Partnerships for cooperation in vocational education and training

This action enables participating organisations to gain experience in international cooperation and to strengthen their capacities, but also to produce high-quality innovative deliverables.

What types of activities are supported in these projects?

Organisations have the flexibility to choose the best combination that contributes to reaching the project’s objectives in relation to its scope and in proportion to the capacities of the partnership.

These activities refer to the implementation of project activities (networking events, meetings, conferences, working sessions to to exchange practices and to develop results, staff and learner trainings etc.), project management and promotion activities.

Are there specific areas or topics these projects should address?

Projects are required to frame their activities within one or more priorities, which are prescribed annually by the European Commission, and to choose them at the application stage.

In the 2021 call for proposals, Partnerships for Cooperation must address at least one priority from the list you can find here.

In addition, national agencies responsible for managing the Erasmus+ Programme may identify one or more of these European priorities as particularly relevant for the national context.

Additional aspects

In addition to the formal criteria, project proposals should pay attention to the following aspects:

  • Environment and sustainability – projects should encourage all participants to learn and discuss the issues related to the environment, as well as to find alternative, greener ways of implementing project activities;
  • Inclusion and diversity – organisations should devise accessible and inclusive project activities, taking into account the needs as well as the opinions of participants with fewer opportunities;
  • Digital dimension – virtual cooperation as well as experimenting with virtual or blended learning possibilities is encouraged.
Types of projects

Depending on the project objectives, participating organizations and the expected impact, these projects can be of different sizes and scope. Accordingly, there are two types of partnerships:

  • Cooperation Partnerships in Vocational Education and Training
  • Small-scale Partnerships in Vocational Education and Training
Specific priorities in the field of vocational education and training

This includes supporting the development of VET programmes that offer a balanced mix of vocational skills and create work-based learning opportunities well aligned to all economic cycles, evolving jobs and working methods and key competences. Projects will support VET providers in the adaptation of their training offer to changing skills needs, green and digital transitions and economic cycles.

This priority supports initiatives that develop flexible and learner-centred VET programmes, and that contribute to closing existing gaps in the access to training for working age adults to successfully manage labour market transitions. Projects under this priority also contribute to the development of continuing vocational training programmes designed to be adaptable to labour market, as well as programmes that facilitate the transfer, recognition and accumulation of learning outcomes leading to national qualifications.

This priority supports projects which core aim is to substantially change the way in which VET is practiced, making it more relevant to the current and future needs of the economy and society. These changes can be organizational, they can also address teaching and learning processes, as well as the VET providers ecosystem and the way they engage with partners (for example, through technology diffusion and applied research, advocacy, networking and internationalization activities). They can also target the development and provision of VET products and services to external actors such as students, companies and governments.

Priority will be given to projects that contribute to increasing the attractiveness of VET at different levels. Examples of these can be projects that work towards greater permeability between diverse educational levels, that foster open and participative learning environments,

support the professional development of VET teachers and trainers, or facilitate recognition of learning outcomes and the use of Europass and other digital services. This priority also support projects that develop long-term partnerships for establishing or reinforcing international, national, regional and sectoral skills competitions. The impact of these activities can be optimised by working closely together with businesses, VET providers, chambers of commerce and other relevant stakeholders.

This priority focuses on measuring and improving quality of VET by developing national quality assurance systems, for both initial and continuing VET. In particular, this includes setting-up and testing graduate tracking arrangements in line with the Council Recommendation on tracking graduates, and the Recommendation on the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET), as well as exploring EU vocational core profiles, and micro-credentials.

This priority aims at putting in place support mechanisms and contractual frameworks to promote quality mobility of VET staff and learners. Particularly important aspects include automatic mutual recognition of qualifications and learning outcomes, as well as developing student support services for learner mobility. Such services can include informing, motivating, preparing and facilitating the social integration of the VET learners in the host country, as well as enhancing their intercultural awareness and active citizenship.

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