STAFF MOBILITY:

• 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

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.

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

• 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.