The Erasmus+ programme seeks to enable the participation of even more individuals and a wider range of organisations during the 2021–2027 period. In this regard, the programme emphasises inclusiveness, green initiatives and digitalisation as key priorities supported through financial mechanisms, followed by fostering civic values, cultural dialogue, tolerance and understanding of social, cultural and historical heritage.
The programme promotes equal opportunities and access, inclusion, diversity and equity in all its activities.
At the heart of these goals are participants with disabilities. With this in mind, the programme provides mechanisms and resources that will ensure access for diverse participants.
An Inclusion and Diversity Strategy has been devised covering all parts of the programme to facilitate access to funding for a wider range of organisations and include more participants with disabilities.
This strategy addresses various obstacles that may hinder participation, including:
- Disability: Physical, mental, intellectual or sensory impairments that, in combination with other barriers, can limit full and effective participation in society.
- Health problems: Serious health conditions, chronic illnesses, or any other physical or mental health issues that prevent participation in the programme.
- Educational barriers: Challenges faced by individuals struggling to access education and training for various reasons, early school leavers and low-skilled adults. Although educational difficulties may be related to personal circumstances, they are mainly the result of an education system that imposes structural constraints and/or does not take into account the specific needs of individuals.
- Cultural differences: Barriers to learning in general, especially for migrants (new migrants in particular), refugees, national or ethnic minorities, sign language users, or people with linguistic difficulties.
- Economic barriers: Economic disadvantages such as low living standards, low income, dependence on social protection, long-term unemployment or poverty. Students who have to work to support themselves also face such barriers.
- Discrimination: Barriers due to gender, age, ethnicity, religion, beliefs, sexual orientation, disability or a combination of two or more of these factors.
- Geographical barriers: Challenges arising from living in remote or rural areas, peripheral regions, suburbs, underdeveloped areas or areas with limited public transport.
For further details on the participation of people with disabilities in the Erasmus + programme, see the Inclusion page on the Erasmus+ website.
The COVID-19 crisis underscored the importance of digital education for the necessary digital transformation in Europe.
It particularly emphasised the increased need to harness the potential of digital technologies for teaching and learning, and to develop digital skills for all.
In line with the strategic priorities of the Digital Education Action Plan (2021–2027), the programme supports students, teachers, youth workers, youth and organisations in embracing digital transformation.
The programme aims to reach a larger target group inside and outside the Union by promoting the use of information, communication and technological tools, and combining physical mobility, virtual learning and online cooperation.
The programme supports the development of a high-performance digital educational ecosystem by building capacity and enhancing critical understanding in all types of educational institutions to use the opportunities offered by digital technologies for teaching and learning at all levels and for all sectors and develop digital transformation plans.
The programme also supports actions aimed at improving digital skills and developing competencies of all people at all societal levels. The focus is on fostering basic and advanced digital skills as well as digital literacy.
A European Digital Education Hub has been established to improve EU-level coordination regarding digital education and contribute to exchange of best practices and research experimentation.
The aim of the Hub is to support Member States in improving cross-sectoral cooperation, establishing a network of national digital education advisory services to share experiences and best practices on the factors that enable digital education and linking national and regional digital education initiatives and strategies. It also connects national authorities, the private sector, professionals, education and training providers and civil society through more agile policy and practice development in digital education. Moreover, the Hub assists in monitoring the implementation of the Digital Education Action Plan.
Environment and climate action are key priorities for the EU, now and in the future.
The European Green Deal is a new European growth strategy that recognises the key role of schools, training institutions and universities in engaging pupils, students, parents and the wider community in the changes needed for a successful transition to climate neutrality by 2050.
The Erasmus + programme is therefore a key instrument for developing knowledge, skills and attitudes related to climate change and sustainable development, both within the European Union and beyond.
The Erasmus + programme offers more opportunities for mobility in green forward-looking domains, which foster the development of competencies, improve career prospects and engage participants in strategic areas for sustainable growth, with special attention to rural development (sustainable agriculture, natural resource management, land protection, bio-agriculture).
Moreover, Erasmus+, with mobility at its core, promotes sustainable modes of transport and more responsible behaviour.
Since the environment and the fight against global warming is a horizontal priority in project selection, priority will be given to projects aimed at developing competencies in various areas relevant to environmental sustainability.
The programme supports the use of innovative practices to make students, employees and youth workers real drivers of change (e.g. saving resources, reducing energy consumption and waste, compensating for carbon footprint, making sustainable choices regarding food and mobility, etc.).
Priority will be given to projects that, through education, training, youth and sports activities, enable changes in behaviour related to individual preferences, cultural values and awareness of sustainable development, consumer habits and lifestyle habits.
Therefore, organisations and participants involved in the Erasmus+ programme should strive to integrate green practices into all projects by incorporating an environmental approach when designing activities, which will encourage them to discuss and learn about environmental issues, consider local actions and devise alternative green ways to implement their activities.
Platforms such as eTwinning and EPALE will continue to create supporting materials and facilitate the exchange of effective educational practices and policies on environmental and sustainability issues.
The programme addresses the limited participation of citizens in democratic processes and their lack of knowledge about the European Union, aiming to help them overcome barriers to active involvement and participation in their communities or the political and social life of the Union.
In addition to formal education, non-formal learning can improve citizens’ understanding of the European Union and foster a sense of belonging.
The programme supports active citizenship and ethics in lifelong learning and fosters the development of social and intercultural competencies, critical thinking and media literacy.
Priority is given to projects that offer opportunities for people’s participation in democratic life and social and civic engagement through formal or non-formal learning activities.
The focus is on raising awareness and understanding of the European Union’s context, especially with regard to its common values, the principles of unity and diversity, as well as its social, cultural and historical heritage.
In the field of youth, the Youth Participation Strategy is designed to provide a common framework and support for the use of programmes to encourage youth participation in democratic life.
Dissemination of project results is an essential and mandatory phase of any Erasmus+ project. It is a set of measures for presenting and sharing the project’s results and impact, as well as for increasing its visibility.
Dissemination of project information is important because:
- Increases the visibility of the project,
- Promotes examples of good practice that may be useful to future applicants,
- Increases the visibility of the organisation implementing the project,
- Enables the creation of future partnerships,
- Increases the visibility of the Erasmus+ programme.
In order to design a good communication and dissemination plan, the following should be considered:
Communication goals: Raising awareness, promoting social values, developing new partnerships.
Audience or target groups: These are the people you would like to get in touch with who could benefit from the project results, such as the general public, stakeholders, experts, decision-makers, the media, etc.
Channels and activities to reach the target audience: Effective and appropriate channels and activities should be selected based on the goals, such as social media, events and publications.
Project results: These can include: guides to good practices, practical tools or products, research, study reports, acquired knowledge and skills etc.
Timeline: It is necessary to plan the timing of different activities effectively (linking it to the work plan), agree on a realistic goal and ensure flexibility to adapt to the progress of the project and changing needs of the target group.
Key Performance Indicators (KPIs): These indicators are a valuable tool for project management to monitor progress (allowing for adjustments as needed) during the implementation of the communication and dissemination plan, as well as to measure the degree of success in achieving goals.
Dissemination of project information always starts within the institution/organisation participating in the project, which then expands to the local and international levels, so that the results achieved during the project can be used by others. At the international level, this implies that all partners promote the project and its activities in their respective countries and within the European Union. Locally, the project coordinator/partners disseminate information at the state, city or municipality level, adapting to the specifics of their environment. This involves different types of promotion with different partners.
It is important to make a good plan for disseminating information and using project results. Ideally, such activities should be planned at the beginning of the project, possibly complemented during its implementation and executed after the end of the project. It is also important to determine what needs to be promoted and how. Project results can be concrete and clearly measurable (number of events held, curriculum changed, equipment purchased) or less so, but still significant (acquisition of new skills, knowledge, competencies), so the promotion of results should be adjusted to these criteria.
Identifying the target group is an integral part of successful promotion. The project and its outcomes will be promoted differently to colleagues from similar institutions, decision-makers, media and project beneficiaries. The method of promotion and dissemination should be adapted to the specific target group.
There are various ways to disseminate results and promote the project, including:
- Publishing updates on the organisation’s website;
- Using the organisation’s social network accounts: Facebook, X and Instagram;
- Tagging the Foundation Tempus on social networks when posting about the project – we recommend using @FondacijaTempus on X, or the hashtag #fondacijatempus for Facebook, X and Instagram posts;
- Sharing audio/video materials;
- Issuing press statements, press releases and participating in media appearances;
- Sending newsletters with project updates;
- Organising or participating in conferences, seminars, training sessions and other events;
- Publishing brochures and other publications;
- Creating a visual solution unique to the project (e.g. project logo);
- Making promotional materials (such as folders, notepads, pens or leaflets).
