School Education Staff Mobility(KA1)
School Education under the Mobility of individuals Key Action(KA1) can be in the form of; Teaching Assignments or Staff Training. This mobility project can comprise one or more of the following activities:
- Teaching assignments
- Structured courses or training events abroad
- Job shadowing
- Teaching assignments allow teachers or other school education staff to teach at a partner school abroad.
- Structured Courses or Training Events Abroad supports the professional development of teachers, principals, heads of school or other school education.
- Job Shadowing provides an opportunity for teachers, school leaders, or other school staff to spend a period abroad in a partner school or another relevant organization active in the field of school education.
These activities are also an opportunity for teachers to gain competences in addressing the needs of pupils with disadvantaged backgrounds. Given the current context concerning young migrants, refugees and asylum seekers, particular attention will be also given to support projects that train teachers in such areas as training refugee children, intercultural classrooms, teaching pupils in their second language, classroom tolerance and diversity.
Eligible participating organisations
Teaching assignments: The sending and receiving organisations must be schools.
Staff training: The sending organisation must be a school. For eligible receiving organisations kindly refer to the Programme Guide.
Please refer to the List of Church, Independent and State schools for a list of all eligible schools.
Individuals cannot apply directly for a grant.
In Key Action 1 for schools, local and regional school authorities (i.e. a College) and school coordination bodies can act as consortium coordinators and submit an application on behalf of a number of schools. A school coordination body is an organisation (not a school) that has a clear organisational link to the running or management of those schools involved in the consortium partnership in a supervisory, coordinating, administrative support role. This could include:
- Local Authorities and councils with a role in school education
- Academy Trusts
- Local Authority Consortia
- General Teaching Councils
- School Federations
- Teaching School Networks
- Teacher training faculties of universities
Please note that schools cannot act as consortium coordinators on behalf of other schools. The consortium approach is intended to relieve schools of the administrative burden and make the application process easier. The school coordinating body is responsible for the management, budgeting and reporting related to the project application. Staff from the coordinating organisation are not eligible to undertake any mobility activities; these are limited to staff at the schools involved in the partnership.
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:
- Strategic Partnerships supporting innovation. Projects are expected to develop innovative outputs, and/or engage into intensive dissemination and exploitation activities of existing and newly produced products or innovative ideas.
- Strategic Partnerships supporting exchange of good practices. The primary goal is to allow organisations to develop and reinforce networks, increase their capacity to operate at transnational level, share and confront ideas, practices and methods. In addition, there is a specific Strategic Partnership format that may be realised under this type of partnerships; School Exchange Partnerships – only schools may participate in this type of Strategic Partnerships.
To be funded, Strategic Partnerships must address either a) at least one horizontal priority or b) at least one specific priority relevant to the field of education, training and youth that is mostly impacted.
- 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.
- 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.
- 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.
- 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.
SCHOOL EXCHANGE PARTNERSHIPS
The main goal of a School Exchange Partnership is to strengthen the European dimension in the participating schools, to build up their capacity for cross-border cooperation and their ability to cope with new challenges.
Compared to other Strategic Partnerships, the following specific rules will apply to this format:
- Partnerships must involve a minimum of two and a maximum of six schools – Please refer to the List of Church, Independent and State schools for a list of all eligible schools.
- Only schools from Programme Countries can participate.
- As a general rule, projects will last between 12 and 24 months. If justified by their workplan, only projects organizing long-term mobility of pupils may last up to 36 months.
- Funds are provided for mobility activities of staff and pupils (including accompanying teachers or other qualified persons), as well as general project management and implementation costs. Dedicated funding is not provided for Intellectual Outputs, Multiplier Events and Transnational Project Meetings. Additional funds for support to participants with special needs, as well as Exceptional costs may be requested, if justified.
- Funding will be limited to a maximum of 16,500EUR per year and per participating school. Funds for support to participants with special needs, as well as Exceptional costs for expensive travel will not count towards this cap.
EUROPEAN LANGUAGE LABEL (ELL)
The European Language Label is an award encouraging new initiatives in the field of teaching and learning languages, the rewarding of new techniques in language teaching, and spreading the knowledge of languages’ existence, thereby promoting good practice. The next call for ELL will be in 2019. For more information please click here.
eTwinning offers a platform for staff (teachers, head teachers, librarians, etc.), working in a school in one of the European countries involved, to communicate, collaborate, develop projects, share and, in short, feel and be part of the most exciting learning community in Europe. For more information please click here.
List of Church, Independent and State schools
The List of Church, Independent and State schools eligible for participation under the Erasmus+ Programme for Call 2018.