contribution to the operational costs of the national agencies . ### at least 3 . 2 % of the amount referred to in paragraph 1 as a contribution to the operational costs of the national agencies .


### in its communication on strengthening european identity through education and culture , the commission highlighted the pivotal role of education , culture and sport in promoting active citizenship and common values amongst the youngest generations . strengthening european identity and fostering the active participation of individuals in the democratic processes is crucial for the future of europe and our democratic societies . going abroad to study , learn , train and work or to participate in youth and sport activities contributes to strengthening this european identity in all its diversity and the sense of being part of a cultural community as well as to fostering such active citizenship , among people of all ages . those taking part in mobility activities should get involved in their local communities as well as engage in their host country local communities to share their experience . activities linked to reinforcing all aspects of creativity in education , training and youth and enhancing individual key competencies should be supported . ### in its communication on strengthening european identity through education and culture , the commission highlighted the pivotal role of education , culture and sport in promoting active citizenship and common values amongst the youngest generations . strengthening european identity and fostering the active participation of individuals in the democratic processes and civil society is crucial for the future of europe and our democratic societies . going abroad to study , learn , train and work or to participate in youth and sport activities contributes to strengthening this european identity in all its diversity and the sense of being part of a community as well as to fostering such active citizenship , among people of all ages . those taking part in mobility activities should get involved in their local communities , for example by volunteering in local initiatives , as well as engage in their host country local communities to share their experience . activities linked to reinforcing all aspects of creativity in education , training and youth and enhancing individual key competencies should be supported . the role of civil society organisations , such as youth organisations , is particularly important in achieving this goal through non - formal education and informal learning .


### in its conclusions of the 14 of december 2017 , the european council called on member states , the council and the commission to take forward a number of initiatives to elevate european cooperation in education and training to a new level , including by encouraging the emergence by 2024 of ' european universities ' , consisting in bottom - up networks of universities across the union . the programme should support these european universities . ### in its conclusions of the 14 of december 2017 , the european council called on member states , the council and the commission to take forward a number of initiatives to elevate european cooperation in education and training to a new level , including by encouraging the emergence by 2024 of ' european universities ' , consisting in bottom - up excellence - driven networks of universities across the union . the programme should support these european universities , ensuring also the necessary balance .


### it is important to stimulate teaching , learning and research in european integration matters , as well as to promote debates on these matters through the support of jean monnet actions in the fields of higher education but also in other fields of education and training . fostering a sense of european identity and commitment is particularly important at times when the common values on which the union is founded , and which form part of our european identity , are put to the test , and when citizens show low levels of engagement . the programme should continue to contribute to the development of excellence in european integration studies . ### it is important to stimulate teaching , learning and research in european integration , as well as to promote debate on these matters through the support of jean monnet actions in all fields of education and training . fostering a european sense of belonging and commitment is particularly important given the challenges to the common values on which the union is founded and which form part of a common european identity , and considering that citizens are showing low levels of engagement . the programme should continue to contribute to the development of excellence in european integration studies and , at the same time , to enhance the engagement of the wider learning community and the general public with european integration .


### the mobility of adult education staff ; ### the mobility of adult education learners and staff ;


### to increase the use of virtual cooperation activities , the programme should support a more systematic use of the online platforms such as etwinning , the school education gateway , the electronic platform for adult learning in europe , the european youth portal and the online platform for higher education . ### to increase the use of virtual cooperation activities , the programme should support more systematic use of existing online platforms , such as etwinning , the school education gateway , the electronic platform for adult learning in europe , the european youth portal and the online platform for higher education . the programme should also encourage the development of new online platforms to strengthen and modernise the delivery of education , training , sport and youth policy at european level .


### pursuant to paragraph 22 and 23 of the inter - institutional agreement for better law - making of 13 april 201638 , there is a need to evaluate the programme on the basis of information collected through specific monitoring requirements , while avoiding overregulation and administrative burdens , in particular on member states . such requirements should include specific , measurable and realistic indicators which can be measured over time as a basis for evaluating the effects of the programme on the ground . _________________ 38 interinstitutional agreement between the european parliament , the council of the european union and the european commission on better law - making of 13 april 2016 . ### pursuant to paragraph 22 and 23 of the inter - institutional agreement for better law - making of 13 april 201638 , there is a need to evaluate the programme on the basis of information collected through specific monitoring requirements , while avoiding overregulation and administrative burdens . such requirements should include specific , measurable and realistic indicators which can be measured over time as a basis for evaluating the effects of the programme on the ground . _________________ 38 interinstitutional agreement between the european parliament , the council of the european union and the european commission on better law - making of 13 april 2016 .


### the commission shall communicate the conclusions of the evaluations accompanied by its observations to the european parliament , the council , the european economic and social committee and the committee of the regions . ### the commission shall transmit any evaluations and the mid - term review , accompanied by its observations , to the european parliament , the council , the european economic and social committee and to the committee of the regions .


### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible learning mobility formats , and by fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants , in particular those with fewer opportunities and those for whom moving physically to a country other than their country of residence would be an obstacle . ### the programme should be more inclusive by improving participation rates among people from disadvantaged backgrounds and people with disabilities and other special needs . therefore , national agencies should develop inclusion strategies to improve outreach and , where appropriate , adjust grant levels to make the programme more accessible . synergies with other european programmes , such as the european social fund + , and relevant national programmes should be exploited . other mechanisms for enhancing inclusion should also be used , including by providing more flexible learning mobility formats and fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages .


### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible learning mobility formats , and by fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants , in particular those with fewer opportunities and those for whom moving physically to a country other than their country of residence would be an obstacle . ### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible mobility formats , simplified administrative procedures , targeting of beneficiary organisations working with groups under - represented in erasmus + , youth - friendly and clear information and communication about the programme and by fostering and supporting the participation of local organisations and small organisations , in particular newcomers , youth organisations , volunteer - based and community - based grassroots organisations that work directly with learners with fewer opportunities of all ages , and organisations working with and supporting people from marginalised groups , such as people with an ethnic minority background , people with disabilities and lgbti people . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants and complement the mobility experience .


### the programme should encourage youth participation in europe ' s democratic life , including by supporting participation projects for young people to engage and learn to participate in civic society , raising awareness about european common values including fundamental rights , bringing together young people and decision makers at local , national and union level , as well as contributing to the european integration process . ### the programme should encourage youth participation in europe ' s democratic life , including by supporting participation projects for young people to engage and learn to participate in civic society , raising awareness about european common values including fundamental rights , bringing together young people and decision makers at local , national and union level , as well as contributing to the european integration process . the programme recognises the key role of youth organisations and youth work in reaching this objective and will focus on building a stronger youth sector in europe by supporting and promoting the operation and projects of youth organisations across europe and in neighbouring countries , and cooperation with the rest of the world .


### the international dimension of the programme should be boosted aiming at offering a greater number of opportunities for mobility , cooperation and policy dialogue with third countries not associated to the programme . building on the successful implementation of international higher education and youth activities under the predecessor programmes in the fields of education , training and youth , the international mobility activities should be extended to other sectors , such as in vocational education and training . ### the international dimension of the programme should be boosted aiming at i ) increasing opportunities for mobility and cooperation for individuals and organisations from less developed countries of the world by supporting capacity - building in third countries , skills ' development , people - to - people exchanges ; ii ) offering a greater number of opportunities for cooperation and mobility with developed and emerging countries to allow young europeans and european education systems to better face global challenges for the future , thus contributing to the growth and the competitiveness of the union . building on the successful implementation of international higher education and youth activities under the predecessor programmes in the fields of education , training and youth , the international mobility activities should be extended to other sectors , such as in vocational education and training and sport .


### eur 24 940 000 000 for actions in the field of education and training , from which : ### 84 % of the amount referred to in paragraph 1 for actions in the field of education and training , of which :


### in compliance with the financial regulation , the commission should adopt work programmes and inform the european parliament and the council thereof . the work programme should set out the measures needed for their implementation in line with the general and specific objectives of the programme , the selection and award criteria for grants , as well as all other elements required . work programmes and any amendments to them should be adopted by implementing acts in accordance with the examination procedure . ### given that the programme is to be implemented over a seven - year period , it is necessary to provide for adequate flexibility in order to enable it to adapt to changing realities and political priorities within the field of education , training , youth and sport . therefore , this regulation does not define in detail how initiatives are to be designed and it does not prejudge political priorities or respective budgetary priorities for the next seven years . instead , the secondary policy choices and priorities , including details of specific initiatives , should be determined by means of work programmes in compliance with the financial regulation . the work programme should also set out the measures needed for implementation in line with the general and specific objectives of the programme , the selection and award criteria for grants , as well as all other elements required . work programmes and any amendments to them should be adopted by means of a delegated act . it is of particular importance that the commission carry out appropriate consultations during its preparatory work , including at expert level , and that those consultations be conducted in accordance with the principles laid down in the interinstitutional agreement on better law - making . in particular , to ensure equal participation in the preparation of delegated acts , the european parliament and the council receive all documents at the same time as member states ' experts , and their experts systematically have access to meetings of commission expert groups dealing with the preparation of delegated acts .


### the programme shall be implemented by work programmes referred to in article [ 108 ] of the financial regulation . in addition , the work programme shall give an indication of the amount allocated to each action and of the distribution of funds between the member states and third countries associated to the programme for the actions to be managed through the national agency . the work programme shall be adopted by the commission by means of an implementing act . those implementing acts shall be adopted in accordance with the examination procedure referred to in article 31 . ### the secondary policy choices and priorities , including details of specific initiatives outlined in articles 4 to 13 , shall be determined by means of a work programme as referred to in article 110 of the financial regulation . the work programme shall also set out how the programme is to be implemented . in addition , the work programme shall give an indication of the amount allocated to each action and of the distribution of funds between the member states and third countries associated to the programme for the actions to be managed through the national agency . the commission is empowered to adopt delegated acts in accordance with article 30 in order to supplement this regulation by adopting the work programme .


### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible learning mobility formats , and by fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants , in particular those with fewer opportunities and those for whom moving physically to a country other than their country of residence would be an obstacle . ### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible and accessible learning mobility spaces , structures and resources and through accessible learning frameworks , materials and formats and by investing in teacher training for inclusive and non - discriminatory learning . such a strategy for a more inclusive programme should also be promoted by fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with learners with fewer opportunities of all ages .


### national agencies referred to in article 24 shall develop a consistent strategy with regard to the effective outreach as well as dissemination and exploitation of results of activities supported under the actions they manage within the programme , shall assist the commission in its general task of disseminating information concerning the programme , including information in respect of actions and activities managed at national and union level , and its results , and shall inform relevant target groups about the actions and activities undertaken in their country . ### national agencies referred to in article 24 shall develop a consistent strategy with regard to the effective outreach as well as dissemination and exploitation of results of activities supported under the actions they manage within the programme , shall assist the commission in its general task of disseminating information concerning the programme , including information in respect of actions and activities managed at national and union level and its results . national agencies shall inform all relevant target groups about the actions and activities undertaken in their country , with a view to enhancing outreach across and cooperation with the wide spectrum of stakeholders and to support a cross - sectoral approach in the programme ' s implementation .


### eur 3 100 000 000 for actions in the field of youth referred to in articles 8 to 10 ; ### 10 . 3 % of the amount referred to in paragraph 1 for actions in the field of youth referred to in articles 8 to 10 ;


### the programme should contribute to facilitating transparency and recognition of skills and qualifications , as well as the transfer of credits or units of learning outcomes , to foster quality assurance and to support validation of non - formal and informal learning , skills management and guidance . in this regard , the programme should also provide support to contact points and networks at national and union level that facilitate cross - european exchanges as well as the development of flexible learning pathways between different fields of education , training and youth and across formal and non - formal settings . ### the programme should contribute to facilitating transparency and automatic mutual recognition of skills , qualifications and diplomas , as well as the transfer of credits or other proof of learning outcomes , to foster quality assurance and to support validation of non - formal and informal learning , skills management and guidance . in this regard , the programme should also provide support to contact points and networks at national and union level that facilitate cross - european exchanges as well as the development of flexible learning pathways between different fields of education , training , sport and youth and across formal and non - formal settings .


### the mid - term evaluation report of the 2014 - 2020 erasmus + programme confirmed that the creation of a single programme on education , training , youth and sport resulted in significant simplification , rationalisation and synergies in the management of the programme while further improvements are necessary to further consolidate the efficiency gains of the 2014 - 2020 programme . in the consultations for the mid - term evaluation and on the future programme , member states and stakeholders made a strong call for continuity in the programme ' s scope , architecture and delivery mechanisms , while calling for a number of improvements , such as making the programme more inclusive . they also expressed their full support for keeping the programme integrated and underpinned by the lifelong learning paradigm . the european parliament , in its resolution of 2 february 2017 on the implementation of erasmus + , welcomed the integrated structure of the programme and called on the commission to exploit fully the lifelong learning dimension of the programme by fostering and encouraging cross - sectoral cooperation in the future programme . member states and stakeholders also highlighted the need to keep a strong international dimension in the programme and to extend it to other sectors of education and training . ### the mid - term evaluation report of the 2014 - 2020 erasmus + programme confirmed that the creation of a single programme on education , training , youth and sport resulted in significant simplification , rationalisation and synergies in the management of the programme while further improvements are necessary to further consolidate the efficiency gains of the 2014 - 2020 programme . in the consultations for the mid - term evaluation and on the future programme , member states and stakeholders made a strong call for continuity in the programme ' s scope , architecture and delivery mechanisms , while calling for a number of improvements , such as making the programme more inclusive . they also expressed their full support for keeping the programme integrated and underpinned by the lifelong learning paradigm . the european parliament , in its resolution of 2 february 2017 on the implementation of erasmus + , welcomed the integrated structure of the programme and called on the commission to exploit fully the lifelong learning dimension of the programme by fostering and encouraging cross - sectoral cooperation in the future programme . the european commission ' s impact assessment , member states and stakeholders also highlighted the need to further strengthen the international dimension in the programme and to extend it in scope to other sectors of education and training , youth and sport .


### policy dialogue and cooperation with relevant key stakeholders , including union - wide networks , european non - governmental organisations , and international organisations in the field of youth , the eu youth dialogue as well as support to the european youth forum ; ### policy dialogue , cooperation with and support for relevant key stakeholders , including union - wide networks , european non - governmental organisations , and international organisations in the field of youth , the structured dialogue as well as structural support to the european youth forum and other european youth organisations ;


### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people in various sectors of activity , such as the public sector , agriculture and enterprise , to have a learning experience abroad allowing them , at any stage of their life , to grow and develop professionally but also personally , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture . ### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people in various sectors of activity , such as the public and private sector , smes and enterprises , and agriculture , to have a training , internship and learning experience abroad allowing them , at any stage of their life , to grow and develop professionally and acquire professional skills relevant for the labour market . the programme should also encourage personal development , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture .


### policy dialogue and cooperation with relevant key stakeholders , including union - wide networks , european non - governmental organisations , and international organisations in the field of youth , the eu youth dialogue as well as support to the european youth forum ; ### policy dialogue and cooperation with relevant key stakeholders including union - wide networks , european non - governmental organisations and international organisations in the field of youth , including those working with young members of diasporas , the eu youth dialogue , and support to the european youth forum ;


### the financial envelope for the implementation of the programme for the period 2021 - 2027 shall be eur 30 000 000 000 in current prices . ### the financial envelope for the implementation of the programme for the period 2021 - 2027 shall be eur 41 097 000 000 in constant 2018 prices .


### it is important to stimulate teaching , learning and research in european integration matters , as well as to promote debates on these matters through the support of jean monnet actions in the fields of higher education but also in other fields of education and training . fostering a sense of european identity and commitment is particularly important at times when the common values on which the union is founded , and which form part of our european identity , are put to the test , and when citizens show low levels of engagement . the programme should continue to contribute to the development of excellence in european integration studies . ### it is important to stimulate teaching , learning and research in european integration , as well as to promote debate on these matters through the support of jean monnet actions in all fields of education and training . fostering a european sense of belonging and commitment is particularly important given the challenges to the common values on which the union is founded and which form part of a common european identity , and considering that citizens are showing low levels of engagement . the programme should continue to contribute to the development of excellence in european integration studies and , at the same time , to enhance the engagement of the wider learning community and the general public with european integration .


### the programme should contribute to facilitating transparency and recognition of skills and qualifications , as well as the transfer of credits or units of learning outcomes , to foster quality assurance and to support validation of non - formal and informal learning , skills management and guidance . in this regard , the programme should also provide support to contact points and networks at national and union level that facilitate cross - european exchanges as well as the development of flexible learning pathways between different fields of education , training and youth and across formal and non - formal settings . ### the programme should contribute to facilitating transparency and automatic mutual recognition of skills , qualifications and diplomas , as well as the transfer of credits or other proof of learning outcomes , to foster quality assurance and to support validation of non - formal and informal learning , skills management and guidance . in this regard , the programme should also provide support to contact points and networks at national and union level that facilitate cross - european exchanges as well as the development of flexible learning pathways between different fields of education , training and youth and across formal and non - formal settings .


### this regulation lays down a financial envelope for the programme which is to constitute the prime reference amount , within the meaning of [ reference to be updated as appropriate point 17 of the interinstitutional agreement between the european parliament , the council and the commission on budgetary discipline , on cooperation in budgetary matters and on sound financial management34 ] , for the european parliament and the council during the annual budgetary procedure . _________________ 34 oj l [ … ] , [ … ] , p . [ … ] . ### this regulation lays down a financial envelope for the entire duration of the programme which is to constitute the prime reference amount , within the meaning of [ reference to be updated as appropriate point 17 of the interinstitutional agreement between the european parliament , the council and the commission on budgetary discipline , on cooperation in budgetary matters and on sound financial management34 ] , for the european parliament and the council during the annual budgetary procedure . it should be ensured that , from 2021 , there is a significant increase in the annual budget for the programme , in comparison to the 2014 - 2020 multiannual financial framework , followed by linear and gradual growth in annual allocations . such a budgetary profile will help to ensure wider access from the very beginning of the 2021 - 2027 multiannual financial framework period and avoid disproportionate increases in the final years that might be difficult to absorb . _________________ 34 oj l [ … ] , [ … ] , p . [ … ] .


### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people in various sectors of activity , such as the public sector , agriculture and enterprise , to have a learning experience abroad allowing them , at any stage of their life , to grow and develop professionally but also personally , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture . ### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people , including persons with disabilities , in various sectors of activity , such as the public sector , agriculture and enterprise , to have a learning experience abroad allowing them , at any stage of their life , to grow and develop professionally but also personally , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture , as well as the european solidarity corps .


### as regards the actions referred to in articles 4 to 6 , points and of article 7 , and articles 8 to 10 , 12 and 13 , the programme may be open to the participation of the following third countries : ### as regards the actions referred to in articles 4 to 6 , points and of article 7 , and articles 8 to 13 , the programme may be open to the participation of third countries .


### ' higher education student ' means any person enrolled at a higher education institution , including at short - cycle , bachelor , master or doctoral level or equivalent . it also covers recent graduates ; ### ' higher education student ' means any person enrolled at a higher education institution , including at short - cycle , bachelor , master or doctoral level or equivalent , or any person who has graduated from such an institution within the previous 12 months ;


### in this context , it is necessary to establish the successor programme for education , training , youth and sport of the 2014 - 2020 erasmus + programme established by regulation no 1288 / 2013 of the european parliament and the council27 . the integrated nature of the 2014 - 2020 programme covering learning in all contexts - formal , non - formal and informal , and at all stages of life - should be maintained to boost flexible learning paths allowing individuals to develop those competences that are necessary to face the challenges of the twenty - first century . _________________ 27 regulation no 1288 / 2013 of the european parliament and the council of 11 december 2013 establishing ' erasmus + ' : the union programme for education , training , youth and sport and repealing decisions no 1719 / 2006 / ec , no 1720 / 2006 / ec and no 1298 / 2008 / ec . ### in this context , it is necessary to establish the successor programme for education , training , youth and sport of the 2014 - 2020 erasmus + programme established by regulation no 1288 / 2013 of the european parliament and the council27 . the integrated nature of the 2014 - 2020 programme covering learning in all contexts - formal , non - formal and informal , and at all stages of life - should be maintained to boost flexible learning paths allowing individuals to develop the skills and competences that are necessary to face the challenges and make the most of the opportunities of the twenty - first century . _________________ 27 regulation no 1288 / 2013 of the european parliament and the council of 11 december 2013 establishing ' erasmus + ' : the union programme for education , training , youth and sport and repealing decisions no 1719 / 2006 / ec , no 1720 / 2006 / ec and no 1298 / 2008 / ec .


### ‘ people with fewer opportunities’ means people facing obstacles that prevent them from having effective access to opportunities under the programme for economic , social , cultural , geographical or health reasons , a migrant background or for reasons such as disability and educational difficulties ; ### ‘ people from disadvantaged backgrounds’ means people who face obstacles to accessing the programme on account of their economic or social situation ;


### online platforms and tools for virtual cooperation , including the support services for etwinning and for the electronic platform for adult learning in europe . ### online platforms and tools for virtual cooperation , including the support services for etwinning and for the electronic platform for adult learning in europe , as well as tools to facilitate mobility , such as the european student card referred to in article 25 .


### the programme is a key component of building a european education area . it should be equipped to contribute to the successor of the strategic framework for cooperation in education and training and the skills agenda for europe28 with a shared commitment to the strategic importance of skills and competences for sustaining jobs , growth and competitiveness . it should support member states in reaching the goals of the paris declaration on promoting citizenship and the common values of freedom , tolerance and non - discrimination through education29 . _________________ 28 com 381 final . 29 [ reference ] . ### the programme is a key component of building a european education area by 2025 , as agreed by the member states at the gothenburg social summit . it should be equipped to contribute to the successor of the strategic framework for cooperation in education and training and the skills agenda for europe28 with a shared commitment to the strategic importance of skills , competences and knowledge for sustaining jobs , growth , competitiveness , innovation and social cohesion . it should support member states in reaching the goals of the paris declaration on promoting citizenship and the common values of freedom , tolerance and non - discrimination through education29 . _________________ 28 com 381 final . 29 [ reference ] .


### policy dialogue and cooperation with key stakeholders , including union - wide networks , european non - governmental organisations and international organisations in the field of education and training ; ### policy dialogue and cooperation with key stakeholders , including union - wide networks , european non - governmental organisations and international organisations in the field of education and training . this cooperation shall entail structural support ;


### policy dialogue and cooperation with relevant key stakeholders , including union - wide networks , european non - governmental organisations , and international organisations in the field of youth , the eu youth dialogue as well as support to the european youth forum ; ### policy dialogue and cooperation with key stakeholders , including union - wide networks , european non - governmental organisations and international organisations in the field of youth , the eu youth dialogue as well as structural support to the european youth forum .


### the interim evaluation of the programme shall be performed once there is sufficient information available about the implementation of the programme , but no later than four years after the start of the programme implementation . it shall also be accompanied by a final evaluation of the predecessor programme . ### the mid - term review of the programme shall be performed once there is sufficient information available about the implementation of the programme , but in any event no later than 31 december 2024 . it shall also be accompanied by a final evaluation of the predecessor programme . the mid - term review , in addition to assessing the overall effectiveness and performance of the programme , shall pay particular attention to the inclusion measures laid down in article 13a , efforts made to simplify the programme for beneficiaries and the new initiatives being implemented under the programme .


### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport . ### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion , promote active citizenship , participation in democratic life and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , strengthening the youth sector and advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport .


### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible learning mobility formats , and by fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants , in particular those with fewer opportunities and those for whom moving physically to a country other than their country of residence would be an obstacle . ### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible learning mobility formats , simplified administrative procedures , youth - friendly and clear information and communication about the programme and by fostering and supporting the participation of local organisations , in particular newcomers and volunteer - based grassroots organisations that work directly with disadvantaged learners of all ages . simplified procedures , such as accreditation through compliance with quality charters , should be put in place to allow experienced mobility providers to support institutions and organisations with limited resources and capacities , with a view to enhancing outreach , inclusion and quality of learning mobility . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted as a complementary aspect of a physical mobility to reach more participants , in particular those with fewer opportunities and those for whom moving physically to a country other than their country of residence would be an obstacle .


### ‘ youth worker’ means a professional or a volunteer involved in non - formal learning who supports young people in their personal socio - educational and professional development ; ### ‘ youth worker’ means a professional or a volunteer involved in non - formal learning who supports young people in their personal socio - educational and professional development and the development of their competences . youth workers together with young people are involved in the planning , steering , coordination , implementation and evaluation of youth work activities and related youth work development .


### in addition to the financial envelope as indicated in paragraph 1 , and in order to promote the international dimension of the programme , an additional financial contribution shall be made available from regulation … / … [ neighbourhood development and international cooperation instrument ] 46 and from regulation … / … [ ipa iii ] 47 , to support actions implemented and managed in accordance with this regulation . this contribution shall be financed in accordance with the regulations establishing those instruments . _________________ 46 [ reference ] . 47 [ reference ] . ### in addition to the financial envelope as indicated in paragraph 1 , and in order to promote the international dimension of the programme , the regulation … / … [ neighbourhood development and international cooperation instrument46and regulation … / … [ ipa iii ] 47 shall financially contribute to actions established under this regulation . this regulation shall apply to the use of these funds , while ensuring conformity with the regulations respectively governing the ndici and ipa iii . _________________ 46 [ reference ] . 47 [ reference ] .


### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport . ### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable development and growth , jobs and social cohesion , to the enhancement of integration policies within a pluralist society , and to strengthening european identity , as well as dialogue and better reciprocal understanding between different cultures . as such , the programme shall be a key instrument for building a european education area , promoting common standards and supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport . the programme includes an international dimension , to be incorporated into the framework of the union’s external action , including its development objectives , through cooperation between the union and third countries .


### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people in various sectors of activity , such as the public sector , agriculture and enterprise , to have a learning experience abroad allowing them , at any stage of their life , to grow and develop professionally but also personally , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture . ### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people in various sectors of activity , such as the public and private sector , smes and enterprises , and agriculture , to have a training , internship and learning experience abroad allowing them , at any stage of their life , to grow and develop professionally and acquire professional skills relevant for the labour market . the programme should also encourage personal development , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture .


### proposal for a regulation of the european parliament and of the council establishing ' erasmus ' : the union programme for education , training , youth and sport and repealing regulation no 1288 / 2013 ### proposal for a regulation of the european parliament and of the council establishing ' erasmus + ' : the union programme for education , training , youth and sport and repealing regulation no 1288 / 2013


### the programme should also enhance the learning of languages , in particular through widened use of online tools , as e - learning offers additional advantages for language learning in terms of access and flexibility . ### the programme should also enhance the learning of languages , including sign languages , minority and neighbouring languages , in particular through widened use of accessible online tools , as well as traditional classroom language teaching , in order to overcome one of the students ' mobility barriers .


### in compliance with the financial regulation , the commission should adopt work programmes and inform the european parliament and the council thereof . the work programme should set out the measures needed for their implementation in line with the general and specific objectives of the programme , the selection and award criteria for grants , as well as all other elements required . work programmes and any amendments to them should be adopted by implementing acts in accordance with the examination procedure . ### given that the programme is to be implemented over a seven - year period , it is necessary to provide for adequate flexibility in order to enable it to adapt to changing realities and political priorities within the field of education , training , youth and sport . therefore , this regulation does not define in detail how initiatives are to be designed and it does not prejudge political priorities or respective budgetary priorities for the next seven years . instead , the secondary policy choices and priorities , including details of specific initiatives , should be determined by means of work programmes in compliance with the financial regulation . the work programme should also set out the measures needed for implementation in line with the general and specific objectives of the programme , the selection and award criteria for grants , as well as all other elements required . work programmes and any amendments to them should be adopted by means of a delegated act . it is of particular importance that the commission carry out appropriate consultations during its preparatory work , including at expert level , and that those consultations be conducted in accordance with the principles laid down in the interinstitutional agreement on better law - making . in particular , to ensure equal participation in the preparation of delegated acts , the european parliament and the council receive all documents at the same time as member states ' experts , and their experts systematically have access to meetings of commission expert groups dealing with the preparation of delegated acts .


### as regards the actions referred to in articles 4 to 6 , points and of article 7 , and articles 8 to 10 , 12 and 13 , the programme may be open to the participation of the following third countries : ### as regards the actions referred to in articles 4 to 6 , points and of article 7 , and articles 8 to 13 , the programme may be open to the participation of third countries .


### while the regulatory framework already allowed member states and regions to establish synergies in the previous programming period between erasmus + and other union instruments , such as the european structural and investment funds , which also support the qualitative development of education , training and youth systems in the union , this potential has so far been underexploited , thus limiting the systemic effects of projects and impact on policy . effective communication and cooperation should take place at national level between the national bodies in charge of managing these various instruments to maximise their respective impact . the programme should allow for active cooperation with these instruments . ### while the regulatory framework already allowed member states and regions to establish synergies in the previous programming period between erasmus + and other union instruments , such as the european structural and investment funds , which also support the qualitative development of education , training and youth systems in the union , this potential has so far been underexploited , thus limiting the systemic effects of projects and impact on policy . effective communication and cooperation should take place at national level between the national bodies in charge of managing these various instruments to maximise their respective impact . the programme should allow for active cooperation with these instruments , in particular by ensuring that a high - quality application that cannot be financed under the programme , owing to insufficient funds , can be immediately considered for financing , without further modification , under the european structural and investment funds . such cross - programme synergies should enable increased project success rates .


### in its communication on ' a modern budget for a union that protects , empowers and defends - the multiannual financial framework for 2021 - 2027 ' 26 adopted on 2 may 2018 , the commission called for a stronger “youth” focus in the next financial framework , notably by more than doubling the size of the 2014 - 2020 erasmus + programme , one of the union’s most visible success stories . the focus of the new programme should be on inclusiveness , and to reach more young people with fewer opportunities . this should allow more young people to move to another country to learn or work . _________________ 26 com 321 final . ### in its communication on ' a modern budget for a union that protects , empowers and defends - the multiannual financial framework for 2021 - 2027 ' 26adopted on 2 may 2018 , the commission called for greater investment in people and a stronger ' youth ' focus in the next financial framework and recognised that the erasmus + programme has been one of the union’s most visible success stories . despite that overall success , the 2014 - 2020 programme remained unable to meet the high demand for funding and suffered from low project success rates . to remedy those shortcomings , it is necessary to increase the multiannual budget for the successor programme to the 2014 - 2020 programme . moreover , the successor programme aims to boost social inclusion by reaching more people with fewer opportunities and special needs , and incorporates a number of new and ambitious policy innovation initiatives reaching the most marginalized . therefore , it is necessary to triple the budget , in constant prices , for the successor programme as compared to the multiannual financial framework for the period 2014 - 2020 . _________________ 26 com 321 final .


### not for profit sport events aiming at further developing the european dimension of sport . ### not - for - profit sport events , including small - scale events , aimed at further developing the european dimension of sport .


### in this context , it is necessary to establish the successor programme for education , training , youth and sport of the 2014 - 2020 erasmus + programme established by regulation no 1288 / 2013 of the european parliament and the council27 . the integrated nature of the 2014 - 2020 programme covering learning in all contexts - formal , non - formal and informal , and at all stages of life - should be maintained to boost flexible learning paths allowing individuals to develop those competences that are necessary to face the challenges of the twenty - first century . _________________ 27 regulation no 1288 / 2013 of the european parliament and the council of 11 december 2013 establishing ' erasmus + ' : the union programme for education , training , youth and sport and repealing decisions no 1719 / 2006 / ec , no 1720 / 2006 / ec and no 1298 / 2008 / ec . ### in this context , it is necessary to establish the successor programme for education , training , youth and sport of the 2014 - 2020 erasmus + programme established by regulation no 1288 / 2013 of the european parliament and the council27 . the integrated nature of the 2014 - 2020 programme covering learning in all contexts - formal , non - formal and informal , and at all stages of life - should be maintained to boost flexible learning paths allowing individuals to develop the skills and competences that are necessary to face the challenges and make the most of the opportunities of the twenty - first century . in connection with this , it is necessary to create a framework that coordinates and supports the career orientation of young people and also the development of their skills which are necessary for the labour market . _________________ 27 regulation no 1288 / 2013 of the european parliament and the council of 11 december 2013 establishing ' erasmus + ' : the union programme for education , training , youth and sport and repealing decisions no 1719 / 2006 / ec , no 1720 / 2006 / ec and no 1298 / 2008 / ec .


### ' learning mobility ' means moving physically to a country other than the country of residence , in order to undertake study , training or non - formal or informal learning ; it may be accompanied by measures such as language support and training and / or be complemented by online learning and virtual cooperation . in some specific cases , it may take the form of learning through the use of information technology and communications tools ; ### ' learning mobility ' means moving physically to a country other than the country of residence , in order to undertake study , training or non - formal or informal learning ; it may be accompanied by measures such as language support and training and / or be complemented by online learning and virtual cooperation .


### in its communication on ' a modern budget for a union that protects , empowers and defends - the multiannual financial framework for 2021 - 2027 ' 26 adopted on 2 may 2018 , the commission called for a stronger “youth” focus in the next financial framework , notably by more than doubling the size of the 2014 - 2020 erasmus + programme , one of the union’s most visible success stories . the focus of the new programme should be on inclusiveness , and to reach more young people with fewer opportunities . this should allow more young people to move to another country to learn or work . ### in its communication on ' a modern budget for a union that protects , empowers and defends - the multiannual financial framework for 2021 - 2027 ' 26adopted on 2 may 2018 , the commission called for a stronger “youth” focus in the next financial framework , notably by more than doubling the size of the 2014 - 2020 erasmus + programme , one of the union’s most visible success stories . in its resolution of 14 march 2018 on the next multiannual financial framework , the european parliament called for the programme’s budget to be tripled on order to maintain its success , achieve its goals including increased inclusiveness , as well as reduce its shortcomings and barriers to participation . the focus of the new programme should be on inclusiveness , and to reach more young people with fewer opportunities . this should allow more young people to move to another country to learn or work .


### the mid - term evaluation report of the 2014 - 2020 erasmus + programme confirmed that the creation of a single programme on education , training , youth and sport resulted in significant simplification , rationalisation and synergies in the management of the programme while further improvements are necessary to further consolidate the efficiency gains of the 2014 - 2020 programme . in the consultations for the mid - term evaluation and on the future programme , member states and stakeholders made a strong call for continuity in the programme ' s scope , architecture and delivery mechanisms , while calling for a number of improvements , such as making the programme more inclusive . they also expressed their full support for keeping the programme integrated and underpinned by the lifelong learning paradigm . the european parliament , in its resolution of 2 february 2017 on the implementation of erasmus + , welcomed the integrated structure of the programme and called on the commission to exploit fully the lifelong learning dimension of the programme by fostering and encouraging cross - sectoral cooperation in the future programme . member states and stakeholders also highlighted the need to keep a strong international dimension in the programme and to extend it to other sectors of education and training . ### the mid - term evaluation report of the 2014 - 2020 erasmus + programme confirmed that the creation of a single programme on education , training , youth and sport resulted in significant simplification , rationalisation and synergies in the management of the programme while further improvements are necessary to further consolidate the efficiency gains of the 2014 - 2020 programme . in the consultations for the mid - term evaluation and on the future programme , member states and stakeholders made a strong call for continuity in the programme ' s scope , architecture and delivery mechanisms , while calling for a number of improvements , such as making the programme more inclusive . they also expressed their full support for keeping the programme integrated and underpinned by the lifelong learning paradigm . the european parliament , in its resolution of 2 february 2017 on the implementation of erasmus + , welcomed the integrated structure of the programme and called on the commission to exploit fully the lifelong learning dimension of the programme by fostering and encouraging cross - sectoral cooperation in the future programme . the european commission ' s impact assessment , member states and stakeholders also highlighted the need to further strengthen the international dimension in the programme and to extend it in scope to other sectors of education and training , youth and sport .


### regular meetings shall be organised with the network of national agencies in order to ensure coherent implementation of the programme across all member states and all third countries referred to in article 17 . ### regular meetings shall be organised with the network of national agencies in order to ensure consistent implementation of the programme across all member states and all third countries referred to in article 17 and to ensure the exchange of best practice . where appropriate , external experts , including representatives of civil society and of third countries associated to the programme , may be invited to participate in such meetings as observers . the european parliament shall be invited as an observer to such meetings .


### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport . ### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion , promote active citizenship , participation in democratic life and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , strengthening the youth sector and advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport .


### in its communication on strengthening european identity through education and culture , the commission highlighted the pivotal role of education , culture and sport in promoting active citizenship and common values amongst the youngest generations . strengthening european identity and fostering the active participation of individuals in the democratic processes is crucial for the future of europe and our democratic societies . going abroad to study , learn , train and work or to participate in youth and sport activities contributes to strengthening this european identity in all its diversity and the sense of being part of a cultural community as well as to fostering such active citizenship , among people of all ages . those taking part in mobility activities should get involved in their local communities as well as engage in their host country local communities to share their experience . activities linked to reinforcing all aspects of creativity in education , training and youth and enhancing individual key competencies should be supported . ### in its communication on strengthening european identity through education and culture , the commission highlighted the pivotal role of education , culture and sport in promoting active citizenship and common values amongst the youngest generations . strengthening european identity and fostering the active participation of individuals in the democratic processes and civil society is crucial for the future of europe and our democratic societies . going abroad to study , learn , train and work or to participate in youth and sport activities contributes to strengthening this european identity in all its diversity and the sense of being part of a community as well as to fostering such active citizenship , among people of all ages . those taking part in mobility activities should get involved in their local communities , for example by volunteering in local initiatives , as well as engage in their host country local communities to share their experience . activities linked to reinforcing all aspects of creativity in education , training and youth and enhancing individual key competencies should be supported . the role of civil society organisations , such as youth organisations , is particularly important in achieving this goal through non - formal education and informal learning .


### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport . ### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , including automatic mutual recognition of qualifications , diplomas and learning periods abroad , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport .


### the commission shall implement information and communication actions relating to the programme , and its actions and results . financial resources allocated to the programme shall also contribute to the corporate communication of the political priorities of the union , as far as they are related to the objectives referred to in article 3 . ### the commission shall implement information and communication actions relating to the programme , and its actions and results , in a way which is also accessible to people with disabilities . financial resources allocated to the programme shall also contribute to the corporate communication of the political priorities of the union , as far as they are related to the objectives referred to in article 3 .


### the programme should encourage youth participation in europe ' s democratic life , including by supporting participation projects for young people to engage and learn to participate in civic society , raising awareness about european common values including fundamental rights , bringing together young people and decision makers at local , national and union level , as well as contributing to the european integration process . ### the programme should encourage youth participation in europe ' s democratic life , including by supporting participation projects for young people to engage and learn to participate in civic society , raising awareness about european common values including fundamental rights , bringing together young people and decision - makers at local , national and union level , as well as contributing to the european integration process . in that regard , the programme should foster synergies with the european solidarity corps .


### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth and sport , in europe and beyond , thereby contributing to sustainable growth , jobs and social cohesion and to strengthening european identity . as such , the programme shall be a key instrument for building a european education area , supporting the implementation of the european strategic cooperation in the field of education and training , with its underlying sectoral agendas , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport . ### the general objective of the programme is to support the educational , professional and personal development of people in education , training , youth , adult learning and sport , in europe and beyond , thereby contributing to sustainable growth , decent jobs and social cohesion and inclusion , environmental protection , active citizenship , promoting rights and values and participation in democratic life , as well as to strengthening european identity . as such , the programme shall be a key instrument for building an accessible and inclusive european education area , supporting the implementation of the european strategic cooperation in the field of education , training and youth , with its underlying sectoral agendas , advancing youth policy cooperation under the union youth strategy 2019 - 2027 and developing the european dimension in sport .


### in its communication on ' a modern budget for a union that protects , empowers and defends - the multiannual financial framework for 2021 - 2027 ' 26 adopted on 2 may 2018 , the commission called for a stronger “youth” focus in the next financial framework , notably by more than doubling the size of the 2014 - 2020 erasmus + programme , one of the union’s most visible success stories . the focus of the new programme should be on inclusiveness , and to reach more young people with fewer opportunities . this should allow more young people to move to another country to learn or work . _________________ 26 com 321 final . ### in its communication on ' a modern budget for a union that protects , empowers and defends - the multiannual financial framework for 2021 - 2027 ' 26adopted on 2 may 2018 , the commission called for greater investment in people and a stronger ' youth ' focus in the next financial framework and recognised that the erasmus + programme has been one of the union’s most visible success stories . despite that overall success , the 2014 - 2020programme remained unable to meet the high demand for funding and suffered from low project success rates . to remedy those shortcomings , it is necessary to increase the multiannual budget for the successor programme to the 2014 - 2020programme . moreover , the successor programme aims to boost social inclusion by reaching more people from disadvantaged backgrounds and people with disabilities and other special needs , and incorporates a number of new and ambitious initiatives . therefore , it is necessary to triple the budget , in constant prices , for the successor programme as compared to the multiannual financial framework for the period 2014 - 2020 . _________________ 26 com 321 final .


### within a basic envelope for actions to be managed by the national agencies in the field of education and training , a breakdown of minimum allocation per sector should be defined in order to guarantee a critical mass of appropriations to reach the intended output and results in each of these sectors . ### within a basic envelope for actions to be managed by the national agencies in the field of education and training , a breakdown of minimum allocation per sector should be defined in order to guarantee a critical mass of appropriations to reach the intended output and results in each of these sectors . the exact budget allocation by action and initiative should be laid down in the work programme .


### promote non - formal learning mobility and active participation among young people , as well as cooperation , inclusion , creativity and innovation at the level of organisations and policies in the field of youth ; ### promote non - formal learning mobility , intercultural learning , critical thinking , volunteering and active participation among young people , as well as cooperation , quality , inclusion , growth , creativity and innovation at the level of organisations and policies in the field of youth ;


### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible learning mobility formats , and by fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants , in particular those with fewer opportunities and those for whom moving physically to a country other than their country of residence would be an obstacle . ### the programme should be more inclusive by improving participation rates among people from disadvantaged backgrounds and people with disabilities and other special needs . therefore , national agencies should develop inclusion strategies to improve outreach and , where appropriate , adjust grant levels to make the programme more accessible . synergies with other european programmes , such as the european social fund + , and relevant national programmes should be exploited . other mechanisms for enhancing inclusion should also be used , including by providing more flexible learning mobility formats and fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages .


### the financial envelope for the implementation of the programme for the period 2021 - 2027 shall be eur 30 000 000 000 in current prices . ### the financial envelope for the implementation of the programme for the period 2021 - 2027 shall be eur 41 097 000 000 in constant prices .


### the programme shall be implemented by work programmes referred to in article [ 108 ] of the financial regulation . in addition , the work programme shall give an indication of the amount allocated to each action and of the distribution of funds between the member states and third countries associated to the programme for the actions to be managed through the national agency . the work programme shall be adopted by the commission by means of an implementing act . those implementing acts shall be adopted in accordance with the examination procedure referred to in article 31 . ### the secondary policy choices and priorities , including details of specific initiatives outlined in articles 4 to 13 , shall be determined by means of a work programme as referred to in article 110 of the financial regulation . the work programme shall also set out how the programme is to be implemented . in addition , the work programme shall give an indication of the amount allocated to each action and of the distribution of funds between the member states and third countries associated to the programme for the actions to be managed through the national agency . the commission is empowered to adopt delegated acts in accordance with article 30 in order to supplement this regulation by adopting the work programme .


### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people in various sectors of activity , such as the public sector , agriculture and enterprise , to have a learning experience abroad allowing them , at any stage of their life , to grow and develop professionally but also personally , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture . ### as a way to ensure cooperation with other union instruments and support to other policies of the union , mobility opportunities should be offered to people in various sectors of activity , such as the public and private sector , smes and enterprises , and agriculture , to have a training , internship and learning experience abroad allowing them , at any stage of their life , to grow and develop professionally and acquire professional skills relevant for the labour market . the programme should also encourage personal development , in particular by developing an awareness of their european identity and an understanding of european cultural diversity . the programme should offer an entry point for union transnational mobility schemes with a strong learning dimension , simplifying the offer of such schemes for beneficiaries and those taking part in these activities . the scaling - up of erasmus projects should be facilitated ; specific measures should be put in place to help promoters of erasmus projects to apply for grants or develop synergies through the support of the european structural and investment funds and the programmes relating to migration , security , justice and citizenship , health and culture .


### to increase the use of virtual cooperation activities , the programme should support a more systematic use of the online platforms such as etwinning , the school education gateway , the electronic platform for adult learning in europe , the european youth portal and the online platform for higher education . ### to increase the use of virtual cooperation activities , the programme should support more systematic use of existing online platforms , such as etwinning , the school education gateway , the electronic platform for adult learning in europe , the european youth portal and the online platform for higher education . the programme should also encourage the development of new online platforms to strengthen and modernise the delivery of education , training , sport and youth policy at european level .


### the interim evaluation of the programme shall be performed once there is sufficient information available about the implementation of the programme , but no later than four years after the start of the programme implementation . it shall also be accompanied by a final evaluation of the predecessor programme . ### the mid - term review of the programme shall be performed once there is sufficient information available about the implementation of the programme , but in any event no later than 30 june 2024 . it shall also be accompanied by a final evaluation of the predecessor programme . the mid - term review , in addition to assessing the overall effectiveness and performance of the programme , shall pay particular attention to the inclusion measures laid down in article 13a , efforts made to simplify the programme for beneficiaries and the new initiatives being implemented under the programme .


### the programme is a key component of building a european education area . it should be equipped to contribute to the successor of the strategic framework for cooperation in education and training and the skills agenda for europe28 with a shared commitment to the strategic importance of skills and competences for sustaining jobs , growth and competitiveness . it should support member states in reaching the goals of the paris declaration on promoting citizenship and the common values of freedom , tolerance and non - discrimination through education29 . _________________ 28 com 381 final . 29 [ reference ] . ### the programme is a key component of building a european education area . it should be equipped to contribute to the successor of the strategic framework for cooperation in education and training and the skills agenda for europe28 with a shared commitment to the strategic importance of skills and competences for sustaining and creating jobs , growth and competitiveness . it should support member states in reaching the goals of the paris declaration on promoting citizenship and the common values of freedom , tolerance and non - discrimination through education29 . _________________ 28 com 381 final . 29 [ reference ] .


### in this context , it is necessary to establish the successor programme for education , training , youth and sport of the 2014 - 2020 erasmus + programme established by regulation no 1288 / 2013 of the european parliament and the council27 . the integrated nature of the 2014 - 2020 programme covering learning in all contexts - formal , non - formal and informal , and at all stages of life - should be maintained to boost flexible learning paths allowing individuals to develop those competences that are necessary to face the challenges of the twenty - first century . _________________ 27 regulation no 1288 / 2013 of the european parliament and the council of 11 december 2013 establishing ' erasmus + ' : the union programme for education , training , youth and sport and repealing decisions no 1719 / 2006 / ec , no 1720 / 2006 / ec and no 1298 / 2008 / ec . ### in this context , it is necessary to establish the successor programme for education , training , youth and sport of the 2014 - 2020 erasmus + programme established by regulation no 1288 / 2013 of the european parliament and the council27 . the integrated nature of the 2014 - 2020 programme covering learning in all contexts - formal , non - formal and informal , and at all stages of life - should be maintained to boost flexible learning paths allowing individuals to develop the skills and competences that are necessary to face the challenges and make the most of the opportunities of the twenty - first century . in connection with this , it is necessary to create a framework that coordinates and supports the career orientation of young people and also the development of their skills which are necessary for the labour market . _________________ 27 regulation no 1288 / 2013 of the european parliament and the council of 11 december 2013 establishing ' erasmus + ' : the union programme for education , training , youth and sport and repealing decisions no 1719 / 2006 / ec , no 1720 / 2006 / ec and no 1298 / 2008 / ec .


### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible learning mobility formats , and by fostering participation of small organisations , in particular newcomers and community - based grassroots organisations that work directly with disadvantaged learners of all ages . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants , in particular those with fewer opportunities and those for whom moving physically to a country other than their country of residence would be an obstacle . ### the programme should be more inclusive by improving its outreach to those with fewer opportunities , including through more flexible mobility formats , simplified administrative procedures , targeting of beneficiary organisations working with groups under - represented in erasmus + , youth - friendly and clear information and communication about the programme and by fostering and supporting the participation of local organisations and small organisations , in particular newcomers , youth organisations , volunteer - based and community - based grassroots organisations that work directly with learners with fewer opportunities of all ages , and organisations working with and supporting people from marginalised groups , such as people with an ethnic minority background , people with disabilities and lgbti people . virtual formats , such as virtual cooperation , blended and virtual mobility , should be promoted to reach more participants and complement the mobility experience .


### the programme should offer young people more opportunities to discover europe through learning experiences abroad . eighteen year olds , in particular those with fewer opportunities , should be given the chance to have a first - time , short - term individual or group experience travelling throughout europe in the frame of an informal educational activity aimed at fostering their sense of belonging to the european union and discovering its cultural diversity . the programme should identify bodies in charge of reaching out and selecting the participants and support activities to foster the learning dimension of the experience . ### the programme should offer young people more opportunities to discover europe through learning experiences abroad under the new initiative entitled discovereu . young people who have recently completed secondary education , in particular those from disadvantaged backgrounds and with disabilities and other special needs , should be given the chance to have a first - time , short - term individual or group experience travelling throughout europe as part of a non - formal or informal educational activity aimed at fostering their sense of belonging to the european union and discovering its cultural and linguistic diversity . that initiative should have a robust and verifiable learning component . the programme should identify bodies in charge of reaching out and selecting the participants and support activities to foster the learning dimension of the experience .


### policy dialogue and cooperation with relevant key stakeholders , including union - wide networks , european non - governmental organisations , and international organisations in the field of youth , the eu youth dialogue as well as support to the european youth forum ; ### policy dialogue , support and cooperation with relevant key stakeholders , including union - wide networks , european non - governmental organisations , and international organisations in the field of youth , the eu youth dialogue as well as support to the european youth forum ;


### actions eligible under the programme which have been assessed in a call for proposals under the programme and which comply with the minimum quality requirements of that call for proposals , but which are not financed due to budgetary constraints , may be selected for funding by the european structural and investment funds . in this case the co - financing rates and the eligibility rules based on this regulation shall apply . these actions shall be implemented by the managing authority referred to in article [ 65 ] of regulation xx [ cpr ] in accordance with the rules set out in that regulation and fund specific regulations , including rules on financial corrections . ### actions eligible under the programme which have been assessed in a call for proposals under the programme and which comply with the minimum quality requirements of that call for proposals , but which are not financed due to budgetary constraints , may be awarded a seal of excellence to acknowledge their high quality , thereby facilitating their application for funding from other sources and / or enabling their selection for funding by the european structural and investment funds without the need to submit a new application . in this case the co - financing rates and the eligibility rules based on this regulation shall apply . these actions shall be implemented by the managing authority referred to in article [ 65 ] of regulation xx [ cpr ] in accordance with the rules set out in that regulation and fund specific regulations , including rules on financial corrections


### the objective of this directive is to prevent and reduce the impact of certain plastic products on the environment , in particular the aquatic environment , and on human health as well as to promote the transition to a circular economy with innovative business models , products and materials , thus also contributing to the efficient functioning of the internal market . ### the objective of this directive is to prevent and reduce the impact of certain plastic products on the environment , in particular the aquatic environment , and on human health as well as to promote the transition to a circular economy with innovative business models , products and materials , thus also contributing to a more efficient and more sustainable functioning of the internal market .


### the large portion of plastic stemming from abandoned , lost and discarded fishing gear containing plastic in marine litter indicates that the existing legal requirements46 do not provide sufficient incentives to return such fishing gear to shore for collection and treatment . the indirect fee system envisaged under union law on port reception facilities for the delivery of waste from ships takes away the incentive for ships to discharge their waste at sea , and ensures a right of delivery . that system should , however , be supplemented by further financial incentives for fishermen to bring their fishing gear waste on shore to avoid any potential increase in the indirect waste fee to be paid . as plastic components of fishing gear have a high recycling potential , member states should , in line with the polluter pays principle , introduce extended producer responsibility for fishing gear containing plastic to facilitate separate collection of waste fishing gear and to finance sound waste management of such fishing gear , in particular recycling . _________________ 46 council regulation no 1224 / 2009 , directive 2000 / 59 / ec and directive 2008 / 98 / ec . ### the large portion of plastic stemming from abandoned , lost and discarded fishing gear containing plastic in marine litter indicates that the existing legal requirements46 do not provide sufficient incentives to return such fishing gear to shore for collection and treatment . the indirect fee system envisaged under union law on port reception facilities for the delivery of waste from ships takes away the incentive for ships to discharge their waste at sea , and ensures a right of delivery . that system should , however , be supplemented by a collection target and further financial incentives for fishermen to bring fishing gear waste on shore to avoid any potential increase in the indirect waste fee to be paid . member states should legally and financially incentivize schemes for the collection and removal of fishing gear containing plastic , as well as other plastic waste , by fishermen at sea . as plastic components of fishing gear have a high recycling potential , member states should , in line with the polluter pays principle , introduce extended producer responsibility for fishing gear containing plastic to facilitate separate collection of waste fishing gear and to finance sound waste management of such fishing gear , in particular recycling . _________________ 46 council regulation no 1224 / 2009 , directive 2000 / 59 / ec and directive 2008 / 98 / ec .


### member states shall ensure that each single - use plastic product listed in part d of the annex placed on the market bears a conspicuous , clearly legible and indelible marking informing consumers of one or more of the following : ### member states shall ensure that each single - use plastic product listed in part d of the annex placed on the market bears a conspicuous , clearly legible and indelible marking informing consumers of the following :


### the large portion of plastic stemming from abandoned , lost and discarded fishing gear containing plastic in marine litter indicates that the existing legal requirements46 do not provide sufficient incentives to return such fishing gear to shore for collection and treatment . the indirect fee system envisaged under union law on port reception facilities for the delivery of waste from ships takes away the incentive for ships to discharge their waste at sea , and ensures a right of delivery . that system should , however , be supplemented by further financial incentives for fishermen to bring their fishing gear waste on shore to avoid any potential increase in the indirect waste fee to be paid . as plastic components of fishing gear have a high recycling potential , member states should , in line with the polluter pays principle , introduce extended producer responsibility for fishing gear containing plastic to facilitate separate collection of waste fishing gear and to finance sound waste management of such fishing gear , in particular recycling . _________________ 46 council regulation no 1224 / 2009 , directive 2000 / 59 / ec and directive 2008 / 98 / ec . ### the large portion of plastic stemming from abandoned , lost and discarded fishing gear containing plastic in marine litter indicates that the existing legal requirements46 do not provide sufficient incentives to return such fishing gear to shore for collection and treatment . the indirect fee system envisaged under union law on port reception facilities for the delivery of waste from ships takes away the incentive for ships to discharge their waste at sea , and ensures a right of delivery . that system should , however , be supplemented by a collection target and further financial incentives for fishermen to bring their fishing gear waste on shore to avoid any potential increase in the indirect waste fee to be paid . as plastic components of fishing gear have a high recycling potential , member states should , in line with the polluter pays principle , introduce extended producer responsibility for fishing gear containing plastic to facilitate separate collection of waste fishing gear and to finance sound waste management of such fishing gear , in particular recycling . in addition to such initiatives , member states should undertake activities to promote the development of fishing gear using more sustainable and environmentally - friendly materials . _________________ 46 council regulation no 1224 / 2009 , directive 2000 / 59 / ec and directive 2008 / 98 / ec .