# data[].attributes.headline
Schools Key Action 2 for School Education - Completing the application form

# data[].attributes.subject
Schools Key Action 2 for School Education - Completing the application form

# data[].attributes.attachment_link.title
2017 Call Webinar: Schools Key Action 2 for School Education - Completing the application

# data[].attributes.attachment_link.description
Want to know more about Erasmus+ Key Action 2 for School Education (KA201) and the 2017 Call? This recorded webinar gives you step-by-step guidance and support on completing the application form. The school education application form covers: - partnerships between local/regional school authorities; or - partnerships between organisations working in the field of school education, such as universities, charities, schools and schools coordination bodies.

# data[].attributes.headline
Schools Key Action 1 - Completing the application form

# data[].attributes.subject
Schools Key Action 1 - Completing the application form

# data[].attributes.attachment_link.title
2017 Call Webinar: Schools Key Action 1 - Completing the application eForm

# data[].attributes.attachment_link.description
Thinking of submitting an Erasmus+ Key Action 1 Schools application for the 2017 Call? This recorded webinar gives you step-by-step guidance and support on completing the application form.

# data[].attributes.body
The Key Action 1 and Key Action 2 application forms may feel intimidating or complicated; however by dealing with the forms piece by piece you can make a competitive proposal. In this MOOC you have already found practical advice on how to go about planning and filling in your application form. In this chapter you find two tutorials that show how to fill in the Key Action 1 and 2 application forms step-by-step.

Please note that these materials have been prepared by the UK National Agency for a UK audience and are not designed for the 2018 Call applications. This disclaimer applies to the use of these materials.

# data[].attributes.headline
Tips for posting your own Strategic Partnership announcement

# data[].attributes.subject
Tips for posting your own Strategic Partnership announcement

# data[].attributes.body
First, please read the relevant instructions (available in 23 languages).

You need a PIC number to add a listing.

Go to the Create Strategic Partnership request form and fill in the relevant information.

The form has two text fields to fill in:

Project/Partnership proposal: Briefly describe what your KA2 project will be about (i.e. the topic, suggested methodology, etc.). About 100 words is a good length.

Expected partners and their tasks in the project: Briefly describe what kind of partners you are looking for and what you expect them to do in the project.

Please note that if you are aiming for the “School Exchange Partnerships” project, you can post your announcement in the eTwinning forum designed for this purpose (eTwinning account needed).

# data[].attributes.headline
Tips for using the Strategic Partnership tool (summarised)

# data[].attributes.subject
Tips for using the Strategic Partnership tool (summarised)

# data[].attributes.body
Look for announcements published by other organisations using the search functionality available on the Strategic Partnerships landing page.

Use as many search filters as possible to get a more accurate and specific list of search results.

If you are logged in, you can:

Save your search by clicking the “Save search” button. This way you can rerun the search quickly, anytime you like.

Contact the organisation that has made the announcement; use the Contact button under the organisation’s logo on the detail page.

Use the “Report a problem” function available on announcements’ detail pages in order to flag up any problems or inconsistencies you have spotted there.

# data[].attributes.attachment_link.title
Tutorial: School Education Gateway's Strategic Partnerships

# data[].attributes.attachment_link.description
Uploaded by School Education Gateway on 2017-11-17.

# data[].attributes.headline
4.5 How to look for Strategic Partnership partners

# data[].attributes.subject
4.5 How to look for Strategic Partnership partners

# data[].attributes.body
The Strategic Partnership tool on School Education Gateway allows you to place an announcement to find partners for future Key Action 2 projects. At the School Education Gateway, your announcement can also be seen by other organisations besides schools, allowing partnership opportunities with all kinds of organisations.

In this chapter, we will explain how to use the tool.

# data[].attributes.attachment_link.description
Video recopilatorio del Primer Día del proyecto "EMPLOYABILITY- A CHALLENGE FOR YOUTH-DREAMS AND REALITY". Este proyecto supone realizar actividades de cooperación con centros educativos de Italia (Pisa), Turquía (Estambul), Rumania (Oltenita), Reino Unido (Wallasey) , Grecia (Trípoli) y Francia (Colmar), utilizando como lengua común el inglés.

# data[].attributes.body
Project: Employability- “A challenge for youth- Dreams and Reality”, website

Objectives:

Analyse the labour market situation before and after the economic crisis in the different countries represented in the project.

Consider whether academic preparation is in line with the labour market.

Compare the hopes and desires of young European pupils with the reality of the labour market.

Encourage careers guidance work and develop pupil confidence with regard to the future

For pupils on eTwinning

The pupils introduced themselves on a virtual wall and looked at the presentations of other European pupils.

They answered a quiz following the partner pupil presentations.

They met each other virtually and were able to forge relationships throughout the project.

Constantly involve the pupils: BEFORE THE MOBILITY

Involve all the pupils in the preparatory activities for the mobility by getting them to:

share data

participate in forums

prepare documents for sharing during the mobility.

Constantly involve the pupils: AFTER THE MOBILITY

Share the documents presented by each delegation during the mobility on eTwinning – available to all.

Create quizzes, enable the appropriation of information even when pupils have not physically taken part in mobility (constant pupil involvement).

Make use of the documents in lessons.

Be active between mobilities and prepare them together: BETWEEN MOBILITIES

Create a joint questionnaire (all project pupils).

Use the questionnaire in each country before the mobility (all project pupils).

Use and analyse the results together during the mobility.

Write together a section of the end product to which all the participants will have contributed. In the case of this project, it involved writing “The Manifesto of the Young European”.

# data[].attributes.body
Excerpts from the assessment grid: “The application explains if and how the eTwinning platform will be used to facilitate the dissemination of the project’s results” and “The application explains if and how the eTwinning platform will be used to promote the sustainability of the project”.

Use eTwinning as a free digital showcase by publishing the project.

Use the free digital tools to add value to your project, such as the blog tool, document sharing, video production, creation of digital magazines, etc.

Apply for a national quality label. It is a guarantee of quality and provides access to the national eTwinning competition, the European quality label and the European eTwinning competition.

# data[].attributes.headline
Quality of the project team and cooperation arrangements

# data[].attributes.subject
Quality of the project team and cooperation arrangements

# data[].attributes.body
Excerpts from the assessment grid: “The application explains if and how the eTwinning platform will be used to facilitate the implementation of the project”.

Look for reliable partners on the eTwinning platform.

For an initial experience via a short-term project with the partners, get acquainted and develop ways of working remotely.

Maintain regular contact among the teachers to steer the project and share key documents in the TwinSpace. Publish the stages, productions and activities of the project in the TwinSpace.

Participate in exchanges between European pupils, including those who are not taking part in a mobility:

from becoming acquainted to sharing knowledge of both culture and language, undertaking remote collaborative activities, etc.

sharing activities undertaken by pupils during the mobilities with the pupils who stayed in their own school.

# data[].attributes.headline
4.4 How to use eTwinning in Key Action 2 projects

# data[].attributes.subject
4.4 How to use eTwinning in Key Action 2 projects

# data[].attributes.body
eTwinning may be used at various stages in a Key Action 2 project, from when you start preparing the application to after the project funding period. Here you will find some tips provided by the publication How to Develop the European and International Dimension of your School by the Agence Erasmus+ France / Education Formation (available in French and English).

# data[].attributes.body
See how an eTwinning project led to Erasmus+ KA2 funding: "Who do you think you are - come trace your roots with us" project at Tendring Technology College, Essex, England.

# data[].attributes.attachment_link.title
British Council eTwinning: challenging perceptions on migration.

# data[].attributes.attachment_link.description
British Council eTwinning project leading to Erasmus+ KA2 funding: Who do you think you are - come trace your roots with us. Tendring Technology College, Essex, England. Public link to project work: https://twinspace.etwinning.net/244/home British Council eTwinning Project: Who do you think you are - come trace your roots with us Overview: Tendring Technology College, England challenges perceptions on migration.

# data[].attributes.body
Jo Silverwood from Meadowhead School Academy Trust (UK) discusses their Erasmus+ Key Action 2 Strategic Partnership project, ‘Passport to your future’. The school is working with partner schools in Slovenia, Spain and Finland to improve employability skills of European teenagers.

# data[].attributes.attachment_link.title
Meadowhead School Trust Academy Case Study - Jo Silverwood

# data[].attributes.attachment_link.description
Jo Silverwood from Meadowhead School Academy Trust discusses their Erasmus+ Key Action 2 Strategic Partnership project, 'Passport to your future'. The school is working with partner schools in Slovenia, Spain and Finland to improve employability skills of European teenagers.

# data[].attributes.headline
Examples of KA2 Strategic Partnership projects

# data[].attributes.subject
Examples of KA2 Strategic Partnership projects

# data[].attributes.body
The Key Action 2 project "Mindstorm to brainstorm. Lego, robotics, programming" at the Carr's Glen Primary School, Northern Ireland, combines Strategic Partnership and eTwinning.

# data[].attributes.attachment_link.title
British Council eTwinning and Erasmus+ Key Action Two: Mindstorm to brainstorm

# data[].attributes.attachment_link.description
British Council eTwinning and Erasmus+ Key Action Two: Mindstorm to brainstorm. Lego, robotics, programming. Carr's Glen Primary School, Northern Ireland. Overview: * Integrating practical and theoretical knowledge in primary education institutions` curricula can provide opportunities for students to gain the skills needed now and in the future on the labour market, and thus improve their future employability.

# data[].attributes.headline
Ideas for KA2 Strategic Partnership projects in school education

# data[].attributes.subject
Ideas for KA2 Strategic Partnership projects in school education

# data[].attributes.body
A Strategic Partnership activity could include (source: UK National Agency):

developing, testing and implementing innovative approaches and practices for pupils, staff and organisations;

cross-sectoral co-operation between schools and other organisations leading to curricular development, reinforcing basic skills, and combating violence in schools, to name a few examples;

local consortia between local/regional authorities and schools to improve the educational offer for young people;

facilitating the recognition and certification of skills and competences;

short-term exchanges of groups of pupils in study/training periods within a project, aiming to promote linguistic skills and intercultural awareness, as two examples;

the encouragement of active citizenship and entrepreneurship;

the use of eTwinning for online collaboration between partners and/or students and for teacher, student teacher and teacher educator professional development.

# data[].attributes.body
In this chapter you will find information on - and inspiration for - the kind of project a Strategic Partnership can be.

# data[].attributes.headline
Ideas for KA2 Strategic Partnership projects in school education

# data[].attributes.subject
Ideas for KA2 Strategic Partnership projects in school education

# data[].attributes.body
A Strategic Partnership activity could include (source: UK National Agency):

developing, testing and implementing innovative approaches and practices for pupils, staff and organisations;

cross-sectoral co-operation between schools and other organisations leading to curricular development, reinforcing basic skills, and combating violence in schools, to name a few examples;

local consortia between local/regional authorities and schools to improve the educational offer for young people;

facilitating the recognition and certification of skills and competences;

short-term exchanges of groups of pupils in study/training periods within a project, aiming to promote linguistic skills and intercultural awareness, as two examples;

the encouragement of active citizenship and entrepreneurship;

the use of eTwinning for online collaboration between partners and/or students and for teacher, student teacher and teacher educator professional development.

# data[].attributes.body
In this chapter you will find information on - and inspiration for - the kind of project a Strategic Partnership can be.

# data[].attributes.body
In the Module 1, you have learnt about the priorities that KA2 Strategic Partnership project needs to address. The Strategic Partnership project must address at least one horizontal priority or at least one specific priority relevant to school education (see Programme Guide page 105-107).

Fill in this questionnaire to indicate which priorities are most relevant to your work and could be part of your KA2 project! Rank the horizontal and field-specific priorities according to the relevance to your work, number 1 being "most relevant".

# data[].attributes.body
Watch our webinar from 2 November for an explanation of Key Action 2 by the Austrian National Agency.

# data[].attributes.attachment_link.title
Webinar 1 (Erasmus+ funding opportunities for schools)

# data[].attributes.headline
Key Action 2 Strategic Partnerships in a nutshell

# data[].attributes.subject
Key Action 2 Strategic Partnerships in a nutshell

# data[].attributes.body
Project duration: 12-36 months
Project starting date: 1 September – 31 December 2018
Partners: Minimum three organisations from three different Programme Countries. All participating organisations must be identified at the time of applying for a grant. Organisations from Partner Countries can be involved in a Strategic Partnership, as partners (not as applicants), if their participation brings an essential added value to the project. Exception: School Exchange Partnerships must involve a minimum of two and a maximum of six schools from at least two different Programme countries.
Funding can cover:
Project Management
Transnational project meeting (not for School Exchange Partnerships)
Learning, Teaching & Training activities
Intellectual outputs (Cooperation for Innovation only)
Multiplier events (Cooperation for Innovation only)
Special needs support
Exceptional costs
Priorities: The Strategic Partnership project must address at least one horizontal priority or at least one specific priority relevant to school education (see Programme Guide page 105-107).
Award criteria: Projects will be assessed against the following criteria:
Relevance of the project (maximum 30 points)
Quality of the project design and implementation (maximum 20 points)
Quality of the project team and the cooperation arrangements (maximum 20 points)
Impact and dissemination (maximum 30 points)

# data[].attributes.headline
Different types of Strategic Partnerships

# data[].attributes.subject
Different types of Strategic Partnerships

# data[].attributes.body
Strategic Partnerships supporting innovation
This type of partnership offers the chance to develop, test and transfer innovative products or methods. To achieve these ambitious goals, projects may request grants for work on specific outputs, plus additional funding to promote the results.

Key features: Specific funding for Intellectual outputs and Multiplier events

Who can take part: Any education, training or youth organisation

Project size: Minimum 3 organisations, no maximum

Duration: 1 to 3 years

Budget: Maximum EUR 450 000

Strategic Partnerships supporting exchange of good practices:
Strategic Partnerships supporting Exchange of Good Practices allow schools to expand their international networks through cooperation with diverse partners such as youth organisations, universities and businesses – as well as other schools.

Key features: Cooperation with different organisations & Larger budget

Who can take part: Any organisation active in education, training and youth

Project size: Minimum 3 organisations, no maximum

Duration: 1 to 3 years

Budget: Maximum EUR 450 000

[New in 2018] School Exchange Partnerships:
Only schools may participate in this type of Strategic Partnership. The projects can use mobility opportunities for pupils and staff to help the participating schools develop as organisations and increase their ability to work on international projects.

School Exchange Partnerships replace the “school-to-school” Strategic Partnership projects with some changes in the rules. The application will be shorter and simpler. School Exchange Partnerships allow four different activity types (see Programme Guide page 116):

Short-term exchanges of groups of pupils (3 days to 2 months)

Long-term study mobility of pupils (2 to 12 months)

Short-term joint staff training events (3 days to 2 months)

Long-term teaching or training assignments (2 to 12 months)

Key features: Focus on mobility activities & An easier application process

Who can take part: Only schools

Project size: 2-6 schools from at least two different Programme Countries

Duration: 1 to 2 years (or 1 to 3 years for projects organising long-term pupil mobility)

Budget: Maximum EUR 99 000 per year in total (maximum of EUR 16 500 per year and per participating school)

# data[].attributes.body
The Strategic Partnerships offer a unique opportunity for pupils of any age to visit partner schools in other countries. Options cover short group stays (3 days to 2 months) or longer exchange periods for individual pupils in secondary education (2 to 12 months). In addition to funding for specific activities, all Strategic Partnerships are provided with a flat-rate grant to cover organisational costs and other project-related expenses.

Under Key Action 2, organisations can apply for funding to work in partnership with organisations from other participating countries.

# data[].attributes.body
See here a short video prepared by the Dutch National Agency on the basics of Key Action 2 Strategic Partnerships.

# data[].attributes.body
Strategic Partnerships funded under Key Action 2 are projects which bring together organisations from different countries to work towards common objectives. Projects can be of different size and scope, depending on the needs and goals of the applicants.

# data[].attributes.body
The learning objectives for Module 4 are:

Understand what a Key Action 2, i.e. Strategic Partnership project is

Learn about the new type of KA2 project “School Exchange Partnership”

Be able to use the Strategic Partnership Tool to search and to post

Understand how eTwinning can support Key Action 2 projects

Summarise the key points of a Key Action 2 application

# data[].attributes.body
Let us start with this project example from the UK:

Good practice example

The Flipped Learning Revolution is a Key Action 2 Strategic partnership project led by Jervoise School in Birmingham. Jervoise School is working with schools in Spain and Finland. Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides the students as they apply concepts and engage creatively in the subject matter. The project has enabled all teaching staff at the school to go abroad on educational trips to meet with other practitioners and learn how to apply flipped learning in their own classrooms.

# data[].attributes.attachment_link.title
Erasmus+ Before and After - Kevin's story

# data[].attributes.attachment_link.description
How can Erasmus+ funding benefit the schools sector? Here Kevin McCabe from Jervoise School in Birmingham explains how Erasmus+ is allowing the organisation to improve teaching practice and make teachers enthusiastic about their jobs. Want to get involved?

# data[].attributes.body
In this module, we will explore the opportunities for schools under the Erasmus+ Key Action 2. Explained very briefly, Key Action 2 is about cooperation for innovation and exchange of good practices, and enabling organisations to work together in order to improve their provision for learners and share innovative practices.

# data[].attributes.body
Examples of KA1 project websites

Towards a Real International School

Project website

Erasmus+ Projects Results

Digitális tanulás - digitális tanítás (Hungary)

Project website

Erasmus+ Projects Results

Razvoj internacionalizacije i kvalitetnih programa u djecjem vrticu

Project website

Erasmus+ Projects Results

Robotik (a challenge)

Project website

Erasmus+ Projects Results

Improving Leadership, Teaching Methods and Learning Opportunities for our Children

Project website

Erasmus+ Projects Results

# data[].attributes.body
Find here Erasmus+ Key Action 1 projects that received a Good Practice label. The ones here present just some examples, you can find more at the Erasmus+ Project Results Platform.

Results explained:

Bilingual education beyond borders (The Netherlands)

Teachers for Quality Education (Hungary)

Learning from other cultures with a focus on creativity (UK)

Learning teachers (Latvia)

Learning More To Teach Better (Portugal)

European Staff Development Project (Ireland)

Beni Ben Yapan Farkliliklarim, Yaratici Dramayla Ben de Varim (Turkey)

# data[].attributes.body
Tips for filling in your European Development Plan

There is no one right way of filling in the European Development Plan, but here are some tips:

Have a look at the template prepared by Leargas, the Irish National Agency, as it gives you an indication which points to include in the plan.

Avoid using general information originating e.g. from course providers. This could make your application too generic and too similar to those of other applicants using the same source. The EDP has to be based on the school’s needs and plans, and external people rarely have this sort of information.

One common misconception is that the requested budget has to be substantial so that the project can have impact. However, the size of the project budget does not matter, and even a project with a small budget can achieve its desired objectives.

You may find that some course organisers and job-shadowing providers offer pre-filled application forms; we recommend you do not use these sorts of pre-filled applications, as this can have an impact on the quality of your European Development Plan. After all, these pre-filled applications do not correspond to the reality of your school / consortium needs.

We can't provide you with a standard text to add into your application because every application has to be unique. Remember to look back to other modules and chapters of this MOOC where you have already a lot of information on the Erasmus+ application process, whole-school approach, how to use eTwinning in your project, or tips for the KA1 application!

# data[].attributes.body
European Development Plan structure

The European Development Plan (part D of the application form) has the following concrete questions:

What are the needs of the consortium (school) in terms of quality development and internationalisation? Please specify for each consortium member, identifying the main areas for improvement (for example management competences, staff competences, new teaching methods or tools, European dimension, language competences, curriculum, the organisation of teaching and learning).

Please outline the consortium’s (school’s) plans for European mobility and cooperation activities, and explain how these activities will contribute to meeting the identified needs of each consortium member.

Please explain how the competences and experiences acquired by staff participating in the project will be integrated into the strategic development of each consortium member and of the consortium as a whole.

Will your organisation use one of the following tools in connection with your mobility project?

1. eTwinning (www.etwinning.net)

2. The School Education Gateway (www.schooleducationgateway.eu)

3. EPALE (e-Platform for Adult Learning in Europe) (http://ec.europa.eu/epale/)

# data[].attributes.headline
3.4 Tips for the KA1 application: European Development Plan

# data[].attributes.subject
3.4 Tips for the KA1 application: European Development Plan

# data[].attributes.body
The European Development Plan (EDP) is part of the application form for learning mobility of school staff under Key Action 1. In that part of the application, the applicant outlines the needs of the school in terms of quality development and internationalisation, and explains how the planned European project will meet those needs.

The EDP is the backbone of your application, but do not be intimidated by it! Its purpose is to ensure that the planned activities are relevant both for the individual participants and for the school, as activities have a higher impact on the quality of learning and teaching when they are well integrated in the school’s strategic development.

# data[].attributes.body
Project title: Raising nursery school pupils’ awareness of spoken English and discovering a different European culture, through nursery rhymes, games and exchanges between classes, thanks to a travelling puppet and her mysterious suitcase (Project description at the Erasmus+ Project Results Platform)

OBJECTIVES

Broaden the school’s European outreach.

Improve  the  teachers’  language  skills  and  teaching  practices  in  non-language  disciplines.

(Re)-motivate pupils thanks to innovative learning methods (project mode) to prevent early school leaving.

The teachers’ mobility was a defining feature of a more global project, itself part of an eTwinning project and which involved all of the educational community. The teachers  benefited from training in how to use eTwinning, which enabled them to develop their digital skills. By the end of the eTwinning project, they had acquired new linguistic, professional, digital and cultural skills.

Read the full case study in the publication How to Develop the European and International Dimension of your School

# data[].attributes.body
Ideas on how to use eTwinning in a staff mobility project

Source: How to Develop the European and International Dimension of your School publication by the Agence Erasmus+ France / Education Formation (available in French and English)

You can use eTwinning:

to contribute to the linguistic and cultural preparation via virtual discussions on the forums

to identify one or more European schools with a view to preparing an Erasmus+ school partnership with pupil exchanges, etc.

to communicate with the host school for shadowing placements, using the video conferencing facility provided free of charge

as a ‘reporting’ tool, whereby one or all of the teachers keep a personal diary during the mobilities

for exchanges among European teachers on the same training programme after the mobility

for dissemination of practices/methods/resources to other teachers in your country and Europe

for development/application of the knowledge acquired in a virtual eTwinning project

# data[].attributes.body
You have heard about eTwinning in this course, or maybe you already knew that it is the largest teacher community in Europe. eTwinning is a free platform for all school staff in the 38 participating countries. If your school hasn’t participated in any European activities before, you could consider taking part in eTwinning with the aim of undertaking staff mobility and strategic partnerships in the future.

Since being part of eTwinning is about communicating, collaborating, developing projects and sharing experiences, it can be a stepping stone to Erasmus+-funded projects. Several well-organised Erasmus+ projects have their roots in collaborative eTwinning projects developed by dedicated teachers. On the other hand, successful activities from funded projects can be transformed into eTwinning projects to prolong their lifespan after the project funding has ended.

Continue reading for some tips on how to use eTwinning as part of your Erasmus+ Key Action 1 project!

# data[].attributes.headline
Tips to publish your own Mobility Opportunity or request

# data[].attributes.subject
Tips to publish your own Mobility Opportunity or request

# data[].attributes.body
First, please read the relevant instructions (available in 23 languages). A PIC number is required to do this.

In the Add Mobility Opportunity form:

If you want to announce an OFFER, please choose the option “Organisation: I would like to offer a mobility opportunity”

If you want to post a REQUEST, please choose the option “Individual: I would like to find a mobility opportunity for myself”

How much information should you provide? The more accurate information you provide, the better matches you'll get. Try to keep your text simple but effective, between 150-300 words. Include only relevant information, and avoid long background explanations.

Plan how you will handle the feedback generated by your announcement in advance, in case you get a lot of it. For example, should you have a list of points to be answered, so you can gather more information on their counterparts?

# data[].attributes.body
If you have logged in, you can also:

Save your search by clicking the “Save search” button

Contact the organisation that has published an announcement, by clicking the “Contact” button available on the announcement page under the organisation’s logo. Please do not use the “Review and rate” function to contact the organisation

Use the “report a problem” function to flag up any problems or inconsistencies you may spot there.

# data[].attributes.body
To summarise, here are the key points we would like you to remember from this chapter:

The directory includes two types of announcements:

Mobility opportunity offers posted by organisations

Requests posted by individuals looking for mobility opportunities

To get started, first select which type you want to see: in the search field, use filters to get precise search results.

# data[].attributes.attachment_link.title
Tutorial - School Education Gateway's Mobility Opportunities

# data[].attributes.attachment_link.description
Uploaded by School Education Gateway on 2017-11-11.

# data[].attributes.headline
3.2 How to use the Mobility Opportunities tool

# data[].attributes.subject
3.2 How to use the Mobility Opportunities tool

# data[].attributes.body
In this chapter we will see how to use the Mobility Opportunities section on School Education Gateway.

"Mobility Opportunities" is a meeting point for schools and teachers interested in hosting or taking part in mobility activities, such as teaching assignments, job shadowing or placements. Listings can be posted both by organisations offering mobility opportunities and individuals looking for such opportunities.

# data[].attributes.body
You can find more key results of the study at the following links:

Presentation of the results: Research report (PDF)

The report summary: Highlights and conclusions. Report in brief (PDF)

The full study report: Research report (PDF)

Recommendations for schools: Recommendations for schools on how to participate in the Erasmus+ Programme KA1 Learning mobility of individuals, Mobility projects for school education staff in the most effective way (PDF)

# data[].attributes.body
Before looking into different mobility activities in detail, we would like to present some results of an international study, Impact and sustainability of the Erasmus+ Programme Key Action 1 mobility projects for school education staff. The survey was coordinated by the Erasmus+ National Agency of Lithuania, and the partner countries were Poland, Germany, Finland and Estonia.

The study looked at the effectiveness of professional development projects from the viewpoint of teachers and principals, as well as pupils and parents. The data was collected through a survey.

The results show that:

Teachers who participated in job shadowing or made the combination of job shadowing and teaching activities were more satisfied (than the ones who took part in only courses).

Intercultural competence is successfully developed through job shadowing, and relatively less successfully developed through courses.

A higher level of didactical competence is gained by combining courses and job shadowing.

The most notable changes in teachers’ competences after the Erasmus+ KA1 mobility, as reported by themselves, were:

Deepened my understanding of other cultures: 94%

Expanded my knowledge and understanding of the education system in other countries: 92,2%

Made me more open to changes and innovations: 89,8%

Improved my practical use of foreign languages: 87,2%

Helped me acquire new teaching methods: 85,6%

The following image illustrates the benefits of the professional development of teachers abroad for the whole school community.

# data[].attributes.body
The learning objectives of module 3 are:

Understand the benefits of international mobility for schools, teachers and indirectly for pupils

Be able to use the Mobility Opportunities tool

Get tips on how to use eTwinning in a staff mobility project

Learn about the European Development Plan

# data[].attributes.attachment_link.description
Renata Sawa describes her experience as a Special Educational Needs (SEN) teacher in Tarnobrzeg, Poland. Renata did a job-shadowing programme through an Erasmus+ programme at the Oathall Community College in the United Kingdom. Through that programme, she learnt new art techniques such as papier-mâché, decoupage, ceramics and jewellery-makings in a workshop.

# data[].attributes.body
We start with an inspiring example of staff mobility: in the following video, Renata Sawa describes her experience as a Special Educational Needs (SEN) teacher in Tarnobrzeg, Poland. Renata did a job shadowing programme at the Oathall Community College in the United Kingdom.

Through that programme, she learnt new art techniques such as papier-mâché, decoupage, ceramics and jewellery-making in a workshop. Once back in Poland, Renata shared that knowledge and organised micro-teaching sessions, workshops and newsletters with her colleagues, who were really interested in these new techniques. Throughout that experience, she realised the important role of art in educating disabled people, as it allows them to express their feelings, show their mind and sometimes their thoughts. The Erasmus+ programme has allowed Renata to open up, accept new opportunities, and become stronger and more confident while using new teaching techniques.

# data[].attributes.body
What do different Mobility Opportunity types mean?

Job shadowing is for students, recent graduates, teachers and other members of the school staff. It offers participants the chance to work at a host school/organisation abroad, alongside professionals who have specific knowledge about an occupation or career in which the participants may be interested.

Long-term teaching assignments are suitable for students, recent graduates, and teachers. They offer participants the chance to undertake teaching assignments focused on their area of expertise or interest at a host school/organisation abroad, for a period of 5 months or longer.

Short-term teaching assignments correspond to a period of 5 or fewer months.

Placement and assistantship for students is aimed at students and recent graduates. This type of opportunity offers participants the chance to undertake a placement or assistantship.

Teaching/classroom assistant is a position for teachers and other members of the school staff, allowing the participants to undertake a teaching/classroom assistantship.

Other mobility opportunities contain miscellaneous offers, e.g. observation visits or seminars.

# data[].attributes.body
Key Action 1
Here you find articles on interesting Erasmus+ Key Action 1 projects. The articles are available in the original language. For more examples of Key Action 1, please check the website of your National Agency and the Erasmus+ Project Results Platform.

# data[].attributes.attachment_link.title
How to plan and file a Key Action 1 project application

# data[].attributes.attachment_link.description
Uploaded by School Education Gateway on 2017-11-06.

# data[].attributes.body
Remember that Key Action 1 is not only about courses. In the next module, we will continue focusing on Key Action 1 and the other mobility activities such as job shadowing. However, you can already find concrete advice for your Key Action 1 application in this module.

Some tips have been prepared by the German Erasmus+ National Agency. You can download the full version of the tips in English or in German. They are also summarised in the following animation:

# data[].attributes.body
To summarise, when using the Course Catalogue we recommend the following:

Actively use the search filters. They will allow you to narrow down the search results.

If you receive a large number of results, you can apply more filters from the menus on the right-hand side of the page to narrow down the search results.

Use the free text field for specific keywords, such as “robotics” or “CLIL”. Very common terms, such as “English” or “ICT”, will yield too many results.

The search results are listed in chronological order by default (i.e. the courses coming up first appear first). You can change the display order to see which courses have been reviewed most frequently.

When you log in, you can also do the following:

If you are interested in a specific type of courses, save your search and you can easily rerun it as often as you like.

You can also sign up to receive an alert when new courses matching your saved search criteria are added to the Catalogue.

If you attended a course that is listed in the Catalogue, rate and review it!

If you see anything unsuitable or irrelevant in the Catalogue, please report it.

Are you organising courses yourself?

If you are offering on-site courses for school staff, you can add your courses to the Course Catalogue. Please read the relevant instructions first (available in 23 languages). A PIC number is required to do this.

# data[].attributes.attachment_link.title
Tutorial - School Education Gateway's Course Catalogue

# data[].attributes.attachment_link.description
Uploaded by School Education Gateway on 2017-11-02.

# data[].attributes.body
This chapter explains how to use the Course Catalogue. If you have already used the Catalogue you might be familiar with its main features, but we will present additional ways to get the most out of it.

# data[].attributes.body
Other important points to take into account

While the Course Catalogue is there to help you find interesting and relevant courses, we would like to remind you that:

The on-site courses in the catalogue are not pre-approved or authenticated by the European Commission, National Agencies or the School Education Gateway administrators.

The on-site courses are offered by independent course providers, for example NGOs, universities, private academies, companies, etc. The European Commission does not accredit, certify, endorse, register, promote or in any other way discriminate in favour of any course provider or specific training course over others.

The schools need to communicate directly with the course providers for any details about the courses (programme, dates, registration, payment, etc.). This course doesn't cover questions regarding any individual course.

You are advised to use critical judgment when selecting courses or planning other activities.

You can select a course for your KA1 project that is NOT mentioned in the Course Catalogue.

Choosing a course from the Course Catalogue does not guarantee that your school will be awarded an Erasmus+ grant.

# data[].attributes.attachment_link.title
How to select a training course for school staff

# data[].attributes.headline
2.1 How to select a training course abroad

# data[].attributes.subject
2.1 How to select a training course abroad

# data[].attributes.body
There are hundreds of training providers organising courses targeted to school staff, so you may be wondering how you can select the most relevant course. Many providers have listed their courses in the Course Catalogue on School Education Gateway, where you can currently find thousands of courses.

# data[].attributes.body
The learning objectives of Module 2 are:

1. Get tips for selecting a training course abroad, and consider how to do so

2. Become familiar with the Course Catalogue

3. Get practical advice for the KA1 application

# data[].attributes.body
Welcome to Module 2! In this module we will expound on Key Action 1 (staff mobility), looking specifically into training courses.

Structured courses are the most popular form of school staff mobility. Based on the applications, 78% of the participants planned to take part in courses or other types of training events (Source: Erasmus+ Annual Report 2015).

Good practice example: St. Paul's Primary School, Ireland"Our Erasmus+ experience was just an amazing and exciting learning journey where staff members got the opportunity to travel to Europe to undertake professional development opportunities."Kieran Brosnan, Assistant Principal and Project Co-Ordinator, at the St. Paul’s Primary School, Ireland, was convinced about the benefits that attending courses brought to his school. Staff from his school attended courses in Riga and Madrid. You can read the full story and/or listen to the podcast, where he highlights the three success factors for his project: good planning, inclusion of all school staff, and whole-school implementation of what was learnt in the project.

Before diving into this module, please keep in mind the overall requirements for Key Action 1:

Duration of the project: 12-24 months (starting on 1 June 2018 at the earliest and 31 December 2018 at the latest)

Duration of the mobility periods (courses, job shadowing or teaching assignments): 2 days – 2 months

The application is made by a school or a consortium leader established in one of the Programme countries

A PIC number (Participant Identification Code) is obligatory when applying

For further details, please see the Programme Guide and consult your Erasmus+ National Agency.

# data[].attributes.body
Schools have to use their autonomy to adapt to the needs of their learners and teachers, and change school governance arrangements accordingly. This includes more support for school leadership, a positive school culture and climate, increased parental involvement, development of local networks of stakeholders, as well as an offer of different forms of learner support, guidance and counselling.  

The online ‘European Toolkit for Schools on promoting inclusive education and tackling early school leaving’3 offers a wealth of resources and practical examples of effective practices to promote educational success through whole-school approaches. The Toolkit offers support to school heads, teachers, parents and professionals, so they may respond to the first signals of disengagement and ensure every learner can succeed.

The main thematic areas of the Toolkit are: School governance, Teachers, Support to learners, Parental involvement and Stakeholders involvement. These are developed around the main actors within and around the school, who have a role in developing a whole-school approach.

# data[].attributes.body
How to develop a Whole-School Approach?
A whole-school approach builds on an inclusive vision of education, where all learners can reach their full potential for growth irrespective of individual and family-related factors, socio-economic status and life experiences. Schools should be safe and welcoming learning environments, in which children and young people can grow and develop as individuals and members of the community, and feel respected, valued and recognised in their specific talents and needs.

# data[].attributes.attachment_link.title
Whole-school approach: a practical example (Ireland)

# data[].attributes.attachment_link.description
This video is based on the publication "Erasmus+: a practical guide for School leaders" © European Union, 2015.

# data[].attributes.body
Why is the Whole-School Approach important?

A whole-school approach will help schools tackle a wide range of complex issues, which schools are increasingly confronted with. Challenges associated with the growing diversity, inequalities and social exclusion in society, and with the recent increase in migration flows, place new demands on schools and call for systemic, collaborative responses².

The whole-school approach is beneficial to all learners, not only to those at risk of underachievement or dropout. It can improve the motivation, engagement and social inclusion of all learners. As schools cannot address educational disadvantage, disengagement and early school leaving alone, they have to collaborate and integrate efforts with different stakeholders and services, inside and outside the school. The school is the logical site to initiate such community collaboration.

# data[].attributes.body
A 'whole school around a whole learner' culture and climate aims at improving the learners' educational achievement, their behaviour and their emotional, social and psychological well-being. With the learner in the centre, teaching and learning approaches are adapted to the specific needs of an individual or a group of learners, and/or to specific circumstances. This requires that educators be able to select from a wide variety of teaching techniques and work with different partners in order to support a diverse group of students – with diverse learning needs – in the same course, classroom, or learning environment.

The concept of a whole-school approach allows for the entire system of actors and their inter-relationships in and around schools to be considered, acknowledging that each stakeholder has a part to play in supporting the learners' educational journey and nurturing their learning experience.

# data[].attributes.attachment_link.title
Whole-school approach: a practical example (Germany)

# data[].attributes.attachment_link.description
This video is based on the publication "Erasmus+: a practical guide for School leaders" © European Union, 2015.

# data[].attributes.body
What is a Whole-School Approach?

In a whole-school approach¹, all members of the school community (school leaders, middle management, teaching and non-teaching staff, learners, parents and families) feel responsible for – and play an active role in – improving the learning experiences for all learners. The entire school community engages in a cohesive, collective and collaborative action, based on multidisciplinarity and cooperation.

A cross-sectoral approach and strong cooperation with a wide range of partners (social services, youth services, psychologists, nurses, speech therapists, guidance specialists, local authorities, universities and research, NGOs, businesses, unions, volunteers, etc.) and the community at large is necessary to deal with issues which schools do not (and cannot) have the relevant expertise for.

# data[].attributes.headline
1.3 A Whole-School Approach to ensure school success for all

# data[].attributes.subject
1.3 A Whole-School Approach to ensure school success for all

# data[].attributes.body
In this chapter, we explore the concept of a 'whole-school approach'. It is an important concept that schools should take into account in general, but also more specifically in their European projects. The chapter includes a general description of the whole-school approach and some examples (animations) of how the whole-school approach could be embedded in the school's European initiatives.

# data[].attributes.headline
1.1 Overview of Erasmus+ opportunities for schools and ‘who's who

# data[].attributes.subject
1.1 Overview of Erasmus+ opportunities for schools and ‘who's who

# data[].attributes.attachment_link.description
Please select subtitles in the available EU languages from the Settings menu on YouTube (lower-right corner of the video screen).

# data[].attributes.headline
Communication from the Commission on "School development and excellent teaching for a great start in life" - ITA

# data[].attributes.subject
Communication from the Commission on "School development and excellent teaching for a great start in life" - ITA

# data[].attributes.attachment_link.title
COMUNICAZIONE DELLA COMMISSIONE AL PARLAMENTO EUROPEO

# data[].attributes.attachment_link.title
Interview with Susanne Conze, European Commission

# data[].attributes.attachment_link.description
Uploaded by School Education Gateway on 2017-10-12.

# data[].attributes.headline
Erasmus+ Guide for Experts on Quality Assessment, 2017 

# data[].attributes.subject
Erasmus+ Guide for Experts on Quality Assessment, 2017 

# data[].attributes.attachment_link.description
Search documents, publications and other resources

# data[].attributes.attachment_link.title
Register an Organisation - Education Participant Portal

# data[].attributes.attachment_link.readable_text
The Erasmus+ Programme Guide is essential to understanding Erasmus+. It provides participating organisations and individuals a comprehensive list of opportunities supported by the programme.

The 2021 Programme Guide is available as an online version, with a more user-friendly, accessible format to make it easier to find information, as well as a PDF version.

Read the Programme Guide Download the PDF

About

What is it?

The Erasmus+ Programme Guide (version 3 of 12/05/2021), including the Corrigendum of 12/05/2021, is an integral part of the 2021 Erasmus+ Call for Proposals, published on 25/03/2021.

Organisations and institutions seeking funding in the framework of this call must comply with the conditions for participation and funding expressed in this Guide.

The document provides information on:

the priorities of the programme,

the actions supported,

the funding available for different actions,

detailed information on participation.

Which language versions are available?

The Programme Guide is currently available in the following languages:

In the case of conflicting meanings between language versions, the English version prevails.

How to apply?

Organisations are invited to submit applications online to the National Agency in the relevant country, via the Erasmus+ forms website, or to the European Education and Culture Executive Agency.

The 2021 online application forms and related documents are currently being prepared. Depending on the actions concerned, these will be made available on the websites of either the National Agencies or the European Education and Culture Executive Agency.

For actions managed by the European Education and Culture Executive Agency (EACEA), the relevant documents by action are open for submission on the Funding and Tender Opportunities Portal.
Individuals seeking to apply should contact their organisation, institution, or educational establishment.
Where to find out more?

Organisations seeking further information on the process can contact their National Agency, National Office or the European Education and Culture Executive Agency in Brussels.

Where to find previous versions of the guide?

2021

2020

2019

2018

The previous versions of the 2017 Programme Guide are:

The previous versions of the 2016 Programme Guide are:

The previous versions of the 2015 Programme Guide (which only apply to the 2015 Erasmus+ Call for Proposals) are available below:

The 2014 Programme Guide is also available for consultation, but applies only to the 2014 Erasmus+ Call for Proposals.

# data[].attributes.attachment_link.title
Programme guide - Erasmus+ - European Commission

# data[].attributes.attachment_link.description
The Erasmus+ Programme Guide is essential to understanding Erasmus+. It provides participating organisations and individuals a comprehensive list of opportunities supported by the programme. The 2021 Programme Guide is available as an online version, with a more user-friendly, accessible format to make it easier to find information, as well as a PDF version.

# data[].attributes.body
The learning objectives of Module 1 are:

Find out about the Erasmus+ Programme Key Action 1 and Key Action 2;

Learn 'who is who' in the Erasmus+ Programme

Understand what the European Commission’s policy priorities are for the programme;

Reflect on your school’s development and internationalisation needs through a whole-school approach.