School Education Funding

There are different funding schemes School Education (SE) institutions can apply for and these fall under two categories: Decentralised funds or Centralised funds.  Decentralised activities are run by the Maltese National Agency (MT NA) which means that organisations apply directly to us for funding.  Centralised activities are run by the European Commission’s Executive Agency in Brussels but the MT NA is still available to guide and provide information to applicants when applying.

2020 Erasmus Accreditation

2020 Erasmus Accreditation in the fields of adult education, vocational education and training, and school education – EAC/A02/2020. Accredited Erasmus organisations will gain simplified access to Key Action 1 funding opportunities under the future Programme (2021-2027)

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Erasmus accreditation is a tool for education and training organisations in adult education, vocational education and training (VET), and school education that want to open up to cross-border exchange and cooperation. Award of the Erasmus accreditation confirms that the applicant has set up a plan to implement high quality mobility activities as part of a wider effort to develop their organisation.

Interested organisations can apply for an individual Erasmus accreditation for their organisation, or for an Erasmus accreditation for mobility consortium coordinators. Previous experience in Erasmus+ (2014-2020) is not required to apply.

Accredited Erasmus organisations will gain simplified access to Key Action 1 funding opportunities under the future Programme (2021-2027)

Download the Erasmus Accreditation Brochure EN

How to apply

Access the Erasmus accreditation application form (EU Login required – you can create an account if you do not have one).

Related documents

Rules of application

Erasmus quality standards

Schools Eligible to Apply for Erasmus Accreditation 2020_2021

Deadline to apply 29th October 2020 – 12:00

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
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  • 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.

Consortium Coordinators

For applications presented  by a national mobility consortium, eligible coordinating organisations are defined by the National Authority in the country (Please refer to the list of eligible schools in each country)  and can include:

  • local or regional school authorities;
  • school coordination bodies;
  • schools

All other organisations involved in the national mobility consortium must be schools.  If the coordinator of the national mobility consortium is a school authority or coordination body, the schools in the consortium must be organisationally linked to the consortium coordinator. If the coordinator is a school, the justification for the formation of the consortium shall be included in the project application, explaining the reasons for the formation of the consortium and the capacity of the coordinator to lead the project.

All participating organisations must be established in a Programme Country.

Strategic Partnerships(KA2)



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.
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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.


  • 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.


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.

Strategic Partnerships (KA2) in response of the Covid-19 Situation *NEW CALL

Partnerships for Digital Education Readiness (in the fields of school education, vocational education and training, and higher education): these projects aim at equipping education and training systems to face the challenges presented by the recent sudden shift to online and distance learning, including supporting teachers to develop digital competences and safeguarding the inclusive nature of learning opportunities.

Partnerships for Creativity (in the fields of youth, school education and adult education): these projects aim aim to engage organisations in the fields of formal, informal and non-formal education, together with those from the creative and cultural sectors to stimulate European awareness and empower people of current and future generations – regardless of social and cultural background – to be successful innovators in their local environment.

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Partnerships for Digital Education Readiness

The focus will be on building capacity to implement online, blended and distance teaching and learning; to develop digital pedagogical competences of educators, enabling them to deliver high quality inclusive digital education; and to develop and/or use high quality digital content such as innovative online resources and tools.

The partnerships will promote networking of institutions across the EU, sharing of resources and expertise, and collaboration with digital technology providers and experts in educational technologies and relevant pedagogical practice, to develop tailor made solutions adapted to local challenges and realities.

Partnerships for Digital Education Readiness:

  • activities to deploy digital tools and methods to deliver quality and inclusive education through online/virtual means, including
    blended teaching, training and learning;
  • activities to support learners, teachers and trainers in adapting to online/ distance learning;
  • activities to teach and promote safer and more responsible use of digital technology;
  • activities to understand how best to incorporate digital online technology into subject-specific teaching, training and learning,
    including work based learning.

Partnerships for Creativity

These projects reinforce cross-sectoral cooperation with a focus on creativity, European citizenship and cultural awareness of all citizens; through this action, the Programme can also enhance social inclusion through arts, by fostering innovative participatory and intercultural dialogue approaches linking education, training and youth stakeholders with the cultural and creative sector grassroots organisations.

Partnerships for Creativity:

  • activities linked to reinforce all aspects of creativity in non-formal and formal education, by enhancing the development of skills and competences;
  • measures to accelerate digital transformation and use of digital means to adapt to the way creative products, cultural goods and events are created, managed, disseminated, accessed and consumed;
  • activities to promote active citizenship and social inclusion through arts, especially among young people;
  • activities to nurture talents and foster entrepreneurship (including social entrepreneurship) in cultural and creative domains;
  • learning tools and resources, materials, courses and training modules to foster creativity, culture and multiculturalism;
  • artistic and cultural initiatives with an educational dimension or aimed at raising awareness on societal issues and European matters (theatre plays, exhibitions, music performances, discussion fora, etc.);
  • activities to establish or reinforce networks and new collaboration models (notably through virtual means) stimulating intercultural engagement and flourishing of creative mind-sets among citizens, in particular young people;
  • transnational mobility activities that promote learning opportunities in creative spaces and cultural heritage.

Virtual cooperation opportunities are key to successful Partnerships in the COVID-19 context. In particular, projects in the field of school education and adult education are strongly encouraged to use the eTwinning, the School Education Gateway and EPALE Platforms to work together before, during and after the project activities.

Applicants have to submit their grant application by 29 October at 12:00 (midday Brussels time) for projects starting between 1 March and 30 June of the following year.

For further information including eligibility and award criteria please download the Corrigendum to the 2020 Erasmus+ Programme Guide


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.

Eligible Schools and other Institutions

1. The list local/regional school authorities eligible as consortium leaders for Key Action 1: Mobility of School Education Staff;

2. The list of other school coordination bodies (if any) eligible as consortium leaders for Key Action 1: Mobility of School Education Staff;

3.  The list of schools (if any) eligible as consortium leaders for Key Action 1: Mobility of School Education Staff;

4.  The list of schools eligible as sending and receiving organisations for Key Action 1: Mobility of School Education Staff and as coordinators and partners for Key Action 2: School Exchange Partnerships.

Please click on the  link to access all eligible institutions.