VET – Decentralised

VET Learners and Staff Mobility (KA1)

VET under the Mobility of individuals Key Action(KA1) is split into two mobilities; Learners’ mobility in the form of Traineeships and Staff mobility which can be in the form of Teaching/Training Assignment or Staff Training.

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Learners’ mobility:

  • Mobility in VET provides and/or companies abroad (2 weeks to 3 months).
  • Long-term mobility in VET providers and/or companies abroad – Erasmus Pro (3 to 12 months).

These activities are open to both apprentices and students in vocational training schools. These learners undertake a vocational training placement in another country. Learners are hosted either at a workplace (in an enterprise or other relevant organisation) or at a VET school (with periods of work-based learning in an enterprise or other relevant organisation).

Each mobility Activity is set within a quality framework previously agreed upon by the sending and receiving organisations to ensure a high level of quality for the Activity, including a “Learning Agreement”.

The learning outcomes are formally recognised and validated at an institutional level; course contents are adapted as necessary to ensure that the mobility period abroad fits well with the course in which the apprentice/VET student is enrolled.

In order to strengthen the employability of young people and to facilitate their transition to the labour market, recent graduates from VET schools or companies can participate in this Activity as well.

Staff mobility:

  • Teaching/training assignments allow staff of VET schools to teach at a partner VET school abroad. It also allows staff of enterprises to provide training at a VET organisation abroad.
  • Staff Training supports the professional development of VET staff in the form of a work placement or a job shadowing/observation period abroad in an enterprise or any other VET organisation.

NB: Structured courses are not eligible for funding.

Erasmus+ supports learning mobility of staff that:

  • Is framed into a strategic approach of the participating organisations (aimed at modernising and internationalising their mission);
  • Responds to clearly identified staff development needs is accompanied by appropriate selection, preparation and follow-up measures;
  • Ensures that the learning outcomes of participating staff are properly recognised and ensures that the learning outcomes are disseminated and widely used within the organisation.

These activities are also an opportunity for VET staff to gain competences in addressing the needs of learners 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 VET staff in such areas as training refugee children, intercultural classrooms, teaching youngsters in their second language, classroom tolerance and diversity.

VET Mobility Charter

The Erasmus+ VET Mobility Charter is intended to encourage organisations that have track records of proven quality in organising VET mobility for learners and staff to further develop their European internationalisation strategies. European internationalisation means supporting learning in another Erasmus+ Programme country by embedding high quality mobility activities into curricula, as well as developing international approaches throughout the sending organisation, for example by networking with bodies in other countries, promoting the learning of foreign languages and looking beyond national VET approaches.

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The acquirement of the VET Mobility Charter will give the Charter holders the possibility to apply in a simplified way under the Erasmus+ Key Action 1 mobility for VET learners and staff under the general Call for proposals. The VET Mobility Charter is awarded for the full duration of the Erasmus+ Programme, subject to regular monitoring and the holder’s continued compliance with its requirements.

 

The 2018 Call for Applications for the Charter has been issued and the deadline is 17 May 2018 12hr CET. The online application form will be available in March 2018. Kindly note that the terms of the Call allow for Charters to remain valid beyond the lifecycle of Erasmus+ Programme; which ends in 2020.

 

Documents:

Specifications

Quality Commitment

Instructions to fill in application form

Sample application form

STRATEGIC PARTNERSHIPS (KA2)

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.
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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.

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.

FIELD-SPECIFIC PRIORITIES

  • 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;
  • 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;
  • 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;
  • 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;
  • 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.