Erasmus x 10 | Civil Society Campaign for a more inclusive and accessible Erasmus+ Programme
419
home,page-template,page-template-full_width,page-template-full_width-php,page,page-id-419,ajax_fade,page_not_loaded,,qode-title-hidden,qode_grid_1300,qode-theme-ver-11.2,qode-theme-bridge,wpb-js-composer js-comp-ver-5.2.1,vc_responsive
Erasmus+ changed the lives of 4 million Europeans. Imagine what can be done with 10 times more budget.
ErasmusX10-Logo
For a more inclusive and accessible Erasmus+ Programme 

To widen its access for a truly lifelong learning programme

To develop quality mobility experience and projects

To strengthen its social dimension for better inclusion

To foster effective management
and evaluation

To put forward education as a driver for the Sustainable Development Goals

To empower citizens through education

To support peer learning, capacity building and exchange

To make education and lifelong learning systems truly international

To boost competitiveness and employment

To increase cross-sector and multilevel cooperation

Show your support
and sign the petition!

About

The Erasmus+ Coalition gathers over 40 European-wide networks and civil society organisations representing the major beneficiaries of Erasmus+ programme at all levels. The idea of the “Erasmusx10” campaign emerged when European political leaders started advocating for a significant uplift of the programme’s budget. The President of the European Commission Juncker himself, during the celebrations of the 30th anniversary of Erasmus+ in the European Parliament in Strasbourg, called for a 9-time increase. Juncker declarations follow the political will of a consistent increase of the Erasmus+ budget expressed by several heads of State and government of some Member States such as Belgium, France, Italy. Furthermore, during the Rome Summit on the 60th anniversary of the treaty, EU leaders stressed out the importance of EU biggest achievement in changing the lives of 9 million Europeans through Erasmus+. This clear support and acknowledgement of the programme’s benefit to citizens and Europe at large justifies the need for better financial support to make the programme more accessible and increase its quality. The purpose of the campaign is to mainstream such individual and collective mobilisation, and to raise civil society voices from all parts of Europe to advocate for a more accessible and inclusive Programme.

Download here our concept note for the campaign

    

Download the campaign cards and spread the word about Erasmusx10!

Why 10 times Erasmus+?

Sector-specific demands 

What would we do with ten times more? Here are some ideas from six sectors from our supporters!

Stakeholders in Higher Education demand simplification of rules & procedures, an improved funding efficiency, and an increased flexibility to respond to surging needs! Discover why higher education needs an Erasmusx10!

 

Young people are the largest beneficiaries of Erasmus+. The sector demands are a milestone in assessing.

 

 

For as much of a transversal sector as youth is, demands are reflections of the state of play in the Erasmus+ Programme. The youth sector calls for a programme that represents a strengthened educational and volunteering idea, which is designed to cover learning in all contexts – whether formal, non-formal or informal – and at all levels. The new programm should be closer to people, allowing youth and youth organisations to feel Europe close to them, in an effort to shape the feeling of beloning to a wider community.

Pupils mobility is a necessity in Europe! Schools are the most inclusive environment, and the best tool to build a feeling of belonging. Here is why we need an Erasmusx10:

 

 

Individual pupil mobility is now a less visible and certainly not prominent possibility offered as part of Key Action 2, Strategic Partnerships. In 2016, the Strategic Partnerships “for school only” represented 18% of the total KA2 budget and 4% of the Erasmus+ budget of this year. Overall civil society stakeholders are stressing the specificities of schools situation and particular constraints (language, support, mobility barriers) which need to be take into account, and allow for more flexible types of mobility, with the possibility to go on short-term mobility, for instance, or using blended or virtual exchanges.

The VET sector is no more a second choice! Hear us out when we say that the return on investment on VET is great and Erasmus+ should stress the vocation education and training!

 

 

Mobility exchanges have the same broader impacts with VET students and apprentices than with higher education students: openness to the world, resilience, language learning, European values and identity, etc. Unfortunately, VET providers are not currently eligible to be lead applicant under KA1 scheme, and VET teachers find difficulties with being away for more than 2 weeks. A way to attract more VET learners would be to introduce more tailored, flexible conditions and inclusiveness for them to take part in the future programme, and this can only be done through the harmonisation and convergence of Member States frameworks which require more transnational cooperation and partnerships. More EU projects and funds for the VET sector can strongly contribute to reforming national education systems and allow more mobility and exchange in the Erasmus Pro scheme.  

Adult education must be one of the priorities in the new programme. Although it is often overlooked, it remains one of the areas with the largest target group, and certainly one of the most in need for quality learning mobility.

 

 

Unfortunately, the availability of funding for this target group remains weak. Responding stakeholders to the Erasmusx10 campaign consultation regret that Key Action 1 mobility schemes have a lack of focus on adult education. A bigger Erasmus+ budget could increase the lifelong learning dimension with more intergenerational activities in work, civic, and social fields. This would help to cope with the ageing challenge in EU countries and allow more transnational cooperation in high EU added value fields.

General demands are fully valid for sports as well: more equitable access, more inclusion, education and mobility, etc. According to ISCA (International Sport and Culture Association), the funding available for sport in the next programme should focus more on grassroots sport and volunteering in sport. As stated in the current Erasmus+ regulation, it is justified on “the important role that they play in promoting social inclusion, equal opportunities and health-enhancing physical activity.” The focus is, and shall remain on getting more European citizens involved in sport and physical activity, for the value it has for their health, inclusion, education, volunteering etc. The current funding level has enabled many collaborative partnerships in the field of sport. But the access to the programme (fully centralized until now) from the grassroots level is still very limited. To reach more local organisations, there should not only be less administrative burden, but also a substantially larger budget. On top of reaching out to more local organisations, ISCA advocate for larger-scale projects “flagship projects”.

Join the campaign 

Erasmus+ matters to ALL citizens! Our 10 stories reflect the true reality of Erasmus+ and the impact it can have on people from all backgrounds, nationalities & stages of life.

We’re excited to share these stories with you and show how much 10x more funding would make a real difference to both individuals and communities.

Get ready to meet the 10! #Erasmusx10

EX10Website_Plan de travail 1

Dominik is a volunteer in an small volunteer-led organisation that works for the rights of blind and partially sighted in the Czech Republic. Dominik was leading on a project that aims to link the work of his organisation to broader European discussions on improving the access to rights for young people with disabilities.

BUT: Dominik found the application procedure for funding extremely difficult and from time to time impossible to navigate. Although he was in touch with the Erasmus+ National Agency, he received conflicting advice and information from different sources that made the process very confusing. As he comes from a small volunteer-led organisation, the time and resources needed to follow the funding process had a very negative impact on their work.

Boris is a young, unemployed man who will not get to experience the Erasmus+ programme. He left school for personal reasons, and was not able to finish. Since Boris had never heard about Erasmus+ he will miss out on opportunities that would have made him more employable, adaptable and open to other cultures. We cant let people continue to fall through the cracks. With more coordination between different programmes aimed at youth and youth organisations, Erasmus+ has a far greater chance of reaching out to even more people.

Boris_Plan de travail 1
Penelope_Plan de travail 1

Penelope is an early school leaver. Although she wasn’t originally aware of the Structured Dialogue process, she was invited to a youth consultation through an outreach activity of the national youth council. After this experience where she felt empowered to express her opinion and meet other young activists, she gained the confidence to begin establishing a social inclusion project. Penelope was able to connect with others and use her skills and experience to benefit her community. Even small projects funded by Erasmus+ can have a huge impact.

BUT: It was only by chance that Penelope was selected to take part in the consultation. Otherwise she would have no knowledge of the wide reach of the Erasmus+ programme. Erasmus+ is viewed by young people and the wider public primarily as a programme for higher education. Many are still not aware of the different opportunities that may be available to them. For this we need more funding to be able to provide support and guidance to inform people about the different ways to benefit from Erasmus.

Luticia is an apprentice in fashion. Luticia was able to use this training opportunity abroad to grow in confidence, gain transferable skills and knowledge that helped her to  design and launch her own clothing brand when she returned to Slovenia.

BUT: Only 1% of young people in work-related training schemes, including apprentices, are involved in mobility schemes during their training. Apprentices still don’t have the same opportunities as higher education students. It is essential to create conditions for greater apprentice mobility within the EU in order to give apprentices the same opportunities to fight youth unemployment.

Luticia_Plan de travail 1
Rasmus_Plan de travail 1

Rasmus is a high school student who has always had a passion for music. Rasmus wanted to spend some time studying in another school to discover more about his passion. He tried to organise an exchange with his school but there were too many barriers for the school to overcome in order to access funding.Luckily a local non-profit exchange organisation was able to help. Spending a period of immersion – in a host family, host school, local community – in another country has proven to be a transformative learning experience.

BUT: The possibility is extremely limited and there has been a significant decrease in mobility for school pupils through Erasmus+. Particularly affected are students whose schools do not have the resources and support necessary to apply for and manage EU grants. More funding and stronger involvement of non-profit exchange organisations in Erasmus+ pupil mobility would therefore bring huge benefits. This would make quality mobility programmes more inclusive and accessible to a bigger number of school students from a variety of schools.

João is a grass-roots activist passionate about human rights. They are involved in youth organisations and often volunteer with groups of young people giving workshops. João knew that through experience of working in the youth sector and in partnership with a local NGO they could make a big difference to the lives of young LGBT students in the community. João applied for funding to implement a project on inclusive education.

BUT: Unfortunately funding was not granted. There are very few projects that receive funding. Even after overcoming all of the obstacles there is only a ¼ chance of an application being successful. The process for organisations applying for the 1st time is especially tough as a lot of support is needed. Moreover, there is very little grant flexibility. It is a general issue, that there is only scarce funding available, and it is a complex financial procedures to apply. These issues make the programme not welcoming to new organisations.

João_Plan de travail 1
Angela_Plan de travail 1

Angela is a teacher from Spain who wanted to organise student exchanges through the eTwinning community for schools in Europe. She works in a school for children with hearing disabilities and she hopes to help expand the demographic of the Erasmus+ programme to be more inclusive of people with disabilities. Angela learned that the eTwinning programme is the largest teachers’ network in the world. She was able to set up a connection with a school for young deaf students in Belgium, which allowed her young students to build an international community with other students

BUT: Due to programme funding issues, there is not much support for the inclusion and mobility of people with disabilities. Furthermore, around HALF of European schools are still outside of the eTwinning network, meaning that students and educators are missing out on connecting across borders.

Sana is a young refugee from Syria with a passion for photography. She wants to work on a project to empower women to reappropriate their body after a breast cancer surgery. Sana was able to help women through her awareness raising project

BUT: Sana needed financial assistance to develop her project. She only discovered she could receive funding with Erasmus+ when she became involved in a local women’s organisation. They were able to offer support and guidance through the complex application process. There is still a disproportionately low number of funding applications from disadvantaged socio-economic backgrounds.

sana_Plan de travail 1
JAMES_Plan de travail 1

James is a university student participating in an Erasmus+ exchange. The chance to learn another language and the experience working in an international environment made him much more employable. Five years after graduation, the unemployment rate of young people who studied or trained abroad is 23% lower than that of their non-mobile peers.

BUT: He was able to accept the offer to study abroad only due to the financial support from his parents. The Erasmus grant only covered a few months of the exchange, so many of his friends could not take part. Additionally there are so many other ways that James could have integrated into his host community. With more funding and coordination, participants could also join solidarity projects

Bartek is an adult education professional working in a community organisation in Poland. He participated in a training for adult education staff to learn more about adult education policies, practice and structures across Europe. Bartek shared professional experiences with colleagues from 11 European countries, identified common struggles and explored new approaches to adult learning.

BUT: Only 4% of the Erasmus+ budget in 2014-2020 goes to adult education, and adult learners cannot participate in mobility.

Bartek_Plan de travail 1

Illustration Credits : Lucie Bryon 

Have a question?

Coordinators

Supporters

Tell us why your organisation would like to become an official supporter!