STRATEGIC PARTNERSHIPS IN THE FIELD OF EDUCATION, TRAINING AND YOUTH
WHAT ARE THE AIMS AND PRIORITIES OF A STRATEGIC PARTNERSHIP?
Strategic Partnerships aim to support the development, transfer and/or implementation of innovative practices as well as the implementation of joint initiatives promoting cooperation, peer learning and exchanges of experience at European level.
Depending on the objectives and the composition of the Strategic Partnership, projects may be of two types:
Irrespective from the type of project chosen by the applicant and the field impacted by the project, Strategic Partnerships are open to any type of organisation active in any field of education, training and youth or other socio-economic sectors as well as to organisations carrying out activities that are cross-sectoral.
Priority will be given to the following actions in line with the challenges identified in the public consultation on the review of the EU Modernisation Agenda for Higher Education:
o enhancing the quality and relevance of students’ knowledge and skills, promoting more student-centred learning approaches, better use of ICT, better links between higher education institutions and employers or social enterprises;
o supporting the social engagement of higher education institutions and promoting intercultural and civic competences of students;
o supporting innovation and creativity, through partnerships and inter- and transdisciplinary approaches, and strengthening the role of higher education regionally;
o ensuring education and research are mutually reinforcing, incentivising and rewarding good teaching;
o improving institutional and system-level governance, transparency and feedback mechanisms;
o promoting internationalisation, recognition and mobility, supporting changes in line with Bologna principles and tools.
o Strengthening the profile(s) of the teaching professions, including teachers, school leaders and teacher educators, through actions with the following objectives: making careers more attractive; strengthening selection and recruitment; enhancing teachers’ professional development and linking its different phases in a continuum from Initial Teacher Education and induction to continuing professional development; supporting teachers in dealing with diversity in the classroom (including pupils with a migrant background); supporting teachers in adopting collaborative and innovative practices; strengthening leadership in education, including the role and profile of school leaders, distributed leadership at school and teacher leadership.
o Promoting the acquisition of skills and competences, for example by: addressing underachievement in maths, science and literacy through effective and innovative teaching and assessment; promoting entrepreneurship education; fostering critical thinking especially through teaching science in environmental and/or cultural context; adopting a holistic approach to language teaching and learning, building on the diversity found in today’s increasingly multilingual classrooms.
o Supporting schools to tackle early school leaving (ESL) and disadvantage and to offer quality education, enabling success for all students, from the lowest to the highest end of the academic spectrum, including children with a migrant background who might face specific (e.g. linguistic) challenges; strengthening collaboration among all actors within schools, as well as with families, and other external stakeholders; improving transition between different stages of education; supporting networking by schools which promote collaborative and holistic approaches to teaching and learning; improving evaluation and quality assurance.
o Supporting efforts to increase access to affordable and high quality early childhood education and care (ECEC). Enhancing the quality of ECEC systems and provisions in order to foster age appropriate development of children, to achieve better learning outcomes and ensure a good start in education for all – in particular through taking the EU ECEC quality framework further, as well as ensuring that the benefits of early childhood education are carried through to other school education levels, and projects that develop new models of implementation, governance and funding for ECEC.
o Developing VET business partnerships aimed at promoting work-based learning in all its forms, with special attention to apprenticeship training, by involving social partners, companies and VET providers and with a specific focus on the local and regional dimension in order to produce concrete results on the ground;
o In view of increasing the quality of VET provision, establishing feedback loops to adapt VET provision based on outcomes, including graduate tracking systems, as part of quality assurance systems in line with EQAVET recommendation;
o Further strengthen key competences in VET, including common methodologies for introducing those competences in curricula, as well as for acquiring, delivering and assessing the learning outcomes of those curricula. The focus should be on both initial VET and continuing VET;
o Enhancing access to training and qualifications for all, with a particular attention to the low-skilled, through continuing VET, notably by increasing quality, supply and accessibility of continuing VET, validation of non-formal and informal learning, promoting work-place learning, providing for efficient and integrated guidance services and flexible and permeable learning pathways;
o Introducing systematic approaches to, and opportunities for, the initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings, with a focus on developing effective open and innovative education through the use of ICT.
o Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults so they acquire literacy, numeracy or digital skills, including through the validation of skills acquired through informal and non-formal learning;
o Increasing the demand and take-up through effective outreach, guidance and motivation strategies which encourage low-skilled or low-qualified adults, to develop and upgrade their literacy, numeracy and digital skills;
o Extending and developing educators’ competences, particularly in the effective teaching of literacy, numeracy and digital skills to low-skilled or low-qualified adults, including through the effective use of ICT.
o Promoting quality youth work. Priority will be placed on projects that: support the capacity building of youth workers and in youth work; support youth workers in developing and sharing effective methods in reaching out to marginalised young people and in preventing racism and intolerance among youth; foster the inclusion and employability of young people with fewer opportunities (including NEETs) giving particular emphasis to young people at risk of marginalisation and young people with a migrant background, including newly arrived immigrants and young refugees; promote intercultural dialogue and strengthen knowledge and acceptance of diversity in society; open up youth work to crosssectorial cooperation allowing greater synergies across all fields of actions concerning young people; easier transition of young people from youth to adulthood, in particular the integration into the labour market; developing their competences, setting quality standards, ethical and professional codes; reinforce links between policy, research and practice; promote better knowledge about the situation of young people and youth policies, recognition and validation of youth work and informal non-formal learning at European, national, regional and local levels.
o Promoting empowerment: strengthen the cross-sectorial cooperation allowing greater synergies across all fields of actions concerning young people, with a special focus on access to rights, autonomy, participation – including eparticipation – and the active citizenship of young people, notably those at risk of social exclusion, through projects that: foster stronger participation of all young people in democratic and civic life in Europe; broaden and deepen political and social participation of young people at local, regional, national, European or global level; foster volunteering among young people; increase social inclusion of all young people, taking into account the underlying European values; promote diversity, intercultural and inter-religious dialogue, common values of freedom, tolerance and respect of human rights; enhance critical thinking and media literacy of young people; strengthen their sense of initiative notably in the social field; enable young people to connect with, express their opinions to and influence elected policy-makers, public administrations, interest groups, civil society organisations, or individual citizens within any of the political or social processes affecting their lives.
o Promoting entrepreneurship education and social entrepreneurship among young people. Priority will be placed on projects in the form of transnational youth initiative that allow groups of young people to put ideas into practice, including through social enterprises, tackling challenges and identified problems in their daily lives.
For more information regarding this action refer to the Erasmus+ Programme Guide which can be accessed from here.