Erasmus+ is the EU's programme to support education, training, youth and sport in Europe. Its budget of €14.7 billion will provide opportunities for over 4 million Europeans to study, train, and gain experience abroad.
Erasmus+ doesn't just have opportunities for students. Merging seven prior programmes, it has opportunities for a wide variety of individuals and organisations.
Detailed information on these opportunities, including eligibility criteria, is available in the Erasmus+ Programme Guide. An indicative funding guide for some centralised opportunities is also available.
The aim of Erasmus+ is to contribute to the Europe 2020 strategy for growth, jobs, social equity and inclusion, as well as the aims of ET2020, the EU's strategic framework for education and training.
Erasmus+ also aims to promote the sustainable development of its partners in the field of higher education, and contribute to achieving the objectives of the EU Youth Strategy.
Specific issues tackled by the programme include:
- Reducing unemployment, especially among young people
- Promoting adult learning, especially for new skills and skills required by the labour market
- Encouraging young people to take part in European democracy
- Supporting innovation, cooperation and reform
- Reducing early school leaving
- Promoting cooperation and mobility with the EU's partner countries
Rannsóknarverkefni styrkt af Erasmus+
The aim of the BE-CHILD project is to support ECEC educators’ in working with the development of socio emotional competences (SEC) of pre-school children.
Collaborative action research project will be conducted in the participating pre-schools, where the focus will be on supporting children’s self-esteem, self-confidence, independence, resilience and create environment where the children will be able to practice resolution of conflicts, empathy, solidarity and communication.
A collaborative action research is a process in which participants systematically examine their own educational practice using the techniques of research, for the purpose of increasing learning of students, their teachers, and other interested parties.
A compendium describing and evaluating the projects in each pre-school will be published and a toolkit describing good practices in teaching SEC in early childhood education.
The BE-CHILD research is organized by investigators at the School of Education, University of Iceland, in collaboration with nursery schools, kindergartens and pre-schools in severals European countries.
Principal investigator of the study is Jóhanna Einarsdóttir, professor. Other participants from Iceland are Ingibjörg Ósk Sigurðardóttir, assistant professor and Kristín Harðardóttir, Director of The Educational Research Institute, University of Iceland.
Okt. 2015 – April 2018
The project is titled, Building a Culture of Social Innovation in Higher Education, and is a three-year project supported by the European Commission’s Erasmus+ programme. The project partners are Collegium Civitas (Poland – project coordinator), Ashoka Poland, the University of Iceland’s School of Education, and the University of Northampton’s Institute for Social Innovation and Impact.
The purpose of the project is to explore ways to equip higher education institutions to tackle contemporary social challenges. The project aims to develop and diffuse innovative instruments for implementing social innovation into higher education institutions’ (HEI) mission, culture, identity and educational programmes. Social innovation has been defined as (Phills, Deiglmeier & Miller, 2008):
“A novel solution to a social problem that is more effective, efficient, sustainable, or just than existing solutions and for which the value created accrues primarily to society as a whole rather than private individuals.”
To support these ambitious goals, the project will develop innovative learning activities to promote and support sustainable learning communities dedicated to the advancement of social innovation and entrepreneurship in higher education. Learning activities will include site-based training, massive online learning communities (see for ex. MOOCs), and project-based learning activities involving learners from all of the partner countries.
Sept. 2014 - Sept. 2016
The purpose of the FLIP - Flipped Learning in Praxis project is to develop guidelines for the implementation of blended learning environments in which information and communication technologies (ICTs) are used to enhance students' learning environments.
In particular, the project will seek to identify common factors across school levels and European contexts that promote:
- Effective use of information technologies to support students learning
- Student-driven learning environments
- Student collaboration for project-based learning
FLIP - Flipped Learning in Praxis will focus on workshops and training activities for teachers in and development of guidelines for educational institutions interested in implementing flipped learning methodology, with special emphasis on schools in rural and remote areas, as well as small and special needs schools. Additional focus will be on VET teachers, providing them with the capacity of extended hands-on and practical work during school time.
By implementing flipped learning in these schools we aim to create an equal opportunity for students to receive education, battle dropouts, strengthen rural communities and use innovative and new methodologies in ICT in the educational system. The benefits will be lower material costs in the long run, better access to quality teaching materials (especially important for rural areas) and focus on individual learning (whereas they can access the teaching material according to their own progress and speed).
Sept. 2016 - Feb. 2019
Within thirty months of cooperation, the educational needs of secondary school students will be analysed in the field of product development and entrepreneurial competencies. The project coordinator is the Innovation Support Centre at VŠB-Technical University of Ostrava whose employees have rich experience in activities focused on the development of key competences of students, with emphasis on transversal competences such as creativity, effective presentation or entrepreneurship. Analysis of educational needs is followed by the preparation of a new educational programme entitled “Find Your Inner Investor” aimed at the support of entrepreneurial spirit of students.
Innovative teaching methods are planned to be used in a number of educational activities. At the same time, each of the partner institutions will assess a current situation in their region and adapt the selection of developed competencies to their own needs with the purpose to increase the applicability of graduates of secondary technical schools on the job market. Educational project entitled “Find your inner inventor” is planned as a five-day programme. At the end of this project, each of the participating countries will hold a conference to share good practice and dissemination action plan.
The main aim of the project entitled “Find your inner inventor” is to create an educational module designed especially for secondary technical schools as a superstructure or supplementary module for the tuition of technical and economic subjects. This educational module will be tested in a series of pilot studies implemented at selected secondary schools in all participating partner countries. A closing conference will be held and a programme information brochure will be issued at the end of the project implementation.
Sept. 2016 - August 2018
The purpose of the PEAT-EU project is to provide a progression model for assessment in entrepreneurship education built on existing knowledge and experience and suggesting potential applications. This project will present an overview of innovative and adaptable assessment tools, including digital tools, for different school levels aimed at enhancing innovation and resourcefulness of all students from the lowest to the highest end of the academic spectrum. It will build on the collaboration of leading specialists in EE, their experiences and research learning from each other and harvesting the latest relevant European reports in the area.
The EntreAssess consortium consists of six institutions from four European countries. Our partners complement each other by bringing together universities (with connections to schools on different levels), training establishments also with close connections to schools and in-service training, a VET school with long experience of entrepreneurial learning and an IT company experienced in evaluating entrepreneurship education (EE) with online tools. All of our partners are involved in cutting edge projects to evolve EE and assessment which will help us cater to the needs of modern educators. Each partner includes staff that have written and researched on the subject of assessment in entrepreneurship education, and are considered experts in the field.
University of Iceland
The University of Iceland (UI) is a leading specialist in EE and has done extensive research in the area. They provide expertise in training teachers and have good connections with schools at all levels. Founded in 1911, the university has grown to a modern comprehensive university, providing instruction for 14,000 students in twenty-five faculties. Teaching and research is conducted in social sciences, humanities, medicine, natural sciences, engineering and teacher education.
The School of Education (SoI) is the UI’s representative in the project. SoI educates teachers for preschools, primary schools and upper secondary schools, sports and health scientists, social educators and leisure professionals. Academic programmes at the School of Education are strongly linked to the workplaces of those professions the school educates, such as schools and other societal institutions. At the SoI diverse research is carried out in the fields of education, pedagogy and training, for the purpose of creating new knowledge for the benefit of Icelandic society. Academic programmes at the School of Education are offered in three modes: on-site, as distance education or as flexible education.
The University of Iceland has participated in numerous projects under the 6th Framework Programme and in 53 projects under 7th Framework Programme, both as a coordinator and as a project partner. 17 of these projects are Marie Curie projects, either ITNs or Individual fellowships. The SoI has participated in several European projects some focused on EE such as: InnoEd, SEET and ADEPTT. In addition to EntreAssess, SoI is currently taking part in SOCENT (Social Innovation), FYII (Find your inner inventor) and MakEy (Makerspaces in the early years: Enhancing digital literacy and creativity).
As Coordinator, the University of Iceland will lead on project management and the project website as learning centre.
Jan. 2015 - Des. 2016
The REFLECT project aims at developing new concepts and means for pervasive-adaptive systems. REFLECT researches ways of sensing users and their mood and intentions. Different aspects are taken into account: emotional state (e.g. annoyance), cognitive engagement (e.g. high mental workload) and physical conditions and actions (e.g. temperature and movement). All these together with human behavioural patterns form the personal awareness of the system. Additionally, information about the surroundings is gathered and used to establish environmental awareness.
Augmenting these results, REFLECT investigates ways of realizing pervasive-adaptive environments. A software framework with a set of practical tools is developed which can be used for building pervasive, adaptable, self-organized systems that seamlessly collaborate with users and control their environments.
The resulting REFLECT system will be able to derive, suggest and perform actions to optimize user comfort and performance, assisting people in their specific activities, for example, in driving a vehicle. To illustrate the pragmatic orientation and results, the REFLECT project includes a number of case studies and a prototype from the automotive domain that shows how such systems can be deployed in practice.