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
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
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.
Erasmus+ is one of the great successes of Europe. It allows the most vulnerable and excluded young people to have an international that they would not have otherwise. Don Bosco organizations in the field of youth work, in T-VET Centres and Schools have benefited from Erasmus in very diverse forms, always in projects that helped us to promote active and honest citizens among young people from many European countries.
Erasmus brings together people from different background, both educationally and culturally. It is a chance to learn from each other, grow together and make each other better persons.
The Erasmus student exchange program has connected millions of young people from every corner of the world and it is through this kind of exchange that we really develop a sense of a Global Community
Erasmus+ has the power to open doors, broaden horizons and change lives. It has certainly changed mine. Erasmus+ offers a wealth of opportunities for European youth, but how many young people have heard about it or have benefited from it? Not enough. In order to achieve our vision of Europe - one that is inclusive, promotes social cohesion and generates active and empowered citizens - we must make a greater investment in youth. Erasmus+ is the tool that can nurture the next generation of active citizens and young decision-makers - this is why we all need #Erasmusx10.
Erasmus+ has proved to be a key tool that has increased participation and engagement of young people across Europe. Social cohesion and active citizenship are for us a crucial instrument to achieve peace and justice in our societies, and they cannot be achieved without programmes such as Erasmus+. However, so much more can be done: therefore, we are strongly behind the need for increased funding and wider participation, so that all young people in Europe can have equal access to this amazing opportunity. Providing those opportunities and competences to young people is a must in the actual social, economic and political context in Europe: let’s have 10 times more of them!
47% of Europeans are not properly digitally skilled, yet in the near future 90% of jobs will require some level of digital skills. Europe needs better digitally educated people at all levels. We need more digitalization in schools, in the SMEs, in our universities, in our society as a whole. We need to work toward digitalization as a means for social inclusion, for marginalized people - or at risk of being marginalized - and to avoid afurther reasons of social exclusion: the lack of digital skills. To fulfil these objectives we need more digital educated people, teachers, entrepreneurs, educators, children, youth, seniors and so on. We are facing an enormous challenge and I have no better claim than ask for more resources for the Erasmus+ Programme. The EU must invest more in education and give a chance to experiment and disseminate innovative educational, teaching, learning and digital skills models. Erasmus can turn this into reality, and this is why I endorse the campaign Erasmusx10.
Erasmus+ is the engine of innovation in education in Europe. It gives to a few, a one-of-a-kind learning experience. The European Union should massively invest in education and culture, as means to foster democracy, tolerance, transparency, civic involvement, giving to more than just a few the chance to learn from other cultures
The Erasmus + programme offers a unique opportunity for young adults to acquire international experience and necessary skills in a changing world of work. More than ever, it is crucial to be able to take new perspectives – in the job and as a citizen. Managers are the first to share knowledge and best practices with their employees. Extending the programme to managers who decide upon employee’s mobility and trainings, in a “train the trainer approach” could therefore, alongside mentoring programmes, have leveraging effects for circulating new ideas and skills - necessary for a more inclusive and sustainable future. Lifelong learning has to be mainstreamed and extended to all categories of occupations.
By bringing people out of the comfort zone, Erasmus has positive, transformational effect on EU citizens’ life. Yet by targeting university students Erasmus has benefited the few not the many. Time has comes to turn Erasmus into a force for social mobility and societal empowerment. By mixing Europeans, Erasmus carries the potential to build a new transnational society that value diversity over fear. That’s what Europe should be about.
Erasmus+ should promote internationalisation of schools through pupil's exchange, fostering competence-based curricula which foster 21st century skills and enable cooperation among school education systems from different countries. Teachers should also access mobility experiences and enhance their intercultural competence. Non-for-profit organisations expert in mobility and intercultural learning have a important role to play in this process.
Erasmus should not be a privilege for a few, but a right for all. For it is by creating the opportunities to experience the EU and learn about different countries, cultures and languages that we can keep Bringing Europeans Together: and this is what Erasmus is all about. Because Europe cannot just be taught. It must be lived. That is why we support #Erasmusx10 initiative, and call for the increase of its budget by 10 times!
Education is one of the best ways to spread the need to defend human rights and to foster the development of a sense of civic responsibility among Europeans
In 30 years, more than 3 million Europeans had the chance to study and travel abroad. In 30 years, we built a generation of Europeans. Now, I want for us to go even further. It is essential that this programme covers all sectors, all types of experiences and studies.
Erasmus is a great opportunity to empower young people and to support the importance of intercultural learning. However, we believe there is a need to make Erasmus even more accessible and inclusive. We need to ensure that every young person, regardless of their background, is able to use Erasmus and benefit from it. That’s why we’re supporting the #Erasmusx10 campaign!
Erasmus+ should become more accessible, also for school-age individuals. We call for more investments in pupil mobility, and for greater involvement of non-for-profit organisations in it. Intercultural learning and sense of European belonging should start at a very young age!
We want the «plus» in the Erasmus+ strengthened – it has to be a true lifelong learning programme! EAEA supports an inclusive and comprehensive programme, where learning has no age.
The Erasmus programme is still not inclusive enough. The people that can benefit the most from it cannot unfortunately participate. More funding and specialised campaigns are needed to include young people from disadvantaged backgrounds.
Young people are the carrier of European values - today and tomorrow. Erasmus+ provides an important basis for the evolvement of our common aims. Erasmusx10 opens the opportunity to further increase European experiences among all young people from different backgrounds, to facilitate far more participation of young people in our societies, and to increase solidarity among and between generations. Erasmusx10 could also improve the involvement of NGOs and their volunteers in youth work and related areas. Information, counselling and guidance could be enhanced and their number increased. Erasmusx10 is an indispensable step forward to deepen European awareness.
Erasmus is much more than one of the greatest successes of the European Union: it is a life-changing experience that every young person should be able to enjoy. If we want to be serious about the transformation of the European project, let’s make it real for all and multiply by 10 its funding! Everybody wins!
Erasmus+ is the most successful flagship programme of the European Union which has built bridges between the EU Member States, education institutions and learners, changing the lives of millions of citizens. Nevertheless, the programme remains severely underfunded given the huge demand and this limits its potential to build a better future for Europe. We thus call for bigger, better and more inclusive programme which not only benefits individual learners of all ages and backgrounds but also strengthens cooperation and peer learning in the education sector.
Erasmus is one of the Union’s greatest success story. Not just in terms of employability and academic development, but also because it has helped to create a generation of proud, open minded and resilient Europeans. We need now to build on this success to widen access and ensure that more young people can benefit from this opportunity, in particular people in vocational training, vulnerable young people, people outside of formal education, migrants and people with disabilities. For this to be successful we need political will and money. I therefore support the “Erasmus x10” campaign calling for the increasing of the budget of the programme by 10 times in the next financial period.
What would we do with ten times more? Here are some ideas from six sectors from our supporters!
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
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.
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.
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.
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.
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.