VET Funding

There are different funding schemes Vocational Education and Training (VET) institutions can apply for and these fall under two categories: Decentralised funds or Centralised funds.  Decentralised funds are run by the Maltese National Agency (MT NA) which means that organisations apply directly to us for funding.  Centralised funds 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.

Vocational Education and Training shall be defined as:

Education and training which aims to equip staff and learners with knowledge, knowhow, skills and/or competences required in particular occupations or more broadly on the labour market.

For the purpose of Erasmus+, projects focusing on initial or continuing vocational education and training are eligible under VET actions. VET funding applies to individuals who attained MQF VET Level 1 and above of education. VET funding also applies to courses for staff mobilities, as well as funding for incoming experts.

Click here to see the full list of eligible organisations.


Those that participate in this funding scheme are required to actively promote the EU’s horizontal aims: inclusion and diversity, environmental sustainability and digital education through their activities. The objective of this action is to help provide quality education and training for participating individuals and organisations. 

Read More


The action funds mobility projects for both Learners and Staff:

  • Skills competition
  • Short-term and Long-term (ErasmusPro) mobility learning
  • Job shadowing
  • Professional development courses
  • Training assignments

This action is split into two project types:

  • Short-term projects for mobility of learners and staff

This project type is highly recommended for organisations that trying out Erasmus + for the first time and want to organise limited activities. The applicant organisation is able to organise mobility activities over over a period of six to eighteen months.

  • Accredited projects for mobility of learners and staff

Accreditation is a specialised strand, participating organisation are two develop an Erasmus plan which they will gradually implement over time and is part of a special funding strand that is open only to them. Accredited organisations then apply for funding based on their Erasmus plan.


The Actions supported under this Key Action are expected to contribute significantly to the priorities of the programme, to bring positive and long-lasting effects on the participating organisations, on the policy systems in which such Actions are framed as well as on the organisations and persons directly or indirectly involved in the organised activities.

This Key Action is expected to result in the development, transfer and/or implementation of innovative practices at organisational, local, regional, national or European levels.

Read More



This action enables participating organisations to gain experience in international cooperation and to strengthen their capacities, but also to produce high-quality innovative deliverables. Depending on the objectives of the project, the participating organisations involved, or the expected impact, among other elements, Partnerships for Cooperation can be of different sizes and scope, and adapt their activities accordingly. The qualitative assessment of these projects will be proportional to the objectives of the cooperation and the nature of the organisations involved.

Based on this logic, two types of partnerships are offered to organisations to work, learn and grow together:

  • Cooperation Partnerships
  • Small-scale Partnerships


The primary goal of Cooperation Partnerships is to allow organisations to increase the quality and relevance of their activities, to develop and reinforce their networks of partners, to increase their capacity to operate jointly at transnational level, boosting internationalisation of their activities and through exchanging or developing new practices and methods as well as sharing and confronting ideas.


  • Increasing quality in the work, activities and practices of organisations and institutions involved, opening up to new actors, not naturally included within one sector;
  • Building capacity of organisations to work transnationally and across sectors;
  • Addressing common needs and priorities in the fields of education, training, youth and sport;
  • Enabling transformation and change (at individual, organisational or sectoral level), leading to improvements and new approaches, in proportion to the context of each organisation;


  • Project management
  • Implementation activities
  • Sharing and promotion activities


Small-scale Partnerships are designed to widen access to the programme to small-scale actors and individuals who are hard to reach in the fields of school education, adult education, vocational education and training, youth and sport. With lower grant amounts awarded to organisations, shorter duration and simpler administrative requirements compared to the Cooperation Partnerships, this action aims at reaching out to grassroots organisations, less experienced organisations and newcomers to the Programme, reducing entry barriers to the programme for organisations with smaller organisational capacity.


  • Attract and widen access for newcomers, less experienced organisations and small-scale actors to the
  • These partnerships should act as a first step for organisations into cooperation at European level.
  • Support the inclusion of target groups with fewer opportunities
  • Support active European citizenship and bring the European dimension to the local level

In addition, the main objectives of Cooperation Partnerships also apply to Small-sсale Partnerships, proportionally to the scope and volume of each project:

  • Increasing quality in the work and practices of the organisations and institutions involved, opening up to new actors not naturally included within one sector;
  • Building capacity of organisations to work transnationally and across sectors;
  • Addressing common needs and priorities in the fields of education, training, youth and sport;
  • Enabling transformation and change (at individual, organisational or sectoral level), leading to improvements, in proportion to the context of each organisation;

Sector Based Priorities: 

  • Adapting vocational education and training to labour market needs: This includes supporting the development of VET programmes that offer a balanced mix of vocational skills and create work-based learning opportunities well aligned to all economic cycles, evolving jobs and working methods and key competences. This priority also fosters the development of VET curricula, programme offers and qualifications which are regularly updated, building on skills intelligence. Projects will support VET providers in the adaptation of their training offer to changing skills needs, green and digital transitions and economic cycles. 
  • Increasing the flexibility of opportunities in vocational education and training: This priority supports initiatives that develop flexible and learner-centred VET programmes, and that contribute to closing existing gaps in the access to training for working age adults to successfully manage labour market transitions. Projects under this priority also contribute to the development of continuing vocational training programmes designed to be adaptable to labour market, as well as programmes that facilitate the transfer, recognition and accumulation of learning outcomes leading to national qualifications. 
  • Contributing to innovation in vocational education and training: This priority supports projects which core aim is to substantially change the way in which VET is practiced, making it more relevant to the current and future needs of the economy and society. These changes can be organizational (planning, financing, human resource management, monitoring and communication). They can also address teaching and learning processes through the development and implementation of new and more relevant teaching and learning approaches. These changes can relate to the VET providers ecosystem and the way they engage with partners, for example through technology diffusion and applied research, advocacy, networking and internationalization activities. They can also target the development and provision of VET products and services (e.g. skills development, applied research, and consultancy) to external actors such as students, companies and governments. 
  • Increasing attractiveness of VET: Priority will be given to projects that contribute to increasing the attractiveness of VET at different levels. Examples of these can be projects that work towards greater 172 permeability between diverse educational levels, that foster open and participative learning environments, support the professional development of VET teachers and trainers, or facilitate recognition of learning outcomes and the use of Europass and other digital services. This priority also support projects that develop long-term partnerships for establishing or reinforcing international, national, regional and sectoral skills competitions. The impact of these activities can be optimised by working closely together with businesses, VET providers, chambers of commerce and other relevant stakeholders along the different phases of the project cycle.  
  • Improving quality assurance in vocational education and training: This priority focuses on measuring and improving quality of VET by developing national quality assurance systems, for both initial and continuing VET, in all learning environments and all learning formats, delivered by both public and private providers. In particular, this includes setting-up and testing graduate tracking arrangements in line with the Council Recommendation on tracking graduates, and the Recommendation on the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET)104, as well as exploring EU vocational core profiles, and micro-credentials.  
  • Creation and implementation of internationalisation strategies for VET providers: This priority aims at putting in place support mechanisms and contractual frameworks to promote quality mobility of VET staff and learners. Particularly important aspects include automatic mutual recognition of qualifications and learning outcomes, as well as developing student support services for learner mobility. Such services can include informing, motivating, preparing and facilitating the social integration of the VET learners in the host country, as well as enhancing their intercultural awareness and active citizenship 

Erasmus Accreditation

The 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)

Click here to view the rules of budget allocation for accredited applicants under Erasmus+ Key Action 1.

Read More

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.

In addition, organisations currently holding a valid Erasmus+ VET Mobility Charter can transfer their accreditation to the future Programme by applying to this Call. These organisations may apply for a specific light procedure for VET Mobility Charter holders. As part of this Call, the current VET Mobility Charter holders may also be awarded an excellence label to recognise their past work and dedication to quality

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

Vocational Education and Training Institutions Eligible to Apply for Erasmus Accreditation 2020_2021

List of Organisations Holding an Erasmus Accreditation – VET

Deadline to apply 19 October 2022 at 12:00 (midday Brussels time)