Erasmus+ annual report 2018.
Date: 2020-01-28
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: EU programme, activity report, educational exchange, higher education, student mobility, young person, youth exchange scheme

 
 
2 | Erasmus+ Annual Report  2018 

Europe Direct is a service that answers  
your questions about the European Union. 

  by freephone: 00 800 6 7 8 9 10 11 
(certain operators may charge for these calls), 

  at the following standard number: +32 22999696 or  
  by email via: https://europa.eu/european-union/contact_en 

Information about the European Union in all the official languages of the EU is available on the Europa website at: 
https://europa.eu/european-union/index_en. 
Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that 
might be made of the following information. 
Luxembourg: Publications Office of the European Union, 2019 

© European Union, 2019  
Reuse is authorised provided the source is acknowledged.  
The reuse policy of European Commission documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). 
For any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought 
directly from the copyright holders. 

ISBN 978-92-76-10179-6 

ISSN 2467-4362  

DOI 10.2766/989852   

 NC-AR-19-001-EN-N 

EUROPEAN COMMISSION 
Directorate-General for Education, Youth, Sport and Culture 
Directorate R — Performance Management, Supervision and Resources 

Contact:    Arturo Caballero Bassedas 

  E-mail:      Arturo.Caballero-Bassedas@ec.europa.eu 

EAC-REPORTING@ec.europa.eu 

European Commission 
B-1049 Brussels 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
3 |  Erasmus+ Annual Report 2018 

Erasmus+ 

Annual report 2018 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4 | Erasmus+ Annual Report  2018 

 
 
 
5 |  Erasmus+ Annual Report 2018 

emancipate  themselves  and  to  grow  a  sense  of  what  it 
means to be European in the 21st century.  

I truly believe that the best investment in our future is in our 
young people. For this, my objective will be to work towards a 
substantially  more  ambitious  Erasmus  funding  in  the  future 
programming  period.  This  will  allow  us  to  expand  and 
facilitate  access  for  participants  from  all  social, 
economic, geographic backgrounds, to make the European 
Education  Area a reality by 2025 and to promote  excellence 
and networking among European Universities.  

A  stronger  budget  can  support  many  more  unique 
opportunities  at  developing  skills,  including  digital,  fostering 
learning  and  innovation,  boosting  employability,  as  well  as 
increasing youth participation in democratic life. 

Mariya Gabriel 

Commissioner for Innovation, Research, 
 Culture, Education and Youth 

Foreword by the Commissioner 

Erasmus+  is  the  European  Union’s  flagship  programme  that 
invests in education, training, youth and sport. Much more 
than  a  funding  programme,  Erasmus+  has  become  for  our 
young generations an open gateway to Europe and to the 
world.  It  is  the  strongest  possible  antidote  to  isolationism, 
paving the way for a Europe that is no longer a distant reality, 
but  one  that  becomes  a  slice  of  life  through  the  unique 
Erasmus+ experience.  

By  supporting  the  learning  mobility  of  people  and  by 
strengthening cooperation between institutions across Europe, 
Erasmus+  provides  each  year  an  unparalleled  chance  for 
learners  to  broaden  their  vision  of  the  world,  to  acquire 
essential transversal skills and prepare for the job market, to 

 
 
 
 
 
6 | Erasmus+ Annual Report  2018 

 
 
 
 
Foreword by the Director General 

7 |  Erasmus+ Annual Report 2018 

Starting  in  2018,  Erasmus+  has  also  become  a  key  new 
instrument to make the European Education Area a reality 
by  2025,  and  to  help  higher  education  institutions  form 
17 strong  new  alliances,  with  the  European  Universities 
initiative.  

As  in  past  years,  the  programme  fully  delivered  on  its 
objectives, 
implementation 
performance  and  efficient  use  of  funds,  demonstrating  its 
high potential for scaling up implementation in the future. 

excellent 

achieving 

The Erasmus+ programme continues to represent one of the 
most  tangible  achievements  of  the  EU:  uniting  people 
across  the  continent,  creating  a  sense  of  belonging  and 
solidarity.  The  programme  is  giving  millions  of  Europeans  a 
wider  field  of  expression,  creating  new  friendships,  raising 
qualifications and improving the prospects of all participants 
to better succeed in life.  

In  2018,  once  again,  thousands  of  students,  apprentices, 
teachers,  youth  workers,  trainers  in  vocational  training, 
studied, trained or gained professional experience abroad.  

With  a  budget  of  €2.8  billion  euros,  Erasmus+  supported 
more  than  850,000  mobilities,  financed  close  to  95,000 
organisations and funded around 23,500 projects.  

Over the last three decades, more than 10 million people 
have participated in what, for many of them, turned out to be 
life-changing  experiences.  We  stand  ready  to  shape  and 
implement  a  modern,  greener,  more  inclusive  and  fit  for  the 
digital age programme in the years to come. 

Themis Christophidou 

Director General for Education, 
 Culture, Youth and Sport 

 
 
 
 
 
8 | Erasmus+ Annual Report  2018 

 
 
9 |  Erasmus+ Annual Report 2018 

Executive summary  

Erasmus+  is  the  EU’s  flagship  programme  to  support  and 
strengthen  education,  training,  youth  and  sport  in  Europe  with 
34 participating  Programme  Countries:  all  28  EU  Member  States  plus 
Iceland, Liechtenstein, Norway, North Macedonia, Serbia and Turkey.  

Over  the  last  three  decades,  more  than  10  million  people  have 
already  participated  in  what,  for  many  of  them,  turned  out  to  be  life-
changing experiences. However, today, only 4% of young people have the 
chance to benefit from such an invaluable opportunity. 

With  a  budget  of  €2.8  billion,  2018  was  yet  another  record  year, 
with  a  10%  funding  increase  compared  to  2017.  Erasmus+  supported 
more  than  850,000 mobilities,  who  benefitted  from  learning,  working 
or  volunteering  abroad,  financed  close  to  95,000  organisations  and 
funded more than 23,500 projects. 

In  January  2018,  the  European  Commission  published  the  mid-term 
evaluation  of  the  current  Erasmus+  programme,  which  informed 
the  Commission's  proposal  for  the  next  generation  of  the  Erasmus 
programme for 2021-2027. The evaluation found that the programme is 
identified as one of the three most positive results of the EU and that it 
provides strong EU added value.  

In  May  2018,  the  Commission  presented  its  proposal  to  double  the 
budget  of  the  Erasmus  programme  to  €30 billion  for  the  next 
7 year  period.  The  goal  is  to  massively  increase  the  number  of 
large  scale 
programme  beneficiaries  and  participants,  bringing  a 
transformation;  reach  out  to  people  from  all  social  backgrounds;  boost 
mobility  and  cooperation,  in  Europe  and  with  the  rest  of  the  world; 

 
 
10 | Erasmus+ Annual Report  2018 

support  innovation  and  forward-looking  study  fields;  and  promote 
European identity. 

Towards the European Education Area  

As  a  contribution  to  the  European  Social  Summit  in  Gothenburg,  the 
Commission set out a vision for a European Education Area by 2025: 
'a  Europe  in  which  learning,  studying  and  doing  research  would  not  be 
hampered  by  borders.  A  continent,  where  spending  time  in  another 
Member State – to study, to learn, or to work – has become the standard 
and  where,  in  addition  to  one’s  mother  tongue,  speaking  two  other 
languages  has  become  the  norm.  A  continent  in  which  people  have  a 
strong sense of their identity as Europeans, of Europe’s cultural heritage 
and its diversity.' 

By  boosting  learning mobility  and  stimulating  transnational  cooperation 
between learning establishments, Erasmus+ was a driving force in 2018 
to help advance this vision and turn it into reality. One of the flagships of 
the  European  Education  Area  is  the  European  Universities  initiative, 
leading  to  ambitious  and  long-term  transnational  alliances  of  higher 
education 
initiative,  which  was  co-created  with 
stakeholders  in  2018,  resulted in  a  successful  first pilot  call in  October 
2018  with  the  subsequent  emergence  of  the  first  17 European 
Universities. 

institutions.  The 

At the same time, Erasmus+ supported the implementation of the policy 
priorities  under  the  European  Education  Area  such  as  the  Council 
Recommendation  from  May  2018  on  key  competences  for  lifelong 
learning,  and  initiatives  such  as  ‘A  renewed  agenda  for  Higher 
Education’ and ‘School development and excellent teaching for a 
great start in life’. 

Promoting social inclusion, equity and skills 

Building on synergies with the European Year of Cultural Heritage, in 
2018, Erasmus+ called for actions to raise awareness of the importance 
of  Europe's  cultural  heritage.  These  actions  also  supported  skills 
development, social inclusion, critical thinking and youth engagement. 

In  continuity  with  previous  years,  Erasmus+  projects  supporting  social 
inclusion through education, youth and sport activities constituted 
a priority. This is reflected in the programme’s  funding for formal and 
non-formal education and training, and encompasses all levels and 
settings  of  education:  early  childhood  education  and  care,  youth  and 
sport  activities,  initial  and  continuing  vocational  education  and  training, 
higher education and adult learning. 

In  line  with  the  New  Skills  Agenda  for  Europe,  Erasmus+  also 
remained a strong pillar in promoting the full range of knowledge, skills 
and  competences  that  help  people  succeed  in  our  fast-changing 
societies,  including  transversal  skills  such  as  creativity,  problem-solving 
and an entrepreneurial mind-set. 

Going digital 

In 2018, the two cross-cutting themes for mobility projects and strategic 
partnerships  in  all  fields  were  the  development  of  innovative 
curricula  and  the  development  of  new  technologies  and  digital 
competences, reflecting the importance of these subjects in increasing 
employability  and  fostering 
inclusion.  The  Digital  Opportunity 
Traineeship  Initiative  was  launched  to  better  support  students  to 
acquire  the  skills  necessary  for  their  future  and  has  boosted  specific 
digital skills of students in all disciplines. 

 
Work  on  the  digitalisation  of  administrative  processes  associated  with 
Erasmus+, in particular regarding higher education, continued throughout 
2018.  The  Erasmus+ Mobile  App  continued  to  serve  as  a  digital  one-
stop-shop  for  students  and  other  young  people,  providing  them  with  a 
range  of  services  to  ease  their  periods  of  mobility,  the  ability  to  sign 
Learning Agreements online, and a direct link to the  Erasmus+ Online 
Linguistic  Support,  an  online  language  course  in  24  EU  languages 
which enables Erasmus+ participants to improve their language skills. 

The  Erasmus  Without  Paper  Network  was  officially  launched  to 
institutions  to  connect  their  information 
enable  higher  education 
systems,  to  exchange  student  data  in  a  streamlined  way  to  facilitate 
digital management of student mobility. The launch of the Network was 
also  the  first  big  step  in  delivering  the  European  Student  Card 
Initiative,  which  will  propose  a  seamless  interface  with  the  Erasmus+ 
Mobile  App  and  enable  to  establish  a  strong  visible  European  student 
identity.  

The  European  Youth  Portal,  with  5.4 million  visits  in  2018,  launched 
the  Erasmus+  Virtual  Exchanges  platform.  This  ground  breaking 
project  enables  youth  in  Europe  and  the  Southern  Mediterranean  to 
engage  in  meaningful  intercultural  experiences  online,  as  part  of  their 
formal or non-formal education. 

eTwinning,  a  community  connecting  teachers  and  schools,  reached  in 
2018  the  landmark  figure  of more  than  640,000 registered  users  since 
2005.  Similarly,  the  School  Education  Gateway  and  Electronic 
(EPALE),  with  60,000 and 
Platform 
47,000 registered  users  respectively,  contributed  to  the  exchange  of 
information, ideas and practices across Europe.  

for  Adult 

learning 

11 |  Erasmus+ Annual Report 2018 

Highlights by area 

In  the  field  of  school  education,  a  higher  number  of  projects  was 
funded, with more than 3,500 projects supporting the mobility of close to 
40,000 teachers  and  school  staff.  Priority  was  given  to  strengthening 
the profile of the teaching professions, promoting the acquisition of 
key competences, supporting schools to tackle early school leaving, and 
increasing  access  to  affordable  and  high  quality  early  childhood 
education and care. A new and simpler format of School Exchange 
Partnerships has been successfully launched, driving a 60% increase in 
applicant  interest  The  activities  and  priorities  reflected  the  legislative 
progress  in  the  field,  initiating  the  implementation  of  the  Council 
recommendations  on  key  competences  for 
learning,  on 
promoting  common  values,  inclusive  education  and  the  European 
dimension of teaching, on high quality in early childhood education and 
care  systems,  and  on  a  comprehensive  approach  to  the  teaching  and 
learning of languages.  

lifelong 

Concerning  vocational  education  and  training  (VET),  the  Erasmus+ 
programme  continued  to  be  extremely  successful  in  supporting  VET 
learner and staff mobility and to contribute to a bottom-up process of 
internationalisation  of  VET  institutions.  It  allowed  for  more  than 
148,000 VET  learners  to  carry  out  a  learning  period  abroad.  The 
introduction  of  the  ErasmusPro  activity  placed  a  bigger  emphasis  and 
gave  increased  visibility  to  mobilities  longer  than  three  months,  thus 
encouraging  more  VET  organisations  to  send  their  learners  abroad  for 
longer  periods.  Beyond  the  mobility  actions,  Strategic  Partnership 
in  skills 
projects  addressed  common  pedagogical  challenges 
development 
the 
the  VET 
modernisation of the VET provision. Sector Skills Alliances supported 

field  and  contributed 

facing 

to 

 
12 | Erasmus+ Annual Report  2018 

projects  identifying  sector-specific  labour  market  needs  and  enhancing 
the responsiveness of VET systems.  

In  higher  education, priority  was  given  to  developing  relevant  student 
in  particular  digital 
through  mobility, 
knowledge  and  skills 
competences, and to improve the quality of teaching  and relevance of 
curricula  through  staff  training  mobility.  During  the  academic  year 
2017/2018 Erasmus+ funded close to 470,000 higher education student 
and staff mobilities in Europe and with the rest of the world. A range of 
cooperation  projects  fostered  a  better  use  of  ICT  for  learning  and 
teaching as well as better links between higher education institutions and 
employers, and society at large. Among them, 255 Strategic Partnership 
and  31 Knowledge  Alliances  projects  were  funded  in  the  field  of  higher 
education. In 2018, the European Universities initiative, a major new 
policy co-developed with all relevant stakeholders, turned into action. The 
launch of its first pilot call attracted great interest. 

2018  was  a  successful  year  for  the  international  dimension  of 
Erasmus+. Around 28,000 higher education participants from the rest of 
the  world  came  to  study  or  teach  in  the  Programme  Countries,  and 
almost  18,000 Programme  Country  students  studied  or  taught  in  a 
Partner  Country.  With  44  newly  selected  Erasmus  Mundus  Joint  Master 
Degrees  in  2018,  Erasmus+  will  fund  more  than  3,180  student 
scholarships  over  six  years.  The  two  Capacity  Building  actions  in  the 
fields  of  Higher  Education  and  Youth  were  another  means  of  engaging 
with the rest of the world, and brought together 2,800 organisations in 
317  new  projects  in  2018.  In  particular,  youth  cooperation  with  Partner 
Countries  neighbouring  the  EU  was  intensified  within  the  existing 
Western  Balkans  Youth  Window,  the  Eastern  Partnership  Youth  Window 
and  the  Youth  Window  for  Tunisia,  which  provide  additional  funds  to 
reinforce the participation of these countries to the programme. 

In  the  field  of  adult  education,  the  number  of  mobility  of  adult 
education  staff increased to  reach  more  than  8,400.  At the  same  time, 
the number of Strategic partnerships raised by 24% in 2018. Their focus 
was  on  social  inclusion,  and  extending  and  developing  educators' 
competences.  The  second  cycle  of  the  Programme  for  the  International 
Assessment of Adult Competencies (PIAAC) was implemented. 

More  than  155,000  young  people  and  youth  workers  benefited  from 
Erasmus+  funding,  either  in  the  form  of  youth  exchanges  or 
opportunities for youth workers. Through these actions, the programme 
reached out to significant numbers of young people who would normally 
have access to fewer opportunities. 

The  Jean  Monnet  Activities  supported  235  new  actions  in  2018  in 
included  many  teaching 
49 countries.  The  successful  applications 
modules, university chairs, networks, projects, centres of excellence and 
support  to  associations  involving  a  total  support  of  €15.7 million.  Close 
to 50% of the support went to applicants based outside of the European 
Union, which confirms that the Jean Monnet Actions have become truly 
global.  

In  sport,  a  budget  of  €46.1 million  funded  199  projects,  among  which 
118 projects  are  run  by  grassroots  sport  organisations.  In  addition,  it 
funded  the  fourth  edition  of  the  European  Week  of  Sport  with 
unprecedented  success,  with  more  than  50,000  events  across 
Europe, along with activities under the Tartu Call for a healthy life style 
and the promotion of social inclusion through sport. 

 
 
 
 
13 |  Erasmus+ Annual Report 2018 

Programme implementation 

This  report  provides  the  quantitative  and  qualitative  results  of  the 
Erasmus+  programme  for  2018  and  gives  an  overview  of  the 
implementation of the 2018 calls for expression of interest of Erasmus+ 
for the key actions of the programme: 

  Key Action 1 – Learning mobility of individuals 
  Key Action 2 – Cooperation for innovation and the exchange of 

good practices 

  Key Action 3 – Support for policy reform 
 
  Sport 

Jean Monnet Activities 

Further,  project  examples  are  featured  to  illustrate  the  activities 
funded  under  each  action  and  the  statistical  annex  sets  out  detailed 
information  on  the  budget  and  financial  commitments,  as  well  as  the 
calls'  results  and  outputs  per  sector  and  per  country  for  each  action 
implemented under the Erasmus+ budget. 

The 34 Programme Countries are: the 28 EU Member States, Iceland, 
Liechtenstein,  Norway,  North  Macedonia,  Serbia  and  Turkey.  Partner 
Countries are all the other  countries in the world. For a complete 
list of Partner Countries, see the Erasmus+ Programme Guide. 

 
 
 
14 | Erasmus+ Annual Report  2018 

Dissemination and the exploitation of results 

The  dissemination  and  the  exploitation  of  the  programme  results 
maximise the impact of the programme, support the development of 
the  education,  training,  youth  and  sport  policy  fields  and  provide 
evidence to policy making. 

© European Commission 

The  Erasmus+  Project  Results  Platform  exists  since  2015  and  is 
being  continuously  improved.  The  Platform  is  a  comprehensive  online 
database  containing  information  on  over  130,000  projects  financed 
under  Erasmus+  as  well  as  most  projects  supported  by  previous 
programmes (Lifelong Learning Programme, Youth in Action, Tempus and 
Erasmus Mundus Programmes).   

The  Platform  has  a  powerful  search  function,  which  also  allows  to  find 
projects flagged ‘good practices’ and ‘success stories’. These projects 
have distinguished themselves for their policy relevance, communication 
and dissemination potential, impact and sustainability, innovative results 
or  creative  approach,  as  well  as  for  their  potential  to  be  a  source  of 
inspiration  to  applicants  for  other  projects.  The  Platform  also  allows 

visualising on a map the countries of the organisations participating in 
projects. 

To enhance dissemination, 6 videos and 
31  factsheets  of  selected  success 
stories were produced in 2018. Capturing 
on  one  page  the  key  elements  of  a 
particularly 
project, 
suitable  for  enhancing  awareness  of  the 
Erasmus+ programme. 

factsheets  are 

© European Commission 

a  Network  of  Erasmus+  National  Agencies 
In  2018, 
Communication Officers was established. The network is composed of 
National  Agencies  staff  working  in  the  field  of  communication  and 
dissemination and is open to the participation of other stakeholders. The 
objectives of the network are:  

 
 

 

to share good practices and resources, 
to  improve  capacity  and  gain  knowledge  of  innovative 
communication tools, 
to provide input and feedback to the Commission on the next 
generation of Erasmus for 2021-2027. 

 
 
 
 
 
 
 
 
 
Social Media  

Social  media  plays  a  central  part  in  the  Erasmus+  communication 
strategy, allowing the European Commission to directly reach out to and 
engage with the public, notably young people.  

1,040, meaning that on average each follower engaged with a piece of 
content at least once.  

In  addition,  the  hashtag  #ErasmusPlus  was  used  128,000  times  by 
25,000 unique authors.  

15 |  Erasmus+ Annual Report 2018 

The  Erasmus+  social  media  channels  –  Facebook  and  Twitter  -  serve 
primarily two purposes: informing about EU programmes, initiatives and 
policies  related  to  education  on  one  hand,  and  building  an  interactive 
community  of  young  people  enthusiastic  about  Europe,  Erasmus+  and 
the many opportunities offered by the EU on the other.  These channels 
the 
contribute 
Commission  to  form  a  more  positive  opinion  about  the  EU  among 
citizens.  

the  overarching  communication  objective  of 

to 

After an impressive growth in 2017, which can be ascribed to the social 
media campaign for the Erasmus 30th anniversary, in 2018 the Erasmus+ 
social  media  platforms  continued  to  grow  at  a  lower  but  steady  rate, 
proving their relevance and good performance.  

With  71,600  new  fans  in 2018,  an  increase  of  16,5%  compared  to  the 
individual 
previous  year,  Erasmus+  continued  to  be  the  biggest 
Facebook  page  of  the  European  Commission,  besides  the  corporate 
account. By the end of the year, the page had achieved a total fan base 
of 504,790 and had an average daily reach of 262,000 people, which is 
54,7% more than in the previous year.  

Erasmus+  Twitter  also  saw  a  positive  development,  gaining  14,900 
followers  in  the  course  of  the  year,  which  is  twice  as  many  as  in  the 
previous year. By the end of 2018 Erasmus+ Twitter had reached 76,570 
followers.  Interactions  per  1,000  followers  also  went  up,  from  638  to 

The best performing Facebook Post of 2018: 
Reach: 330,500 
Engagements: 23,070 
Reactions, Comments and Shares: 9,839 

 
 
 
 
16 | Erasmus+ Annual Report  2018 

 
 
 
 
 
17 |  Erasmus+ Annual Report 2018 

Table of Contents 

Foreword by the Commissioner ............................................................ 5 

Foreword by the Director General ......................................................... 7 

Executive summary .............................................................................. 9 

Dissemination and the exploitation of results ...................................... 14 

Social Media .......................................................................................... 15 

4.  Key Action 2 - Cooperation for innovation and the exchange of good 
practices ............................................................................................. 47 

4.1 

4.2 

4.3 

4.4 

4.5 

Strategic Partnerships ................................................................ 48 

Capacity building ........................................................................ 55 

Knowledge Alliances................................................................... 57 

Sector Skills Alliances ................................................................. 58 

Collaborative Platforms .............................................................. 59 

Table of Contents ............................................................................... 17 

5.  Key Action 3 - Support for policy reform ....................................... 65 

1. 

The 2018 priorities ...................................................................... 19 

Political context ..................................................................................... 19 

Legislative progress ............................................................................... 19 

Looking forward .................................................................................... 20 

2.  Programme implementation ....................................................... 21 

5.1 

5.2 

5.3 

5.4 

5.5 

Knowledge in the fields of education, training and youth ......... 65 

Initiatives for policy innovation .................................................. 66 

Cooperation with International Organisations .......................... 68 

Stakeholder dialogue and policy promotion .............................. 70 

Support to European Policy tools and networks........................ 72 

Digitalisation .......................................................................................... 21 

Budget and financial commitments ...................................................... 23 

6. 

7. 

Jean Monnet Activities ................................................................ 81 

Sport Activities ............................................................................ 87 

Cooperation with National Agencies and programme stakeholders .... 24 

Glossary of terms ................................................................................ 93 

3.  Key Action 1 - Learning mobility of individuals ............................. 29 

Figures ............................................................................................... 95 

3.1  Mobility for Education and Training .......................................... 30 

3.2  Mobility in the field of youth ..................................................... 40 

3.3  Mobilities from the Outermost regions .................................... 43 

3.4 

3.5 

Erasmus Mundus Joint Master Degrees .................................... 43 

Erasmus+ Master Loans............................................................. 44 

 
 
18 | Erasmus+ Annual Report  2018 

 
 
 
1. The 2018 priorities  

Political context 

In  December  2017,  the  EU  leaders  identified  priority  work  strands 
towards  achieving  a  European  Education  Area  by  2025,  where 
learning  mobility  is  the  norm,  where  universities  can  work  seamlessly 
across borders, where it is normal to speak two languages in addition to 
the  mother  tongue,  where  school  and  higher  education  diplomas  are 
automatically  and  mutually  recognised,  where  everyone  feels  they 
belong, irrespective of their background and where Europe would become 
a continent of excellence in education and research.  

More  specifically,  following  the  call  of  EU  leaders  to  encourage  the 
emergence  of  ‘European  Universities’,  the  first  call  for  proposals  was 
launched  in  October  2018  for  the  emergence  of  the  first  17  European 
Universities. These ambitious transnational alliances of European higher 
education  institutions  will  develop  long-term  structural  and  strategic 
cooperation.  

In  2018,  Erasmus+  continued  to  support  the  implementation  of  the 
objectives  of  the  2015  Paris  Declaration  on  promoting  citizenship 
and  the  common  values  of  freedom,  tolerance  and  non-
discrimination through education.  

Erasmus+  also  continued  to  support  the  priorities  of  the  Strategic 
framework  for  European  cooperation  in  education  and  training 
(ET2020) and to reflect the objectives of:  

  The Strategic Agenda of the European Union for Jobs, 
Growth, Fairness and Democratic Change (2014-2019) 

  The Europe 2020 strategy (EU2020) 

19 |  Erasmus+ Annual Report 2018 

  The EU Youth Strategy (2010-2018)  
  The EU Work Plan for Sport (2017-2020) 

Legislative progress 

In 2018, the Commission adopted the following key documents:  

  a  proposal  for  an  updated  Council  Recommendation  on  Key 
Competences  for  lifelong  learning,  which  sets  out  the 
knowledge,  skills,  and  attitudes  needed  by  all  for  personal 
fulfilment  and  development,  employability,  social  inclusion  and 
active citizenship.   

  a  proposal  for  a  Council  Recommendation  on  promoting 
common  values,  inclusive  education  and  the  European 
dimension of teaching. The Recommendation aims to promote 
common values  at  all  levels  of  education;  foster  more  inclusive 
education;  encourage  a  European  dimension  of  teaching  and 
support  teachers.  It  seeks  to  create  the  conditions  for  greater 
commitment  by  Member  States  and  to  help  build  education 
systems that are more inclusive and value–based. 

  a Communication on the Digital Education Action Plan. This 
action  plan  identifies  three  key  priorities:  making  better  use  of 
digital  technology  for  teaching  and  learning,  developing  the 
relevant  digital  skills  and  competences  of  all  citizens,  and 
improving  education  systems  through  better  data  analysis  and 
foresight.  

  a Communication on Building a stronger Europe: the role of 
youth,  education  and  culture  policies,  which  included  how  work 
on  European  Universities  and  the  European  Student  Card 

 
20 | Erasmus+ Annual Report  2018 

Initiative  would  be  carried  forward  within  the  Erasmus+ 
programme. 

Looking forward 

  a proposal for a Council Recommendation on promoting the 
automatic  mutual  recognition  of  higher  education  and 
upper  secondary  school  education  diplomas  and  the 
outcomes of learning periods abroad. This represents a new 
approach,  which  will  support  Member  States  in  ensuring  that 
upper  secondary  and  higher  education  qualification  gained  in  a 
Member State are automatically recognised in the others, for the 
purpose  of  granting  access  to  further  study.  This  includes 
reinforcing  the  commitment  of  Erasmus+  beneficiaries  to  fully 
and automatically recognise The ECTS (European Credit Transfer 
and  Accumulation  System)  Credits  earned  abroad  by  their 
students as agreed in the Learning Agreement.  

  a  proposal 

for  a  Council  Recommendation  on  a 
comprehensive  approach  to  the  teaching  and  learning  of 
languages,  which  aims  at  increasing  language  competences  of 
young  people  by  addressing  the  need  to  invest  in  language 
learning  and  increasing  language-awareness  in  compulsory 
education. 

  a  proposal  for  a  Council  Recommendation  on  high  quality 
early  childhood  education  and  care  systems,  to  support 
Member States in their efforts to improve access to and quality 
of  their  early  childhood  education  and  care  systems,  and 
promote  the  use  of  the  Quality  Framework  for  Early  Childhood 
Education and Care. 

In  January  2018,  the  European  Commission  published  the  mid-term 
evaluation  of  the  current  Erasmus+  programme.  This  evaluation 
found that the programme is being identified as one of the three most 
positive results of the EU and that it provides strong EU added value. 
Its  sectoral  coverage,  programme  architecture  and  management 
structure enable the programme to deliver unique results.  

Furthermore,  the  evaluation  found  that  Erasmus+  is  successful  in 
reaching  out  to  disadvantaged  young  people  (11.5%  of  the  total 
number  of  participants)  and  has  a  good  geographical  balance.  This 
evaluation, the recommendations of a wide-ranging impact assessment, 
the feedback from the open public consultation on EU funds in the area 
of  values  and  mobility,  and  various  contributions  from  relevant 
stakeholders, 
informed  the  Commission's  proposal  for  the  next 
generation of the Erasmus programme for 2021-2027. 

its  proposal  for  the  future  Erasmus 
The  Commission  adopted 
programme on 30 May 2018, still to be adopted by the Council and the 
European  Parliament  in  2020.  The  proposal  for  the  future  programme 
aims  to  ensure  stability  and  continuity  with  the  current 
programme, while introducing a number of improvements and novelties 
such as virtual and blended mobility, more focus on the development of 
forward-looking skills, and enhanced efforts to become a more inclusive 
and  accessible  programme.  In  addition,  the  Commission  proposed  to 
strengthen  the  international  dimension  of  the  programme  beyond 
higher education and youth, and opening to areas such as vocational 
education  and  sport.  The  programme  will  also  focus  on  raising 
awareness and better understanding of the European Union and its 
values, as well as on fostering engagement in democratic life. 

 
21 |  Erasmus+ Annual Report 2018 

The Council adopted a new EU ‘Youth Strategy’ for 2019-2027 that 
sets the long-term frame, priorities and tools for European cooperation in 
the youth field. The EU ‘Youth Strategy’ goal is to engage, empower, and 
connect young people, to foster their participation in democratic life and 
to  support  their  personal  development.  The  EU  Youth  Strategy  also 
endorsed 11 European Youth Goals, which young people themselves put 
forward  through  the  Youth  Dialogue  process,  and  calls  for  the 
mobilisation  of  youth  policy  instruments  to  achieve  these  goals.  The 
Strategy also builds on the potential of the Youth programmes, such as 
Erasmus+ youth and the European Solidarity Corps. 

development. The programme also evolved to integrate the EU strategic 
priorities  of  increasing  digital  skills  across  the  areas  of  education, 
training and youth. 

In  the  context  of  the  European  Year  of  Cultural  Heritage  2018, 
priority  was  given  to  actions  contributing  to  raising  awareness  of  the 
importance  of  Europe's  cultural  heritage  through  education,  life-long 
learning,  informal  and  non-formal  learning,  youth  as  well  as  sport,  and 
included  actions  to  support  skills  development,  social  inclusion,  critical 
thinking and youth engagement. 

2. Programme implementation 

Digitalisation 

In  2018,  there  was  significant  continuity  in  the  programme 
priorities. As in previous years, emphasis was placed on activities of the 
programme  which  promoted  and  fostered  social  inclusion,  equity 
and  active  citizenship  in  formal  and  non-formal  education,  training, 
youth  and  sport.  Integrated  and  innovative  approaches  aimed  at 
fostering 
inclusion,  diversity,  equality,  gender-balance  and  non-
discrimination in education, training and youth activities.  

The  programme  also  focused  on  actions  supporting  the  professional 
development of educators and youth workers, particularly in dealing 
with early school leaving, learners with disadvantaged backgrounds and 
diversity  in  classrooms.  Further  priority  areas  included  supporting  open 
education and innovative teaching practices, fostering transparency 
and  recognition  of  skills  and  qualifications  as  well  as  promoting 
sustainable investment, performance and efficiency.  

Work  on  the  digitalisation  and  simplification  of  administrative 
processes  associated  with  Erasmus+,  and in  particular  regarding Higher 
Education, continued throughout 2018.  

Erasmus+ Mobile App  

The  Erasmus+  Mobile  App 
continued  to  serve  as  a 
digital  one-stop-shop  for 
students and other young 
people, providing them with 
information, tips, 
notifications 
© European Union 
services to help make organising their periods of mobility easier. The app 
was downloaded and installed more than 73,000 times since its launch 
in mid-2017. 

other 

and 

The  Erasmus+  programme  continued  to  focus  on  actions  which  helped 
learners  develop  skills  for  employability  and  professional 

The  app  enables  participants  to  have  all  of  the  necessary  and  relevant 
information on their Erasmus+ mobility at their fingertips, including 

 
150,000 participants have used OLS courses, representing an increase 
of  around  15%  as  compared  to  the  previous  year.  In  total,  more  than 
530,000  participants  have  benefitted  from  online  language  training 
courses since the launch of OLS in 2014. Among them over 8,000 newly 
arrived refugees in society aquired new languages skills through the ‘OLS 
for Refugees’ initiative. 

Erasmus+ virtual exchange  

Erasmus+ Virtual Exchange 
is  a  ground  breaking  project 
enabling  youth  in  Europe  and 
the Southern Mediterranean to 
engage  in  meaningful  inter-
© European Union 
cultural  experiences  online,  as  part  of  their  formal  or  non-formal 
education.  The  hub  on  the  European  Youth  Portal  centralises  all 
information  related  to  the  Erasmus  Virtual  Exchanges  initiative  in  one 
place.  In  doing  so,  it  further  strengthens  people-to-people  contacts 
and  intercultural  dialogue  between  Erasmus+  Programme  Countries 
in Europe and our EU neighbours in the south.  

22 | Erasmus+ Annual Report  2018 

a step-by-step checklist of the mobility cycle, practical information from 
former  participants,  a  direct  link  to  the  Erasmus+  Online  Linguistic 
Support,  and  the  ability  to  sign  Learning  Agreements  online.  Users  can 
add their own content as well, such as tips about the city or the country 
of exchange. 

It  also  enables  higher  education  institutions  to  send  important 
notifications to their mobility participants throughout the mobility cycle, 
facilitating  the  flow  of  information.  By  further  optimising  the  use  of 
technology  and  the  IT  tools  available  to  project  coordinators  in  higher 
education  institutions,  programme  management  will  become  more 
efficient with higher quality services for participants. 

Online Linguistic Support 

Erasmus+  Online  Linguistic  Support 
(OLS)  promotes  language  learning  and 
linguistic  diversity.  It  allows  Erasmus+ 
participants to improve their knowledge 
of the language in which they will work, 
study or volunteer abroad, and measure 
their  progress  between  the  start  and 
the end of their mobility period. In the first five years, around 1.3 million 
Erasmus+ participants have benefitted from the OLS assessment tool.  

©CLL language centres 

Erasmus+  OLS  is  continuously  improving  its  courses  and  expanding  on 
the  number  of  languages  on  offer.  With  a  total  of  24  languages,  all 
official  EU  languages  are represented in  the  language  assessment.  The 
most frequently accessed language courses are English, French, German, 
Spanish and Italian. 

The  number  of  participants  that  enjoy  Online  Linguistic  Support  to 
improve their language abilities continues to grow in numbers. In 2018, 

 
 
 
 
Budget and financial commitments 

4

3

2

1

0

8.7%

1.4%

3.3%

1.6%

1.6%

4.2%

23.8%

Heading 1

Heading 4 & EDF

Other fund
sources

23 |  Erasmus+ Annual Report 2018 

KA1

KA2

KA3

Jean Monnet

Sport

Management fees NAs

Administrative expenditure

55.3%

International cooperation

2014 2015 2016 2017 2018 2019 2020

Figure 1 - Erasmus+  financia l e nvelope  2014- 2020 (in  bi lli on  EUR)  

Figure 2 - Era smus+  Budget  C ommitments  2 01 8  per Key Acti on  

Budget 2014-2020 

The  Erasmus+  indicative  financial  envelope  is  €16.4 billion  for  the 
period  2014-2020:  €14.5 billion  under  EU  budget  heading  1a 
(Competitiveness for growth and jobs) and €1.9 billion under Heading 4 
(Global  Europe)  to  address  the 
international  dimension  of  the 
programme. 

Budgetary Execution 2018 

The  total  budget  of  the  Erasmus+  programme  increased  year  on  year 
including  additional  budget  voted  by  the  budget  authority.  The  final 
budgetary execution (EU Budget Commitments) for 2018 amounts 
to  €2.82  billion,  being  €263 million  more  compared  to  2017  (10.3% 
increase). 

Compared  to  the  previous  years,  there  is  a  slight  increase  in  the 
combined allocation to Key Action 1 and Key action 2 from 76% in 2017 
to 79% in 2018, while the budget share for International cooperation has 
slightly decreased from 11% in 2017 to 9% in 2018. 

In line with previous years and in accordance with the legal basis of the 
programme,  the  education  and  training  sector  received  the  largest 
budget share with almost 74% of the commitments in 2018; the youth 
sector  received  around  9%  for  the  same  period.  The  remaining  budget 
was  distributed  between  Jean  Monnet,  sport,  international  cooperation, 
administrative  expenditure  and  management  fees  for  the  National 
Agencies. 

 
 
 
 
 
24 | Erasmus+ Annual Report  2018 

5.0%

8.7%

Education and Training

2.7%

18.6%

1.6%

1.6%

8.7%

Youth

Jean Monnet

Sport

International Cooperation

74.3%

Other

78.7%

Direct Management- EC

Direct Management- EACEA

Indirect Management - NAs

Figure 3 – Era smus+  Budget C ommitments  201 8  per Se ct or  

Figure 4 – Erasmus+  Budget  C ommitments  201 8  by Manageme nt mode  (in mi lli on EUR ) 

The  Erasmus+  programme  implementation  in  Programme  Countries  is 
mainly  entrusted  to  the  National  Agencies  (indirect  management), 
appointed  and  supervised  by  National  Authorities  of  the  participation 
countries  to  the  Erasmus+  programme,  but  is  also  carried  out  in  direct 
management mode via the Education, Audio-visual and Culture Executive 
Agency (EACEA) and to a lesser extent by the Directorate-General for 
Education, Youth, Sport and Culture of the European Commission.  

In 2018 the actions implemented through National Agencies represented 
79% of the Erasmus+ commitments. The National Agencies managed to 
commit entirely the Heading 1 and Heading 4 budgets allocated to them. 

Cooperation with National Agencies and programme 
stakeholders 

Since 2014, a number of consultative working groups set up for a co-
creation  process  between  the  European  Commission  and  National 
Agencies  continue  to  provide  input  to  improve  the  overall  programme 
implementation:  

  The  cross-sectoral  working  groups  continued  to  make 
significant  contributions  to  the  domains  of  communication,  IT 
systems  and  through  staff  training  to  support  horizontal 

 
 
 
 
25 |  Erasmus+ Annual Report 2018 

activities  such  as  Strategic  Partnerships,  reporting,  monitoring 
and evaluation. 

  The  sector-specific  working  groups  in  the  higher  education, 
vocational  education  and  training,  school  education  and  youth 
fields continued their cooperation to progress in several domains 
such  International  Credit  Mobility,  Erasmus+  Higher  Education 
Charter, and the Youthpass. 

 

In  view  of  the  preparation  of  the  future  Erasmus  programme, 
new horizontal and field-specific working groups on mobility and 
cooperation actions were established in the second half of 2018. 
In  Higher  Education,  this  process  has  been  facilitated  through 
three  dedicated  Working  Groups  discussing  future  mobility 
activities,  the  future  of  cooperation  projects  and  the  future 
Erasmus Charter for Higher Education. 

The  Youthpass  Advisory  Group  discussed  the  implementation  of 
Youthpass  and  engaged  in  reflections  on  a  revised  Key  Competences 
framework and on the development of a monitoring strategy. The Group 
explored  and  analysed  some  of  the  ideas  for  future  renewal  of  the 
instrument  to  continue  supporting  the  quality  and  recognition  of  non-
formal and informal learning in Erasmus+ youth projects in the years to 
come. 

 
 
 
26 | Erasmus+ Annual Report  2018 

 
 
 
 
27 |  Erasmus+ Annual Report 2018 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
28 | Erasmus+ Annual Report 2018 

 
 
 
29 | Erasmus+ Annual Report 2018 

3. Key Action 1 - Learning mobility of 

Three main types of activities are supported under Key Action 1: 

individuals 

In 2018, Key Action 1, the largest action in Erasmus+, received 55% 
of  the  Erasmus+  total  budget  and  was  mainly  implemented  by  the 
National  Agencies.  The  EU  committed  €1.56 billion  under  Heading  1  for 
KA1, 12% more than in 2017. 

8.6
0.5%

133.9
8.6%

Direct Management - EC

Direct Management - EACEA

Indirect Management - National Agencies

1,416.6
90.9%

Figure 5 - KA1 - Erasm us+  Bud get  Com mitments  by  Management mode  
 (in milli on EUR)  

By  funding  transnational  mobility  activities,  Key  Action  1  aims  to 
enhance the skills, employability and intercultural awareness of 
the  participants.  Moreover,  it  provides  support  for  young  people  to 
engage in democratic life, promotes the inclusion of learners with 
fewer  opportunities,  and  reinforces  the  professional  development 
of staff working in education, training and youth.  

  Mobility in the field of education, training and youth, which 
provides  opportunities  to  students,  trainees,  recent  graduates, 
young  volunteers,  professors,  teachers,  trainers,  youth  workers, 
staff  of  education  institutions  and  civil  society  organisations  to 
undertake  learning  and/or  professional  experience  in  another 
country. 

  Erasmus Mundus Joint Master Degrees promoting excellence, 
quality  improvements  and  the  internationalisation  of  higher 
education,  by  offering  students  mobility  opportunities  within  a 
highly-integrated study programme delivered by an international 
consortium of higher education institutions. 

  The Erasmus+ Master Loan scheme provides increased access 
to  EU-guaranteed  loans  on  favourable  terms  for  students 
following a Master’s programme in another participating country.  

Furthermore, Key Action 1 enables participating organisations to improve 
the quality of their teaching, helps them modernise their curricula, 
and  strengthen  their  international  network  and  institutional  leadership 
and management skills. 

Key Action 1 covers the following action types: 

  KA101: School education staff mobility  

  KA102/KA116: Vocational Education and Training (VET) learners 

and staff mobility  

  KA103: Higher education students and staff mobility within 

Programme Countries  

 
 
 
30 | Erasmus+ Annual Report 2018 

  KA107: Higher education students and staff mobility between 

3.1  Mobility for Education and Training  

Programme and Partner Countries  

  KA111: Erasmus Mundus Joint Master Degrees 

  KA104: Adult education staff mobility  

  KA105: Mobility of young people and youth workers  

  KA125: Mobility projects for young people: Volunteering projects 

)
€
(

n
o
i
l
l
i

m
n

i

t
n
a
r
G

900

800

700

600

500

400

300

200

100

0

853

794

722

675

645

900

800

700

600

500

400

300

200

100

)
s
d
n
a
s
u
o
h
t
(

s
e
i
t
i
l
i
b
o
M

School Education and
Staff Mobility

VET Learners and staff
mobility

Higher Education student
and staff mobility
(Programme Countries)
Higher Education student
and staff mobility
(Partner Countries)
Adult Education and staff
mobility

Youth Mobility

2014

2015

2016

2017

2018

Figure 6 - KA1 M obility  Trends  2014 - 2017 for indirect management  

Since  2014,  overall  Key  Action  1  activity  has  increased  steadily,  with  a 
total  of  more  than  18,000  projects  contracted  in  2018,  853,000 
individual  mobilities  and  close  to  70,000  organisations  have  reaped 
benefits from Key Action 1 funding in 2018. 

This  Key  Action  has  a  strong  impact  at  both  individual  and 
organisational levels. 

KA101 - School education staff mobility 

2018 was a successful year for Erasmus+ in schools. The budget for 
school  education  staff  mobility  reached  €81.1 million,  an  increase  of 
31% compared to 2017. The number of contracted projects increased by 
in  2018. 
21%  compared  to  2017,  with  3,527  projects  funded 
Consequently, the number of staff mobility periods abroad in contracted 
projects expanded by 25%, and the average funding per participant also 
slightly increased to €1,708. 

 10,000

s
t
c
e
j
o
r
P

f
o

o
N

 8,000

 6,000

 4,000

 2,000

 -

8,978

31%

7,204

35%

10,187

8,419

9,113

30%

32%

35%

2,806 

2,542 

2,542 

2,914 

3,527 

Call 2014

Call 2015

Call 2016

Call 2017

Call 2018

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

e
t
a
R

s
s
e
c
c
u
S

Projects Received

Projects Granted

Success Rate

Figure 7 - KA1 01 Sch ool Educati on  pr oj ect s trend 2014 - 201 8 

The  top  five  topics  covered  by  the  selected  projects  was  similar  to  the 
previous years: teaching and learning foreign languages; new innovative 
curricula  and  training  courses;  digital  competences;  pedagogy  and 
didactics; and schools' quality development. 

 
 
 
 
 
 
 
 
 
 
 
 
21.0 

21.1 

23.5 

46.5 

43.0 

43.5 

39.5 

81 

31.7 

62.2 

)
€
n
o
i
l
l
i

m

(

t
n
a
r
G

85
80
75
70
65
60
55
50
45
40
35

Call 2014

Call 2015

Call 2016

Call 2017

Call 2018

Number of Participants (thousand)

Grant Amount (million €)

Figure 8 -  KA1 01 Sch ool Educati on:  contracted  grants  
and foreca sted participant s per call year  

)
d
n
a
s
u
o
h
t
(

s
t
n
a
p
i
c
i
t
r
a
P

f
o

o
N

40

35

30

25

20

15

10

5

0

. 

Our School for The Future 

Coordinating organisation 
Kozgazdasagi Politechnikum Alternativ Gimnazium 

EU Grant 
€36,223 

The project supported training and job-shadowing of school leaders 
and teachers of an independent school with the aim of discovering 
and adapting innovative educational methods and strategies. The 
results were the renewal of teaching and management practices and 
the enhancement of the European dimension of the school. 

Project ID: 2016-1-HU01-KA101-022800 

31 | Erasmus+ Annual Report 2018 

Local and regional school authorities as well as other school coordinating 
bodies  applying  as  consortium  leaders  contributed  to  provide  easier 
access  to  the  programme  to  small  and  less  experienced  schools.  The 
number of projects using this opportunity continued to increase steadily 
in 2018 reaching 285, 57% more than in 2017 

KA102/KA116  -  Vocational  Education  and  Training  (VET) 
learners and staff mobility  

After  a  stagnation  in  2017,  more  VET  learners  and  staff  benefit 
from  Erasmus+  in  2018.  The  number  of  received  applications  in  VET 
for learners and staff mobility increased by over 750, to reach 7,854 in 
2018. 

s
t
c
e
j
o
r
P

f
o

o
N

10,000

8,000

6,000

4,000

2,000

0

5,912

53%

6,530

7,098

7,101

7,854

47%

46%

51%

48%

3,156

3,086

3,235

3,620

3,754

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

e
t
a
R

s
s
e
c
c
u
S

Call 2014 Call 2015 Call 2016 Call 2017 Call 2018

Projects Received

Projects Granted

Success Rate

Figure 9 - KA1 02/KA116 VET  pr oject s t rend 2014 - 201 8 

In  2018,  3,754  projects  were  contracted  for  a  total  grant  of 
€374.2 million.  148,000  VET  learners  and  more  than  22,000  VET  staff 
will carry out a mobility period abroad before June 2020. 

 
 
 
 
 
 
 
 
 
 
 
 
 
32 | Erasmus+ Annual Report 2018 

The  selected  projects  in  2018  mainly  covered  teaching  and  learning 
foreign  languages;  intercultural/intergenerational  education  and  lifelong 
learning; 
including  career  guidance/youth 
unemployment;  new 
innovative  curricula/educational  method;  EU 
awareness  and  democracy;  and  international  cooperation  and  EU 
citizenship. 

labour  market 

issues 

347 projects used the opportunity of applying as national consortia. This 
cooperation format supports the development of internationalisation and 
improves the quality and management of the mobility activities.  

)
d
n
a
s
u
o
h
t
(

s
t
n
a
p
i
c
i
t
r
a
P

f
o

o
N

180

160

140
120

100

80
60

40

20

0

160

170

374

313

126

130

140

264

267

276

390

350

310

270

230

190

150

)
€
n
o
i
l
l
i

m

(

n

i

t
n
a
r
G

contracted  in  2018  were  submitted  by  VET  Charter  holders.  These 
projects represented 25% of the forecasted participants. 

Enhancing long-term mobilities 

In  2018,  ErasmusPRO  was  introduced.  It  aims  at  increasing  long-term 
mobility abroad (3 to 12 months), for VET learners or recent graduates. It 
responds  to  calls  from  the  European  Parliament,  as  well  as  companies, 
and  other  VET  stakeholders,  to  increase  the  quality,  the  attractiveness, 
long-duration 
and 
workplacements  abroad.  604  projects  were  contracted 
in  2018, 
representing  over  12,000  ErasmusPro  mobilities.  This  specific  support 
contributed to an increase of 31% of VET learner mobilities lasting more 
than 3 months. 

the  employability  of  VET 

learners 

through 

Positive impact on participants 

The  very  first  feedback  from  participants  demonstrates  the  positive 
impact mobility has in terms of personal  and professional  development 
in the VET sector:  

Call 2014 Call 2015 Call 2016 Call 2017 Call 2018

  95%  are  satisfied  or  rather  satisfied  with  their  Erasmus+ 

Number of Participants(thousand)

Grant Amount (million €)

experience, 

Figure 10 -  KA1 02/KA116 VET :  contracted  grants  
and foreca sted participant s per call year  

Erasmus+ offers organisations with proven capacity for organizing high-
quality  learning  mobilities  some  possibilities  to  further  develop  their 
European 
through  VET  mobility 
Charters.  This  accreditation  gives  them  the  opportunity  to  apply  for 
mobility grants through a fast-lane procedure (KA116) while reducing the 
administrative  workload  of  the  Charter  holders.  18%  of  the  projects 

internationalisation  strategies 

  91%  declared  to  have  become  more  motivated  to  carry  on 

developing their professional skills, 

  80%  gained  practical  skills  relevant  for  their  current  job  and 

professional development. 

 
 
 
 
 
 
 
 
 
 
Go Global 

Coordinating organisation 
Aarhus Tech 

EU Grant 
€84,473 

Go Global focused on the important intersection of vocational training 
and international mobility in today’s labour market. VET students and 
teachers within the partner organizations engaged in job shadowing, 
teaching assignments, network meetings and conferences focused on 
the  development  of  European  VET  professionalism.  This  cultural 
collaboration 
future 
Educational  Credit  System  for  Vocational  Education  and  training 
(ECVET) modules and best practices. Go Global advocated the benefits 
of 
international  mobility  through  vocational  training,  exposing 
students to valuable knowledge and practices within the VET field. 

in  better  quality  assurance  of 

resulted 

Project ID: 2016-1-DK01-KA116-022193 

KA103 - Higher education student and staff mobility 

After celebrating the 30th anniversary of Erasmus+ in 2017, in 2018 the 
Commission  launched  several  ambitious  new  initiatives  that  will  pave 
the  way  to  making  mobility  a  reality  for  all  as  set  forward  in  the 
work  towards  a  European  Education  Area  by  2025.  This  includes 
removing  any  barriers  to  learning,  teaching  and  training  mobility  for 
students  and  staff  in  higher  education,  promoting  social  inclusion, 
innovation, 
the 
competitiveness of European higher education institutions.   

cross-disciplinary 

cooperation 

enhancing 

and 

33 | Erasmus+ Annual Report 2018 

In  December  2018,  the  Erasmus  Without  Paper  Network  was 
officially launched. The network enables higher education institutions to 
connect  their  information  systems  to  exchange  student  data  in  a 
streamlined  way  to  facilitate  digital  management  of  student  mobility. 
The  Erasmus  Without  Paper  project  is  also  developing  a  solution  for 
higher  education  institutions  without  their  own  information  system  to 
manage student mobility and to connect  to the  Erasmus Without Paper 
Network.  Over  1,300  higher  education  institutions  across  Europe  are 
already  involved  in  the  testing  phase.  The  goal  is  to  fully  replace 
paperwork for a smooth and interoperable digital workflow for all higher 
education institutions in the next programme.  

The  launch  of  the  Network  is  also  the  first  big  step  in  delivering  the 
European  Student  Card  Initiative.  The  European  Student  Card 
Initiative  will  develop  a  digital  one-stop  shop  for  students,  via  the 
Erasmus+  Mobile  App,  to  have  easy  access  to  all  the  services  they  will 
need  before,  during  and  after  their  mobility  and  enable  the  ‘European 
Student’ hologram to be added onto existing student cards to establish a 
strong visible European student identity.  

Boosting digital and forward looking skills 

Funded  through Horizon 2020 and implemented through  Erasmus+, the 
Digital  Opportunity  Traineeship  Initiative  was  launched  to  better 
support  students  to  acquire  the  skills  necessary  for  their  future.  It  has 
boosted specific  digital  skills of students in all disciplines, with the first 
trainees  going  abroad  in  June  2018.  During  the  academic  year 
2018/2019,  around  5,000  students  have  enhanced their digital  skills in 
areas  such  as  programming,  cybersecurity,  data  analytics,  digital 
marketing, development of apps, software and websites, and training of 
robots and artificial intelligence applications.  

 
 
 
 
34 | Erasmus+ Annual Report 2018 

Reaching  out  to  more  higher  education  institutions  and 
mobility participants  

Intra-European mobility activities in higher education increased again in 
2018.  Over  4,000  higher  education  institutions  and  mobility  consortia 
were awarded with mobility grants. With a total of 325,000 student and 
69,700  staff  mobilities  between  Programme  Countries  in  2017/2018, 
Erasmus+ supported a higher number of students and staff as compared 
to the previous year.  

There is a strong trend with students increasingly opting to do Erasmus+ 
traineeships abroad, showing the great interest among young people to 
get  practical  experiences  abroad  to  improve  their  career  prospects.  In 
2017/2018,  95,800  students  as  well  as  recent  graduates  undertook 
training  abroad  compared  to  76,000  participants  in  2014,  bringing  the 
total  number  of  student  and  recent  graduate  traineeships  under 
Erasmus+ to 343,600. At the same time, 229,700 students went abroad 
for  one  or  two  semesters  to  study.  In  terms  of  staff  mobility,  36,000 
academic  staff  went  abroad  to  teach  at  a  partner  institution  while 
33,700  teaching  and  administrative  staff  developed  specific  skills 
through  undertaking  a  training  period  abroad.  Staff  mobility  to 
develop  innovative  pedagogical  and  curriculum  design  skills  was 
a key priority in 2018.  

100%

80%

60%

40%

20%

0%

e
t
a
R

s
s
e
c
c
u
S

4,000

3,765

3,843

3,998

71%

70%

4,070

4,204

73%

73%

78%

s
t
c
e
j
o
r
P

f
o

o
N

3,000

2,000

1,000

0

3,620

3,731

3,886

3,968

4,096

Call 2014

Call 2015

Call 2016

Call 2017

Call 2018

Projects Received

Projects Granted

Success Rate

Figure 11 - KA1 03 Higher Education  pr oje cts  trend 2014 - 201 7 
N B :   S u c c e s s   r a t e   f o r   H i g h e r   E d u c a t i o n   K A 1 0 3   i s   c a l c u l a t e d   b a s e d   o n   p a r t i c i p a n t s    
i n   c o n t r a c t e d   p r o j e c t s   o v e r   p a r t i c i p a n t s   i n   s u b m i t t e d   p r o j e c t s  

)
d
n
a
s
u
o
h
t
(

s
t
n
a
p
i
c
i
t
r
a
P

f
o

o
N

440
420
400
380
360
340
320
300
280
260

424

900

392

814

341

340

360

716

633

601

584

)
€
n
o
i
l
l
i

m

(

t
n
a
r
G

800

700

600

500

Call 2014 Call 2015 Call 2016 Call 2017 Call 2018

Number of Participants (thousand)

Grant Amount (million €)

Figure 12 -  KA1 03 Higher Education: contracted grants   
and foreca sted  participant s per call year  

 
 
 
 
 
 
 
 
 
 
 
35 | Erasmus+ Annual Report 2018 

Positive  impact  on  participants,  social  cohesion  and  sense 
of a shared European identity 

Improving  quality  of  services  for  participants  in  higher 
education  

Analysis of participant surveys shows that satisfaction rates remain very 
high with over 95% of students and 99% of staff being satisfied or very 
satisfied with their Erasmus+ experience abroad. The participant reports 
demonstrate  how  the  programme  greatly  contributes  to  a  sense  of  a 
shared  European  identity  and  being  open  minded  to  working  abroad. 
These  reports  show  how  the  Erasmus+  programme  fosters  social 
cohesion and tolerance.  

The  number  of  Erasmus+  Higher  Education  Charters  (ECHE) 
awarded to higher education institutions grew again in 2018. There were 
199 new  institutions  that  received  a  charter,  reaching  a  total  of 
5,703 ECHE  accredited  higher  education  institutions  participating  in 
Erasmus+.  The  ECHE  provisions  are  being  implemented  with  increasing 
success  and  their  fulfilment  is  consistently  being  monitored  in  order  to 
ensure the smooth and successful implementation of the programme. .  

  95% of mobile students learned to better get along with people 
from different cultures and 93% improved their ability to take 
cultural differences into account. 

  95% of mobile staff and 90% of mobile students agreed that 
the European Union is necessary and saw an added value in 
being European. 

  97% of mobile students improved their language skills during 

their mobility.  

  91% of mobile staff improved their intercultural competencies 
and are better able to get along with people from different 
backgrounds and to consider different cultural backgrounds. 
  88% of mobile students became more open towards working 

abroad sometime in their future career. 

  84% of mobile students improved their problem solving skills, 
meaning they are better able to find solutions in difficult or 
challenging circumstances.  

Staff: training and mobility 

In 2018, the programme emphasised the need to train academic staff 
in  innovative  pedagogies  and  curriculum  design,  and  required  higher 
education institutions to set institutional targets in terms of the number 
of  staff  to  support  to  take  part  in  such  training  activities  abroad.  As  a 
result,  in  2018,  higher  education  institutions  started  to  substantially 
support  their  teaching  staff  by  dedicating  more  than  a  third  of  their 
Erasmus+ funded staff training mobility to this purpose. 

 
 
36 | Erasmus+ Annual Report 2018 

KA107  -  Higher  education  student  and  staff  mobility 
between Programme and Partner Countries 

The fourth call for higher education student and staff mobility between 
Programme  and  Partner  Countries,  or  international  credit  mobility, 
continued  the  action's  popularity  among  higher  education  institutions 
(HEIs) in programme and Partner Countries alike. 

s
t
c
e
j
o
r
P

f
o

o
N

4000

3000

2000

1000

0

59%

1,403

70%

70%

71%

1,302

1,305

1,390

825

906

911

982

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

e
t
a
R

s
s
e
c
c
u
S

Call 2014

Call 2015

Call 2016

Call 2017

Call 2018

Projects Received

Projects Granted

Success Rate

Figure 13 -  KA1 07 Higher Education  grants t rend 2014- 201 8 

Projects  selected  in  2018  will  award  over  46,000  individual  grants  to 
students and staff over the next two years, up by 12% compared to the 
2017 call. Staff mobility will account for around 58% of grants awarded, 
which  reflects  the  Commission’s  advice  to  stakeholders  that  staff 
mobility has systemic impacts for participating HEIs and that this activity 
is a good place to start with new partners.  

)
d
n
a
s
u
o
h
t
(

s
t
n
a
p
i
c
i
t
r
a
P

f
o

o
N

50
45
40
35
30
25
20
15
10
5
0

41.0 

36.2 

46.1 

160

136

127

180

160

140

120

100

80

)
€
n
o
i
l
l
i

m

(

t
n
a
r
G

28.3 

110

-

Call 2014 Call 2015 Call 2016 Call 2017 Call 2018

Number of Participants (thousand)

Grant Amount (million €)

Figure 14 - KA1 07 Higher Education : contracted  grants  
and foreca sted participant s per call year  

Just  over  28,000  mobilities  will  be  incoming  to  the  33  European 
Programme  Countries,  compared  to  25,000  in  2017.  About  18,000  will 
be  outgoing  to  Partner  Countries  around  the  world,  up  from  15,800  in 
2017.  The  share  of  outgoing  mobility  (39%)  in  relation  to  incoming 
mobility has remained steady compared to the 2017 call, but compares 
favourably  with  the  first  call  in  2015,  where  three-quarters  of  all 
mobility was incoming. In general, greater parity between incoming and 
outgoing mobility (within the limits of the programme rules) is welcomed 
by HEIs in both Programme and Partner Countries. 

In  2018,  budget  consumption  has  improved  in  every  budget  envelope. 
The  new  ‘window’  of  funding  for  twelve  countries  in  West  Africa  also 
benefitted from the EU Trust Fund for 1,000 mobilities, therefore greatly 
increasing  the  174 mobilities  funded  from  the  European  Development 
Fund.  The  twelve  countries  are:  Burkina  Faso,  Cameroon,  Chad,  Côte 
d'Ivoire,  Gambia,  Ghana,  Guinea,  Mali,  Mauritania,  Niger,  Nigeria  and 
Senegal. 

 
 
 
 
 
 
 
 
 
 
 
37 | Erasmus+ Annual Report 2018 

low  and  middle-income  countries 

As  in  2017,  the  2018  call  demonstrates  better  inclusion  of  least-
developed and low-income countries. In Latin America, funding for 
projects  with 
including  Bolivia, 
Guatemala and Paraguay has increased (17% of the total grant awarded 
to  Latin  America,  up  from  13.5%  in  2017).   Similarly  in  Asia,  the  least 
developed countries were awarded 19% of the available budget, up from 
14% in 2017. 

The  results  compared  to  the  previous  call  indicate  a  continuous 
improvement:  promoting  diversity  of  Partner  Country  choice  among 
their  HEIs  and  balancing  the  geographic  distribution  of  funding  remain 
key  priorities  for the  National  Agencies,  and  the  Commission  is  working 
closely with them to meet the Erasmus+ geographic targets. 

To  support the political  transition in  Tunisia,  the  European  Commission 
has allocated additional funding for Erasmus+ projects with Tunisia, over 
the  2017  and  2018  calls  for  proposals.  The  €3 million  budget  was 
shared between the European Programme Countries on an opt-in basis, 
and  allocated  to  10  National  Agencies,  ensuring  full  budget  take-up.  
More  than  700  additional  mobilities  are  funded  through  this  window, 
doubling the  number  of those  allocated  through the  regular  South Med 
envelope. 

Project for higher education student and staff mobility 
between Programme Countries and Partner Countries 

Coordinating organisation 
Universidad de las Palmas de Gran Canarias 

EU Grant 
€ 133,090 

The  Universidad  de  las  Palmas  de  Gran  Canarias  (Spain)  is  going  the 
extra  mile  to  facilitate  mobility  of  students  from  all  backgrounds, 
including those with few economic resources. One of the obstacles for 
students from disadvantaged backgrounds is buying their travel tickets 
and  facing  all  the  costs  of  installation  before  receiving  their  grant. 
Therefore,  the  University  books  the  return  trips  for  students  and,  in 
some  cases,  uses  the  organisational  support  funds  to  cover  health 
insurance  costs.  The  Universidad  de  las  Palmas  de  Gran  Canarias 
received  funding  to  send  out  2  PhD  candidates  and  7  staff  members 
and  receive  15  students  and  9  staff  members  from  African  countries, 
including  Benin,  Cape  Verde,  Côte  d’Ivoire,  Cameroon,  Gambia, 
Equatorial  Guinea,  Mali,  Mauritania,  Mozambique,  Santo  Tome  and 
Principe, Senegal, Tanzania, Uganda and Morocco.  

Project ID: 2018-1-ES01-KA107-047640 

 
 
 
 
 
 
 
 
 
 
 
 
 
38 | Erasmus+ Annual Report 2018 

2014-2015 

Figure 15 - Erasmus+  increa sin g world coverage  between acad emic years  2014/15 and  201 7/18 (in th ousand s)  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
KA104 - Adult education staff mobility 

With  a  total  grant  amount  of  €16.2 million  for  2018,  Adult  education 
staff mobility increased by 40% in comparison with last year to reach 
544  contracted  projects.  National  consortia  represented  14%  of  the 
contracted projects. 

Even  with  such  an  increase  in  the  budget  available,  the  number  of 
submitted  applications  remained  stable  compared  to  the level  of 2017. 
There  might  be  a  challenge  in  some  countries  to  adapt  quickly  to  the 
steep increase in budget.  

)
d
n
a
s
u
o
h
t
(

s
t
n
a
p
i
c
i
t
r
a
P

f
o

o
N

10
9
8
7
6
5
4
3
2
1
0

s
t
c
e
j
o
r
P

f
o

o
N

2,400

1,900

1,400

900

400

-100

2,296

1,554

1,570

18%

424

25%

386

26%

406

1,291

39%

1,242

44%

505

544

Call 2014

Call 2015

Call 2016

Call 2017

Call 2018

100%

e
t
a
R

s
s
e
c
c
u
S

80%

60%

40%

20%

0%

Projects Received

Projects Granted

Success Rate

Figure 16 - KA1 04 Adult Educati on  pr oj ect s trend 2014- 201 8 

39 | Erasmus+ Annual Report 2018 

8.5

16.2

6.4

11.6

20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5

)
€
n
o
i
l
l
i

m

(

t
n
a
r
G

5.6

5.1

5.0

9.9

9.1

8.9

Call 2014 Call 2015 Call 2016 Call 2017 Call 2018

Number of Participants (thousand)

Grant Amount (million €)

Figure 17 - KA1 04 Adult Educati on : contracted  grants  
and foreca sted participant s per call year  

As  in  2017,  the  main  topics  covered  by  the  projects  in  2018  are: 
innovative curricula/ educational methods/ training courses; intercultural/ 
intergenerational education and (lifelong) learning; ICT/ new technologies 
and digital competences; teaching and learning of foreign language; and 
inclusion and equity. 

In  2018,  8,467  adult  education  staff  were  granted  to  participate  in 
project activities. The average funding was €1,572 per participant. As the 
last  years,  the  majority  of  participants  (71%)  took  part  in  training 
courses and, at a rate of €1,749 per participant, this type of mobility was 
more expensive than mobility  periods  focused  on  teaching  assignments 
(€1,297) or job shadowing (€1,120). 25% of participants took part in job 
shadowing activities. The share of participants that planned teaching and 
training  at  partner  organisations,  though  increased  in  2018,  remain 
relatively low at 4%.  

 
 
 
 
 
 
 
 
 
 
 
 
40 | Erasmus+ Annual Report 2018 

Training in Innovative Technologies and Implementation 
in Adult Education (Virtual Reality-Augmented Reality) 

Coordinating organisation 
SSM Global training services LTD 

EU Grant 
€7,354  

Partner  organizations  in  Cyprus  and  Greece  collaborated  to  conduct 
an  adult  education  seminar  in  basic  functions  of  augmented  reality 
(A.R.)  technology.  Over  the  course  of  two  weeks,  participants  were 
educated  on  A.R.  concepts  and  methodologies  as  a  way  to  enhance 
useful  knowledge,  which  can  be  used  advantageously  in  today’s 
labour  market.  Teachers  from  different  disciplines  offered  course 
material concerning A.R. technology and their respective field, giving 
students  a  more  comprehensive  understanding  of  how  A.R. 
technology  functions  in  different  contexts.  The  project’s  focus  on 
innovative skills and training for labour success is a strong theme and 
promotes adaptive methods in adult education. 

Project ID: 2018-1-CY01-KA104-046793 

3.2  Mobility in the field of youth 

Mobility  of  young  people  and  youth  workers  until  2018  could  comprise 
three  types  of  activities:  Youth  Exchanges,  Youth  Workers  mobility  and 
Volunteering activities. In 2018, to prepare for the up-coming European 
Solidarity Corps, a separate action focusing on Volunteering was created.  

Mobility projects in the field of youth were thus supported, through two 
Actions – KA105, composed solely of Youth Exchanges and Youth Worker 
activities and KA125, Volunteering projects. 

Through  the  adapted  activity  formats,  specific  additional  measures 
foreseen such as top-up-funding and the activities and support provided 
by  the  National  Agencies  and  SALTO  Inclusion  and  Diversity,  mobility 
projects in the field of youth have a strong inclusion dimension.  

More than 45,000 young people with fewer opportunities are involved in 
youth  mobility  projects  granted  in  2018.  In  addition  to  involving  young 
people  with  fewer  opportunities,  the  Erasmus+  Youth  Programme 
supports  projects  addressing 
for 
disadvantaged,  integration  of  refugees  and  migrants,  Roma  and  other 
minorities, etc.). 2,300 projects in 2018 targeted inclusion topics. Among 
those,  almost  540  projects  aim  to  equip  16,000  youth  workers  across 
Europe  and  in  neighbouring  regions  with  competences  to  work  for 
inclusion of young people.  

topics  of 

inclusion 

(access 

s
t
c
e
j
o
r
P

f
o

o
N

20,000

16,000

12,000

8,000

4,000

0

15,731

17,471

17,185

16,229

11,616

49%

35%

33%

35%

34%

5,749

5,543

5,772

6,091

5,440

100%

e
t
a
R

s
s
e
c
c
u
S

80%

60%

40%

20%

0%

Call 2014

Call 2015

Call 2016

Call 2017

Call 2018

Projects Received

Projects Granted

Success Rate

Figure  18 -  KA1 05 Y outh M obi li ty  proje cts and  KA1 25 Volunteering pr oject s  
trend 2014 - 2017  

 
 
 
 
 
 
 
 
 
 
 
 
)
d
n
a
s
u
o
h
t
(

s
t
n
a
p
i
c
i
t
r
a
P

f
o

o
N

165

160

155

150

145

140

164.9

162.6

157.6

167.7

151.4

150.5

143.4

125.7

130.2

130.6

190
180

170
160

150
140
130

120
110
100

)
€
n
o
i
l
l
i

m

(

t
n
a
r
G

Call 2014 Call 2015 Call 2016 Call 2017 Call 2018

Number of Participants (thousand)

Grant Amount (million €)

Figure  19 - KA1 05 Y outh M obi li ty  proje cts and  KA1 25 Vol unteering pr oject s  
contracted  grants and foreca st ed participants  per ca ll year  

KA105  -  Mobility  projects  for  young  people  and  youth 
workers 

The  budget  allocated  for  mobility  projects  for  young  people  and  youth 
workers in 2018 reached the total value of €93.9 million 

The number of contracted projects involving Youth Exchanges and Youth 
Workers  activities  increased  by  7%  in  2018  compared  with  2017,  and 
the  number  of  participants  funded  has  continued  to  rise  to  reach 
147,700. Despite this, the level of unmet demand remains high with only 
one quarter of the projects being granted interest in the Action.  

With  an  average  project  grant  of  €25,000, this  Action  demonstrates its 
capacity  to  reach  out  and  impact  a  large  number  of  young  participants 
through  grassroots  projects.  Out  of  the  over  22,000  organisations 
involved in 2018 granted projects, the large majority submitted only one 

41 | Erasmus+ Annual Report 2018 

or  two  funding  requests,  showcasing  a  high  level  of  newcomer 
organisations.  

The  international  dimension  of  KA105  remains  strong,  contributing  to 
mutual  understanding  and  exchanges  of  good  practices.  The  Erasmus+ 
National Agencies used € 26.6 million of the funds for activities fostering 
international  youth  cooperation  and 
involving  more  than  13,000 
participants from Neighbouring Partner Countries. 

Youth Exchanges 

Youth  Exchanges  offered  opportunities  for  more  than  half  a  million 
young people since the beginning of the Erasmus + programme in 2014, 
proving  the  success  of  this  mobility  opportunity  and  the  important  and 
stable  interest  of  youth  organisations,  and  young  people.  The  overall 
increased  budget  enabled  to  fund  a  higher  number  of  projects  and  to 
reach  out  to  a  very  large  number  of  participants  in  2018:  there  were 
more  than  110,000  young  participants,  showcasing  a  constantly 
increasing trend over time. Among those, more than 45,000 were young 
people with fewer opportunities.  

Youth Worker Mobility 

Since  the  start  of  Erasmus+,  Youth  Worker  Mobility  has  offered 
opportunities  for  close  to  200,000  youth  workers  to  develop  their  key 
competences  through  transnational  training  courses  and  seminars, 
contact-making  events,  study  visits  and  job  shadowing.  Over  6,000 
projects have been funded addressing topics of relevance for youth work 
and  youth  policy,  including  active  citizenship,  democracy  and  youth 
participation, inclusion and equity, new pedagogical methods, etc.  

The  demand  remained  high  in  2018,  and  the  number  of  granted 
activities  and  participants  continued  to  increase  (more  than  1,400 

 
 
 
 
 
 
 
42 | Erasmus+ Annual Report 2018 

activities, involving 37,500 participants in 2018, up from 1,200 activities 
and  35,700  participants  in  2017).  The  success  of  the  action  is  also 
shown  in  the  very  high  satisfaction  rate  among  participants  and  95% 
declaring an improvement in their competences.  

The peacebuilders 

Coordinating organisation 
Narviksenteret 

EU Grant 
€24,670  

The project focused on conflict management, in particular in response 
to the current challenges in Europe, such as immigration, isolationism 
and  anti-EU  sentiments.  The  project  consisted  of  a  training  course, 
hosted  in  Ballangen  and  Narvik,  North  Norway  for  6  days  in 
November 2018. A total of 26 participants from 9 countries gathered 
together to browse and share good practices of peacebuilding at local 
and  regional  level,  to  analyse  and  discuss  the  role  of  media  in 
situation  of  conflict,  tension,  and  ‘otherness’,  to  learn  to  develop  a 
campaign-based  action.  Youth  workers  participating  in  the  project 
had  the  opportunity  to  test  and  develop  their  skills  in  alternative 
dispute resolution, nonviolent communication and empathy, key skills 
for a peacebuilder. 

Project ID: 2018-1-NO02-KA105-001192 

KA125 - Volunteering  

In order to strengthen the cohesion and foster the solidarity in European 
society,  based  on  a  Commission  proposal,  the  Council  adopted  a  new 
Regulation  for  a  European  Solidarity  Corps  to  create  a  community  of 
young  people  willing  to  engage  in  a  wide  range  of  solidarity  activities, 
either  by  volunteering  or  gaining  occupational  experience  in  helping  to 
resolve challenging situations across the European Union and beyond.  

In  its  initial  phase,  the  European  Solidarity  Corps  built  on  existing  EU 
Programmes.  Until  the  adoption  of  the  dedicated  Regulation  in  October 
2018,  Erasmus+,  through  its  volunteering  projects  contributed  most  of 
the  funds  to  the  European  Solidarity  Corps.  After  the  adoption  of  the 
Regulation,  Erasmus+  no  longer  funded  volunteering  activities  in  EU 
member  states.  Hence  the  third  round  of  Erasmus+  KA125,  in  October 
2018, was solely open for non-EU Programme Countries.   

Similarly,  in  2018,  the  two  first  rounds  for  volunteering  projects  under 
Erasmus+  witnessed  a  stable  level  of  interest  and  a  high  success  rate 
(72%). Even if the Commission transferred part of the Erasmus+ budget 
for  volunteering  opportunities  to  the  European  Solidarity  Corps, 
Erasmus+ still funded more than 9,500 volunteers in 2018. 

 
 
 
 
 
 
 
 
 
Začni svojo pustolovščino v MCT 

Coordinating organisation 
Mladinski center Trbovlje 

EU Grant 
€42,161  

The  project  conducted  three  sets  of  complementary  activities  in 
Zasavje  region,  in  order  to  meet  its  objective  of  creating  a  strong 
culture  of  volunteering  in the  local  community.  It  proposed  activities 
for  the  long-term  unemployed  youth,  dissemination  (volunteering 
market,  promotion of positive storied of volunteers and informing of 
counsellors at the Employment office about volunteering possibilities) 
and  the  development  of  volunteer’s  coordination  system.  50  long-
term unemployed young people were involved in the activities of the 
project. 

Project ID: 2017-2-SI02-KA135-014228 

3.3  Mobilities from the Outermost regions 

Participants from EU outermost regions (ORs) have steadily increased 
since 2014, with around 16,100 learners’ and staff mobilities. Under the 
International Credit Mobility scheme, 62 students from the ORs benefited 
from the mobilities to third Countries since 2014, including 38 students 
in 2018. 

The  majority  of  participants  comes  from  the  field  of  Higher  Education 
(52%)  followed  by  these  of  Youth  (25%),  Vocational  Education  and 
Training  (14%),  School  Education  (7%)  and  Adult  Education  (1%).  The 

43 | Erasmus+ Annual Report 2018 

distribution of participants  among  the ORs is as  follows: Canary Islands 
(59%), Réunion (14%), Martinique (8%), Madeira (7%)  and Azores (7%), 
Guadeloupe (3%), Mayotte (1%) and French Guiana (1%). 

3.4  Erasmus Mundus Joint Master Degrees 

Erasmus  Mundus  Joint  Master  Degrees  (EMJMDs)  are  highly 
integrated study programmes delivered by an international consortium of 
higher education institutions, and, where relevant, other public or private 
organisations.  EMJMDs  aim  to  foster  excellence, 
innovation  and 
internationalisation  of  higher  education  institutions,  strengthen  the 
quality  and  the  attractiveness  of  the  European  Higher  Education 
Area and improve the competences, skills and employability of Master 
students. 

The  EMJMDs  were  selected  following  the  publication  of  the  Erasmus+ 
call  for  proposals  in  October 2017.  A  total  of  €153.1 million  was 
allocated  to  the  44  granted  projects.  The  newly-selected  EMJMDs  will 
provide  3,183  student scholarships  over  four  annual  intakes,  starting 
include 
in  2018.  The  planned  numbers  of  student  scholarships 
493 scholarships  committed  under  Heading  4  budget 
lines,  and 
107 scholarships  under  the  European  Development  Fund  (EDF)  budget. 
The  44  projects  will  also  invite  704  guest  academics  over  the  four 
annual editions of their programmes. 

Overall,  the  44  EMJMD  projects  selected  represent  a  good  mix  of 
academic  disciplines  in  the  broader  areas  of  hard  sciences  (11), 
humanities  (20)  and  life  sciences  (13).  There  is  a  wide  geographical 
distribution  of  projects:  with  198  instances  of  participation  from 
26 different  Programme  Countries  as  coordinators  or  full  partners,  and 
9 full partners from 7 different Partner Countries are also involved.  

 
 
 
 
44 | Erasmus+ Annual Report 2018 

In  the  academic  year  2018/2019,  there  were  86  ongoing  Erasmus 
Mundus Joint Master Degrees courses offering scholarships to master 
students  from  all  over  the  world.  In  total  1,674  scholarships  were 
awarded,  of  which  274  to  Programme  Country  students  and  1,400  to 
Partner  Country  students  (including  314  scholarships  funded  by  the 
Heading 4 and EDF budgets). 

Excellence in Analytical Chemistry 

Coordinating organisation 
Tartu Ulikool 

EU Grant 
€1,955,000 

This  Master’s  degree  programme  combines  fundamental  chemistry 
analysis  knowledge  and  practical  experience  in  the  field.  Over  the 
course  of  two  years,  students  become  familiar  with  the  diverse 
strands and applications of analytical chemistry in the modern world. 
Each semester offers a new opportunity to learn in one of the highly 
ranked  partner  universities  that  make  up  the  consortium.  Close 
cooperation  with  major  companies 
involved  with  Research  & 
Development  as  well  as  international  training  placements  create  a 
unique learning experience for future graduates.  

Project ID: 553660-EPP-1-2014-1-EE-EPPKA1-JMD-MOB 

3.5  Erasmus+ Master Loans  

Erasmus+  Master  Loans  provide  partial  guarantees  to  financial 
intermediaries  who  expand  access  to  affordable  financing  for 
students  who  will  take  a  full  Master’s  degree  in  another  Erasmus+ 
programme  country.  Following  the  launch  of  the  scheme  in  2015  in 
Spain,  the  scheme  is  now  established  in  5 countries:  Spain,  Italy, 
Romania, Croatia and Turkey.  

In  addition,  the  University  of  Luxembourg  and  the  University  of  Cyprus 
are providing deferred payment on tuition and housing costs (equivalent 
to  loans)  for  incoming  students  from  all  other  Programme  Countries  to 
study  for  a  Master  course  at  these  universities.  Thus  the  EU  guarantee 
allows universities to support their internationalisation policies. 

25 Programme Countries have been involved as sending or receiving 
country.  By  the  end  of  2018,  537  students  had  obtained  an  EU-
guaranteed master loan  for  a  total  loan  volume  of  €6.35 million.  Initial 
feedback  from  students,  consistent  throughout  the  years,  has  been 
positive [with satisfaction rates over 70%] in terms of policy objectives, 
implementation and social inclusion.  

Over  the  three  years  of  evaluation  a  majority  of  respondents  indicated 
that their family experienced some level of  difficulty in making ends 
meet  and  the  interviews  confirmed  that  the  availability  of  the  loan 
diminished the financial pressure on families.  

A 
follow-up  survey  among  graduated  beneficiaries  confirmed 
employability as a main benefit, as they had all found good jobs or 
traineeships,  thanks  the  master/loan  they  had  taken.  A  Student 
Beneficiary  Survey  is  ongoing  among  the  beneficiaries  from  2018,  with 
results expected to come out by the end of 2019.  

 
 
 
 
45 | Erasmus+ Annual Report 2018 

 
 
 
 
 
46 | Erasmus+ Annual Report 2018 

 
 
 
4. Key Action 2 - Cooperation for innovation 

and the exchange of good practices 

Key  Action  2  promotes  the  cooperation  for  innovation  and  exchange  of 
good practices in the fields of education, training and youth, aiming at a 
long-lasting  impact  on  organisations,  individuals  and  policy  systems.  It 
supports:  

  Transnational  Strategic  Partnerships  between  organisations, 
public  authorities,  enterprises  and  civil  society  organisations 
active  in  various  socio-economic  sectors,  in  order  to  promote 
institutional modernisation and societal innovation.  

  Capacity-building:  transnational  cooperation  projects  between 
organisations  from  Programme  and  Partner  Countries,  with  the 
aim  of  supporting  the modernisation  and  internationalisation  of 
their  higher  education institutions and systems  and of fostering 
cooperation and exchanges in the field of youth.  

  Knowledge  Alliances:  international  projects  between  higher 
education  institutions  and  enterprises  that  stimulate  innovation, 
entrepreneurship,  creativity,  employability,  knowledge  exchange 
and multidisciplinary teaching and learning.  

  Sector  Skills  Alliances:  identification  of  sector-specific  labour 
market  needs  and  demand  for  new  skills  and  skills  needed  in 
order to perform in one or more professional fields. Drawing on 
such  evidence,  Sector  Skills  Alliances  support  the  design  and 
delivery of transnational vocational training content and teaching 
and  training  methodologies  for  European  professional  core 
profile. 

47 | Erasmus+ Annual Report 2018 

600

500

400

300

200

100

0

)
s
d
n
a
s
u
o
h
t
(

s
e
i
t
i
l
i
b
o
M

School Education

Vocational Education
and Training
Higher Education

Adult Education

Youth

Participants

300

250

)
€
(

l
l
i

m
n

i

t
n
a
r
G

200

150

100

50

0

531

531

454

417

0

2014

2015

2016

2017

2018

Figure  20 -  Key Acti on  2 Trend s 2014 - 201 8 for indirect management  

1.5
0.2%

80.8
12.0%

Direct Management - EC

Direct Management - EACEA

Indirect Management - National Agencies

589.2
87.7%

Figure  21 -  KA 2 - Erasm us+  Budget Commitment s  by Managem ent m ode  
 (in milli on EUR)  

 
 
 
 
 
 
 
 
 
48 | Erasmus+ Annual Report 2018 

In  2018,  a  total  amount  of  EUR 672 million  was  committed  under  Key 
Action 2, representing 2 % of the total  commitments for the Erasmus+ 
Programme  and  an  increase  of  around  EUR 112.5 million  (+20%) 
compared to the previous year.  

Close to 87 % of the Key Action 2 funds were allocated to the National 
Agencies,  which  managed  to  commit  fully  the  amounts  made  available 
to them through the delegation agreements. 

4.1  Strategic Partnerships 

Strategic  Partnerships  aim  to  support  the  development,  transfer  and/or 
implementation of innovative practices as well as the implementation of 
joint initiatives promoting cooperation, peer learning and exchanges of 
experience at European level. 

Depending  on  the  objectives  and  the  composition  of  the  Strategic 
Partnership, projects may support innovation or the exchange of good 
practices. 

KA201/229 - School education projects 

A total of 4,837 applications were submitted in school education in 2018. 
About  a  third  of  them  were  applications  for  projects of  schools  with 
mixed consortia of organisations (KA201) focusing on exchanges of 
good  practices  or  dedicated  to  innovation.  390  projects  were  selected 
and contracted representing €82.4 million. 

s
t
c
e
j
o
r
P

f
o

o
N

6,000

5,000

4,000

3,000

2,000

1,000

0

4,055

18%

728

4,378

4,076

29%

21%

4,837

43%

3,714

39%

900

1,167

1,453

2,103

100%

80%

60%

40%

20%

0%

e
t
a
R

s
s
e
c
c
u
S

CALL 2014 CALL 2015 CALL 2016 CALL 2017 CALL 2018

Projects Received

Projects Granted

Sucess Rate

Figure 22 -  KA 201/KA 219  Sch ool Educati on Trend 2014 - 201 8 

(KA219).  The  aim  was  to 

The  remaining  applications  were  submitted  under  an  attractive  new 
type  of  partnerships  for  school  exchanges  called  School  Exchange 
Partnerships (KA229), introduced in 2018 to replace the former Schools-
only  Strategic  Partnerships 
increase 
participation  of  schools  in  the  Erasmus+  programme  and  support  more 
pupil mobility activities. The new format facilitated schools’ access to the 
Programme  by  simplifying  applications  and  reporting.  Partnerships  of 
two  to  six  schools  could  apply  to  organise  projects  focusing  on 
exchanges  of  teachers  and  pupils.  This  new  format  succeeded  in 
reversing  the  trend  of  dropping  interest  for  school  partnerships  which 
had  been  observed  since  2015.  The  2018  Call  attracted  3,584 
applications for School Exchange Partnerships, a 42% more than the 
number of applications for School only Strategic Partnerships under the 
2017 Call. About 1,700 Schools Exchange Partnerships were contracted, 
involving  over  7,200  participating  schools  and  supporting  mobility  for 
more than 128,000 pupils and 25,000 teachers. 

 
 
 
 
 
 
 
49 | Erasmus+ Annual Report 2018 

The  other  main  topics  in  School  exchange  partnerships  were  cultural 
heritage,  in  the  context  of  2018,  European  Year  of  Cultural  Heritage, 
creativity and culture, and teaching and learning of languages.  

Strategic partnerships with mixed consortia of organisations in the school 
sector  addressed  the  following  topics:  new 
innovative  curricula, 
educational  methods  and  development  of  training  courses,  early  school 
leaving  and  combating  failure  in  education,  and  key  competences  and 
basic skills. 

Priority  and  topics  reflected  the  political  context  of  2018  with  the 
adoption  of  the  Council  recommendations  on  key  competences  for 
lifelong learning, on promoting common values, inclusive education and 
the  European  dimension  of  teaching,  on  high  quality  in  early  childhood 
education  and  care  systems,  and  on  a  comprehensive  approach  to  the 
teaching and learning of languages as well as the communication on the 
Digital Education Action plan.  

Uniting Future Online 

Coordinating organisation 
Höhere Lehranstalt für Informationstechnologie 
der Stadtgemeinde Ybbs a. .d. Donau 

EU Grant 
€68,680 

Five schools  cooperated within the framework  of Erasmus+ Strategic 
Partnership for Schools Only. They edited an online magazine dealing 
with challenges within education, immigration and inclusion as well as 
European values. The magazine was run by and targeted pupils. The 
schools  benefited  from  improved  teaching  activities  thanks  to  the 
project’s  practical  learning  approach  and  the  exposure  to  other 
schools’  teaching  methods.  The  participating  students  developed  an 
understanding  for  journalistic  work,  the  importance  of  facts  and 
democratic ideas. 

Project ID: 2016-1-AT01-KA219-016741 

The partnership projects combined horizontal priorities and field specific 
priorities.  For  the  field  school  education,  priority  was  given  to 
strengthening the profiles of the teaching professions, promoting 
the  acquisition  of  key  competences,  supporting  schools  to  tackle  early 
school leaving, and increasing access to affordable and high quality early 
childhood education and care.  

The  following  topics  were among  the  top  five projects  priorities  in both 
types  of  partnerships:  ICT,  new  technologies,  digital  competence, 
inclusion and equity. 

 
 
 
 
50 | Erasmus+ Annual Report 2018 

KA202 - Vocational education and training  

Strategic Partnerships in vocational education and training (VET) consist 
of  larger-scale  projects  aiming  to  produce  tangible  intellectual 
outputs,  and  smaller  cooperation  projects  that  are  mainly  based  on 
exchanges  of  good  practices.  The  latter  act  as  a  catalyst  for  the 
internationalisation  of 
institutions  which  are  newcomers  to  the 
programme  and  for  their  future  participation  in  larger  Strategic 
Partnerships  more  focused  on  innovation.  75%  of  the  selected  projects 
focused on innovation. 

The  budget  granted  for  this  action  was  €96.4 million.  However,  the 
number of applications in VET decreased by 10% compared to the 2017 
call.  This  trend  could  be  explained  by  a  quite  low  success  rate  of 
applications  in  the  past  years,  which  in  turn  may  have  mitigated  the 
motivation  of  some  potential  beneficiaries.  The  number  of  contracted 
projects also slightly decreased by 3,4%.  

s
t
c
e
j
o
r
P

f
o

o
N

2,000
1,800
1,600
1,400
1,200
1,000
800
600
400
200
0

Vocational Education and Training
2014 - 2017 Trend

1,868

1,884

1,683

1,657

1,523

100%

80%

60%

23%

22%

24%

28%

30%

40%

377

402

451

469

453

CALL 2014 CALL 2015 CALL 2016 CALL 2017 CALL 2018

20%

0%

Projects Received

Projects Granted

Sucess Rate

e
t
a
R

s
s
e
c
c
u
S

Figure 23 -  KA 202 Vocati ona l E ducati on and Training  Trend 2014  

The mains priorities addressed by the 2018 projects were: strengthening 
key competences in VET, development of relevant high-quality skills and 
competences,  open  education  and  innovative  practices  in  a  digital 
area, and developing VET business partnerships aimed at promoting 
work-based learning in all its forms.  

A simulated training framework for skills development 
addressing students with intellectual and 
developmental disabilities and their trainers (PLAY2Do) 

Coordinating organisation 
University of the West of Scotland 

EU Grant 
€186,307 

The  Play2Do  project  aimed  at  developing  an  immersive  3D  virtual 
environment,  built  on  gaming  architecture  and  driven  by  emotional 
Artificial  Intelligence  (AI),  to  provide  a  safe  and  readily  accessible 
environment  where  VET/school  students  with  intellectual  disabilities 
can  learn  by  interacting  with  NPCs  (Non-Player  Characters)  in  a 
simulation of a real world service.  

Project ID: 2016-1-UK01-KA202-024613 

The  VET  Strategic  Partnerships  focused  on  topics  that  were  consistent 
with achieving the priorities above 

  new innovative curricula, educational methods and development 

 

of training courses (51% of the projects), 
 ICT,  new  technologies  and  digital  competence  (25%  of  the 
projects), 

 
 
 
 
 
 
 
 
 

cooperation  between  educational 
(17,9% of the projects),  

institutions  and  business 

  entrepreneurial learning and entrepreneurship education (14% of 

the projects). 

VET projects contributed to the European Year of Cultural Heritage with 
relevant projects on skills in relation to cultural heritage preservation and 
traditional professions. 

KA203 - Higher Education 

Strategic  Partnerships  contribute  to  increasing  the  quality,  relevance, 
innovativeness and accessibility of European higher education by funding 
ambitious  transnational  cooperation  projects  between  Higher 
Education  Institutions  in  the  programme  countries.  In  2018,  a  total  of 
255  higher  education  projects  were  funded  under  the  Strategic 
Partnerships action. A 27% increase compared to 2017. 

Higher Education
2014 - 2017 Trend

s
t
c
e
j
o
r
P

f
o

o
N

 1,200

 1,000

 800

 600

 400

 200

 -

917 

988 

887 

748 

740 

17%

16%

18%

34%

27%

154 

159 

163 

201 

255 

CALL 2014 CALL 2015 CALL 2016 CALL 2017 CALL 2018

100%

80%

60%

40%

20%

0%

e
t
a
R

s
s
e
c
c
u
S

Projects Received

Projects Granted

Sucess Rate

Figure 24  - KA20 3 Higher Ed ucation   

51 | Erasmus+ Annual Report 2018 

While  nine countries (UK, DE, ES, PL, FR, IT, SE, TR and NL) selected  ten 
projects  or  more  for  funding,  the  majority  of  the  countries  funded 
between one and three projects. The average EU funds for the selected 
projects  was  around  €293,000,  a  slight  increase  compared  to  the 
previous year. Project partnership size varies with an average of around 
six partners per project.  

Out of 1,509 participating organisations, more than two thirds are higher 
education institutions, the remaining being enterprises, schools, research 
institutes,  associations  and  public  authorities.  Strategic  Partnerships 
projects  also  include  mobility  activities  which  are  complementary  to 
those of Key Action 1. In 2018, such mobility activities were included in 
68%  of  the  projects,  such  as  blended  student  mobility,  an  innovative 
mobility format, which combines virtual and physical mobility.  

The  main  priorities  addressed  by  the  projects  were  mainly  higher 
education  specific  priorities  (60%),  reflecting  the  2017  Renewed  EU 
Agenda  for  Higher  Education  for  the  first  time.  Horizontal  programme-
wide  priorities  (40%)  were  also  addressed.  Adult  and  school  education 
priorities  also  played  a  part  as  secondary priorities by  the  projects (3% 
and 2%, respectively).  

The  distribution  of  topics  covered  also  reflected  the  priorities  of  the 
Renewed  EU  Agenda  for  Higher  Education,  addressing  the  following 
topics: innovative curricula and educational methods (164 projects), new 
technologies,  digital  competences  and  open  and  distance  learning 
(116 projects)  and,  employability  and 
relevance 
(98 projects).  All  projects  included  ‘Intellectual  Outputs’  and  the  vast 
majority of projects as well as ‘Multiplier Events’ for the dissemination of 
their results. 

labour  market 

 
 
 
 
 
 
52 | Erasmus+ Annual Report 2018 

Greening the skills of architecture students  
via STEAM Education (ArchiSTEAM) 

Coordinating organisation 
Middle East Technical University 

EU Grant 
€176,876 

The ArchiSTEAM project by the Middle East Technical University (TR), in 
partnership  with  Aalborg  University  (DK)  and  Bologna  University  (IT), 
aims to define and embed necessary survival skills enabling learners to 
work  in  collaborative  and  interdisciplinary  ways  into  architecture 
curricula by means of STEAM approach. The proposed structure of the 
curriculum  helps  architecture  students  to  have  the  necessary 
knowledge and skills to  become  proactive members of the knowledge 
economy and be able to cope with future challenges and sustain their 
professions. 

Project ID: 2016-1-TR01-KA203-034962 

The European Universities Initiative 

Following the 2017 European Council mandate, in 2018, the Commission 
co-created the European Universities Initiative with relevant stakeholders 
such  as  national  authorities,  higher  education  institutions  and  student 
associations.  This  process  was  facilitated  by  several  dedicated 
consultation meetings with an ad hoc expert group consisting of Member 
States’ representatives and a stakeholder group. 

The launch of the first pilot call took place in October 2018, alongside a 
successful  stakeholder  information  session.  Around  1,000  participants 

demonstrated  the  huge  interest  the  European  Universities  initiative  has 
generated in the higher education stakeholder community in Europe.  

As  a  key  contribution  to  the  European  Education  Area,  European 
Universities  -  ambitious  transnational  alliances  of  higher  education 
institutions  -  will  be  game-changers  for  the  universities  of  the 
future,  and  they  will  increase  the  international  competitiveness  and 
attractiveness of higher education.  

European  Universities  will  share  a  joint  long-term  strategy  for 
education,  with,  where  possible,  links  to  research  and  innovation,  to 
drive  systemic,  structural  and  sustainable  impact  at  all  levels  of  their 
institutions.  They  will  create  a  European  higher  education  inter-
university  ‘campus‘  where  students,  academics,  cities  and  businesses 
cooperate  in  transdisciplinary  and  transnational  teams  to  tackle  big 
societal  challenges;  where  students,  staff  and  researchers  enjoy 
seamless and embedded mobility;  where students can design their own 
flexible  curricula  and  enjoy  innovative  and  student-centred  pedagogies; 
and where practical and work-based experience is provided to foster an 
entrepreneurial  mind-set  and  develop  civic  engagement.  They  will  also 
make best use of innovative pedagogies.   

KA204 - Adult education 

A good year for cooperation in adult education 

After  a  slight  decrease  in  2017,  the  number  of  applications  received 
under the Strategic Partnerships action for Adult Education started 
rising again to reach 1,195 in 2018. A €90.3 million budget, with a 26% 
rise compared to 2017, allowed to increase significantly the number of 
contracted projects from 401 to 498. This improved also drastically the 
success rate from 35% in 2017 to 42% in 2018.  

 
 
 
The  projects  contracted  included  the  involvement  of  a  total  of 
2,838 organisations  and  more  than  96,000  participants  in  European 
cooperation in the field of adult education, which represents an increase 
of 25% and 23% respectively. 

s
t
c
e
j
o
r
P

f
o

o
N

 1,400

 1,200

 1,000

 800

 600

 400

 200

 -

1,317 

1,258 

1,297 

1,147 

1,195 

35%

42%

25%

18%

222 

329 

401 

498 

16%

215 

100%

80%

60%

40%

20%

0%

e
t
a
R

s
s
e
c
c
u
S

CALL 2014 CALL 2015 CALL 2016 CALL 2017 CALL 2018

Projects Received

Projects Granted

Sucess Rate

Figure 25 -  KA 204 Adult Educati on  Trend 2014 - 201 8 

The  projects  targeted  a  mix  of  field-specific  (49.8%)  and  horizontal 
priorities  (48.4%),  with  the  most  commonly  addressed  being  social 
inclusion, and extending and developing educators' competences. 

53 | Erasmus+ Annual Report 2018 

Growing Together: Immigrants’ Empowerment as Local 
Citizens and as Educators 

Coordinating organisation 
Municipio de Odemira 

EU Grant 
€119,340 

‘Growing Together’ tackled the issue of immigrant integration in three 
countries with the help of local municipalities and schools. Non-formal 
education  workshops  enabled  migrant  adults  to  learn  more  about 
available  opportunities  for  social 
language 
learning  and  local  services  and  support.  This  series  of  workshops 
advanced  by  encouraging  participants  to  undertake  civic/public 
projects with the help of local support networks. In total, 27 projects 
involving  more  than  1,000  participants  and  local  institutions  were 
created.  This  project  also  produced  a  book  describing  its  activities 
(strategies,  resources,  etc.)  as  a  reference  tool  for  project  partners 
and other schools and municipalities. 

integration  through 

Project ID: 2016-1-PT01-KA204-022867 

These  priorities  were  clearly  reflected  in  the  main  topics  addressed  by 
the  projects:  new 
innovative  curricula,  educational  methods  and 
development  of  training  courses,  ICT  –  new  technologies  and  digital 
intergenerational 
competences, 
education, and (lifelong) learning. 

inclusion,  equity  and 

intercultural 

 
 
 
 
 
 
 
 
 
54 | Erasmus+ Annual Report 2018 

KA205 - Youth  

Strategic  Partnerships  for  Youth  continue  to  show  high  demand  with 
close to 2,000 applications and over 350 projects granted in 2018. The 
1,600  organisations  involved  in  granted  projects  are  mostly  non-
governmental  and  youth  organisations,  but  there  are  also  private 
enterprises and public bodies at different levels taking part. 

The objectives of youth-specific projects include supporting both quality 
youth work and empowerment, and active citizenship of young people. 

s
t
c
e
j
o
r
P

f
o

o
N

 2,500

 2,000

 1,500

 1,000

 500

 -

2,121 

1,946 

1,874 

1,972 

1,730 

15%

258 

11%

227 

14%

264 

17%

18%

318 

353 

100%

80%

60%

40%

20%

0%

e
t
a
R

s
s
e
c
c
u
S

CALL 2014 CALL 2015 CALL 2016 CALL 2017 CALL 2018

Projects Received

Projects Granted

Sucess Rate

Figure 26 -  KA 205 Y outh Trend 2014 - 201 8 

Competence for Inclusion in International Youth Work 

Coordinating organisation 
Asociatia Centrul Pentru Dezvoltare 
Comunitara Durabila 

EU Grant 
€117,785 

The  partner  organizations  of 
this  project  promoted  youth 
inclusiveness  through  exploring  different  marginalized  groups  and 
their  experiences.  Each  organization  focused  on  one  marginalized 
group which included women/ girls, LGBTIQ+, rural and Roma youth, 
young  people  with  disabilities  and  young  people  from  minority 
religious  groups.  5  study  visits  and  an  online  platform  encouraged 
best  practices  of  enhancing  inclusiveness  for  these  groups  in  a 
sustainable way. Drawing on the 8 key competences prescribed by the 
EU  as  well  as  local  knowledge  of  marginalized  cultures,  this  project 
promoted local and global access for disadvantaged groups as well as 
produced reference tools for similar projects. 

Project ID: 2017-1-RO01-KA205-036593 

Transnational Cooperation activities 

Transnational  Cooperation  Activities  (TCAs)  between  National  Agencies 
support the EU added value and quality implementation of the Erasmus+ 
programme in the field of youth and contribute to the strategic impact of 
the programme.  

The National Agencies continued to use the TCAs for training and support 
activities tailored to the needs of the different youth actions and longer-

 
 
 
 
 
 
 
 
 
term thematic cooperation activities supporting the linkages between the 
programme and the EU Youth Strategy.   

TCAs  were  also  successfully  organised  in  the  Education  and  Training 
fields.  In  particular  for  the  School,  VET  and  Adult  sectors,  these  had 
either  a  policy  or  a  programme  orientation.  Either  way,  they  create  a 
dialogue  between  beneficiaries  and  National  Agencies  and  contribute 
greatly  to  a  better  understanding  of  the  horizontal  or  sectoral  policy 
priorities underpinning the Actions of the programme, as well as of what 
constitutes  qualitative  project  implementation  and  how  it  can  be 
achieved. 

4.2  Capacity building  

Capacity  building  actions  support  the  modernisation,  accessibility  and 
internationalisation  of  higher  education  in  Partner  Countries,  as  well  as 
cooperation  and  exchanges  between  Partner  and  Programme  Countries 
in  the  field  of  youth.  Special  attention  is  given  to  geographical 
representation  and  least-developed  countries,  and  to  the  inclusion  of 
people  from  disadvantaged  socioeconomic  backgrounds  and 
participants with  special needs. The budget for this action reflects the 
EU's  external  priorities  and  is  supported  by  the  corresponding  financial 
instruments:  European  Neighbourhood  Instrument,  the  Development 
Cooperation Instrument and the Instrument for Pre-accession Assistance. 

Figure 27 - Ca pacity  building proje cts  –  call  201 8 

55 | Erasmus+ Annual Report 2018 

Capacity building for higher education 

Capacity  building  in  higher  education  (CBHE)  projects  are  multilateral 
partnerships  between  higher  education 
(HEIs)  from 
Programme  and  Partner  Countries.  They  also  involve  non-academic 
institutions 
is  to 
modernise higher education institutions (new curricula, governance, etc.) 
in  the  Partner  Countries  or  to  contribute  to  the  development  of  the 
educational systems in the Partner Countries. 

(NGOs,  enterprises,  associations).  The  objective 

institutions 

In 2018, 436 on-going CBHE projects selected under the first three calls 
in  2015,  2016  and  2017  were  closely  monitored  by  the  European 
Commission with the support of the National Erasmus+ Offices in the ex-
Tempus  Partner  Countries.  In  addition  to  desk  and  field  monitoring  of 
individual  projects,  cluster  meetings  between  ongoing  projects  were 
organised,  onsite  institutional  monitoring  visits  undertaken  and  modern 
online tools used to ensure a good implementation and a close follow-up 
of projects.  

The  monitoring  activities  revealed  in  particular  that  multi-country  and 
multi-regional projects are typically more ambitious, and are challenged 
by  differences  between  national  education  systems  and  regulatory 
frameworks. 

Capacity building in the field of youth 

These  capacity  building  projects  aim  to  improve  the  quality  and 
recognition of youth work, non-formal learning and volunteering, 
to  enhance  synergies  and  complementarities  with  other  education 
systems,  the  labour  market  and  society  while  they  target  in  particular 
young people with fewer opportunities.  

ActionGrants contractedOrganisationsReceivedContractedSuccess Ratein million EURTotalCapacity Building for Higher Eduction887         147           17%132.9                1,686               Capacity Building for Youth467           170           36%19.0                  1,176                1,35431723%                151.9 2,862Projects 
 
56 | Erasmus+ Annual Report 2018 

The  action  targets  youth  organisations  active  in  Erasmus+  Programme 
Countries  and  other  Partner  Countries  from  other  regions  of  the  world. 
Through  cooperation  projects  these  organisations  exchange  good 
practices,  address  in  innovative  ways  the  needs  of  young  people  and 
equip  them  with  skills  and  knowledge  to  face  challenges  and  build 
resilience.  This  action  also  contributes  to  the  EU’s  external  action 
objectives  with  the  implementation  of  three  specific  strands:  the 
Western Balkans strand, the Eastern Partnership strand and the 
Tunisia strand. 

In  2018,  a  total  of  €19 million  was  allocated  to  171  projects  of  which 
76 selected  proposals  for  Africa,  Caribbean,  Pacific,  Asia,  Latin  America 
(ACPALA) countries. The projects allowed participants to elaborate and to 
exchange  good  practices  in  non-formal  learning  methods,  volunteering 
and  youth  work.  They  encouraged  policy  dialogue,  cooperation, 
networking  and  development  of  youth  work  methods,  tools  and 
materials.  

TrainVol: Capacity Building of Civil Society  
to Strengthen Volunteerism Management  
and Promote Volunteerism among Youth 

Coordinating organisation 
Udruzenje Gradana Omladinska 
Romskainicijativa Budi Mi Prijatelj 

EU Grant 
€109,466 

The  aim  of  this  project  was  to  develop  an  alternative  mechanism 
promoting  skills  development  and  labour  market  inclusion  for  young 
people (especially vulnerable groups) through volunteerism, following 
a sustainable and replicable cascading model. This was accomplished 
by  building  the  capacities  (through  workshops,  mobility,  networking, 
opportunities  to  build  international  cooperation  and  synergies,  etc.) 
primarily  of  key  civil  society  actors  (youth workers); and  secondarily, 
in  Education, 
of  young  people  (mostly  people  who  are  Not 
Employment  or  Training,  NEETs)  to  take  up  an  active  role  in 
volunteerism. 

Project ID: 581574-EPP-1-2016-2-BA-EPPKA2-CBY-WB 

 
 
 
 
  
 
 
57 | Erasmus+ Annual Report 2018 

In  2018,  following  a  strong  competition  for  funding,  a  total  budget  of 
over  €28.8 million  was 
involving 
319 organisations from 29 programme and 5 Partner Countries.  

to  31 

projects 

granted 

The  2018  projects  have  a  good  potential  to  achieve  sound  university  - 
business  cooperation  and  innovative  results  in  various  fields  such  as  in 
health,  agriculture,  urbanism  and  as  a  novelty  for  this  particular 
green 
selection, 
entrepreneurship  are  addressed.  As  a  common  challenge,  it  is  worth 
mentioning that a series of projects will develop a number of innovative 
concepts  in  response  to  the  challenges  that  Europe  faces  from 
digitalization, disruptive innovation and globalization.  

innovation 

industries, 

cultural 

social 

and 

The 31 projects selected integrate various forms of innovations either in 
teaching  and  learning  methods,  lab  for  innovation  using  creative 
technologies,  new  teaching  approaches  in  the  field  of  sustainable 
entrepreneurship, companies’ trainers, etc. 

4.3  Knowledge Alliances 

Knowledge  Alliances  are  structured  partnerships  bringing  together 
companies  and  higher  education  institutions  in  order  to  develop  new 
ways  of  creating,  producing  and  sharing  knowledge.  They 
collaborate  to  design  and  deliver  new  curricula  which  encourage 
creativity, employability and entrepreneurship, and contribute to Europe's 
innovation capacity. 

Knowledge  Alliances  cover  a  wide  range  of  study  areas,  and  economic 
and social activities. Their main added value comes from their focus on 
innovation  excellence  and  their  responsiveness  to  society's  needs.  They 
stimulate and facilitate inter- and multidisciplinary activities to benefit to 
both academia and the business sector.  

s
t
c
e
j
o
r
p
f
o
o
N

 250

 200

 150

 100

 50

 -

229 

200 

188 

 35

 30

28.8

168 

21.0

160 

17.9

8.4

8.9

10 

10 

20 

22 

31 

R
U
E
l
l
i

m
n

i

t
e
g
d
u
B

 25

 20

 15

 10

 5

 -

103 

93 

69 

3 

1.0

3 

1.0

14 

1.0

2011
pilot call

2012
pilot call

2013
LLP

2014
E+

2015
E+

2016
E+

2017
E+

2018
E+

Proposals

Funded Projects

Budget (Mill EUR)

Figure 28 -  Kn owledge Alliance s Trend 2014 - 201 8   

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
58 | Erasmus+ Annual Report 2018 

Dynamic – Towards responsive engineering curricula 
through Europeanisation of dual higher education 

Coordinating organisation 
Hochschule Wismar 

EU Grant 
€697,989 

Engineering  graduates  often  face  lack  of  industry  related  skills  and 
knowledges,  in order to enhance the employability. Dynamic project 
aim on practice-integrated dual study education program to strength 
the  supply-demand  feedback  chain  between  business  and  academia 
setting the ground for the dual education system in the new member 
states Bulgaria, Romania and Croatia.  
Dynamic  project  brought  sixteen  partners  from  five  countries 
together to develop, implement, test and validate 3 dual programmes 
in  the  field  of  Engineering.  The  relevance  of  ongoing  Engineering 
programmes will be improved through integration of regular practical 
phases  in  enterprises,  where  current  industry-related  skills  will  be 
acquired  by  students.  Dynamic  developed  a  set  of  tools  and  reports 
including  the  methodological  guidelines,  process  flowchart  and 
working  procedures,  toolkit  for  implementation  and  documentation 
of practical phases, train the trainer course for industrial supervisors 
in  dual  higher  education  programmes,  pilot  implementation  of 
3 practice-integrated dual study programmes and consolidated report 
on course design and implementation.  
The  project  is  innovative since  it  introduces  practice-integrated  dual 
study education in engineering programs in the 'new' member states. 
Overall, the finalized outputs hold good quality. 

Project ID: 588378-EPP-1-2017-1-DE-EPPKA2-KA 

4.4  Sector Skills Alliances 

Sector Skills Alliances aim to tackling skills gaps with regard to one or 
more occupational profiles in a specific sector. They do so by identifying 
existing or emerging sector specific labour market needs (demand side), 
and  by  enhancing  the  responsiveness  of  initial  and  continuing  VET 
systems, at all levels, to the labour market needs (supply side). Drawing 
on  evidence  regarding  skills  needs,  Sector  Skills  Alliances  support  the 
design and delivery of transnational vocational training content, as 
well  as  teaching  and  training  methodologies  for  European  professional 
core  profiles.  Sector  Skills  Alliances  are  also the  funding  instrument  for 
phase  2 
(‘European  partnerships’)  of  the  Blueprint  for  sectoral 
cooperation on skills, an initiative of the Skills Agenda for Europe 2016. 

In 2018, 17 Sector Skills Alliances were selected for a grant amount of 
€26.2 million: 

  2 projects address skills needs identification, 
  11 projects design and deliver vocational education and training 
responding to identified sector-specific skills gaps and needs, 
  4  projects  implement  the  Blueprint  for  sectoral  cooperation  on 
skills  by  developing  skills  strategies  and  also  responding  to 
identified  skills  needs  and  shortages  through  the  design  and 
delivery  of  VET 
in  specific  economic  sectors:  additive 
manufacturing,  construction  industry,  maritime  shipping  and 
steel industry. 

234  organisations  are  actively  involved  as  partners  in  the  selected 
projects. Higher education institutions, social partners, representatives of 
working  life  (chambers  of  commerce,  trade  unions,  trade  associations), 
VET  educational  centres  at  secondary  level  and  non-governmental 
organisations  are  very  well  represented,  as  well  as  small  and  medium 

 
 
 
 
 
enterprises,  research  centres,  large  enterprises,  VET educational  centres 
at tertiary level, and educational centres for adult education. 

4.5  Collaborative Platforms  

59 | Erasmus+ Annual Report 2018 

Industry 4.0 CHAlleNGE: Empowering Metalworkers for 
Smart Factories of the Future 

Coordinating organisation 
Viesoji Istaiga Vilniaus Jeruzales Darbo Rinkos 
Mokymo Centras (VJDRMC) 

EU Grant 
€1,176,258 

Metalworking  makes  up  a  substantial  amount  of 
the  EU 
manufacturing sector and therefore depends on skilled workers in the 
field.  This  project  sought  to  develop  the  competitive  position  of  EU 
metalworkers  by  designing  and  delivering  a  new,  targeted  VET 
programme  based  on  skills  demand  in  the  metalworking  sector.  
Additionally,  partner  organizations  planned  to  develop  a  self-
adaptive word-based learning system to use in tandem with coaching 
for  motivation  and  innovation.  Use  of  best  practices  and  close 
collaboration  with  business  stakeholders  encourage  comprehensive 
approaches  to  bridging  the  gaps  between  abilities  needed  for 
metalworking today and the competitive skills needed for the future 
of metalworking. 

Project ID: 575813-EPP-1-2016-1-LT-EPPKA2-SSA  

eTwinning, the School Education Gateway, the Electronic Platform 
for  Adult  Learning  in  Europe  (EPALE),  and  the  European  Youth 
Portal  offer  programme  stakeholders  multilingual  information  and 
opportunities  to  get  involved  and  exchange  news,  ideas  and  practices 
across  Europe.  The  platforms  also  provide  a  wide  range  of  useful 
educational resources, events, networking tools and interactive features.  

eTwinning  

schools  and 

eTwinning  offers  a  platform  for  teachers 
and  school  staff  across  Europe 
to 
communicate,  collaborate  and  develop 
projects.  The  platform  aims  to  encourage 
European 
to 
collaborate  by  providing  the  necessary 
infrastructure  and  support  services  in  42 
countries.  The  eTwinning 
community 
© European Union 
continues to grow with more than 100,000 new users in 2018, close to 
640,000 users registered, in more than 218,000 schools since its launch 
in 2005 and further expansion into the EU Southern Neighbourhood.  

teachers 

Over  14,000  new  projects  were  launched  in  2018.  Nearly  17,000 
teachers  took  part  to  online  international  professional  development 
events  and  over  1,000  to  onsite  ones.  The  community  life  was  also 
animated  with  over  30,000  users  taking  part  to  online  events,  such  as 
promotional activities, project presentations, and partner finding events.  

Over  600  participants  took  part  to  the  annual  Conference  in  Warsaw, 
‘Learning  from  the  past,  designing  our  future’  dedicated  to  the 
annual theme, the European Year of Cultural Heritage. In addition to the 

 
 
 
 
 
60 | Erasmus+ Annual Report 2018 

annual  eTwinning  European  prize,  a  special  prize  rewarded  outstanding 
eTwinning  projects  promoting  cultural  heritage,  and  awarded  at  its 
closing conference in Vienna (see project “Monumental Europe” in the box 
below). 

Academy’,  with  online  professional  development  course  completion 
rates  far  above  global  averages,  and  an  extensive  listing  of  Erasmus+ 
opportunities  (mobility  offers  for  /  by  school  staff  and  strategic 
partnership requests) accompanied by specialised partner-search tools. 

eTwinning award for Cultural Heritage  
in age category 6-12 

Monumental Europe 

The  ‘Monumental  Europe’  project,  carried  out  by  8  classes  from 
Spain, Germany, Greece, Italy, France, won the eTwinning  award for 
Cultural  Heritage  in  age  category  6-12. Teachers  and  students spent 
time  in  the  ‘Twinspace’  together  to  learn  about  Europe  through  its 
monuments, 
landscapes,  traditions  and  cultures.  They  explored 
various  European  cultural  identities,  and  exchanged  about  history, 
values  and  the  sense  of  European  identity.  By  being  involved  in 
activities  such  as 
‘European 
Monument Contest’, students also improved their communicative and 
ICT  skills.  Throughout  the  project  activities,  students  also  developed 
their creativity, motivation, social and critical thinking 

‘Monumental  Europe  Quizzes’  or 

School Education Gateway 

The  School  Education  Gateway  is  Europe's 
online  platform  for  school  education, 
available  in  23  EU  languages.  It  offers  a  wide 
array of completely free content, including news 
and  events,  best  practice  articles,  expert  blogs, 
user  surveys,  latest  research  reports,  European 
and  national  policy  insights,  online  resources, 
tutorials  and  teaching  materials.  It  also  features 
blended  training  opportunities  for  teachers  through  the  ‘Teacher 

© School Education Gateway 

During  2018,  the  ‘European  Toolkit  for  Schools  -  Promoting 
inclusive education and tackling early school leaving’ was further 
developed  and  enriched  with  50  more  resources  and  good  practices 
which were translated in 23 EU languages. 

During the year, the School Education Gateway attracted almost 19,000 
new  users,  bringing  the  total  to  more  than  60,000  registered  users.  In 
addition,  the  website  had  more  than  one  million  site  visits,  the  course 
catalogue being the most popular section of the platform.  

Teacher Academy – Surviving your first years of teaching 

In  evaluations,  96%  of  online  course  participants 
report  that  courses  are  of  a  high  quality  and  94% 
report  a  change  in  their  teaching  practice  after  a 
course. This is evidence that the platform is helping to 
empower an increasing number of teachers in dealing 
© School Education Gateway 
 with today’s more diverse classrooms and challenges, such as promoting 
inclusion  and  fundamental  values,  and  developing  a  broad  range  of 
competences in learners for their lives beyond school. 
In 2018 a new course for beginning teachers was offered to support this 
particular  group  of  stakeholders  and  building  on  the  success  of  the 
European Parliament funded pilot project on online support to beginning 
teachers  and  their  mentors,  which  was  supervised  by  the  European 
Commission and concluded in the first half of 2018. 

 
 
Electronic Platform for Adult Learning in Europe 

(EPALE) 

The  Electronic  Platform  for  Adult  Learning  in 
interactive  and 
Europe 
is  an 
in  2014, 
multilingual  platform 
available  in  24 languages  and  managed  by  a 
Central  Support  Service  with  the  help  of 
36 National  Support  Services  across  Europa.  It 
supports Europe's adult learning community 
by enabling teachers and trainers, researchers, 
© European Union 
policy-makers, human resources professionals, media, etc., to share with 
their peers information, ideas and practices related to adult learning.  

launched 

EPALE content is organised in 29 thematic areas, and the platform has 
a  variety  of  tools  supporting  Erasmus+  existing  and  potential 
beneficiaries  to  prepare,  implement  and  disseminate  the  results  of 
relevant  Erasmus+  projects.  In  2018,  a  new  section  about  EU  adult 
learning  policy  was  introduced.  It  is  a  one-stop  shop  for  finding 
information  about  funding  opportunities,  activities  and  projects  in  adult 
learning,  complemented  with  a  policy  analysis  tool,  good  practices  as 
well as research and evidence.  

As in 2017, in 2018 the focus was on increasing traffic to EPALE and to 
engage  the  users  in  various  activities  available  on  the  platform.  At  the 
end  of  the  year,  EPALE  was  close  to  47,000  registered  users;  and 
attracted an average of almost 65,000 unique visitors per month. There 
was a big increase of users from Turkey, Italy, Poland and Serbia.  

61 | Erasmus+ Annual Report 2018 

EPALE Conference 2018: ‘Growing together: fostering an 
inspiring adult learning community’ 

EPALE held its first conference on 15 and 16 October 2018 in Budapest. It 
constituted  past  year’s  flagship  event  for  adult  learning  professionals. 
Some 240 stakeholders gave their views on what they want from EPALE 
but  also  from  future  EU  policies  and  programmes  in  the  field  of  adult 
learning more broadly. EPALE is definitively on its way to become a really 
big  and  vibrant  community,  driven  by  its  members  and  with  lively 
interactions amongst them. It was felt that EPALE had great potential to 
support  adult  learning  and  that  creativity  and  content  should  be 
supported  by  technical 
improve  usability.  The 
improvements  to 
conference was judged a success with over 90% of participants rating the 
event as good or excellent. The main added value of the conference for 
participants was the opportunity to network, and exchange best practice 
and  ideas.  The  conference  was  also  an  example  for  linking  the  virtual 
with the real world. 

European Youth Portal 

The  European  Youth  Portal  offers  both 
European  and  national  information  and 
opportunities that are of interest to young 
people  aged  13-30  who  live,  learn 
and  work 
It  provides 
in  Europe. 
information  structured  around  9  main 
is 
themes,  covers  35  countries  and 
available in 28 languages. 

© European Union 

 
 
 
62 | Erasmus+ Annual Report 2018 

Throughout  2018,  the  European  Youth  Portal,  with  the  help  of  the 
network  of  Eurodesks,  continued  to  provide  young  people  with 
information  about  opportunities  for  mobility  and  exchange  projects,  for 
democratic participation activities and for other forms of cooperation on 
a  European  scale.  The  portal  covers  35  countries  and  is  available  in 
28 languages.  In  April  2018,  the  design  of  the  portal  and  of  the 
volunteering database was improved to be fully responsive also for users 
with mobile devices.  

 
 
 
63 | Erasmus+ Annual Report 2018 

 
 
 
 
 
64 | Erasmus+ Annual Report 2018 

 
 
 
5. Key Action 3 - Support for policy reform 

7.2
6.14%

With committed budget of €117.2 million in 2018, Key Action 3 supports 
policy  reforms  in  line  with  the  overall  European  policy  agenda,  the 
Strategic framework for European cooperation in education and training 
(ET  2020)  and  the  European  Youth  Strategy.  It  aims  to  enhance  the 
quality and modernisation of education and training systems and 
the  development  of  European  youth  policy,  through  policy  cooperation 
between  Member  States,  in  particular  through  the  Open  Method  of 
Coordination and structured dialogue with young people.  

This  Key  Action  covers  a variety  of  strands  such  as  knowledge  in  the 
fields  of  education,  training  and  youth  to  support  evidence-based 
policy  making  and  monitoring,  and  initiatives  for  policy  innovation 
such  as  policy  experimentations  and  forward-looking  cooperation  and 
social inclusion through education and training projects.  

It also encourages the cooperation with international organisations 
(i.e.  OECD  and  Council  of  Europe),  the  dialogue  with  stakeholders  and 
policy makers, and awareness-raising and dissemination activities about 
education,  training  and  youth  policies  and  the  Erasmus+  programme.  
KA3  also  supports  networks  and  tools  fostering  transparency  and 
recognition of skills and qualifications. 

65 | Erasmus+ Annual Report 2018 

Direct Management - EC

Direct Management - EACEA

Indirect Management - National Agencies

49.6
42.32%

60.4
51.53%

Figure  29 -  KA 3 -Erasm us+  Bud get Com mitments  by Management mode  
 (in milli on EUR)  

5.1  Knowledge in the fields of education, training 

and youth 

The Eurydice network supports and facilitates European cooperation in 
the  field  of  lifelong  learning  by  providing  information  on  education 
systems and policies in 38 countries and by producing studies on issues 
common  to  the  European  education  systems.  All  outputs  can  be 
downloaded free of charge from Eurydice's website. The network consists 
of 41 national units which were granted a total amount of €2.6 million in 
2018. 

As  in  previous  years,  the  Network  of  Experts  on  the  Social 
dimension  of  Education  and  Training  (NESET  II)  and  European 
Expert  Network  on  Economics  of  Education  (EENEE)  acted  as 
knowledge  brokers  in  economic  and  social  aspects  of  education.  These 

 
 
66 | Erasmus+ Annual Report 2018 

two  academic  networks  contributed  to  bridging  the  gap  between 
researchers and policy makers at EU and national levels. 

practice  and  lessons  on  'what  works'  and  'what  does  not  work',  and 
improve scalability and transferability of innovative measures. 

Financial  support  to  better  knowledge  in  the  youth  policy:  a  total 
grant  of  close  to  €1 million  was  given  to  33  designated  bodies  to 
improve mutual understanding of youth systems and policies in Europe. 
These include the production of country specific information, comparable 
country  descriptions  and  indicators  as  well  as  information  at  country 
level on the situation of young people in Europe.  

5.2 

Initiatives for policy innovation 

The  initiatives  for  policy  innovation  are  implemented  via  centrally 
managed  calls  for  applications  and  target  multilateral  cooperation 
activities  aiming  at  developing  and  testing  new  policies.  Direct  and 
active involvement of public authorities in charge of the policymaking is 
a  formal  requirement  for  policy  experimentations.  However,  in  the  case 
of  the  call  for  social  inclusion  through  education  and  training,  the 
mobilisation  of  grassroots  level  actors  allowed  to  reach  out  to  target 
groups not often exposed to this kind of exercise. 

European policy experimentations 

European  policy  experimentations  aim  at  supporting  policy-making  by 
assessing  the  potential  for  promising  measures  to  be  scaled  up. 
These  transnational  cooperation  projects  involve  testing  innovative 
measures  through  field  trials  based  on  (semi-)experimental  methods 
under  the  leadership  of  high-level  public  authorities  responsible  for 
education,  training  or  youth.  It  is  expected  that  the  experimentation 
projects  will  lead to  significant  results  such  as:  improve  knowledge  and 
evidence for reforms with potentially high systemic impact, identify best 

In  2018,  an  amount  of  €11.6 million  was  granted  to  7  projects  in 
Education  and  Training.  The  projects  involve  78  organisations  and 
address  issues  such  as:  promoting  social  inclusion,  mainstreaming 
multilingual  pedagogies  in  school  education,  identifying  and  upscaling 
best  practices  in  digital  assessment,  supporting  VET  teachers  and 
trainers  in  work-based  learning,  implementation  of  upskilling  pathways 
for  adults  without  upper  secondary  qualification,  supporting  innovative 
teaching  and  training  in  higher  education,  and  creation  of  a  European–
wide hub for online learning.  

Social Inclusion through Education, Training and Youth 

Education,  training  and  youth  policies  are  key  for  fostering  social 
inclusion,  mutual  understanding  and  respect  among  young  people 
and communities. In 2018, as a follow-up to the Paris Declaration and in 
line  with  the  Council  Recommendation  on  promoting  common  values, 
inclusive  education,  and  the  European  dimension  of  teaching,  attention 
has  been  maintained  on  all  subjects  aimed  at  promoting  citizenship 
and  common  values  through  education  as  well  as  fostering 
inclusive education and supporting teachers and teaching. 

A  call  for  proposals  on  ‘Social  Inclusion  through  education,  training  and 
youth’  was  published  in  March  2018  with  a  budget  of  €14.4 million  to 
support  the  dissemination  and  upscaling  of  good  practice  at grassroots 
level  in  inclusive  education,  equality,  equity,  non-discrimination  and  the 
promotion  of  civic  competences.  An  amount  of  €11.6 million  for 
education  and  training  and  €2.8 million  for  youth  was  granted  to  26 
education  and  training  projects  and  to  7  youth  projects  respectively, 
involving 227 organisations from 28 different countries in total. 

 
inEDU inclusive education model for children with 
migrant background in pre-schools 

Coordinating organisation 
Fundacja Rozwoju Demokracji Lokalnej 

EU Grant 
€494,019 

Inclusive  education  was  the  main  theme  of  the  inEDU  project, 
particularly  in  EU  early  (pre-school)  education  systems.  The  project’s 
three  phases  began  by  researching  the  inclusion  of  children  with 
migrant experience in adapted school systems. Study visits to partner 
organizations  composed  part  of  this  research  to  utilize  a  practical 
approach.  Handbooks  to  better  inform  teachers  and  policymakers 
about inclusive education were then created to spread this knowledge 
and  hopefully  build  upon  it.  These  activities  strived  to  improve  early 
access 
learning 
environments. 

inclusive  and  democratic 

to  high  quality, 

Project ID: 580452-EPP-1-2016-1-PL-EPPKA3-IPI-SOC-IN 

Projects  were  encouraged  to  actively  involve  role  models  as  well  as 
activities  related  to  the  European  Year  of  Cultural  Heritage  2018.  The 
year  aimed  to  encourage  the  sharing  and  appreciation  of  Europe's 
cultural  heritage  as  a  shared  resource,  to  raise  awareness  of 
common history and values, and to reinforce a  sense of belonging to a 
common European space.  

67 | Erasmus+ Annual Report 2018 

European Youth Together 

European Youth Together aims at supporting initiatives from at least five 
youth  organisations  from  different  regions  spread  across  the  EU's  and 
Programme  Countries'  territory  to  share  their  ideas  about  EU  values, 
encourage  wider  civic  participation  and  help  foster  a  sense  of 
European citizenship. 

The initiative builds on experience with the debates held within the New 
Narrative for Europe and other youth policy and programme initiatives 
that  include  gathering  of  different  young  people.  The  action  aims  to 
create  networks  promoting  regional  partnerships,  and  to  be  run  in 
close cooperation with young people from across Europe.  

The initiative supports:  

 

the promotion and development of more structured cooperation 
between  different  youth  organisations  to  build  or  strengthen 
their partnership,  

  youth  organisations,  youth  workers  and  the  young  people 
involved  in  the  partnership  in  their  initiatives  to  hold  trainings, 
showcase commonalities among different young Europeans and 
to  encourage  discussion  and  debate  with young  people  on  their 
connection to the EU its values and democratic foundations. 

Eligible  applicants  were Youth  NGOs  who  have  the capacity  to mobilise 
young people in partnerships covering different regions within the EU and 
non-EU Programme Countries territory (East-West-North-South). 

The  initiative  favour  projects  with  a  wide  geographic  spread  and  the 
implication  of  a  diverse  youth  population  that  also  includes  those 
from  remote/rural  areas,  with  a  migrant  background  and  from 
disadvantaged social backgrounds. 

 
 
 
 
 
 
 
68 | Erasmus+ Annual Report 2018 

The  first  call  for  proposals  was  published  in  the  spring  of  2018  with  a 
budget of €5 million and resulted in the selection of 14 projects with an 
EU contribution ranging from €132,000 to €500,000. 

5.3  Cooperation with International Organisations 

Cooperation with Council of Europe 

The  goal  of  the  partnership  with  the  Council  of  Europe  in  the  field  of 
youth is to foster synergies between the activities of the two institutions 
in  the  youth  field.  In  2018,  the  cooperation  focused  on  participation/ 
citizenship,  social  inclusion  and  quality  development  of  youth 
work.  A  symposium,  held  in  Tallinn,  focussed  on  the  subject  of 
digitalisation  and  was  at  the  same  time  a  celebration  of  the  20th 
anniversary of the partnership. 

Cooperation with the Council of Europe in the field of education is done 
through the ‘Democratic and Inclusive School Culture in Operation’ 
(DISCO)  programme  co-funded  under  Erasmus+  with  a  total  budget  of 
€1.15 million.  The  programme  supports  projects  designed  to  contribute 
to building democratic and inclusive societies by promoting education for 
democratic citizenship and human rights education in the 50 states party 
to  the  European  Cultural  Convention.  Its  5th cycle,  implementation  from 
January 2018  to  December 2019,  focuses  on  two  thematic  priorities: 
digital citizenship education and building democratic and inclusive 
school  culture  by  embedding  the  learning  environment  in  the  local 
community.  

Two flagship projects of the last calls are ‘Digital resistance’ and ‘coLAB - 
a  laboratory  for  new  forms  of  collaboration’.  The  main  objective  of 
‘Digital  resistance’  is  to  promote  digital  citizenship  of  pupils  by 
supporting  the  development  of  digital  skills  and  competences 

through  inquiry-based  learning  methods  and  by  using  peer-education, 
while the focus of ‘coLAB’ is to support the integration of refugees in the 
academic  environment,  by  promoting  opportunities  to  teach  their  own 
skills. 

Roma inclusion through education 

The European Commission and the Council of Europe also cooperate on 
inclusion  of  Roma  through  education.  For  that  purpose,  Erasmus+ 
and  the  Council  of  Europe  co-funded  the  20-month  ‘INSCHOOL’ 
programme in May 2017 with a 50%-50% share, for a total  budget of 
over  €1.4 million.  The  joint  programme  objective  is  to  build  more 
inclusive schools, which cater better for the needs of all learners, foster a 
culture  of  mutual  respect  and  support  Roma  children  in  achieving  their 
full  potential.  The  programme  aims  to  pilot  a  model  for  inclusive 
schools to  provide  further  evidence  on  what  works  on  the  ground.  The 
ultimate objective is to define a flexible model for inclusive schools, 
which  is  adaptable  to  local  needs  and  could  be  scaled  up,  taking  into 
account national specificities.  

The  programme  was  implemented  in  26  schools  in  20 localities  in 
five EU  Member  States  with  a  significant  Roma  population  (Czechia, 
Hungary,  Romania,  Slovakia,  United  Kingdom),  focusing  on  four  to  five 
primary  and  secondary  schools  per  country.  At  school  level,  support 
mechanisms for inclusive schools were set up and assistance to teachers 
to  promote  inclusion  was  provided.  At  the  policy  level,  support  was 
provided  to  remove  concrete  barriers  to  learning  for  vulnerable  groups 
and  a  dialogue  with  national  stakeholders  was  established  in  three 
implementing countries (Hungary, Slovakia and Romania).  

 
 
 
Cooperation with OECD 

The  cooperation  between  the  Commission  and  OECD  offers  better 
knowledge on education systems and provides scientific support to 
education  policies  through  the  results  of  large  international  studies 
and major international surveys such as the Programme for International 
Student  Assessment  (PISA),  the  Programme  for  the  International 
Assessment  of  Adult  Competencies  (PIAAC),  and  the  Teaching  and 
Learning International Survey (TALIS). In 2018, the European Commission 
financed  activities  with  the  OECD  for  a  total  amount  of  almost 
€2.8 million. 

PISA data are the basis for the education and training 2020 indicator on 
early school leaving and a benchmark for low achievers in mathematics, 
science  and  reading,  which  are  reported  annually  in  the  Education  and 
Training Monitor. 

In 2018, 19 Erasmus+ national authorities committed to take part in the 
PIAAC survey. Their international costs for the participation in the survey 
were cofinanced, for a total budget of €3.8 million. The PIAAC survey is 
identified  as  a  key tool  for  assessing  the  skills  of  adults.  The  European 
Commission  uses  the  PIAAC  results  to  support  the  efforts  of  the 
Erasmus+  Programme  Countries  to  improve  and  reform  education  and 
training, to meet the challenges of today's changing labour markets, and 
to support inclusive societies.   

The increased participation of Erasmus+ countries in the second cycle 
of PIAAC will enable to reinforce the measurement of the impact of EU 
skills policies and ensure feedback for policy improvement. 

Another  major  highlight  of  the  cooperation  with  OECD  is  the  TALIS 
survey  that  captures  the  voice  of  teachers  and  school  leaders  on 
qualification  and  motivations,  lifelong  learning,  career  structure,  school 

69 | Erasmus+ Annual Report 2018 

environment  and  classroom  practices.  About  4,400  schools  and  more 
than 77,000 teachers in lower secondary school responded to the TALIS 
2018 questionnaire.  

Cooperation also took place in the area of country analysis and both co-
drafted  and  co-financed  the  Education  Policy  Outlook  Country 
Profiles.  The  Country  Profiles  provide  an  independent,  synthetic  and 
comparable  overview  of  countries'  education  systems.  They  combine 
country-specific information with quantitative and qualitative knowledge 
from  both  OECD  (PISA,  TALIS)  and  EU  sources  (European  Semester 
Country  Report,  Monitor),  focusing  on  challenges  and  reforms  in:  equity 
and  quality,  preparing  students  for  the  future,  improving  schools, 
evaluation and assessment, and governance and funding.  

In  addition,  the  Commission  has  co-financed  the  preparation  of  the 
National Skills Strategies in 7 EU Member States, supporting a whole-
of-government  approach  to  skills  policy  and  helping  to  drive  the 
necessary  reforms  in  the  future,  that  could  also  be  supported  by  the 
European Social Fund.  

The European Commission continued the cooperation with OECD's Centre 
for Entrepreneurship, SMEs, Local Development and Tourism Directorate 
(OECD-CfE) for the further development and promotion of  HEInnovate, 
the common initiative to support higher education institutions and higher 
education  systems  to  assess  and  develop  their 
innovative  and 
entrepreneurial potential. The first round of HEInnovate country reviews 
was  completed  with  Bulgaria,  Ireland,  Hungary,  The  Netherlands  and 
Poland.  

 
70 | Erasmus+ Annual Report 2018 

5.4  Stakeholder dialogue and policy promotion 

Support to the European Youth Forum 

The actions grouped under the umbrella ‘Dialogue with stakeholders and 
policy  promotion’  contribute  to  the  implementation  of  European 
policy  agendas  in  education,  training  and  youth,  and  also  support  the 
dissemination  and  exploitation  of  policy  and  programme  results. 
Additionally,  this  action  contributes  to  the  implementation  of  the 
international  dimension  of  European  education  and  training 
policies  by  supporting  policy  dialogue  with  international  stakeholders 
and international attractiveness, and promotion events.  

HEInnovate 

Work  to  support the  use of  HEInnovate  by  higher  education  institutions 
continued  including,  among  others,  the  organisation  of  a  number  of 
workshops  in  different  EU  Member  States  and  train  the  trainer  events. 
The  on-line  self-assessment  tool  has  been  further  improved,  including 
the  addition  of  a  new  dimension  on  ‘Digital  Transformation  and 
Capability’. 

Civil society cooperation  

This  action  supports  European  NGOs  and  EU-wide  networks  to 
reinforce cooperation between the EU, public authorities and civil society 
for  the  implementation  of  the  EU  policy  agendas,  in  particular  Europe 
2020, Education and Training 2020, and the EU Youth Strategy.  

In 2018, the three-year framework partnership agreements (2018-2020) 
selected 19 civil society organisations active in the field of Education and 
Training  for  an  amount  of  €2.4 million,  and  87  beneficiaries  for  an 
amount of €4 million in the field of Youth. 

The  2018  €2.6 million  operating  grant  awarded  to  the  European  Youth 
Forum supported activities in the areas of advocacy, youth participation, 
the strengthening of youth organisations, youth autonomy and inclusion, 
contribution  to  international  youth  policy  making,  the  empowerment  of 
member  organisations,  and  the  support  to  a  rights-based  and  cross-
sectorial  approach  in  youth  policy  making.  The  grant  also  contributed 
indirectly to the EU Dialogue cycle in the field of youth.  

Support to the European Youth Event 2018  

The  third  edition  of  the  European  Youth  Event  took  place  on  1  and 
2 June 2018  in  Strasbourg.  This  youth-targeted  initiative,  organised  by 
the  European  Parliament  every  second  year,  gathered  around  9,000 
young  people  to  debate  European  topics  and  learn  about  a  number  of 
opportunities that EU policies and programmes can offer them. The event 
provided  a  valuable  opportunity  to  discuss  and  get  feedback  about  the 
initiatives in the field of education, youth and culture. 

Structured Dialogue for youth 

By  adopting  the  EU  Youth  Strategy  in  2018,  the  Council  of  Youth 
Ministers  and  the  Commission  committed  to  contributing  to  the 
11 European Youth Goals proposed by over 50,000 young people. These 
goals are the result of the 6th cycle of EU Structured Dialogue that ran 
from mid-2017 to 2018 on the topic ’Youth in Europe: What's next?’ 
collecting voices of young people all over Europe and contributing to the 
new EU Youth Strategy 2019-2027.  

 
We grow together dialogue for inclusion 

Coordinating organisation: 
ONE WORLD citizens 

EU Grant: 
€26,370 

By  organizing  the  ‘We  Grow  Together  Dialogue  for  Inclusion’  project, 
the organizations involved brought together 100 youngsters and young 
migrants  from 7  countries,  policymakers  and  stakeholders  together  to 
share  vision,  ideas,  examples  and  find  commitment  for  the  next  steps 
towards action on the dialogue topics.  
During  the  interactive  3-day  dialogue  conference,  which  took  place  in 
Eindhoven, the Netherlands, the participants worked out a joint activity 
plan and timeline 2018-2019 to be carried out until the next 'Dialogue 
for Inclusion' conference in 2019.  

Project ID: 2018-2-NL02-KA347-002163 

International Dialogue Platforms 

The  Commission  undertakes  a  number  of  policy  dialogue  activities  with 
individual Partner Countries or regional groups of countries to provide a 
forum for policy dialogue on all levels of education and training, and to 
agree upon common issues and priorities for future cooperation with the 
EU. In  2018, dialogues were undertaken with  the  government of Japan, 
and  governments  and  stakeholders  of  two  regional  groupings:  the 
Western Balkans, and the South Mediterranean.  

71 | Erasmus+ Annual Report 2018 

Presidency events 

In 2018, Erasmus+ co-funded recurrent Presidency events, in partnership 
with  the  Bulgarian  presidency  for  the  first  semester  and  with  the 
Austrian Presidency for the second:  

  A 

flagship  conference 

'Educate  to  Create.  From  Digital 
Consumers  to  Digital  Creators'  was  held  in  Sofia  in  April  2018. 
The conference placed particular focus on the development of digital 
skills  and  competences  of  learners  and  educators  and  the  digital 
transformation of schools. 

  The EU Youth Conference (EYC) was organized in Sofia in April 2018 
and  in  Vienna  in  September  2018.  Both  events  contributed  to  the 
preparations of young people’s input to the EU Youth Strategy under 
the  topic  of  ‘Youth  in  Europe:  What's  next?’  and  provided  essential 
steps towards the endorsement of the 11 European Youth Goals. 

  The  HEInnovate  conference  on  ‘HEInnovate:  Making  innovation 
work in higher education’, was organised in Brussels in February 2018, 
and  on  ‘Supporting  institutional  change  in  higher  education’  in  Ruse, 
Bulgaria  in  June  2018.  Both  events  supported  the  dialogue  on 
innovation  and  entrepreneurship  with,  but  also  between  relevant 
stakeholders 

  A thematic University Business Forum took place in Sofia in February 
2018:  ‘University-Business  Cooperation  -  A  Partnership  for 
Modernisation  and  Growth’.  Organized  in  partnership  with  the 
Bulgarian  Ministry  of  Education  and  Science  and  the  Bulgarian 
Industrial  Association,  the  forum  invited  policy  leaders,  higher 
education and business representatives to debate the challenges and 
opportunities presented by university-business cooperation.  

 
 
 
 
 
72 | Erasmus+ Annual Report 2018 

5.5  Support to European Policy tools and networks 

Erasmus+  provides  funding  for  a  number  of  European  policy  tools  and 
for the networks that support their implementation. European policy tools 
aim to improve and facilitate the transparency of skills and qualifications 
and  the  transfer  of  credits,  to  foster  quality  assurance,  and  to  support 
skills management and guidance. 

SALTOs 
opportunities) 

(Support,  Advanced  Learning  and  Training 

SALTOs,  a  network  of  resource  centres,  support  the  National 
Agencies,  and  the  Commission,  as  well  as  organisations  and  partners 
the  Erasmus+  Youth  programme  and  youth  work 
involved 
in 
resources, 
through  expertise,  non-formal 
development 
information and training for specific thematic and regional areas.  

learning 

Regional  SALTOs  (Eastern  Europe  and  Caucasus,  EuroMed,  South  East 
Europe)  continued  to  promote  Erasmus+  as  a  unique  opportunity  for 
further  strengthening  the  international  youth  cooperation  and  capacity 
building of youth organisations in the Neighbouring Partner Countries. In 
2018,  SALTOs  were  key  to  the  success  of  several  events  and  activities 
such  as  the  2018  events  for  former  volunteers  organised  in  Armenia, 
Russia and Ukraine, to name a few.  

Thematic SALTOs were restructured from five to three - inclusion and 
diversity,  participation  and  information,  and  training  and  cooperation, 
followed  by  the  process  to  align  their  common  role  and  mandates  in 
relation  to  the  new  EU  Youth  Strategy  and  youth  programmes  cycle  of 
synergies.  

The Youthpass – the EU level instrument to identify and document non-
formal  and  informal  learning  outcomes  gained  by  participants  in 
Erasmus+ youth projects – was further developed to also serve European 
Solidarity Corps projects. Reflections on how the instrument could evolve 
in the future youth programmes were initiated.  

Eurodesk Network 

The  Eurodesk  Network  offers  information  services  to  young  people 
and  to  those  who  work  with  them.  The  Network  supports  the 
Erasmus+  objective  to  raise  young  people's  awareness  of  mobility 
opportunities and encourage them to become active citizens. 

In  2018,  they  managed  and  contributed  to  the  further  development  of 
the  European  Youth  Portal  and  served  as  its  first-level  helpdesk. 
Eurodesk federates around 1,000 local youth information providers, so-
called  ‘multipliers’, that are regional  or local  organisations working with 
young people and delivering youth information (e.g. youth centres, youth 
information centres, associations and municipalities).  

Euroguidance, 
Framework  

Europass, 

European 

Qualifications 

For the funding period 2018-2020, €18.9 million was earmarked. These 
three  networks  are  dealing  with  different  but  closely-related  issues  on 
skills and qualifications: 

  European  network  of  National  Euroguidance  Centres:  lifelong 

guidance and mobility for learning purposes, 

  European network of National Europass Centres: communication 

and understanding of skills and qualifications, 

 
  European  Qualification  Framework  -  National  Coordination 
Points  (EQF-NCP):  support  to  national  authorities  to  make 
qualifications more transparent, understandable and comparable and 
linking  qualifications  frameworks  to  the  European  Qualifications 
Framework. 

Centres  pursued  a  variety  of  themed  and  targeted  collaboration  with 
stakeholders  and  a  wide  range  of  communication  and  promotional 
activities,  with  a  welcome  emphasis  on  the  use  of  social  media  and 
online.  

In  2018,  a  large  number  of  events  also  took  place,  to  market  and 
promote  the  activities  to  a  broad  range  of  stakeholder  audiences.  The 
number  of  direct  and  indirect  beneficiaries  over  the  years  is  steadily 
increasing. 

ECVET  -  European  Credit  system  for  Vocational  Education 
and Training 

National  teams  of  ECVET  experts  promote  the  principles  of  the  ECVET 
framework  for  credit  accumulation  and  transfer  in  VET  among 
policy  makers,  VET  providers  and  other  relevant  stakeholders.  With  a 
budget  of  €1.33 million  in  2018,  Erasmus+  supported  the  teams  of 
experts  providing  their  audiences  with  targeted  information  events  and 
training  opportunities,  running  surveys  and  studies, and  organising  peer 
learning activities within the European network. 

73 | Erasmus+ Annual Report 2018 

EQAVET  -  European  Quality  Assurance 
education and Training  

in  Vocational 

In 2018, Erasmus+ continued to provide support to the activities of the 
EQAVET  National  Reference  Points  (NRPs).  19  projects  were  selected  in 
2017  for  a  budget  of  €2.29 million,  for  a  two-year  period.  They  are 
contributing  to  complement  the  current  EQAVET  Framework,  to 
strengthen mutual cooperation among National Reference Points and to 
deepen the culture of quality assurance of VET, the importance of 
feedback loops and the review phase of the quality cycle. 

18
16
14
12
10
8
6
4
2
0

Figure  30 - Main t opics tackled  in the 19 E QAVET  pr oje cts  201 7 -201 8   

 
 
 
 
 
 
 
74 | Erasmus+ Annual Report 2018 

ECVET and EQAVET Networks support  

The  Recommendation  establishing  the  European  Credit  System  for 
Vocational  Education  and  Training  (ECVET)  was  adopted  in  2009  and 
asked  the  European  Commission  to  set  up  the  related  implementation 
network  and  support  Member  States  through  actions  such  as  providing 
guidance  material  and  best  practice  examples  for  stakeholders, 
information  seminars,  and 
organising  peer 
disseminating  information  on-line.  During  these  years,  the  ECVET  was 
also  used  to  ground  VET  system  reforms,  help  skills  validation 
processes or support quality delivery services and frame credit systems.  

learning  events  and 

Joint Qualifications in Vocational Education and Training  

Under  the  successful  call  ‘Joint  Qualifications  in  Vocational  Education 
and Training’, 19 projects were selected, for a budget of €7.2 million. 

The  selected  projects  foster  strong  work-based  learning  and  mobility 
components,  address  learning  outcomes,  quality  assurance  and  proper 
tools  and 
recognition  while  making  use  of 
instruments.  The  projects  have  the  potential  to 
increase  the 
employability of young people and to contribute to the development of 
a  highly  skilled  and  qualified  workforce  from  which  companies  should 
also benefit.  

relevant  European 

Winemaker Specialist 

Coordinating organisation: 
Aris Formazione E Ricerca Societa 
Cooperativa 

EU Grant: 
€427,292 

EU  is  world-leading  wine  producer,  with  over  3 million  of  workers 
(about 20% of employment in EU agriculture). In North Macedonia and 
Umbria  (both  with  high  unemployment  rates,  especially  for  youths), 
wine  production  is  a  key  economic  and  labour  intensive  activity,  but 
lacks vocational education and training (VET) opportunities to get skills 
required by the market.  

VET  providers  from  both  regions,  qualification  authorities,  sectoral 
companies  and  organisations  cooperate  to  set  up  the  joint  VET 
qualification Winemaker Specialist and: 

- 

- 

- 

- 

design  a  detailed  qualification  profile,  outlining  expected  learning 
outcomes in clearly identified units; 
establish  joint  qualification  profile  and  cooperation  structure  to 
ensure transparency, comparability, quality; 
design  a  joint  curriculum  to  reach  learning  outcomes  with  strong 
work-based learning and mobility components; 
define a joint guideline for learning outcomes assessment. 

Project ID: 597814-EPP-1-2018-1-IT-EPPKA3-VET-JQ 
https://winevet.eu/ 

 
 
 
 
 
 
National  Coordinators  for  the  implementation  of  the 
European Agenda for Adult Learning 

7%

2%

Erasmus+  supports  National  Coordinators  in  the  implementation  of  the 
European  Agenda  for  Adult  Learning.  The  33  National  Coordinators 
selected in 2017, with two-year contracts, continued in 2018 to engage 
with stakeholders, establish structures for better coordination of national 
information  and  dissemination 
adult 
activities  and  raise  awareness  of  EU  policy  at  national,  regional  and 
often 
improving  adult 
in 
participation in learning and the overall levels of basic skills.  

learning  policies,  undertake 

level,  particularly 

relation 

local 

to 

NARIC- National Academic Recognition Information Centres  

NARIC  provide  services  for  individuals  and  organisations,  advising  on 
comparisons  of  international  qualifications  against  national 
qualification framework levels. 

In 2018, 13 NARIC projects have been selected for the period of 2018-
2020.  The  projects  covered  activities  such  as  the  annual  ENIC-NARIC 
meetings,  a  database  collecting  diplomas  and  certificates  of  the 
participating  countries,  recognition  of  new  forms  of  learning,  and 
recognition of refugee’s qualifications.  

11%

11%

12%

75 | Erasmus+ Annual Report 2018 

25%

Improving recognition
practice

Automatic recognition

Third countries
qualifications recognition

Knowledge sharing and
filling the gap of lack of
information

Sharing of information in
the network

16%

16%

Figure 31  - Main topics tackled  in NARIC pr oj ect s  2007 -201 8   

Digital and Entrepreneurial Competence Frameworks  

The  Digital  Competence  Framework  for  Educators  published  in 
2017,  sets  out  the  digital  skills  and  competences  educators  need  in 
contemporary teaching environments. It is designed for educators at all 
levels, from pre-primary to vocational, higher and adult education. A total 
of  22  educator-specific  competences  for  teaching  are  set  out  in  six 
competence areas. In 2018 work began to create self-assessment tools 
for teachers based on the framework.  

 
 
76 | Erasmus+ Annual Report 2018 

SELFIE 

As part of the Digital Education Action Plan and with the support of the 
ET2020  Working  Group  on  digital  education,  a  self-assessment  tool 
on the digital capacity of schools (SELFIE) was developed and tested 
in  14  countries.  The  free  online  tool  helps  school  leaders,  teachers  and 
students  reflect  on  how  they  use  digital  technologies  for  teaching  and 
learning.  The  tool  was  launched  in  24  languages  on  25  October  2018. 
Within six weeks it was already used by over 150,000 teachers, schools 
leaders and students across Europe. 

‘I think SELFIE is a very important tool as it invites the school 
communities  to  start  a  discussion  on  how  they  can  improve 
the  use  of  tehnologies.  In  this  process  it  is  very  important  to 
hear  also  the  viewpoints  of  students.  Because  someone  can 
think  that  they  use  technologies  effectively  in  a  school,  but 
maybe students have a totally different opinion. The fact that 
SELFIE  invites  schools  to  start  a  dialogue  with  students  is 
fantastic.’ 

 –Maeve Galvin, Student, 16 years old, Ireland 

Bologna Process 

The  Paris  Communiqué,  adopted  at  the  Ministerial  Conference  of  the 
European Higher Education Area in May 2018, encourages the use of the 
Erasmus+ programme to increase cooperation, beyond mobility, to tackle 
the  challenges  and  achieve  progress  on  the  key  commitments  of  the 

2018 Bologna Process. The Ministers also expressed their will to intensify 
cross-disciplinary and cross-border cooperation, and to develop inclusive 
and  innovative  approaches  to  learning  and  teaching,  in  line  with  the 
European Union’s vision for the creation of a European Education Area by 
2025. 

In  August  2018,  the  European  Commission  launched  a  call  to  National 
Authorities for Higher Education in Erasmus+ Programme Countries, with 
the  aim  to  support  policy  reforms  in  the  European  Higher 
Education  Area.  National  Authorities  were 
invited  to  establish 
partnerships  with  other  programme  countries  and  stakeholders,  and 
implement  self-identified  and  demand-driven  activities  to  address  the 
gaps identified in the implementation of the Bologna Process.  

Out of 18 eligible applications, 13 projects were selected: 7 for Bologna 
peer group activities and 6 for activities to foster the implementation of 
priorities  identified  in  the  Paris  Communiqué.  The  main  topics  covered 
are recognition, inclusive mobility and social inclusion, quality assurance 
and innovation in learning and teaching. 

There  was  a  good  geographical  balance  in  the  coverage  of  countries, 
with 34 out of the 48 Bologna countries covered as beneficiaries.  

The Erasmus+ Programme supported the Bologna Secretariat by a grant 
to the Italian organisation Information Centre on Academic Mobility 
and  Equivalence,  which  ensures  the  administrative  support  to  the 
Bologna Process until the next Ministerial Conference that will take place 
in Rome in June 2020.  

 
77 | Erasmus+ Annual Report 2018 

Higher Education and Smart Specialisation (HESS) 

As  highlighted  in  the  Renewed  EU  agenda  for  Higher  Education,  many 
higher  education  institutions  do  not  sufficiently  contribute  to  the 
innovation potential of the regions where they are located. The European 
Commission  has  launched  a  project  to  better  understand  how  higher 
education  institutions  and  regional  authorities  work  together  in 
the framework of the smart specialisation agenda, which is based on 
the  involvement  of  relevant  stakeholders,  in  particular  the  higher 
education  institutions.  The  second  phase  of  the  project  finished  end  of 
June 2018  with  the  publication  of  a  number  of  policy  briefs  and  a 
handbook targeted at regional authorities. The third phase of the project 
started on 1 July 2018 lasting until 30 June 2020. 

Eurostudent  VII  -  Social  Dimension  of  European  Higher 
Education  

In  2018  Erasmus+  continued  to  co-finance  the  seventh  cycle  of 
EUROSTUDENT,  which  dates  back  to  the  1990s.  26  contracts  were 
awarded  for  an  overall  budget  of  €1.3  million.  The  project  strives  to 
provide  data  comparison  on  the  social  dimension  of  European 
higher education as a basis to review and improve the social dimension 
of their higher education, as well as to establish robust structures for its 
national monitoring. 

The  EUROSTUDENT  data  set  covers  all  aspects  of  student  life.  It 
focuses  on  students'  socio-economic  background,  their  living  conditions 
but  also  investigates  temporary  international  mobility  and  students’ 
assessment of studies and their future plans. 

Erasmus Charter for Higher Education (ECHE) 

Since 2014, higher education institutions must hold an ECHE in order to 
be  eligible to apply  for any  Key  Action 1 or Key  Action 2 activity in the 
field of higher education under Erasmus+. The Charter's objective is to 
reinforce  the  programme's  overall  quality  and  impact  through  clear 
commitments  before,  during  and  after  mobility,  as  well  as  during 
cooperation  projects.  Most  ECHE  holders  were  accredited  following  the 
2014  call,  which  is  valid  for  the  entire  duration  of  the  Erasmus+ 
programme. The number of higher education institutions holding an ECHE 
has  continued  to  grow  with  the  successive  calls,  including  more  and 
smaller  higher  education 
total  number  of 
institutions  holding  an  ECHE  reached  5,703  in  2018,  meaning  a  record 
number of institutions can apply for the Erasmus+ calls.  

institutions.  The 

 
  
 
78 | Erasmus+ Annual Report 2018 

 
 
 
79 | Erasmus+ Annual Report 2018 

 
 
 
 
 
 
80 | Erasmus+ Annual Report 2018 

 
 
 
81 | Erasmus+ Annual Report 2018 

6. Jean Monnet Activities 

Through six different instruments:  

The  Jean  Monnet  Activities  are  an  integral  part  of  the  Erasmus+ 
Programme.  They  consist  of  Jean  Monnet  actions  and  operating 
grants to specified institutions.  

Jean Monnet Actions 

The  Jean  Monnet  actions  support  teaching  and  research  about the 
European  Union  worldwide,  so  far  primarily  in  higher  education.  At a 
time  that  the  European  integration  idea  is  challenged  by  populism  and 
mistrust,  they  help  generate  and  spread  knowledge  about  the  EU, 
within  as  well  as  outside  the  EU.  They  also  promote  policy-relevant 
debate  about  the  EU  between  policy  makers  and  the  academic  world. 
Beyond  academia,  they  help  improve  the  citizens'  understanding  of  the 
European Union through support to outreach and education projects. 

Since 2001, the Jean Monnet actions have a global scope and are open 
to any officially recognised higher education institution anywhere in the 
world,  including  in  countries  where  the  knowledge about  the  EU  is very 
limited.  Today  the  Jean  Monnet  actions  are  present  in  more  than  90 
countries  and  they  are  a  prime  EU  public  diplomacy  tool  around  the 
world.  

Through  an  annual  Call  for  Proposals,  the  Jean  Monnet  actions  support 
three main types of work: 

  Teaching and research about the processes of EU integration 

  Policy-relevant debate with the academic world 

  Support to collaborative projects and outreach to society 

  Jean Monnet Teaching Modules: teaching programmes or courses on 
EU matters, with a minimum of 40 teaching hours per academic year. 

  Jean Monnet Chairs: 3-year teaching posts in European Union studies 
for  specialist  university  professors  who  provide  a  minimum  of  90 
teaching hours per year. 

  Jean  Monnet  Centres  of  Excellence:  hubs  of  knowledge,  research 
and  cross-disciplinary  expertise  on  EU  matters  based  in  higher 
education institutions, each with several high-level specialist scholars. 

  Jean Monnet Support to Associations of academic teachers and 
researchers:  to  contribute  to  the  interdisciplinary  study  of  the 
European integration process and to spread knowledge about the EU. 

  Jean  Monnet  Networks:    to  support  the  creation  of  consortia  of 
international actors working in the field of European Union studies. 

  Jean Monnet Projects: to enhance knowledge about European Union 

issues and for spreading and valorisation of this knowledge. 

Since  their  launch  in  1989,  the  Jean  Monnet  Actions  have  supported 
300,000  students  each  year,  more  than  5,000  projects  on  European 
integration studies and more than 1,000 universities around the world to 
offer courses on European studies as part of their curricula.  

The  hundreds  of  active  Jean  Monnet  academics  constitute  a  pool  of 
expertise  available  to  the  EU  Institutions,  EU  Delegations,  and  national 
authorities. 

The  original  Erasmus+  budget  available  for  the  2018  Jean  Monnet 
Activities  call  for  proposals  was  €12.7 million.  An  additional  €3 million 
became  available  from  the  Partnership  Instrument  for  proposals 

 
 
82 | Erasmus+ Annual Report 2018 

submitted  by  applicants  from  thirteen  countries  identified  as  priority 
targets  for  the  EU  external  action:  Australia,  China,  Hong  Kong,  India, 
Indonesia,  Iran,  Macao,  Mexico,  New  Zealand,  Russia,  South  Africa, 
Taiwan, United States of America. 

addition  to  covering  traditional  subjects  closely  associated  with  the  EU 
integration  process,  such  as  history,  law  and  economics,  the  2018 
successful  applications  introduced  EU  studies  in  other  disciplines,  thus 
leading to a higher Europeanisation of higher education curricula. 

interest 

in  Jean  Monnet  actions  continued 

The 
in  2018  with 
1,255 applications  received  in  2018.  747  (60%)  of  these  are  coming 
from  non-EU  countries,  which  shows  a  high  international  interest.    235 
projects were funded in total, 115 for activities in non-EU countries. The 
success rate for these actions remains low at 19%.  

73

19

94

193

239

Jean Monnet Modules

Jean Monnet Projects

Jean Monnet Chairs

The beneficiaries of Jean Monnet actions engage with a broad range of 
EU-related  topics  of  current  interest  that  include:  migration  and  the 
refugee crisis; the economic crisis and austerity; misinformation and the 
rise  of  populism;  the  role  of  citizens  and  their  current  disengagement 
from  the  EU  construction  process;  employment;  defence;  healthcare; 
energy;  transport  and  climate  action.  A  number  of  the  successful 
proposals  examine  the  future  of  the  EU,  looking  in  particular  into  the 
issue  of  the  uninformed  citizen  and  the  importance  of  communicating 
Europe effectively both in higher education and in schools. 

Jean Monnet Operating grants 

Jean Monnet Centres of Excellence

Jean Monnet Networks

Approximately 2/3 of the total 2018 Jean Monnet budget, €32.4 million, 
went  to  the  operating  grants  of  the  six  institutions,  designated  in  the 
Erasmus+ Regulation and based over seven sites:  

637

Jean Monnet Associations

  the College of Europe, Bruges and Natolin campuses 

  the European University Institute, Florence  

Figure 32- Jean M onnet acti on s: appli cati on s recei ved t o the  201 8 Call  

  the Academy of European Law, Trier 

Promoting  excellence  in  EU  studies  remains  central  to  the  Jean 
Monnet  actions.  The  selection  of  33  new  Centres  of  Excellence  and  47 
new  Jean  Monnet  Chairs  in  2018  ensures  the  consolidation  of  EU 
teaching and research in countries across the world.  

The trend of expanding the range of subject areas addressed by the Jean 
Monnet  Activities  continued  in  the  applications  selected  in  2018.  In 

  the Institute of Public Administration, Maastricht 

  the  European  Agency  for  Special  Needs  and  Inclusive  Education, 

Odense 

  the Centre international de formation européenne (CIFE), Nice 

 
 
Their  2018  activities  included  master  programmes,  summer  courses, 
workshops,  conferences,  thematic  working  groups,  research  activities, 
data  collection  and  analysis,  and  support  to  public  authorities  for 
enhancing reforms.  

In  2018,  the  European  University  Institute  continued  to  work  for  the 
establishment  of 
the  Florence  School  of  European  and 
Transnational  Governance,  for  which  a  detailed  business  plan  and 
progress report was submitted in May 2018. 

83 | Erasmus+ Annual Report 2018 

Jean Monnet Chair in European Integration 

Coordinating organisation 
National University of Ireland Maynooth 

EU Grant 
€50,000  

institutions 

This Chair aims to extend teaching, research and public engagement on 
the  European  Union  at  Maynooth  University  and  in  Ireland,  by 
introducing new pedagogic elements to the curriculum, including a new 
module  for  non-social  science  students.  A  Schools  Forum  will  connect 
Maynooth  with  Irish  secondary  schools  to  facilitate  reflection  on 
debate  about  the  EU.  Other  pedagogic  elements  include  an  intensive 
fieldtrip  to  the  EU 
in  Brussels  and  EU  Negotiation 
Simulation games. Students will be provided with deeper knowledge of 
key  EU  subjects  and  a  range  of  transversal  skills  to  improve  their 
employment prospects. The project proceeds from a perceived need to 
produce  critical,  informed  and  constructive  research,  teaching,  and 
engagement on the EU in Ireland. Knowledge and information deficits 
encourage  misunderstanding  and  misconceptions  about  European 
integration  and  its  significance  for  Member  States  and  citizens.  This 
project  tackles  this  problem  through  a  new  annual  Irish  Public  Forum 
on  the  'Future  of  Europe'  debate  and  by  deepening  cooperation  with 
government  and  civil  society  partners.  The  research  dimension  of  the 
project  engages  with  EU  Enlargement  policy  and  Rule  of  Law 
challenges in both accession and post-accession contexts.  

Project ID: 600105-EPP-1-2018-1-IE-EPPJMO-CHAIR 

 
 
 
 
 
 
84 | Erasmus+ Annual Report 2018 

 
 
 
85 | Erasmus+ Annual Report 2018 

 
 
 
 
 
86 | Erasmus+ Annual Report 2018 

 
 
 
7. Sport Activities 

Since  2014,  the  Erasmus+  Sport  chapter  promotes  the  European 
dimension  in  sport,  allowing  support  to  be  granted  to  collaborative 
partnerships, 
initiatives 
European 
strengthening the evidence base for policy-making in sport (studies and 
networks) and the dialogue with relevant European stakeholders.  

not-for-profit 

events, 

sport 

A  total  budget  of  €46.5 million  was  earmarked  for  the  whole  sport 
chapter in 2018. The simplification of funding with a unit cost system for 
collaborative  partnerships 
collaborative  partnerships  and  small 
introduced in 2016 further encouraged sport clubs applying for the small 
collaborative  partnerships.  As  a  result,  the  number  of  applications  has 
increased in 2018, and a total of 199 projects were selected out of the 
548 applications received.  

 300

 250

 200

 150

 100

 50

 -

245 

223 

118 

70 

80 

Submitted

Selected

Small Collaborative
Partnerships

Collaborative
Partnerships

11 

Not-for-profit
European sport
events

87 | Erasmus+ Annual Report 2018 

As  in  2017,  in  2018  the  Sport  Chapter  focused  on  more  grassroots 
sport  with  increased  support  to  small  collaborative  partnerships, 
and  in  general  on  all  sport  projects  aimed  at  increasing  the  level  of 
participation in sport and physical activity. 

37

96

155

277

497

Sport related organisation

Non-governmental
organisation/association

Higher Education
Institution (Tertiary Level)

Public body

Other type of organisation

Figure  34 - Type  of  organisati ons  of all partners in  se le cted applicati on s  

Small Collaborative partnerships  

Supported  since  2016,  the  small  collaborative  partnerships  should 
involve  at  least  one  sport  club  -  a  measure  that  considerably 
promotes grassroots sport.  

The top 3 topics covered by 118 projects selected were: 
  43%:  Encouraging  social  inclusion  and  equal  opportunities  in 

sport 

  35%: Promoting education in and through sport with special focus on 

Figure 33 -  Outcome  of the 201 8 Sport Cal l  

skills development 

 
 
 
 
 
88 | Erasmus+ Annual Report 2018 

  9%:  Supporting  the  mobility  of  volunteers,  coaches,  managers  and 

staff of non-profit sport organisations  

Collaborative partnerships  

Erasmus+  supports  collaborative  partnerships  in  order  to  develop, 
transfer  and/or 
implement  innovative  practices  in  sport  and 
physical  activity  between  various  organisations  and  actors  in  and 
outside sport including public authorities, sport-related organisations and 
educational  bodies.  Projects  may  cover  anti-doping;  match-fixing;  dual 
career of athletes; the fight against violence, racism, discrimination and 
intolerance; social inclusion; and equal opportunities in sport.  

The budget earmarked for the collaborative partnerships and not related 
to  the  European  Week  of Sport is  balanced  across the  four  thematic 
areas:  
  Participation in sport and physical activity, 
  Education in and through sport, dual careers and voluntary activity in 

sport, 

  Integrity of sport such as the good governance, anti-doping and fight 

Girls on Track European Young Women Programme 

Coordinating organisation 
Fédération Internationale de L’automobile (FIA) 

EU Grant 
€310,755 

This  is  an  on-going  2 year  project  where  the  FIA,  together  with 
9 partners,  organises  a  new  karting  competition  model  to  attract 
new talents and raise gender equality in motor sport. Thanks to this 
programme  more  than  1,200 girls  between  13-18  years  old  were 
selected  and  took  also  part  in  a  European  FIA  European  Young 
Women  Challenge.   In  March,  final  race  was  held  in  Le  Mans  with 
‘European  karting 
27 finalists:  6 girls  are  now  part  of  a 
team’. 
at: 
place 
taking 
https://www.fia.com/thegirlsontrack).   

 Ongoing 

training 

(See 

is 

Project ID: 590568-EPP-1-2017-1-FR-SPO-SCP 

against match-fixing, 

Not-for-profit European sport events 

  Combat  against  violence,  racism,  discrimination  and  intolerance  in 
sport  and  encouraging  social  inclusion  and  equal  opportunities  in 
sport. 

Similarly  to  the  previous  years,  the  number  of  projects  selected  was 
lower  than  anticipated  in  2018,  as  a  high  number  of  applicants 
requested  the  maximum  grant  amount  of  €400,000.  The  70  selected 
covered  a  variety  of  sport  organisations  and 
projects 
stakeholders; 
involving  534  organisations  from  32  Programme 
Countries.  

The sport action of not-for-profit European sport events proved to be the 
most competitive action over the years. A total of  11 events out of 80 
received  applications  were  selected  in  2018.  The  majority  of  submitted 
not-for-profit  European  sport  events  covered  the  topic  of  encouraging 
social  inclusion  and  equal  opportunities  in  sport  followed  by 
encouraging  participation  in  sport  and  physical  activity  especially 
by  supporting  Council  Recommendation  on  Health-Enhancing  Physical 
Activities (HEPA) and EU Physical Activity Guidelines.   

 
 
 
Minifootball for increased HEPA 

Coordinating organisation 
Evropska Federace Male Kopane 

EU Grant 
€474,620  

in  an 

This  project’s  twin  goals  of  promoting  health  enhancing  physical 
activity  and  social 
international 
inclusion  culminated 
tournament in Hungary, Mini4EU, made up of over 1,300 participants 
from  18  different  European  countries.  Training  sessions  covering  the 
urgent  need  for  social  inclusion  in  sport  informed  the  project 
coordinators’  planning of the tournament. In line with this, teams of 
often-excluded  groups, 
including  mentally  challenged  persons, 
children  and  women,  participated  in  the  tournament  and  took 
advantage  of  opportunities  to  connect  with  other  teams.  Extensive 
dissemination and marketing techniques proved to be very effective in 
attracting participants as well as interest across many platforms. The 
inclusive, 
Mini4EU  tournament  was  successful 
participatory  space  for  different  groups  and  nationalities  to  come 
together in the name of health and sport. 

in  creating  an 

Project ID: 590487-EPP-1-2017-1-CZ-SPO-SNCESE 

89 | Erasmus+ Annual Report 2018 

The European Week of Sport  

The  annual  European  Week 
of Sport was implemented for 
the  fourth  time  in  2018,  in 
cooperation  with  participating 
countries  and 
regions  and 
partners  of  the  Week,  in  order 
to  encourage  participation  in 
© European Union 
sport  and  physical  activity  and  raise  awareness  about  the  numerous 
benefits of both.  The initiative was further enhanced and strengthened 
as  an  important  tool  for  promoting  sport  and  physical  activity 
amongst citizens and for raising awareness about their importance and 
benefits,  as  well  as  for  developing  cooperation  with  various  European 
and  international  partners  and  sport  organisations.  In  2018  it  was 
extended  to  the  Western  Balkans  and  Eastern  Partnership 
countries and regions. In total around 13 million people participated in 
about 50,000 events across Europe. One  of the main  novelties was 
the  #BeActive  night.  It  was  organised  on  29  September  2019  in  all 
participating countries and regions.  

total  of  41  National  Coordinating  Bodies  were  selected 
A 
representing all 28 EU Member States, the Programme Countries and the 
Western Balkans and Neighbourhood countries and regions.  

The  financial  support  mainly  covers  activities  organised  at  a  national 
level. These typically include:  
  awareness  raising  and  communication  activities  on  the  value  of 
sport  and  physical  activity  in  relation  to  the  personal,  social  and 
professional development of individuals; 

 
 
 
 
 
90 | Erasmus+ Annual Report 2018 

  activities to  promote  synergies  between the  field of  sport  and  the 
fields of health, education, training and youth conferences, seminars, 
meetings and events; 

  support  to  the  organisation  of  an  EU  wide  (symbolic)  simultaneous 

activity in the capitals of all Participating countries. 

The  2018 #Beactive Awards recognised  9 nominees across Europe 
based  on  their  commitment  to  promote  sport  and  wellbeing  in  their 
communities  and  organisations.  Sofia,  2018  European  Capital  of 
Sport, hosted the Awards Gala.  

An  external  evaluation drew  lessons  from  the implementation  of  the 
European  Week  of  Sports  carried  out  in  2015,  2016  and  2017.  The 
evaluation  elaborates  on  best  practices  and  examples  which  could  be 
used  for  future  initiatives  both  at  the  EU  level  and  in  the  EU  Member 
States  and  provides  suggestions  on  how  to  improve  the  organisational 
and communication aspects, as well as the collaboration with at national 
and local levels.  

Strengthening the evidence-base for policy making 

Erasmus+  sport  also  supports  actions  strengthening  the  evidence  base 
for policy-making, such as studies, data gathering and surveys.  

A New Eurobarometer on sport and physical activity published in 
March  2019  shows  that  levels  of  participation  in  sport  and  physical 
the  previous 
activities  have  not  changed  substantially  since 
Eurobarometer  survey  in  2014.  In  fact,  the  proportion  of  those  who 
say they never exercise or play sport has slightly increased from 42% 
to  46%  Europe-wide,  and  this  is  a  continuation  of  a  gradual  trend 
since 2009.  

Promoting  social 
through sport 

inclusion 

all 

from 

© European Union 

The  ability  of  sport  to  break  down 
barriers  is  increasingly  being  used 
as a powerful tool to bring together 
people 
of 
backgrounds,  and  in  particular  from 
disadvantaged  groups  and  the 
promotion  of  European  values.  Across  the  European  Union,  at 
Member  States'  level  or  within  European  Union  programmes,  a  wide 
range of initiatives have been taken and innovative projects are already 
being  implemented.  Through  3  specific  calls  a  total  of  35  local  sport 
projects were supported: 
  24 projects devoted to the integration of refugees,  
  4 projects related to the promotion of European values through sport 

kinds 

initiatives at the municipal level, 

  7 proposals on exchanges and mobility in sport.  

Exchanges  of people, ideas  and  good  practices  can  be  beneficial  for 
the individuals, for their organisations and for sport and society as a 
whole.  In  addition  a  mapping  on  access  to  sport  of  people  with 
disability was published on 20 December 2018.   

The second ceremony of the  #BeInclusive EU sport  award took place 
on  27  November  2018.  The  #BeInclusive  EU  Sport  Awards  recognise 
sport organisations working with ethnic minorities, refugees, people with 
disabilities,  youth  groups  at-risk,  or  any  other  group  that  faces 
challenging social circumstances.  

 
 
The  three  winners,  Judo  club  for  people  with  disabilities  Fuji,  Croatia; 
Fit4Life, Finland; and Sport & Refugees, Germany, were awarded with a 
€10,000 prize. The other 6 finalists received a €2,500 prize each.  

2018 #BeInclusive EU sport awards winner 
 Judo club for people with disabilities Fuji 

Judo  club  for  people  with  disabilities  “Fuji”  was  founded  in  August  of 
2012 and is the first of its kind in Croatia. The club gathers around 35 
children  and  young  people  whose  diagnoses  include,  but  are  not 
limited  to  cerebral  palsy,  Down  syndrome,  intellectual  disabilities 
(special needs), motor impairments and autistic spectre disorders. The 
primary goal of this project is to include children with different kinds of 
disabilities  into  a  sporting  activity  that  will  enable  them  to  develop 
their motor skills to the highest possible level, but also to integrate into 
a sporting environment where they can reach self-actualisation in spite 
of the limitations they face in their day-to-day life. 

Dialogue with relevant European stakeholders  

The  EU  Sport  Forum  took  place  in 
March  2018  in  Sofia,  Bulgaria.  The 
European  Commission  continued  to 
use the EU Sport Forum as a unique 
opportunity for sport organisations to 
meet  and  discuss  key  topics  in  the 
field 
and 
sport  with 
representatives  of  the  EU  institutions  and  the 
Member States.  

policy  makers 

of 

© European Union 

91 | Erasmus+ Annual Report 2018 

The  role  of  sport  in  international  relations  was  at  the  core  of 
the  discussion,  together  with  regional  development,  innovation  and 
concrete  sessions  on  the  transfer  of  players  or  the  consequences  of 
the  International  Skating  Union  case.  The  latest  policy  developments 
from  the  EU  Work  Plan  for  Sport  to  the  Tartu  call  for  a  healthy 
lifestyle were also widely discussed. Different sessions and workshops 
addressed  other  key  questions  such  as  the  impact  of  the  Olympic 
Games  on  the  environment,  the  role  of  sport  in  fighting  climate 
change  and  the  Paris  agreement,  and  the  role  of  sport  in  promoting 
European values and promoting gender equality in sport. 

Priority was also given to a continued promotion of good governance in 
sport, including the further development of the pledge board, initiated 
in September 2016, signed by 47 organisations so far, at European and 
national level. 

The  cooperation  with  other  international  organisations  active  in 
the field of sport was further strengthened. In particular, the Commission 
developed  partnerships  with  three  international  organisations  through 
Erasmus+: the Council of Europe, the United Nations Office for Drugs and 
Crime, and the World Health Organization.  

Cluster meeting 

The  third  thematic  cluster  meeting  in  the  field  of  sport  integrity  - 
took place in Brussels on 4 and 5 December 2018. Around 120 experts 
and  Erasmus+  projects  representatives  and  Member  States  gathered  in 
Brussels  to  discuss  integrity  and  good  governance.  The  study  on 
‘Mapping and corruption in sport in the EU  was also presented.  

 
 
 
 
 
92 | Erasmus+ Annual Report 2018 

Policy dialogue: Presidency events 

In  2018,  the  fifth  year  of  the  implementation  of  this  action,  the 
Presidencies  of  the  Council  organised  several  events  on  the  various 
contemporary challenges in sport.  

The Bulgarian Presidency organised: 

 

 

the  Seminar  ‘Preventing  doping  in  professional  and  grassroot 
sport through education and investigation’ 
the  Conference  ‘Grassroots  sports  as  a  tool  for  integration  and 
bridge between tradition and innovation’ 

The Austrian Presidency organised: 

  a Conference on sport and economy 
  a Round Table on Mobility in Sport 
  a Seminar on promotion of physical activity at the work place  

 
 
93 | Erasmus+ Annual Report 2018 

SALTO 
SEG 
SME 
TALIS 
TCAs  
VET 

Support, Advanced Learning and Training Opportunities 
School Education Gateway 
Small and medium-sized enterprises  
Teaching and Learning International Survey 
Transnational Cooperation Activities 
Vocational Education and Training 

Glossary of terms  

CBHE 
CfE 
DG EAC 
EACEA 
EC 
ECHE 
ECVET 
EDF 
EENEE 
EFTA 
EMJMD 
EPALE 
EQAVET 
EQF-NCPs 
EU  
EuroMed 
EYC 
EYP 
HEPA 
HEREs 
HESS 
ICT 
LGBTIQ+ 
KA1 
KA2  
KA3 
NARIC 
NESET 
NGO 
OECD 
OECD-CfE 
OLS 
PIAAC  

Capacity building projects in higher education 
Centre for Entrepreneurship 
Directorate-General for Education, Youth, Sport and Culture 
Education, Audiovisual and Culture Executive Agency  
European Commission 
Erasmus Charter for Higher Education 
European Credit System for Vocational Education and Training 
European Development Fund 
European Expert Network on Economics of Education 
European Free Trade Association 
Erasmus Mundus Joint Master Degree 
Electronic Platform for Adult Learning in Europe  
European Quality Assurance in Vocational Education and Training 
European Qualifications Framework - National Coordination Points 
European Union 
Euro-Mediterranean 
European Youth Conference 
European Youth Portal 
Health-Enhancing Physical Activity 
Higher Education Reform Experts 
Higher Education and Smart Specialisation 
Information and Communication Technologies 
Lesbian, gay, bisexual, transgender, intersex and questioning 
Erasmus+ Key Action 1 
Erasmus+ Key Action 2 
Erasmus+ Key Action 3 
National Academic Recognition Information Centre 
Network of Experts on the Social dimension of Education and Training 
Non-governmental organisation 
Organisation for Economic Cooperation and Development 
OECD Centre for Entrepreneurship 
Online Linguistic Support 
Programme for International Assessment of Adult Competencies 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
94 | Erasmus+ Annual Report 2018 

 
 
 
 
95 | Erasmus+ Annual Report 2018 

Figures 

Figure 1 - Erasmus+ financial envelope 2014-2020 (in billion EUR) .......... 23 
Figure 2 - Erasmus+ Budget Commitments 2018 per Key Action ............. 23 
Figure 3 – Erasmus+ Budget Commitments 2018 per Sector .................... 24 
Figure 4 – Erasmus+ Budget Commitments 2018 by Management mode 

Figure 16 - KA104 Adult Education projects trend 2014-2018 .................. 39 
Figure 17 - KA104 Adult Education: contracted grants  and forecasted 

participants per call year .......................................................... 39 

Figure 18 - KA105 Youth Mobility projects and KA125 Volunteering 

(in million EUR) ........................................................................ 24 

projects trend 2014-2017 ........................................................ 40 

Figure 5 - KA1 - Erasmus+ Budget Commitments by Management mode  

Figure 19 - KA105 Youth Mobility projects and KA125 Volunteering 

(in million EUR) ........................................................................ 29 
Figure 6 - KA1 Mobility Trends 2014-2017 for indirect management ...... 30 
Figure 7 - KA101 School Education projects trend 2014-2018 .................. 30 
Figure 8 - KA101 School Education: contracted grants  and forecasted 

participants per call year ......................................................... 31 
Figure 9 - KA102/KA116 VET projects trend 2014-2018 ........................... 31 
Figure 10 - KA102/KA116 VET: contracted grants  and forecasted 

participants per call year ......................................................... 32 
Figure 11 - KA103 Higher Education projects trend 2014-2017 NB: Success 

rate for Higher Education KA103 is calculated based on 
participants  in contracted projects over participants in 
submitted projects .................................................................. 34 

Figure 12 - KA103 Higher Education: contracted grants  and forecasted 

participants per call year ......................................................... 34 
Figure 13 - KA107 Higher Education grants trend 2014-2018 .................. 36 
Figure 14 - KA107 Higher Education: contracted grants  and forecasted 

participants per call year ......................................................... 36 

Figure 15 - Erasmus+ increasing world coverage between academic years 

2014/15 and 2017/18 (in thousands) ...................................... 38 

projects contracted grants and forecasted participants per call 
year........................................................................................... 41 
Figure 20 - Key Action 2 Trends 2014-2018 for indirect management ...... 47 
Figure 21 - KA2 - Erasmus+ Budget Commitments by Management mode  

(in million EUR) ......................................................................... 47 
Figure 22 - KA201/KA219 School Education Trend 2014-2018 .................. 48 
Figure 23 - KA202 Vocational Education and Training Trend 2014............ 50 
Figure 24 - KA203 Higher Education ......................................................... 51 
Figure 25 - KA204 Adult Education Trend 2014-2018 ................................ 53 
Figure 26 - KA205 Youth Trend 2014-2018 ................................................ 54 
Figure 27 - Capacity building projects – call 2018 ...................................... 55 
Figure 28 - Knowledge Alliances Trend 2014-2018 .................................... 57 
Figure 29 - KA3 -Erasmus+ Budget Commitments by Management mode  

(in million EUR) ......................................................................... 65 
Figure 30 - Main topics tackled in the 19 EQAVET projects 2017-2018 ..... 73 
Figure 31 - Main topics tackled in NARIC projects 2007-2018 ................... 75 
Figure 32- Jean Monnet actions: applications received to the 2018 Call .. 82 
Figure 33 - Outcome of the 2018 Sport Call ............................................... 87 
Figure 34 - Type of organisations of all partners in selected applications . 87 

 
 
 
 
 
 
 
96 | Erasmus+ Annual Report 2018 

 
 
 
 
 
 
97 | Erasmus+ Annual Report 2018 

HOW TO OBTAIN EU PUBLICATIONS 

Free publications: 

•  one copy: 

via EU Bookshop (http://bookshop.europa.eu); 

•  more than one copy or posters/maps: 

from the European Union’s representations (http://ec.europa.eu/represent_en.htm);  
from the delegations in non-EU countries (http://eeas.europa.eu/delegations/index_en.htm);  
by contacting the Europe Direct service (http://europa.eu/europedirect/index_en.htm) or 
calling 00 800 6 7 8 9 10 11 (freephone number from anywhere in the EU) (*). 

(*) 

The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). 

Priced publications: 

•  via EU Bookshop (http://bookshop.europa.eu). 

 
 
 
 
 
98 | Erasmus+ Annual Report 2018 

N
C
-
A
R
-
1
9
-
0
0
1
-
E
N
N

-

ISBN 978-92-76-10179-6