Mobility projects

KA1 mobility projects in adult education allow adult education providers and other organisations active in the field of adult education to send their learners and staff on learning and training periods in an EU Member State or in a third country associated to the Programme. The participating organisations should actively promote inclusion and diversity, environmental sustainability and digital education through their activities.

These projects support internationalisation, as well as strengthen the capacities of organisations.

What are the objectives of the KA1 mobility projects in adult education?

Some of the main objectives of KA1 mobility projects in adult education are as follows:

  • supporting participants in gaining knowledge, skills, and competences,

  • supporting development of professional networks across Europe,

  • promoting values of inclusion and diversity, tolerance, and democratic participation, as well as promoting knowledge about shared European heritage and diversity,

  • supporting development of professional networks across Europe,

  • improving the quality of formal, informal, and non-formal adult education in Europe for key competences as defined by the EU framework, including basic skills (literacy, numeracy, digital skills) and other life skills,

  • extend and diversify adult education offer through professionalisation of educators and building capacity of adult education providers,

  • building the capacity of adult education providers to carry out high quality mobility projects,

  • raising the participation of adults of all ages and socio-economic background in adult education, especially by fostering participation of organisations working with disadvantaged learners, small adult education providers, newcomers to the Programme and less experienced organisations, as well as community-based grassroots organisations.

What role can institutions assume when applying for a KA1 project in adult education?

Institutions in Serbia can assume the role of the project coordinator (applicant organisation) and the role of a partner on a project.

Most types of available activities within KA1 projects are outgoing. This means that the applicant organisation from Serbia will act as a sending organisation: it will select participants and send them to a hosting organisation abroad. In addition, there are special types of activities that allow applicant organisations to invite experts, teachers, and educators in training to their organisation in Serbia.

The purpose of incoming activities is the same as that of outgoing activities- strengthening the capacity and international cooperation of the project coordinator (applicant organisation).


In this case, organisations do not have to send the application, yet act as hosts for foreign participants. That means that the Serbian institution is the partner to some other European institution applying for mobility project and is responsible for accepting the mobility participants and organisation of the activities.

What are the types of KA1 projects in adult education?

Before applying, it is important to select the type of KA1 mobility project in school education.

These projects provide applicant organisations with an opportunity to organise various mobility activities for staff and learners over a period of 6 to 18 months. Short-term projects are the best choice for organisations trying Erasmus+ for the first time.

These projects are open only to organisations holding an Erasmus accreditation in the field of adult education. This special funding strand allows accredited organisations to receive funding for a longer period of organising mobility activities and implementing internationalisation strategy. Funding for accredited organisations will be limited.

Erasmus accreditations are open to all organisations that want to organise mobility activities on a regular basis. Previous experience in the Programme is not required to apply. Funding for these projects will be limited. For more information about deadlines and application, see our website.

What types of activities are available in adult education mobility projects?

Here you can read more about the types of activities (outgoing mobilities) available for both types of mobility projects.

  • Job shadowing (2 to 60 days),

  • Teaching assignments (2 to 365 days),

  • Courses and training (2 to 30 days). Eligible course fees will be limited to a total of 10 days per participant.

Staff will be able to combine physical and virtual mobilities. In that case, the minimum and the maximum duration refer to the physical mobility.

*Adult learners with fewer opportunities must be enrolled in an adult education programme at the sending organisation. For further information about the adult learners’ profile who can participate in mobility projects, see the Programme Guide.

  • Group mobility of adult learners (2 to 30 days, at least two learners per group). Qualified trainers from the sending organisation must accompany the learners for the entire duration of the activity. The content of group mobility activities should focus on key competences of adult learners or the inclusion and diversity, digital, environmental sustainability, and participatory dimensions of the programme.
  • Short-term learning mobility of adult learners (2 to 29 days);
  • Long-term learning mobility of adult learners (30 to 365 days). Adult learners can spend a period abroad at a hosting organisation to improve their knowledge and skills. The learning programme may include a combination of various formal, informal, and non-formal learning methods, including in-class learning, work-based learning, job-shadowing, observation, and other innovative approaches.

In addition to physical mobility, all learner mobility activities can be blended with virtual activities. The minimum and maximum durations specified above apply to the physical mobility component.

Types of activities available for incoming mobilities:
  • Hosting invited experts (2 to 60 days). organisations can invite trainers, teachers, policy experts or other qualified professionals from abroad who can help improve the teaching, training, and learning at the receiving organisation.

  • Hosting teachers and educators in training: applicant organisations that applies for KA1 project can host teachers in training who want to spend a traineeship period abroad. The hosting organisation may apply for funding support to set up the activity, while the travel and individual support for the participant should be provided by their sending institution (which may apply for Erasmus+ funding for this purpose).

  • Preparatory visits to a partner country. Organisations can set up a preparatory visit to their hosting partner before the mobility takes place. Preparatory visits are not a stand-alone activity, but a supporting arrangement for mobility of staff or learners. These preparatory visits refer to special situations such as preparing learners with fewer opportunities or preparing longer mobility activities. Preparatory visits cannot be organised to prepare a course or training activity for staff.

Where and how to apply?

Round 1 (for all National Agencies): 23 February at 12:00:00 (midday Brussels time)

For Round 2 applicants have to submit their applications by 4 October at 12:00:00 (midday Brussels time).

Funding rules

Funding received for mobility projects refers to the following costs:

  • Organizational support
  • Individual support
  • Travel expenses
  • Preparatory visits
  • Inclusion support for learners with fewer opportunities and their accompanying persons where it is necessary
  • Course fees
  • Linguistic support
  • Exceptional costs

For more information, see the Programme Guide.

Erasmus quality standards

Implementation of all activities supported under KA1 mobility projects must follow the Erasmus quality standards. The Erasmus quality standards cover concrete implementation practices for project tasks such as selection and preparation of participants, definition, evaluation, and recognition of learning outcomes, sharing of project results, etc.

It is particularly important that institutions must ensure to encourage inclusion, environmentally sustainable and responsible practices (choosing green modes of transport, for example) and digital education.

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