Published on Erasmus+ (http://ec.europa.

eu/programmes/erasmus-plus)

Part A: General information about the

Erasmus+ Programme
English [1]

Erasmus+ is the EU Programme in the fields of education, training, youth and sport for the period
2014-20201. Education, training, youth and sport can make a major contribution to help tackle socio-
economic changes, the key challenges that Europe will be facing until the end of the decade and to
support the implementation of the European policy agenda for growth, jobs, equity and social
inclusion.

Fighting rising levels of unemployment - particularly among young people - has become one of the
most urgent tasks for European governments. Too many young people leave school prematurely
running a high risk of being unemployed and socially marginalised. The same risk threatens many
adults with low skills. Technologies are changing the way in which society operates, and there is a
need to ensure the best use is made of them. EU businesses need to become more competitive
through talent and innovation.

Europe needs more cohesive and inclusive societies which allow citizens to play an active role in
democratic life. Education and youth work are key to promote common European values, foster social
integration, enhance intercultural understanding and a sense of belonging to a community, and to
prevent violent radicalisation. Erasmus+ is an effective instrument to promote the inclusion of people
with disadvantaged backgrounds, including newly arrived migrants.

Another challenge relates to the development of social capital among young people, the
empowerment of young people and their ability to participate actively in society, in line with the
provisions of the Lisbon Treaty to "encourage the participation of young people in democratic life in
Europe". This issue can also be targeted through non-formal learning activities, which aim at
enhancing the skills and competences of young people as well as their active citizenship. Moreover,
there is a need to provide youth organisations and youth workers with training and cooperation
opportunities, to develop their professionalism and the European dimension of youth work.

Well-performing education and training systems and youth policies provide people with the skills
required by the labour market and the economy, while allowing them to play an active role in society
and achieve personal fulfilment. Reforms in education, training and youth can strengthen progress
towards these goals, on the basis of a shared vision between policy makers and stakeholders, sound
evidence and cooperation across different fields and levels.

The Erasmus+ Programme is designed to support Programme Countries' efforts to efficiently use the
potential of Europe’s talent and social assets in a lifelong learning perspective, linking support to
formal, non-formal and informal learning throughout the education, training and youth fields. The
Programme also enhances the opportunities for cooperation and mobility with Partner Countries,
notably in the fields of higher education and youth.

In accordance with one of the new elements introduced in the Lisbon Treaty, Erasmus+ also supports
activities aiming at developing the European dimension in sport, by promoting cooperation between
bodies responsible for sports. The Programme promotes the creation and development of European
networks, providing opportunities for cooperation among stakeholders and the exchange and transfer
of knowledge and know-how in different areas relating to sport and physical activity. This reinforced
cooperation will notably have positive effects in developing the potential of Europe’s human capital by
helping reduce the social and economic costs of physical inactivity.

The Programme supports actions, cooperation and tools consistent with the objectives of the Europe
2020 Strategy and its flagship initiatives, such as Youth on the Move and the Agenda for new skills
and jobs. The Programme also contributes to achieve the objectives of the Education and Training
Strategic Framework for European cooperation in Education and Training and of the European Youth
Strategy through the Open Methods of Coordination.

This investment in knowledge, skills and competences will benefit individuals, institutions,
organisations and society as a whole by contributing to growth and ensuring equity, prosperity and
social inclusion in Europe and beyond.

The Erasmus+ Programme Guide is drafted in accordance with the Erasmus+ annual
Work Programme adopted by the European Commission, and therefore may be revised to
reflect the priorities and lines of action defined in the Work Programmes adopted in the
following years. The implementation of this Guide is also subject to the availability of the
appropriations provided for in the draft budget after the adoption of the budget for the
year by the Budgetary Authority or as provided for in the system of provisional twelfths.

Building on past experience, looking towards the future

The Erasmus+ Programme builds on the achievements of more than 25 years of European
programmes in the fields of education, training and youth, covering both an intra-European as well as
an international cooperation dimension. Erasmus+ is the result of the integration of the following
European programmes implemented by the Commission during the period 2007-2013:

● The Lifelong Learning Programme

● The Youth in Action Programme
● The Erasmus Mundus Programme
● Tempus
● Alfa
● Edulink
● Programmes of cooperation with industrialised countries in the field of higher education

These programmes have been supporting Actions in the fields of higher education (including its
international dimension), vocational education and training, school education, adult education and
youth (including its international dimension).
Erasmus+ aims at going beyond these programmes, by promoting synergies and cross-fertilisation
throughout the different fields of education, training and youth, removing artificial boundaries
between the various Actions and project formats, fostering new ideas, attracting new actors from the
world of work and civil society and stimulating new forms of cooperation.

It is therefore crucial that the Programme is associated with a strong brand name that is widely
recognised. For this reason, all the Actions and activities supported under the Programme will have to
be communicated first and foremost by using the "Erasmus+" brand name. However, to help
participants and beneficiaries of former programmes to find their way into Erasmus+, for the purpose
of communication and dissemination, the following names may be used for those Actions targeting a
specific sector, in addition to the common "Erasmus+" brand name, as follows:

● "Erasmus+: Comenius", in relation to the activities of the Programme exclusively related to the field
of school education;
● "Erasmus+: Erasmus", in relation to the activities of the Programme exclusively related to the field
of higher education and targeting Programme Countries;
● "Erasmus+: Erasmus Mundus", in relation to the Erasmus Mundus Joint Masters Degrees;
● "Erasmus+: Leonardo da Vinci", in relation to the activities of the Programme exclusively related to
the field of vocational education and training;
● "Erasmus+: Grundtvig", in relation to the activities of the Programme exclusively related to the field
of adult learning;
● "Erasmus+: Youth in Action", in relation to the activities of the Programme exclusively related to the
field of youth non-formal and informal learning;
● "Erasmus+: Jean Monnet", in relation to the activities of the Programme exclusively associated with
the field of European Union studies;
● "Erasmus+: Sports", in relation to the activities of the Programme exclusively related to the field of
sport.

1. REGULATION (EU) No 1288/2013 OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 11 December 2013 establishing
'Erasmus+': the Union programme for education, training, youth and sport
(http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2013:347:0050:0073:EN:PDF [2])

What are the objectives and important

features of the Erasmus+ Programme?
English [3]

● General Objective [4]

● Important features of the Erasmus+ Programme [5]

General Objective
English [6]

The Erasmus+ Programme shall contribute to the achievement of:

● the objectives of the Europe 2020 Strategy, including the headline education target 1;
● the objectives of the strategic framework for European cooperation in education and training (ET
 2020), including the corresponding benchmarks;
● the sustainable development of Partner Countries in the field of higher education;
● the overall objectives of the renewed framework for European cooperation in the youth field (2010-
2018);
● the objective of developing the European dimension in sport, in particular grassroots sport, in line
with the EU work plan for sport;
● the promotion of European values in accordance with Article 2 of the Treaty on the European
Union2.

1. The headline education target is to reduce early school leaving to less than 10% and increase attainment in tertiary
education to at least 40% by 2020.
2. The Union is founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law and
respect for human rights, including the rights of persons belonging to minorities. These values are common to the Member
States in a society in which pluralism, non-discrimination, tolerance, justice, solidarity and equality between women and men
prevail.

Important features of the Erasmus+

Programme
English [7]

The following features of the Programme deserve special attention. Some of them are presented in
more detail on the Commission website.

Recognition and validation of skills and qualifications

Erasmus+ supports EU transparency and recognition tools for skills and qualifications – in particular

● Europass
● Youthpass
● the European Qualifications Framework (EQF)
● the European Credit Transfer and Accumulation System (ECTS)
● the European Credit System for Vocational Education and Training (ECVET)
● the European Quality Assurance Reference Framework (EQAVET)
● the European Quality Assurance Register (EQAR)
● the European Association for Quality Assurance in Higher Education (ENQA)

as well as EU-wide networks in the field of education and training supporting these tools, in particular
the National Academic Recognition Information Centre (NARIC), Euroguidance networks, the National
Europass Centres and the EQF National Coordination Points.

A common purpose of these tools is to ensure that skills and qualifications can be more easily
recognised and are better understood, within and across national borders, in all sub-systems of
education and training as well as in the labour market, no matter whether these were acquired
through formal education and training or through other learning experiences (e.g. work experience;
volunteering, online learning). The tools also aim to ensure that education, training and youth policies
further contribute to achieve the Europe 2020 objectives of smart, sustainable and inclusive growth
and its education and employment headline targets through better labour market integration and
mobility.

In order to fulfil these objectives, the tools available should be able to cater for new phenomena such
as internationalisation of education and growing use of digital learning, and support the creation of
flexible learning pathways in line with learners' needs and objectives. The tools may also need to
evolve in the future, leading to enhanced coherence and simplification that allow learners and
workers to move freely for learning or working.

More information available at:

http://ec.europa.eu/education/policy/strategic-framework/skills-qualifications_en.htm [8]

Dissemination and exploitation of project results

Dissemination and exploitation of results are crucial areas of the Erasmus+ project lifecycle. They
give participating organisations the opportunity to communicate and share outcomes and
deliverables, thus extending the impact of their projects, improving their sustainability and justifying
the European added value of Erasmus+.

In order to successfully disseminate and exploit project results, organisations involved in Erasmus+
projects are asked to give the necessary thought to dissemination and exploitation activities when
designing and implementing their project. The level and intensity of such activities should be
proportional to the objectives, the scope and the targets of the different Actions of Erasmus+.

Results achieved in a particular project may be highly relevant and interesting also in fields not
covered by the project and it is up to the individual projects to develop strategies and methods
ensuring that others can easily access what has been developed and produced. Specific guidelines in
this respect can be found in Annex II to this Programme Guide.

Open Access Requirement for educational materials,

documents and media produced through Erasmus+
Erasmus+ promotes the open access to materials, documents and media that are useful for learning,
teaching, training, youth work and are produced by projects funded by the Programme. Beneficiaries
of Erasmus+ grants producing any such materials, documents and media in the scope of any funded
project must make them available for the public, in digital form, freely accessible through the Internet
under open licences.

Beneficiaries are nonetheless allowed to define the most appropriate level of open access, including
limitations (e.g. interdiction of commercial exploitation by third parties) if appropriate in relation to
the nature of the project and to the type of material. The open access requirement is without
prejudice to the intellectual property rights of the grant beneficiaries.

International dimension
Erasmus+ includes a strong international dimension (i.e. cooperation with Partner Countries) notably
in the fields of higher education and youth.

In the field of higher education, Erasmus+ supports the following main Actions targeting cooperation
with Partner Countries:

● International credit mobility of individuals and Erasmus Mundus Joint Master Degrees
(under Key Action 1) promoting the mobility of learners and staff from and to Partner Countries;
● Capacity-building projects in higher education (under Key Action 2) promoting cooperation
and partnerships that have an impact on the modernisation and internationalisation of higher
education institutions and systems in Partner Countries, with a special focus on Partner Countries
neighbouring the EU;
● Support to policy dialogue (under Key Action 3) through the network of Higher Education Reform
Experts in Partner Countries neighbouring the EU, the international alumni association, policy
dialogue with Partner Countries and international attractiveness and promotion events;
● Jean Monnet activities with the aim of stimulating teaching, research and reflection in the field of
European Union studies worldwide.

In the field of youth, Erasmus+ supports the following main Actions:

● Mobility for young people and youth workers (under Key Action 1) promoting Youth
Exchanges, European Voluntary Service and mobility of youth workers in cooperation with Partner
Countries neighbouring the EU;
● Capacity-building projects in the field of youth (under Key Action 2) promoting cooperation
and mobility activities that have a positive impact on the qualitative development of youth work,
youth policies and youth systems as well as on the recognition of non-formal education in Partner
Countries, notably in African, Caribbean and Pacific (ACP), Asian and Latin American countries;
● Involvement of young people and youth organisations from Partner Countries neighbouring the EU in
the youth Structured Dialogue (under Key Action 3) through their participation in international
meetings, conferences and events that promote dialogue between young people and decision-
makers.

In addition, other Actions of the Programme (Strategic Partnerships, Knowledge Alliances, Sectors
Skills Alliances, Collaborative Partnerships) are also open to organisations from Partner Countries in so
far as their participation brings an added value to the project (for more information, please consult
Part B of this Guide).

Multilingualism
Multilingualism is one of the cornerstones of the European project and a powerful symbol of the EU's
aspiration to be united in diversity. Foreign languages have a prominent role among the skills that will
help equip people better for the labour market and make the most of available opportunities. The EU
has set the goal that every citizen should have the opportunity to acquire at least two foreign
languages, from an early age.

The promotion of language learning and linguistic diversity is one of the specific objectives of the
Programme. The lack of language competences is one of the main barriers to participation in
European education, training and youth programmes. The opportunities put in place to offer linguistic
support are aimed to make mobility more efficient and effective, to improve learning performance
and therefore contribute to the specific objective of the Programme.
Linguistic support is available for the language used by participants for studying, carrying out a
traineeship or volunteering abroad in the framework of long-term mobility activities supported under
Key Action 1. Linguistic support will mainly be offered via the Erasmus+ Online Linguistic Support [9],
as e-learning offers advantages for language learning in terms of access and flexibility.

The Erasmus+ Online Linguistic Support (http://erasmusplusols.eu [9]) includes a mandatory

assessment of language competences and voluntary language courses. Language assessment is a
crucial aspect of the initiative in order to provide the right preparation for each participant and collect
evidence on language skills of EU mobility participants. Therefore, a language assessment will be
undertaken by participants before mobility and another assessment will be carried out at the end of
the mobility period to monitor progress in language competences. The results of the language
assessment test carried out by participants before their departure will not preclude them from taking
part in the mobility activity, whatever the result is.

The online language assessment shall thus not be used to select Erasmus+ mobility participants, but
to provide them with an opportunity to boost their level where needed. The provision of linguistic
support shall be based on mutual trust between sending and receiving institutions: it is the
responsibility of the sending institution to provide participants with the most appropriate linguistic
support, to ensure that they reach the recommended level agreed with the receiving institution by the
start of the mobility.

Before the capacity of the online tools can be developed to cover all languages, funding will be
provided to beneficiaries of mobility projects with a view to provide linguistic support in the languages
not available through the online service offered by the Commission.

Under Key Action 2, Strategic Partnerships in the area of language teaching and learning will be
encouraged. Innovation and good practices aiming to promote language skills can include for example
teaching and assessment methods, development of pedagogical material, research, computer
assisted language learning and entrepreneurial ventures using foreign languages. Furthermore,
funding for linguistic support can be provided when necessary to beneficiaries of Strategic
Partnerships who organise long-term training and teaching activities for staff, youth workers and
learners.

As regards the European Language Label (ELL) awards, National Agencies are encouraged to organise
- on a voluntary basis - regular (annual or biennial) national competitions in the Programme Countries.
The ELL award should function as a stimulus to exploit and disseminate the results of excellence in
multilingualism, and promote public interest in language learning.

Under Key Action 3, and to support Member States' efforts to integrate refugees in Europe's education
and training systems, the Erasmus+ Online Linguistic Support (OLS) provided to Erasmus+
participants is extended to the benefit of around 100.000 refugees under the 2016, 2017 and 2018
Calls and until the available budget has been spent , free of charge for them.

The participation of Erasmus+ National Agencies and beneficiary institutions/organisations is fully

voluntary. Under this Call, the beneficiaries of the Erasmus+ programme that wish to take part
receive a number of additional OLS licences to be allocated specifically to refugees who intend to
learn one of the languages available in the OLS. The beneficiary institutions/organisations will be
responsible for allocating the licences to the refugees and for reporting on the use of these licences.
Equity and Inclusion
The Erasmus+ Programme aims at promoting equity and inclusion by facilitating the access to
participants with disadvantaged backgrounds and fewer opportunities compared to their peers
whenever disadvantage limits or prevents participation in transnational activities for reasons such as:

● disability (i.e. participants with special needs): people with mental (intellectual, cognitive, learning),
physical, sensory or other disabilities;
● educational difficulties: young people with learning difficulties; early school-leavers; low qualified
adults; young people with poor school performance;
● economic obstacles: people with a low standard of living, low income, dependence on social welfare
system or homeless; young people in long-term unemployment or poverty; people in debt or with
financial problems;
● cultural differences: immigrants or refugees or descendants from immigrant or refugee families;
people belonging to a national or ethnic minority; people with linguistic adaptation and cultural
inclusion difficulties;
● health problems: people with chronic health problems, severe illnesses or psychiatric conditions;
● social obstacles: people facing discrimination because of gender, age, ethnicity, religion, sexual
orientation, disability, etc.; people with limited social skills or anti-social or risky behaviours; people
in a precarious situation; (ex‑)offenders, (ex‑)drug or alcohol abusers; young and/or single parents;
orphans;
● geographical obstacles: people from remote or rural areas; people living in small islands or in
peripheral regions; people from urban problem zones; people from less serviced areas (limited
public transport, poor facilities).

In the field of youth, an Inclusion and Diversity Strategy has been designed as a common framework
to support the participation and inclusion of young people with fewer opportunities in Erasmus+. The
Strategy is available on the website1 of the European Commission.

Protection and safety of participants

Protection and safety of participants involved in the Erasmus+ projects are important principles of the
Programme. All persons participating in the Erasmus+ Programme should have the opportunity to
take full advantage of the possibilities for personal and professional development and learning. This
should be assured in a safe environment which respects and protects the rights of all persons.

To this end each organisation participating in the Erasmus+ Programme must have in place effective
procedures and arrangements to promote and guarantee the safety and protection of the participants
in their activity. With this regard, all students, trainees, apprentices, pupils, adult learners, young
people, staff and volunteers, involved in a mobility activity under the Key Actions 1 or 2 of the
Erasmus+ Programme, must be insured against the risks linked to their participation in these
activities.

Apart from the European Voluntary Service which foresees a specific insurance policy (see Annex I of
this Guide), the Erasmus+ Programme does not define a unique format of insurance, nor does it
recommend specific insurance companies. The Programme leaves it up to project organisers to seek
the most suitable insurance policy according to the type of project carried out and to the insurance
formats available at national level. Furthermore, it is not necessary to subscribe to a project-specific
insurance, if the participants are already covered by existing insurance policies of the project
organisers.

In either case, the following areas must be covered:

● wherever relevant, travel insurance (including damage or loss of luggage);

● third party liability (including, wherever appropriate, professional indemnity or insurance for
responsibility);
● accident and serious illness (including permanent or temporary incapacity);
● death (including repatriation in case of projects carried out abroad).

If applicable, it is strongly recommended that participants in transnational activities are in possession

of a European Health Insurance Card [10]. This is a free card that gives access to medically necessary,
state-provided healthcare during a temporary stay in any of the 28 EU countries, Iceland,
Liechtenstein and Norway, under the same conditions and at the same cost (free in some countries)
as people insured in that country. More information on the card and on how to obtain it is available at
http://ec.europa.eu/social/main.jsp?catId=559 [10].

Finally, if projects involve young people under 18, participating organisations are required to obtain
the prior authorisation of participation from their parents or those acting on their behalf.

1. The Erasmus+ Inclusion and Diversity Strategy in the field of youth:

http://ec.europa.eu/youth/library/reports/inclusion-diversity-strategy_en.pdf [11]

What is the structure of the Erasmus+

Programme?
English [12]

In order to achieve its objectives, the Erasmus+ Programme implements the following Actions:

Key action 1 - Mobility of individuals

This Key Action supports:

● Mobility of learners and staff: opportunities for students, trainees, young people and volunteers,
as well as for professors, teachers, trainers, youth workers, staff of education institutions and civil
society organisations to undertake a learning and/or professional experience in another country;
● Erasmus Mundus Joint Master Degrees: high-level integrated international study programmes
delivered by consortia of higher education institutions that award full degree scholarships to the
best master students worldwide;
● Erasmus+ Master Loans: higher education students from Programme Countries can apply for a
loan backed up by the Programme to go abroad for a full Master Degree. Students should address
themselves to national banks or student loan agencies participating in the scheme.

Key action 2 - Cooperation for innovation and the exchange

of good practices
This Key Action supports:
● Transnational Strategic Partnerships aimed to develop initiatives addressing one or more fields of
education training and youth and promote innovation, exchange of experience and know-how
between different types of organisations involved in education, training and youth or in other
relevant fields. Certain mobility activities are supported in so far as they contribute to the objectives
of the project;
● Knowledge Alliances between higher education institutions and enterprises which aim to foster
innovation, entrepreneurship, creativity, employability, knowledge exchange and/or
multidisciplinary teaching and learning;
● Sector Skills Alliances supporting the design and delivery of joint vocational training curricula,
programmes and teaching and training methodologies, drawing on evidence of trends in a specific
economic sector and skills needed in order to perform in one or more professional fields;
● Capacity-building projects supporting cooperation with Partner Countries in the fields of higher
education and youth. Capacity-building projects aim to support organisations/institutions and
systems in their modernisation and internationalisation process. Certain types of capacity-building
projects support mobility activities in so far as they contribute to the objectives of the project;
● IT support platforms, such as eTwinning, the School Education Gateway, the European
Platform for Adult Learning (EPALE) and the European Youth Portal, offering virtual
collaboration spaces, databases of opportunities, communities of practice and other online services
for teachers, trainers and practitioners in the field of school and adult education as well as for young
people, volunteers and youth workers across Europe and beyond.

Key action 3 - Support for policy reform

This Key Action supports:

● Knowledge in the fields of education, training and youth for evidence-based policy making
and monitoring, in particular:
● country-specific and thematic analysis, including through cooperation with academic networks;
● peer learning and peer reviews through the Open Methods of Coordination in education, training and
youth.
● Initiatives for policy innovation to stimulate innovative policy development among stakeholders
and to enable public authorities to test the effectiveness of innovative policies through field trials
based on sound evaluation methodologies;
● Support to European policy tools to facilitate transparency and recognition of skills and
qualifications, as well as the transfer of credits, to foster quality assurance, support validation of
non-formal and informal learning, skills management and guidance. This Action also includes the
support to networks that facilitate cross-European exchanges, the learning and working mobility of
citizens as well as the development of flexible learning pathways between different fields of
education, training and youth;
● Cooperation with international organisations with highly recognised expertise and analytical
capacity (such as the OECD and the Council of Europe), to strengthen the impact and added value of
policies in the fields of education, training and youth;
● Stakeholder dialogue, policy and Programme promotion involving public authorities,
providers and stakeholders in the fields of education, training and youth for raising awareness about
the European policy agendas, in particular Europe 2020, Education and Training 2020, the European
Youth Strategy, as well as the external dimension of European education, training and youth
policies. These activities are essential to develop the capacity of stakeholders to actively support
the implementation of policies by stimulating the exploitation of the Programme results and
generating tangible impact.
Jean Monnet activities
The Jean Monnet Activities will support:

● Academic Modules, Chairs, Centres of Excellence in order to deepen teaching in European

integration studies embodied in an official curriculum of a higher education institution, as well as to
conduct, monitor and supervise research on EU content, also for other educational levels such as
teacher training and compulsory education. These Actions are also intended to provide in-depth
teaching on European integration matters for future professionals in fields which are in increasing
demand on the labour market, and at the same time aim at encouraging, advising and mentoring
the young generation of teachers and researchers in European integration subject areas;
● Policy debate with academic world, supported through: a) Networks to enhance cooperation
between different universities throughout Europe and around the world, foster cooperation and
create a high knowledge exchange platform with public actors and the Commission services on
highly relevant EU subjects; b) Projects for innovation and cross-fertilisation and spread of EU
content aimed to promote discussion, reflection on EU issues and to enhance knowledge about the
EU and its processes;
● Support to associations, to organise and carry out statutory activities of associations dealing with
EU studies and EU issues, and to publicize EU facts among a wider public enhancing active European
citizenship.

The Jean Monnet Activities also provide operating grants to designated institutions which pursue
an aim of European interest and organises Studies and conferences with the purpose of providing
policy-makers with new insights and concrete suggestions.

Sport
Actions in the field of sport will support:

● Collaborative Partnerships, aimed at promoting the integrity of Sport (anti-doping, fight against
match fixing, protection of minors), supporting innovative approaches to implement EU principles on
good governance in sport, EU strategies in the area of social inclusion and equal opportunities,
encouraging participation in sport and physical activity (supporting the implementation of EU
Physical Activity Guidelines, volunteering, employment in sport as well as education and training in
sport), and supporting the implementation of the EU guidelines on dual careers of athletes. These
partnerships include also Small Collaborative Partnerships, aimed at encouraging social inclusion
and equal opportunities in sport, promoting European traditional sports and games, supporting the
mobility of volunteers, coaches, managers and staff of non-profit sport organisations and protecting
athletes, especially the youngest, from health and safety hazards by improving training and
competition conditions.
● Not-for-profit European sport events, granting individual organisations in charge of the
preparation, organisation and follow-up to a given event. The activities involved will include the
organisation of training activities for athletes and volunteers in the run-up to the event, opening and
closing ceremonies, competitions, side-activities to the sporting event (conferences, seminars), as
well as the implementation of legacy activities, such as evaluations or follow-up activities;
● Strengthening of the evidence base for policy making through studies; data gathering,
surveys; networks; conferences and seminars which spread good practices from Programme
Countries and sport organisations and reinforce networks at EU level so that national members of
those networks benefit from synergies and exchanges with their partners;
● Dialogue with relevant European stakeholders, being mainly the annual EU Sport Forum and
support to Sport Presidency events organised by the EU Member States holding the Presidency of
 the EU. Other ad hoc meetings and seminars relevant to ensure optimal dialogue with the sport
stakeholders may also be organised as appropriate.

What is the budget?

English [13]

The Programme has an overall indicative financial envelope of 14.774 billion EUR under Heading 1
and of 1.680 billion EUR under Heading 4 of the EU Budget for the seven years (2014-2020). The
annual budget [14] is adopted by the Budgetary Authority. The different steps for the adoption of the
EU budget can be followed at:

http://ec.europa.eu/budget/explained/management/deciding/deciding_detail/decide_detail_en.cfm [15]

For information about the available budget by action, planned number of projects to be granted as
well as indicative average grants, please consult the 20171 Erasmus+ Annual Work Programme
[16](http://ec.europa.eu/dgs/education_culture/more_info/awp/index_en.htm [16])

1. Actions in the field of higher education targeting mobility and cooperation with Partner Countries are also supported with
Heading 4 funds allocated by the 2016 Annual Work Programme
(http://ec.europa.eu/dgs/education_culture/more_info/awp/index_en.htm [16])

Who implements the Erasmus+ Programme?

English [17]

The European Commission

English [18]

The European Commission is ultimately responsible for the running of the Erasmus+ Programme. It
manages the budget and sets priorities, targets and criteria for the Programme on an on-going basis.
Furthermore, it guides and monitors the general implementation, follow-up and evaluation of the
Programme at European level. The European Commission also bears the overall responsibility for the
supervision and coordination of the structures in charge of implementing the Programme at national
level.

At European level, the European Commission's Education, Audiovisual and Culture Executive Agency
(Executive Agency) is responsible for the implementation of the centralised Actions of the Erasmus+
Programme. The Executive Agency is in charge of the complete life-cycle management of these
projects, from the promotion of the Programme, the analysis of the grant requests, the monitoring of
projects on the spot, up to the dissemination of the project and Programme results. It is also
responsible for launching specific calls for proposals relating to some Actions of the Programme which
are not covered through this Guide.

The European Commission, notably through the Executive Agency, is also responsible for:
● carrying out studies in the fields supported by the Programme;
● carrying out research and evidence-based activities through the Eurydice network;
● improving the visibility and the systemic impact of the Programme through dissemination and
exploitation activities of the Programme’s results;
● ensuring the contractual management and financing of bodies and networks supported by the
Erasmus+ Programme;
● managing calls for tenders to provide services within the framework of the Programme.

The National Agencies

The implementation of the Erasmus+ Programme is mainly implemented as Indirect Management,

meaning that the European Commission entrusts budget implementation tasks to National Agencies;
the rationale of this approach is to bring Erasmus+ as close as possible to its beneficiaries and to
adapt to the diversity of national education, training and youth systems. For this purpose, each
Programme Country has appointed one or more National Agencies (for the contact details, please
consult Annex IV of this Guide). These National Agencies promote and implement the Programme at
national level and act as the link between the European Commission and participating organisations
at local, regional and national level. It is their task to:

● provide appropriate information on the Erasmus+ Programme;

● administer a fair and transparent selection process for project applications to be funded in their
country;
● monitor and evaluate the implementation of the Programme in their country;
● provide support to project applicants and participating organisations throughout the project life-
cycle;
● collaborate effectively with the network of all National Agencies and the European Commission;
● ensure the visibility of the Programme;
● promote the dissemination and exploitation of the results of the Programme at local and national
level.

In addition, National Agencies play an important role as intermediate structures for the qualitative
development of the Erasmus+ Programme by:

● carrying out activities - outside the tasks of project life-cycle management - that support the
qualitative implementation of the Programme and/or trigger policy developments in the fields
supported by the Programme;
● providing a supportive approach to newcomers and less advantaged target groups in order to
remove the obstacles to full participation in the Programme;
● seeking cooperation with external bodies in order to increase the impact of the Programme in their
country.

The supportive approach of National Agencies aims at guiding the users of the Programme through all
phases, from the first contact with the Programme through the application process to the realisation
of the project and the final evaluation. This principle is not in contradiction with the fairness and the
transparency of selection procedures. Rather, it is based on the idea that in order to guarantee equal
opportunities for everybody, it is necessary to give more assistance to some Programme target
groups through advising, counselling, monitoring, and coaching systems tailored to their needs.
What other bodies are involved in the
implementation of the Programme?
English [19]

Apart from the bodies mentioned above, the following structures provide complementary expertise to
the implementation of the Erasmus+ Programme:

Eurydice network
The Eurydice network primarily focuses on the way education in Europe is structured and organised at
all levels and aims at contributing towards a better mutual understanding of systems in Europe. It
provides those responsible for education systems and policies in Europe with European-level
comparative analyses and national specific information in the fields of education and youth, which will
assist them in their decision-making.

The Eurydice Network produces a vast source of information, including

● detailed descriptions and overviews of national education systems (National Education systems and
Policies),
● comparative thematic reports devoted to specific topics of Community interest (Thematic Reports),
● indicators and statistics (Key Data Series), and
● a series of facts and figures related to education, such as national education structures, school
calendars, comparison of teacher salaries and of required taught time for countries and education
levels (Facts and Figures).

It consists of a central coordinating unit located at the Executive Agency and national units based in
all Erasmus+ Programme Countries plus Albania, Bosnia and Herzegovina, Montenegro and Serbia.

More information is available on the website of the Executive Agency [20].

Youth Wiki National Correspondents Network

In line with the EU Youth Strategy and the objective of improving the knowledge on youth issues in
Europe, financial support is provided to National Structures contributing to the creation and
maintenance of the Youth Wiki, an interactive tool providing information on the situation of young
people in Europe and on national youth policies in a coherent, updated and exploitable way.

Financial support is given to the bodies designated by the national authorities, located in a
Programme Country, for actions carried out by these bodies for the production of country specific
information, comparable country descriptions and indicators which contribute towards a better mutual
understanding of youth systems and policies in Europe.
eTwinning Support Services
eTwinning [21] is a community of teachers from pre-primary to upper secondary schools, hosted on a
secure platform accessible only to teachers vetted by national authorities. Participants can involve
themselves in many activities: carrying out projects with other schools and classrooms; discussions
with colleagues and development of professional networking; involvement in a variety of professional
development opportunities (online and face-to-face); etc. eTwinning is funded under Key Action 2 of
the Erasmus+ Programme. Since its launch in 2005, more than 380.000 teachers in over 160.000
schools have registered and nearly 50.000 projects have taken place in the programme countries.

Teachers and schools participating in eTwinning receive support from their National Support Services
(NSS). These are organisations appointed by the competent national authorities. They assist schools
during the process of registration, partner finding and project activity, promote the Action, deliver
prizes and quality labels and organise professional development activities for teachers.

The National Support Services are coordinated by a Central Support Service (CSS), which is also
responsible for the development of the eTwinning Internet platform and the organisation of teacher
professional development activities at European level.

The list of all services and more information available at:

http://www.etwinning.net/en/pub/get_support/contact.htm [22]

The School Education Gateway (SEG)

The School Education Gateway [23] is Europe’s online platform for school education, currently available
in 23 EU languages, intended to provide everything that teachers need in terms of information,
learning and professional development, peer support and networking, collaborative project and
mobility opportunities, policy insights etc. Apart from the teacher community, the target user base of
the SEG includes all parties participating in activities under the Erasmus+ Programme such as:
schools and other educational actors and organizations; policy makers and national authorities; NGOs;
enterprises; etc.

As it is a public website, it can be accessed by anyone on Internet (i.e. also from countries outside the
EU). This wide reach is expected to improve the links between policy and practice in European school
education, as well as help promote policy based on the reality of what is happening at schools and
what is needed by the job market.

The SEG offers a wide range of content, such as good practices from European projects; monthly blog
contributions and video interviews of European school education experts; online courses for teachers
to help tackle topical classroom challenges; resources such as teaching materials, tutorials and the
European Toolkit for Schools; information on school education policies; topical news and events; etc.
It offers special tools to support teachers and school staff in finding training and mobility opportunities
for professional development (on-site courses, job shadowing, teaching assignments etc), which can
be funded under Erasmus+ Key Action 1:

● Erasmus+ tool "Course Catalogue" (for face-to-face training opportunities);

● Erasmus+ tool "Mobility Opportunities" (for teacher mobility under KA1);

More information: http://schooleducationgateway.eu [24]

EPALE
The Electronic Platform for Adult Learning in Europe [25] - known as EPALE - is an initiative of the
European Commission funded by the Erasmus+ programme. It is open to teachers, trainers and
volunteers, as well as policy-makers, researchers, media and academics involved in adult learning.

The site offers interactive networks, enabling users to link with others all around Europe, engage in
discussions and exchange good practice. Amongst many tools and content, EPALE offers instruments
of specific interest for Erasmus+ (potential) beneficiaries. Some examples include:

● A Calendar of courses and events, which can be used

● to find mobility opportunities to beneficiaries of KA1 projects
● to promote courses and events organised by KA2 projects
● A Partner-search tool, useful to find partners to prepare an EU-funded project or to find or offer a
job-shadowing opportunity.
● Communities of practice offer an additional facility to liaise with people and organisations with
similar interest
● Collaborative spaces, where project partners can work in a safe environment to develop their project
● A Resource centre, where project beneficiaries can reference articles, reports, manuals, and any
other material produced by their project or their organisation, hence offering an additional
dissemination opportunity
● A Blog, where participants in projects can share their experience or upload videos presenting their
results in an informal and dynamic way.

Projects that receive EU funding are encouraged to share information on their activities and results on
the platform through blog posts, news, events and other kinds of activities.

EPALE is implemented by a Central Support Service and a network of National Support Services in
Erasmus+ Programme countries, which are in charge of identifying interesting information and
encourage stakeholders to use and contribute to the platform. EPALE can be accessed at
http://ec.europa.eu/epale [26].

National Erasmus+ Offices

In the Partner Countries concerned (Western Balkans, Eastern and Southern Mediterranean countries,
Russia and Central Asia) the National Erasmus+ Offices (NEOs) assist the Commission, the Executive
Agency and the local authorities in the implementation of the Erasmus+ Programme. They are the
focal point in these countries for their stakeholders involved in the Erasmus+ Programme in the area
of higher education. They contribute to improving awareness, visibility, relevance, effectiveness and
impact of the international dimension of Erasmus+.

The National Erasmus+ Offices are responsible for:

● providing information about Erasmus+ activities that are open to the participation of their countries
in the field of higher education;
● advising and assisting potential applicants;
● monitoring Erasmus+ projects;
● coordinating the local team of Higher Education Reform Experts (HEREs);
● monitoring the legacy of the Tempus IV Programme (2007-2013);
● contributing to studies and events;
● providing support to policy dialogue;
● maintaining contacts with the local authorities and EU delegations;
● following policy developments in the field of higher education in their country.

ACP Secretariat
In the Partner Countries concerned (ACP countries), implementation of certain actions will be done in
close cooperation with the Committee of Ambassadors of the Group of African, Caribbean and Pacific
States represented by the ACP Secretariat which is involved in the programming and implementation
of these actions.

Network of Higher Education Reform Experts (HEREs)

In the Partner Countries concerned (Western Balkans, Eastern and Southern Mediterranean countries,
Russia and Central Asia), the National Teams of Higher Education Reform Experts provide a pool of
expertise to local authorities and stakeholders to promote reform and enhance progress in higher
education. They participate in the development of policies in higher education in their respective
country. HERE activities are based on "peer to peer" contacts. Each national team consist of five to
fifteen members. The HEREs are experts in the field of higher education (Rectors, Vice-Rectors,
Deans, senior academics, international relations officers, students etc.).

The mission of the HEREs involves supporting:

● policy development in their respective countries, by supporting modernisation, reform processes

and strategies in higher education, in close contact with the local authorities concerned;
● policy dialogue with the EU in the field of higher education;
● training and counselling activities targeted at local stakeholders, in particular higher education
institutions and their staff;
● Erasmus+ projects (in particular those implemented under the Capacity-building Action) by
disseminating their results and outcomes, notably good practices and innovative initiatives and
exploiting these for training purposes.

Euroguidance network
Euroguidance [27] is a European network of national resource and information centres. All
Euroguidance centres share two common goals:

● to promote the European dimension in guidance for education and vocational training;
● to provide quality information on lifelong guidance and mobility for learning purposes.

The main target group of Euroguidance is guidance practitioners and policy makers from both the
educational and employment sectors in all European countries.
More information available at http://euroguidance.eu/ [27].

Europass National Centres

Europass aims to help individuals to present and document their skills and qualifications in a clear and
transparent way throughout Europe. Communication between job-seekers and employers, as well as
mobility for working or learning purposes, are facilitated by this initiative.

In every country (European Union and European Economic Area plus the former Yugoslav Republic of
Macedonia and Turkey), a National Europass Centre coordinates all activities related to the Europass
documents. It is the first point of contact for any person or organisation interested in using or learning
more about Europass.

More information available at: http://europass.cedefop.europa.eu/en/about/national-europass-centres

[28]

European Qualifications Framework (EQF) National

Coordination Points (NCP)
The EQF NCPs support national authorities in establishing national qualifications frameworks. The
activities of the EQF NCPs are geared towards the following:

● Referencing of national qualifications systems to the European reference levels;

● Referencing to the appropriate EQF level on qualifications certificates, diplomas and Europass
documents issued by the competent authorities.

More information available at: http://ec.europa.eu/ploteus [29]

Network of EQAVET National Reference Points

The EQAVET National Reference Points (NRPs) are established by national authorities and bring
together existing relevant bodies involving the social partners and all stakeholders concerned at
national and regional levels, to contribute to the implementation of the European framework for
quality assurance in VET. The EQAVET NRPs aim to

1. provide active support for the implementation of the EQAVET work programme,
2. take concrete initiatives to promote further development of the EQAVET framework in the national
context,
3. support self-evaluation as a complementary and effective means of quality assurance allowing the
measurement of success and the identification of areas for improvement and
4. ensure that information is disseminated to stakeholders effectively.

More information available at: http://www.eqavet.eu/ [30]

National Academic Recognition Information Centres (NARIC)
The NARIC network provides information concerning the recognition of diplomas and periods of study
undertaken in other European countries as well as advice on foreign academic diplomas in the
country where the NARIC is established. The NARIC network provides authoritative advice to anyone
travelling abroad for the purposes of work or further education, but also to institutions, students,
advisers, parents, teachers and prospective employers.

The European Commission supports the activities of the NARIC network through the exchange of
information and experience between countries, the identification of good practices, the comparative
analysis of systems and policies in this field, and the discussion and analysis of matters of common
educational policy interest.

More information available at: www.enic-naric.net [31]

Network of National Teams of ECVET Experts

The National Teams of ECVET Experts provide a pool of expertise to support the implementation of a
European Credit System for Vocational Education and Training (ECVET). They promote the adoption,
the application and the use of ECVET in the Programme Countries and provide counselling to VET
relevant competent bodies and institutions.

More information available at:

● http://www.ecvet-team.eu/ [32]
● http://ec.europa.eu/education/policy/vocational-policy/ecvet_en.htm [33]

SALTO Youth Resource Centres

The aim of the SALTO Youth Resource Centres is to help improve the quality of Erasmus+ projects in
the field of youth. Through their thematic (Participation, Inclusion, Training and cooperation,
Information, Cultural diversity) or geographical (Eastern Partnership Countries and Russia, Southern
Mediterranean, Western Balkans) focus, they provide resources, information and training in specific
areas for National Agencies and other actors involved in youth work, and foster the recognition of
non-formal and informal learning.

Their work involves:

● organising training courses, study visits, forums and partnership-building activities;

● developing and documenting training and youth work methods and tools;
● giving an overview of European training activities that are available to youth workers through the
European Training Calendar;
● issuing practical publications;
● providing up-to-date information about European youth work and the different priorities;
● providing a database of trainers and resource persons in the field of youth work and training;
● coordinating the implementation of Youthpass;
● carrying out the accreditation of EVS organisations in Partner Countries neighbouring the EU.
More information available at: www.salto-youth.net. [34]

Otlas – the partner finding tool

One of the tools developed and hosted by the SALTO-Youth Resource Centres is Otlas, a central online
partner finding tool for organisations in the youth field. Organisations can register their contact details
and areas of interest in Otlas, and also create partner requests for project ideas.

More information available at: www.salto-youth.net/otlas [35]or www.otlas.eu [36]

Eurodesk network
The Eurodesk network offers information services to young people and those who work with them on
European opportunities in the education, training and youth fields, and the involvement of young
people in European activities.

Present in all Programme Countries, and coordinated at European level by the Eurodesk Brussels-link
Office, the Eurodesk network offers enquiry answering services, funding information, events and
publications. It also contributes to the animation of the European Youth Portal.

The European Youth Portal [37] offers European and national information and opportunities that are of
interest to young people who are living, learning and working in Europe. It gives information around
eight main themes, covers 33 countries and is available in 27 languages.

To access the European Youth Portal, go to: http://europa.eu/youth/splash_en [37].

For more information on Eurodesk, go to: http://www.eurodesk.org/edesk/ [38]

Who can participate in the Erasmus+

Programme?
English [39]

Individuals - students, trainees, apprentices, pupils, adult learners, young people, volunteers,
professors, teachers, trainers, youth workers, professionals of organisations active in the fields of
education, training and youth constitute the main target population of the Programme.

However, the Programme reaches these individuals through organisations, institutions, bodies or
groups that organise such activities. The conditions of access to the Programme therefore relate to
these two actors: the "participants" (individuals participating in the Programme) and the
"participating organisations" (including groups of at least four young people active in youth work but
not necessarily in the context of youth organisations, also referred to as informal groups of young
people). For both participants and participating organisations, the conditions for participation depend
on the country in which they are based.
Participants
English [40]

As a general rule, participants in Erasmus+ projects must be established in a Programme Country.

Some Actions, notably in the fields of higher education and youth, are also open to participants from
Partner Countries.

The specific conditions for participating in an Erasmus+ project depend on the type of Action
concerned.

In general terms:

● For projects relevant for the field of higher education, the main targets are: higher education
students (short cycle, first, second or third cycle), higher education teachers and professors, staff of
higher education institutions, trainers and professionals in enterprises;
● For projects relevant for the field of vocational education and training, the main targets are:
apprentices and students in vocational education, professionals and trainers in vocational training,
staff of initial vocational education organisations, trainers and professionals in enterprises;
● For projects relevant for the field of school education, the main targets are: school leaders, school
teachers and school staff, pupils in pre-primary, primary and secondary education;
● For projects relevant for the field of adult education, the main targets are: members of non-
vocational adult education organisations, trainers, staff and learners in non-vocational adult
education;
● For projects relevant for the youth field the main targets are: young people from 13 to 301, youth
workers, staff and members of organisations active in the youth field;
● For projects relevant to the field of sport, the main targets are: professionals and volunteers in the
field of sport, athletes and coaches.

For more details on the conditions for participation in each specific Action, please consult Part B and
Annex I of this Guide.

1. Different age limits apply depending on the different types of activities. For more information please consult Part B and
Annex I of this Guide. Please also consider the following: lower age limits - participants must have reached the minimum age
at the start date of the activity.
upper age limits - participants must not be older than the indicated maximum age at the application deadline.

Participating organisations
English [41]

Erasmus+ projects are submitted and managed by participating organisations representing the
participants. If a project is selected, the applicant organisation becomes a beneficiary of an Erasmus+
grant. Beneficiaries sign a grant agreement or are notified of a grant decision which entitles them to
receive financial support for the realisation of their project (grant agreements are not signed with
individual participants). Some Actions of the Programme are also open to informal groups of young
people.

As a general rule, organisations participating in Erasmus+ projects must be established in a

Programme Country. Some Actions are also open to participating organisations from Partner
Countries, notably in the field of higher education and youth.

The specific conditions for participating in an Erasmus+ project depend on the type of Action
supported by the Programme. In general terms, the Programme is open to any organisation active in
the fields of education, training, youth or sport. Several Actions are also open to the participation of
other players in the labour market.

For more details, please consult Part B and Annex I of this Guide.

Eligible countries
English [42]

The Erasmus+ Programme is open to the following countries:

Programme Countries
The following countries can fully take part in all the Actions of the Erasmus+ Programme:

Member States of the European Union (EU)1

Belgium Greece Lithuania Portugal
Bulgaria Spain Luxembourg Romania
Czech Republic France Hungary Slovenia
Denmark Croatia Malta Slovakia
Germany Italy Netherlands Finland
Estonia Cyprus Austria Sweden
Ireland Latvia Poland United Kingdom

Non EU Programme Countries

former Yugoslav Iceland Norway
Republic of Macedonia Liechtenstein Turkey

Partner Countries
The following countries can take part in certain Actions of the Programme, subject to specific criteria
or conditions (for more information, please consult Part B of this Guide). Funding will be allocated to
organisations in the countries within their territories as recognised by international law.

Applicants and participants must respect any restrictions placed on EU external assistance imposed
by the European Council. Applications have to be in line with the overall EU values of respect for
human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including
the rights of persons belonging to minorities as foreseen in art 2 of the Treaty of the European Union.
Partner Countries neighbouring the EU2

Western Eastern Partnership South-Mediterranean Russian

Balkans (Region countries countries Federation
1) (Region 2) (Region 3) (Region 4)

Algeria
Armenia
Egypt
Azerbaijan
Albania Israel
Belarus
Bosnia and Jordan
Georgia
Herzegovina Lebanon
Moldova
Kosovo3 Libya
Territory of Ukraine as
Montenegro Morocco
recognised by
Serbia Palestine.4
international law
Territory of Russia as recognised
by international law

Other Partner Countries

Some Actions of the Programme are open to any Partner Country of the world listed below. For some
other Actions the geographical scope is less broad.

The Partner Countries below are regrouped according to the financial instruments of the EU external
action.

Region 5
Andorra, Monaco, San Marino, Vatican City State, Switzerland

Afghanistan, Bangladesh, Bhutan, Cambodia, China, DPR Korea, India,

Region 65
Indonesia, Laos, Malaysia, Maldives, Mongolia, Myanmar, Nepal, Pakistan,
Asia
Philippines, Sri Lanka, Thailand and Vietnam
Region 76
Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan
Central Asia
Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, El
Region 87 Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay,
Latin America Peru, Uruguay, Venezuela

Region 98 Iran, Iraq, Yemen

Region 109 South Africa
 Angola, Antigua and Barbuda, Bahamas, Barbados, Belize, Benin,
Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African
Republic, Chad, Comoros, Congo, Congo - Democratic Republic of the,
Cook Islands, Djibouti, Dominica, Dominican Republic, Equatorial Guinea,
Eritrea, Ethiopia, Fiji, Gabon, Gambia, Ghana, Grenada, Guinea, Guinea-
Bissau, Guyana, Haiti, Republic of Côte d'Ivoire, Jamaica, Kenya, Kiribati,
Region 11 Lesotho, Liberia, Madagascar, Malawi, Mali, Marshall Islands, Mauritania,
ACP Mauritius, Micronesia- Federated States of, Mozambique, Namibia, Nauru,
Niger, Nigeria, Niue, Palau, Papua New Guinea, Rwanda, Saint Kitts And
Nevis, Saint Lucia, Saint Vincent And The Grenadines, Samoa, Sao Tome
and Principe, Senegal, Seychelles, Sierra Leone, Solomon Islands, Somalia,
South Sudan, Sudan, Suriname, Swaziland, Timor Leste - Democratic
Republic of, Tanzania, Togo, Tonga, Trinidad and Tobago, Tuvalu, Uganda,
Vanuatu, Zambia, Zimbabwe.
Region 1210
Industrialised: Gulf
Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, United Arab Emirates.
Cooperation
countries
Region 1311
Australia, Brunei, Canada, Hong Kong, Japan, (Republic of) Korea, Macao,
Other Industrialised
New Zealand, Singapore, Taiwan, United States of America.
countries

For more information, please consult the detailed description of the Actions of the Programme in the
Part B of this Guide.

Requirements regarding visa and residence permits

Participants in Erasmus+ projects may need to obtain a visa for staying abroad in the Programme or
Partner Country hosting the activity. It is a responsibility of all the participating organisations to
ensure that the authorisations required (short or long-term stay visas or residence permits) are in
order before the planned activity takes place.

It is strongly recommended that the authorisations are requested from the competent authorities well
in advance, since the process may take several weeks. National Agencies and the Executive Agency
may give further advice and support concerning visas, residence permits, social security, etc. The EU
Immigration Portal contains general information on visa and residence permits, for both short-term
and long-term stays: http://ec.europa.eu/immigration/tab2.do?subSec=11&language=7$en [43]

1. According to Article 33.3 of the Council Decision 2013/755/EU* on the Association of the OCTs with the European Union
adopted on 25 November 2013 (http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2013:344:0001:0118:EN:PDF
[44]), the Union shall ensure that individuals and organisations from or to Overseas Countries and Territories (OCT) shall be
eligible for the Erasmus+, subject to the rules of the Programme and the arrangements applicable to the Member State with
which these OCTs they are connected. This means that individuals and organisations from the OCTs are participating in the
programme on a 'Programme country' status, the 'Programme country' being the Member State with which they are
connected. The list of OCTs can be found at: https://ec.europa.eu/europeaid/regions/overseas-countries-and-territories-
octs/eu-oct-dialogue_en [45]
2. The eligibility criteria formulated in commission notice Nr.2013/C-205/05 (OJEU C-205 of 19/07/2013, pp. 9-11) shall apply
for all actions implemented through this Programme Guide, including with respect to third parties receiving financial support
in the cases where the respective action involves financial support to third parties by grant beneficiaries in accordance with
article 137 of the EU's Financial Regulation.
3. This designation is without prejudice to positions on status, and is in line with UNSCR 1244 and the ICJ Opinion on the
Kosovo declaration of independence.
4. This designation shall not be construed as recognition of a State of Palestine and is without prejudice to the individual
positions of the Member States on this issue.
5. Classification used in the framework of the Development and Cooperation Instrument (DCI).
6. As above
7. As above
8. As above
9. As above
10. Classification used in the framework of the Partnership Instrument (PI).
11. Classification used in the framework of the Partnership Instrument (PI).

Source URL: http://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-a_pt

Ligações
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[2] http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2013:347:0050:0073:EN:PDF
[3] http://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-a/objectives-and-important-features_en
[4] https://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-a/objectives-and-important-
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[5] https://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-a/objectives-and-important-
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ective_en
[7]
http://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-a/objectives-and-important-features/important-f
eatures_en
[8] http://ec.europa.eu/education/policy/strategic-framework/skills-qualifications_en.htm
[9] http://erasmusplusols.eu
[10] http://ec.europa.eu/social/main.jsp?catId=559
[11] http://ec.europa.eu/youth/library/reports/inclusion-diversity-strategy_en.pdf
[12]
http://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-a/what-is-the-structure-of-the-programme_en
[13] http://ec.europa.eu/programmes/erasmus-plus/programme-guide/part-a/what-is-the-budget_en
[14] http://ec.europa.eu/budget/documents/budget_current_year_en.htm
[15] http://ec.europa.eu/budget/explained/management/deciding/deciding_detail/decide_detail_en.cfm
[16] http://ec.europa.eu/dgs/education_culture/more_info/awp/index_en.htm
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