What are partnerships for cooperation?

This action enables participating organisations to gain experience in international cooperation and to strengthen their capacities, but also to produce high-quality innovative results. 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

These two types of partnerships are presented in detail in the following pages. The information included in the upcoming two sections will help you to choose the type of partnership that best suits the profile and structure of your organisation and your project ideas.

In addition, Partnerships for Cooperation will include European Partnerships for School Development implemented by schools and school authorities. The European Partnerships for School Development will contribute to the Union of Skills by fostering innovation and capacity building for cross-border cooperation in the school education field.

Which activities are typically carried out by partnerships for cooperation?

Over the lifetime of a project, organisations may typically carry out a broad range of activities. From traditional activities to more creative and innovative ones, organisations have the flexibility to choose the best combination that contributes to reaching the project’s objectives in relation to its scope and in proportion to the capacities of the partnership. For example:

• Project management: activities that are necessary to ensure the adequate planning, implementation and follow-up of the projects, including smooth and efficient collaboration between project partners. In this phase, activities typically include organisational and administrative tasks, virtual meetings among partners, preparation of communication materials, preparation and follow-up of participants taking part in activities, etc.    
• Implementation activities: can include networking events, meetings, working sessions to exchange practices and to develop results. These activities may also involve the participation of staff and learners (provided that their participation contributes to the achievement of project objectives).
• Sharing and promotion activities: organisation of conferences, sessions, events aimed at sharing, explaining and promoting the results of the project, whether they are in the form of tangible results, conclusions, good practices or any other form.    

Contribution of this action to achieving policy priorities

On a yearly basis, the European Commission sets common priorities and objectives to be pursued at the level of the Erasmus+ Programme in different fields of education, training, youth and sport. Therefore, apart from developing capacities of organisations involved in the project, partnerships for cooperation aim at contributing toward achieving Programme priorities with their results.

Projects are therefore requested to frame their work in relation to one or more of these priorities and to select them at application stage. When formulating project proposals, it is also recommended to consult the results produced by previously funded projects based on similar priorities, to ensure consistency and avoid duplications, as well as to progressively build on existent results and contribute to the joint development of the different fields. Useful information about funded projects can be found in the Erasmus+ Project Results Platform.

In addition, to better link European priorities with the specific needs at national level, Erasmus+ National Agencies may identify one or more of these European priorities as particularly relevant in their national context, in order to encourage organisations to focus their contributions in these selected areas on a given year. 

In 2026, Partnerships for Cooperation and Small-scale Partnerships must address one or more of the following priority areas:

Priorities applying to all Erasmus+ sectors

The following four priorities can be addressed through applications in all Erasmus+ sectors. Applicants must clearly explain the impact of their proposal and the horizontal priority they selected on the field in which they are applying.

Inclusion and diversity in all fields of education, training, youth and sport: The Programme will support projects that promote social inclusion and aim at improving outreach to people with fewer opportunities, including people with disabilities and people with a migrant background, people living in rural and remote areas such as outermost regions, people facing gender inequalities, socio-economic difficulties or any other potential source of discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. These projects will help address the barriers faced by these groups in accessing the opportunities offered by the programme. The programme will contribute to creating inclusive environments that foster equity, equality and mental health of participants.

Environment and fight against climate change: The Programme aims to raise awareness about the green transition, environmental and climate change challenges. Priority will be given to projects aimed at developing competences in sustainability-related sectors, adopting eco-friendly methods and creating future-oriented curricula tailored to individuals’ needs. The Programme will support the testing of innovative practices to prepare learners, staff and youth workers to become true agents of change. This can include efforts to conserve resources, reduce energy use and waste, offset carbon emissions, and choose sustainable food and transport options. Priority will also be given to projects that encourage personal and lifestyle changes and consumption habits in line with the New European Bauhaus initiative, as well as those that develop sustainability competences of educators.

Addressing digital transformation through development of digital skills and digital readiness, resilience and capacity: The Programme will support the development of digital skills, purposeful use of emerging digital technologies and innovation, including AI, in education, training, youth and sport, as well as projects aiming to increase the capacity and readiness of institutions and organisations to manage an effective shift towards digital education. This includes the development of digital pedagogy and expertise in the use of digital tools, including accessible and assistive technologies and the creation and innovative use of digital education content and digital well-being. The programme also will prioritise projects dedicated to tackling disinformation, promoting digital literacy and combating cyberbullying.

Common values, civic engagement, preparedness and participation: The Programme will support active citizenship and ethics in lifelong learning for all age groups, foster the development of social and intercultural competences, critical thinking and media literacy, and promote intergenerational fairness and learning. Priority will also be given to projects that offer opportunities for people’s participation in democratic life, enable social and civic engagement through formal or non-formal learning activities and support networks of ambassadors. 

Further, priority will be given to projects focused on understanding the EU, notably in regard to common EU values, the principles of unity and diversity, European cultural identity, cultural awareness and social and historical heritage with a view to strengthen European identity. The Programme also supports organisations, institutions and staff in all fields in contributing to population preparedness efforts and building resilience by playing a key role in fostering digital and media literacy and critical thinking, promoting civic engagement and democratic citizenship.

In addition to the general priorities mentioned above, the following specific priorities will be pursued in the respective sectors.

Sector specific priorities

In the field of higher education:

Priority will be given to actions that are key to achieving the objectives of the European Education Area. The aim is to support the higher education sector in becoming even more inter-connected, innovative, inclusive and digital. For this purpose, the Programme will encourage much deeper and inter-disciplinary cooperation between higher education institutions, as well as with their surrounding innovation ecosystems, and the strengthening of links between education, research and innovation. The focus will in particular be on strengthening inclusion, mobility, digitalisation, lifelong learning, quality assurance and automatic recognition. The underlying objective is to accelerate the higher education transformation throughout Europe, in order to train the future generations in co-creating knowledge for a resilient, inclusive and sustainable society.

Rewarding high-quality learning, teaching and skills development: in line with the Union of Skills and to foster the development of highly qualified talent, this priority supports the design and implementation of strategies and a quality culture to reward and incentivise excellence in teaching and skills development. This priority covers support for flexible and attractive academic careers, the training of academics in new and innovative pedagogies, and new curriculum design, delivery and assessment. The priority also supports the development of small learning units in line with the European approach to micro-credentials, and lifelong learning in higher education; innovation and entrepreneurship in higher education; financial literacy, and encouraging partnerships with the private sector to foster students’ exposure to innovation and entrepreneurship, parity of esteem between teaching, research and methods linking education with research and innovation where relevant. The priority will also support higher education institutions in implementing the Bologna key commitments and priorities of the Tirana communique, including by promoting fundamental academic values and the standards and guidelines for quality assurance.

Supporting STEM and the participation of women in STEM: In line with the Union of Skills, this priority supports the development and implementation of STEM curricula; the development of basic and advanced STEM skills; following a STEAM approach; promoting participation of women in STEM fields of study and especially in engineering, ICT and advanced digital skills, development of guidance and mentoring programmes for students, to pursue STEM and ICT fields of study and occupations and eliminating gender stereotypes in STEM.

Promoting interconnected higher education systems: To support the Union of Skills, this priority aims to strengthen the connection between higher education systems across Europe, making it easier for students to acquire knowledge, skills and competences beyond national borders. It empowers higher education students and staff to study, train, and develop their potential wherever opportunities arise in the EU. This priority supports strengthening the strategic and structured cooperation between higher education institutions, for example through developing joint administrative processes, sharing resources and joint student support; the implementation of Erasmus Without Paper (EWP); the deployment of the European Student Identifier, and the European Student Card — all core components of the European Student Card Initiative.

Supporting higher education institutions in their cooperation with Ukrainian counterparts to respond to the war in Ukraine: This priority will aim at supporting Ukraine in reshaping and re-building its higher education system, through cooperation with higher education institutions in Europe, on, among others, quality and relevance of teaching and learning accessible to a wide range of learners; innovative pedagogical approaches; student-centred, challenge-based and interdisciplinary approaches; digital and green skills; lifelong learning practices; system of qualifications; effective management practices; protection of academic values; cooperation with the innovation ecosystem; development and implementation of joint educational activities and programmes; implementation of the key commitment of the Bologna Process and the priorities of the Tirana communique.

In the field of school education:

Developing basic skills and key competences, tackling learning disadvantage, and preventing early school leaving: The aim of this priority is to help improve educational outcomes and make success at school possible for all learners.including children in early childhood education and care. Projects under this priority may focus on developing key competences and basic skills by promoting cross-curricular collaboration, boosting excellence, using innovative learning approaches, developing creativity, supporting teachers in delivering competence-based teaching, developing assessment and validation. internationalisation of school education and reaching adequate language competence levels. This priority also supports holistic, whole-school approaches to teaching, learning and assessment, as well as collaboration among all actors within schools, with families, local services, professionals and other external stakeholders. Further, the priority includes early identification of pupils at risk, preventive and early intervention approaches for learners with difficulties and support to school leaders and educators. Finally, the priority includes a focus on data collection and monitoring, improving transitions between different stages of education, enhancing school planning and quality assurance systems.

Promoting wellbeing at school: The aim of this priority is to help build capacity of schools, educators and school leaders to address well-being at school, in a whole-school approach perspective. Projects under this priority can focus on promotion of well-being (both in terms of mental and physical health) for learners and teachers, establish a positive school climate, integrate social and emotional learning into curriculum starting from early childhood education and care to secondary education, ensure creation of safe schools and protection from all forms of violence at school, including bullying, cyber-bullying, and gender-based violence. A second focus of this priority is to enhance professional learning communities and cooperation with the wider community, in particular with health and welfare professionals as well as parents.

Supporting teachers, school leaders and other teaching professions: This priority supports practitioners in teacher professions (including teacher educators) through all phases of their career. It also supports projects providing support for initial education and continuing professional development of staff involved in organising, leading and providing early childhood education and care. Projects under this priority can focus on enhancing teachers’ initial education, as well as their continuous professional development, in particular by improving the policy framework and concrete opportunities for teacher mobility. The priority also supports making teaching careers more attractive and diverse, including via support to their wellbeing, and strengthening selection, recruitment and evaluation for teaching professions, with particular attention to critical areas such as the lack of specialist teachers in mathematics and science. Projects can also directly support the development of stronger school leadership and innovative teaching and assessment methods.

Improving interest, participation and achievement in science, technology, engineering, and mathematics (STEM) and the STEAM education, and fostering girls' interest in STEM: This priority supports projects that promote the STEM approach to education through interdisciplinary teaching in cultural, environmental, economic, design and other contexts, promoting girls’ interest in STEM. The priority includes development and promotion of effective and innovative pedagogies and assessment methods. Developing partnerships between schools, businesses, higher education institutions, research institutions, and wider society is particularly valuable in this context. At strategic level, the priority serves to promote development of national STEM strategies.

Developing high quality early childhood education and care systems: This priority focuses on promoting the implementation of the EU quality framework for early childhood education and care attached to the 2019 Council Recommendation on high quality early childhood education and care. It includes projects providing support for initial and continuing professional development of staff involved in organising, leading and providing early childhood education and care. In addition, the priority also supports creating, testing and implementing strategies and practices to foster participation of all children in early childhood education and care, including children with fewer opportunities.

Supporting response of European education and training systems to war in Ukraine: This priority supports projects aiming to implement, share and promote inclusive pedagogical approaches and work-based practices targeting pupils and staff fleeing the war in Ukraine. Projects under this priority should build on high quality standards and substantial experience in the integration of newcomers in learning and training environments. They can focus on language training, integration of learners into school education (with support, as much as possible, from Ukrainian teachers and trainers fleeing the war), processes of recognition of skills and qualifications, applying and expanding research, exchanging with Ukrainian institutions, good practices supporting psycho-social well-being of learners and staff fleeing war, etc.

In the field of vocational education and training (both initial and continuing):

Adapting vocational education and training to labour market needs and tackling low proficiency in basic skills: This priority supports the development of VET programmes that offer a balanced mix of vocational skills and key competences. To address decreasing proficiency levels of basic skills in the EU, VET programmes develop solid numeracy, literacy, language and digital skills as strong foundations for competitiveness, lifelong learning, lifelong employability, social inclusion and personal development. This priority also fosters the development of VET programmes which are regularly updated in line with changing labour market needs (based on skills intelligence information) and have a strong work-based learning/apprenticeships component.

Increasing the flexibility of opportunities in vocational education and training: This priority supports initiatives that develop flexible and learner-centred VET programmes which can be split into smaller units – modules.  Such programmes also enable validation of learning outcomes acquired in non-formal and informal learning. Projects under this priority also contribute to the development of continuing vocational training programmes for adults.

Contributing to innovation and quality in vocational education and training: This priority supports projects that include VET in the economic, industrial and innovation strategies and skills ecosystems at local, regional or national level. It includes development of VET at higher EQF levels (5-8), strengthening the role of VET in supporting innovation and applied research and provision of new types of services carried out by VET providers such as start-up support or technology transfer support for SMEs. This priority also supports initiatives focusing on increased attractiveness of VET teachers/trainers and their continuing professional development. It also supports projects to further improve and apply quality assurance mechanisms in line with the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET).

Increasing the attractiveness of VET, in particular STEM, and promoting VET internationalisation: This priority supports projects which aim at attracting learners to programmes which are in demand on the labour market, crucial for competitiveness of the EU and the twin transition, with a specific focus to address gender stereotypes in choosing vocational programmes. This priority also supports initiatives focusing on strategic approach to internationalisation of VET which might include mobility of learners and teachers/trainers, participation in international skills competitions or other relevant activities. Particularly important aspects include automatic mutual recognition of qualifications and learning outcomes, as well as developing support services for learners’ mobility (related to information, motivation, preparation of VET learners, enhancement of their intercultural awareness and active citizenship as well as facilitation of their social integration in the host country).

Supporting response of European education and training systems to the war in Ukraine: This priority supports projects aiming to implement, share and promote inclusive approaches targeting VET learners and staff fleeing the war in Ukraine. Projects under this priority should build on high quality standards and substantial experience in the integration of newcomers in learning and training environments. They can focus – among other aspects - on language training, integration of learners into VET, including into work-based learning and apprenticeship schemes (with support, as possible, from Ukrainian teacher and trainers fleeing the war), recognition of skills and qualifications or practices supporting psycho-social well-being of learners and staff fleeing the war.

In the field of adult education:

Increasing accessibility, quality, take-up and recognition of adult education: This priority supports attractive, high quality and flexible learning offers adapted to the learning needs of adults of all generations. It also supports projects that empower and enable adults to participate in training in order to reduce skills gaps and labour market shortages, including projects that build on Individual Learning Accounts and enabling frameworks, as well as projects working on validation of skills certified by micro-credentials or acquired through informal and non-formal learning. Further, this priority supports the development of better-quality assurance mechanisms, including the development and transfer of monitoring methodologies to measure effectiveness and learner progress. Finally, in order to support high quality adult learning, priority will be given to projects that improve the competences of adult learning staff, target the development of skills to respond to individual learning needs, the assessment of prior knowledge and skills of adult learners, better and more innovative teaching methods, as well as strengthening the supporting role the adult education staff has in motivating, guiding and advising learners in challenging learning situations. 

Promoting local learning centres and innovative learning spaces: This priority aims to support local learning environments, to promote social inclusion, civic engagement and democracy, and to attract and offer everyone in the community lifelong and life-wide learning opportunities, also by exploiting digital technologies and including measures for outreach and to the engagement of learners. Projects could, for example, encourage local learning centres, libraries, museums, prisons, civil society and the wider community (NGOs, local authorities, health, culture etc.) to work together to motivate and enable adults of all ages to learn the life skills and key competences necessary to be resilient and adaptable in the face of change and uncertainty.

Fostering the upskilling and reskilling of adults: This priority aims at promoting new adult education opportunities, knowledge and competences, particularly for adults with a low level of basic skills. Projects should allow adult learners to enhance their basic skills and to eventually obtain higher qualifications. This should go along with developing career guidance and counselling as well as the career management skills of adults. Improving skills assessment, designing tailored learning offers, and developing effective outreach are also aspects that can contribute to the overall aim of fostering upskilling and reskilling of adults.

Supporting response of European education and training systems to war in Ukraine: This priority supports projects aiming to implement, share and promote inclusive pedagogical approaches and work-based practices targeting adult learners and staff fleeing the war in Ukraine. Projects under this priority should build on high quality standards and substantial experience in the integration of newcomers in learning and training environments. They can aim at providing language facilities, applying and expanding research, exchanging with Ukrainian institutions, exploring good practices supporting psycho-social well-being of learners and staff fleeing war, etc.

In the field of youth:

Priority will be given to actions that contribute to the core areas of the EU Youth Strategy 2019-2027: engage, connect and empower young people. A particular focus will be on strengthening cross-sectorial cooperation that allows for greater synergies across different areas of actions that matter for young people, promoting youth participation in various scales and formats and supporting active citizenship of young people, notably youth at risk of social exclusion. Specific priorities for the youth field include:

Strengthening basic skills, employability and young people’s sense of initiative and entrepreneurship: The priority aims to strengthen young people’s key competences and basic skills through activities that supplement formal education, ease their transition from youth to adulthood, including their integration into the labour market. This could boost young people’s creativity, innovation and critical thinking. Activities focusing on the inclusion and employability of young people with fewer opportunities (including NEETs, young people with disabilities and/or from migrant backgrounds) are at the core of this priority. The priority also aims to strengthen young people's sense of initiative, particularly in the social field, and the drive to support their communities. Projects under this priority may promote entrepreneurship, creative learning and social entrepreneurship among youth. Intercultural dialogue, knowledge and recognition of diversity and promotion of tolerance are key to this priority.

Increasing quality, innovation and recognition of youth work: The priority aims to promote the recognition of youth work, informal and non-formal learning on all levels and support quality development and innovation in youth work in line with the priorities enshrined in the European Youth Work Agenda and the Bonn Declaration of December 2020. This includes capacity-building of youth workers, as well as support to the development and sharing of specific methods in youth work. This priority also addresses the need for stronger links between policy, research and practice in the youth field to provide improved evidence of needs and facilitate policy making.

Supporting response of the Youth field in Europe to war in Ukraine: This priority supports projects aiming to implement, share and promote inclusive approaches and practices targeting young people and youth workers fleeing the war in Ukraine and youth work providers of receiving countries actively involved in such activities. Activities should adhere to the principles of youth work, including non-formal and intercultural learning, and should contribute to promoting and understanding of human rights and democracy and to increase the capacity of participating organisations. They can aim at providing language facilities, applying and expanding research, enhancing synergies and complementarities with organisations active in the field of youth in Ukraine, exploring good practices supporting psycho-social well-being of young refugees and refugee youth workers from Ukraine, and fostering capacity-building of youth work organisations – in Ukraine and in receiving countries, etc

In the field of sport:

Priority will be given to partnerships which contribute to the implementation of key policy documents such as the EU Work Plan for Sport (2024-2027) or the Council recommendation of health-enhancing physical activity. Specific priorities in the sport field include:

Encouraging healthy lifestyles for all: projects under this priority will mainly focus on encouraging healthy lifestyles for all, including through awareness raising of the benefits of healthy and active lifestyles, the implementation of the the Council Recommendation on health-enhancing physical activity and the EU Physical Activity Guidelines and the Tartu Call for a Healthy Lifestyle, the support to the implementation of the European Week of Sport, the promotion of sport and physical activity as a tool for health, the promotion of all activities encouraging the practice of sport and physical activity, as well as promotion of traditional sport and games and intergenerational sport.

Promoting integrity and values in sport: projects under this priority will focus mainly on combating the usage of doping, combating match fixing and corruption in sport, improving good governance in sport.

Promoting education in and through sport: projects under this priority will focus mainly on supporting skills development in sport, encouraging Dual Careers of Athletes, promoting the quality of coaching and staff, using mobility as a tool for improving qualifications, and promoting employability through sport.