Partnership for Cooperation in the field of Education and Training - European NGOs

Call updates

May 4, 2021 11:47:09 AM

Due to technical issues, the submission deadlines for Cooperation partnerships submitted by European NGOs in the fields of education and training (Call ID: ERASMUS-EDU-2021-PCOOP-ENGO) managed by the European Education and Culture Executive Agency (EACEA) has been postponed to 15 June, 17.00 Brussels time

May 4, 2021 10:56:38 AM

The submission session is now available for: ERASMUS-EDU-2021-PCOOP-ENGO(ERASMUS-LS)

Apr 26, 2021 4:12:48 PM

The submission session is now available for: ERASMUS-EDU-2021-PCOOP-ENGO(ERASMUS-LS)

Partnership for Cooperation in the field of Education and Training - European NGOs

TOPIC ID: ERASMUS-EDU-2021-PCOOP-ENGO

Programme: Erasmus+ Programme (ERASMUS)
Work programme part: ERASMUS-2021
Call: Partnership for Cooperation in the field of Education and Training - European NGOs (ERASMUS-EDU-2021-PCOOP-ENGO)
Work programme year: ERASMUS-2021
Type of action: ERASMUS-LS ERASMUS Lump Sum Grants
Type of MGA: ERASMUS Lump Sum Grant [ERASMUS-AG-LS]
Deadline model: single-stage
Opening date: 20 April 2021
Deadline date: 20 May 2021 17:00:00 Brussels time

Topic description

Scope:

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. They aim to support the development, transfer and/or implementation of innovative practices as well as the implementation of joint initiatives promoting cooperation, peer learning and exchanges of experience at European level. Results should be re-usable, transferable, up-scalable and, if possible, have a strong transdisciplinary dimension. Selected projects will be expected to share the results of their activities at local, regional, national level and transnational level. Cooperation Partnerships are anchored to the priorities and policy frameworks of each Erasmus+ sector, both at European and national level, while aiming at producing incentives for cross-sectoral and horizontal cooperation in thematic areas.

OBJECTIVES OF THE ACTION

Cooperation Partnerships aim at:

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;
WHICH ARE THE CRITERIA TO BE MET TO APPLY FOR A COOPERATION PARTNERSHIP?

In order to be eligible for an Erasmus+ grant, project proposals for Cooperation Partnerships must comply with the following criteria:

ELIGIBILITY CRITERIA

Who can apply?
Any participating organisation established in a Programme Country can be the applicant. This organisation applies on behalf of all participating organisations involved in the project.

For a definition of what is considered as a European NGO for the purpose of the Erasmus+ Programme, please see “Part D – Glossary” of the Programme Guide.

The same consortium of partners can submit only one application and to one Agency only per deadline.
Which types of organisations are eligible to participate in the project?
Any public or private organisation, established in a Programme Country or in any Partner Country of the world (see section “Eligible Countries” in Part A of the Programme Guide) can participate in a Cooperation Partnership. Organisations established in Programme Countries can either participate as the coordinator of the project or as a partner organisation. Organisations in Partner Countries cannot participate as project coordinators.

Irrespective of the field impacted by the project, Cooperation Partnerships are open to any type of organisation active in any field of education, training, youth, sport or other socio-economic sectors as well as to organisations carrying out activities that are transversal to different fields (e.g. local, regional and national authorities, recognition and validation centres, chambers of commerce, trade organisations, guidance centres, cultural and sport organisations).

Depending on the priority and the objectives addressed by the project, Cooperation Partnerships should involve the most appropriate and diverse range of partners in order to benefit from their different experiences, profiles and specific expertise and to produce relevant and high quality project results.
Participation of associated partner organisations
In addition to the organisations formally participating in the project (the coordinator and partner organisations), Cooperation Partnerships may also involve other partners from the public or private sector that contribute to the implementation of specific project tasks/activities or support the promotion and sustainability of the project.

Within an Erasmus+ project, these partners will be called “associated partners”. For eligibility and contractual management aspects they are not considered to be project partners, and they do not receive any funding from the Programme as part of the project. However, in order to understand their role within the partnership and have a global picture about the proposal, their involvement in the project and in the different activities needs to be clearly described in the project proposal.
Number and profile of participating organisations
A Cooperation Partnership is a transnational project and involves minimum three organisations from three different Programme Countries.

There is no maximum number of participating organisations in one partnership.

All participating organisations must be identified at the time of applying for a grant.

As a general rule, Cooperation Partnerships target the cooperation between organisations established in Programme Countries. However, organisations from Partner Countries can be involved as partners (not as applicants), if their participation brings an essential added value to the project.
Priorities addressed
To be considered for funding, Cooperation Partnerships must address either:

at least one horizontal priority and/or
at least one specific priority relevant to the field of education, training that is mostly impacted.
Venue of the activities
All the activities of a Cooperation Partnership must take place in the countries of the organisations participating in the project, either as full or as associated partners.

In addition, if duly justified in relation to the objectives or implementation of the project:

Activities can also take place at the seat of an Institution of the European Union, even if in the project there are no participating organisations from the country that hosts the Institution.
Activities involving sharing and promotion of results can also take place at relevant thematic transnational events/conferences in Programme or Partner Countries.
Duration of project
Between 12 and 36 months.

The duration has to be chosen at application stage, based on the objectives of the project and on the type of activities planned over time.

The duration of a Cooperation Partnership may be extended, upon justified request by the beneficiary and with the agreement of Executive Agency, provided that the total duration does not exceed 36 months. In such a case, the total grant will not change.
Where to apply?
The Partnerships in the field of education and training submitted by European NGOs to the Education, Audiovisual and Cultural Executive Agency, based in Brussels:

- European NGOs - Call ID: ERASMUS-EDU-2021-PCOOP-ENGO

For a definition of what is considered as a European NGO for the purpose of the Erasmus+ Programme, please see “Part D – Glossary” of the Programme Guide.

The same consortium of partners can submit only one application and to one Agency only per deadline.
When to apply?
Applicants have to submit their grant application by 20 May at 17:00:00 (Brussels time).
Eligible learning, teaching and training activities
The partnership may organise learning, teaching and training activities for staff, youth workers, learners and young people in order to support project implementation and the achievement of the project objectives.

The learning, teaching and training activities can take any form relevant for the project and may involve more than one type of participants, individually or as a group. The format, purpose and the type and number of participants in the proposed activities will be described and justified as part of the project application.

Eligible participants in learning, teaching and training activities include:

teaching and non-teaching staff such as professors, teachers, trainers and other staff working in participating organisations;
youth workers;
invited teachers and experts from non-participating organisations; - apprentices, VET learners, higher education students, adult learners, and school pupils from participating organisations;
young people from countries of the participating organisations;
sport staff members such as coaches, managers or instructors; athletes; referees.
Applicant organisations will be assessed against the relevant exclusion and selection criteria. For more information please consult Part C of the Programme Guide.

SETTING UP A PROJECT

A Cooperation Partnership project consists of four stages, which start even before the project proposal is selected for funding: planning, preparation, implementation and follow-up. Participating organisations and participants involved in the activities should take an active role in all those stages and thus enhancing their learning experience.

Planning (define the needs, objectives, project and learning outcomes, activity formats, schedule etc.);
preparation (planning of the activities, development of work programme, practical arrangements, confirmation of the target group(s) of envisaged activities, set up of agreements with partners etc.);
implementation of activities;
follow-up (evaluation of the activities and their impact at different levels, sharing and use of the project's results).
Horizontal aspects to be considered when designing your project:

In addition to complying with the formal criteria and setting up sustainable cooperation arrangement with all project partners, the following elements can contribute to increasing the impact and qualitative implementation of Cooperation Partnerships throughout the different project phases. Applicants are encouraged to take these opportunities and dimensions into account when designing Cooperation Partnership projects.

Environmental sustainability

Projects should be designed in an eco-friendly way and should incorporate green practices in all its facets. Organisations and participants should have an environmental-friendly approach when designing the project, which will encourage everyone involved in the project to discuss and learn about environmental issues, reflecting about what can be done at different levels and help organisations and participants come up with alternative, greener ways of implementing project activities.

Inclusion and Diversity

The Erasmus+ Programme seeks to promote equal opportunities and access, inclusion and fairness across all its actions. To implement these principles, an Inclusion and Diversity Strategy has been devised to support a better outreach to participants from more diverse backgrounds, in particular those with fewer opportunities facing obstacles to participate in European Projects. Organisations should design accessible and inclusive project activities, taking into account the views of participants with fewer opportunities and involving them in decision making throughout the whole process.

Digital dimension

Virtual cooperation and experimentation with virtual and blended learning opportunities are key to successful Cooperation Partnerships. In particular, projects in the field of school education and adult education are strongly encouraged to use the eTwinning, the School Education Gateway and the EPALE Platforms to work together before, during and after the project activities.

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.

Promoting inter-connected higher education systems: The Programme will aim to strengthen the strategic and structured cooperation between higher education institutions through: a) support for developing and testing various types of cooperation models, including virtual and blended cooperation and the use of different digital tools and online platforms; b) improving mobility by implementing automatic mutual recognition of qualifications and learning outcomes, and by embedding mobility in curricula; c) support for higher education institutions to implement the Bologna principles and tools to enhance mobility for all.

Stimulating innovative learning and teaching practices: to tackle societal challenges through support for: a) the development of learning outcomes and student-centred curricula that better meet the learning needs of students and reduce skills mismatches, while also being relevant for the labour market and for the wider society; b) the development, testing and implementation of flexible learning pathways and modular course design (part-time, online or blended) and appropriate forms of assessment, including the development of online assessment; c) promoting the lifelong learning dimension of higher education, including by facilitating the take-up, validation and recognition of short learning courses leading to micro-credentials; d) implementation of trans-disciplinary approaches and innovative pedagogies such as inverted learning, collaborative online international learning and research-based learning; e) mainstreaming sustainable development in all curricula for students in all disciplines and at all levels.

Developing STEM/STEAM in higher education, in particular women participation in STEM: This priority supports the development and implementation of fit-for-purpose STEM higher education curricula, 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, especially girls and women, to pursue STEM and ICT fields of study and occupations; fostering gender sensitive education and training practices in STEM education; eliminating gender stereotypes in STEM;

Rewarding excellence in learning, teaching and skills development: through a) developing and implementing strategies and quality culture to reward and incentivise excellence in teaching, including online teaching, and teaching for disadvantaged learners; b) training of academics in innovative and/or online pedagogies, including trans-disciplinary approaches, new curriculum design, delivery and assessment methods linking education with research and innovation where relevant, c) fostering an entrepreneurial, open and innovative higher education sector, by promoting learning and teaching partnerships with commercial and non-commercial organisations in the private sector; e) developing of new practices in instructional design, based on educational research and creativity.

Building inclusive higher education systems: The Programme will foster inclusive approaches for the mobility and cooperation activities such as a) increased access, participation and completion rates of target groups with fewer opportunities; b) active support to incoming mobile participants throughout the process of finding accommodation, including through collaboration with the relevant stakeholders for the provision of appropriate and affordable housing; c) supporting the development of flexible career pathways between education and research; d) foster gender balance in higher education institutions, across fields of study and in leadership positions; e) fostering civic engagement through the promotion of informal learning and extra-curricular activities and recognition of voluntary and community work in students’ academic results.

Supporting digital capabilities of the higher education sector: through a) actions that enable the implementation of the European Student Card initiative through secure electronic transfer of students' data between higher education institutions, in full respect of personal data protection and linking where possible with the new Europass; b) development of digital skills and competences of students and staff.

In the field of school education, priority will be given to:

Tackling learning disadvantage, early school leaving and low proficiency in basic skills: The aim of this priority is to help make success possible for all learners, particularly those with fewer opportunities. The priority includes monitoring, early identification of pupils at risks, preventive and early intervention approaches for learners with difficulties, promotion of more learner-centered approaches, promotion of well-being and mental health for learners and teachers, as well as protection from bullying at school. At the level of schools, this priority supports holistic approaches to teaching and learning and collaboration among all actors within schools, as well as with families and other external stakeholders. Finally, at strategic level, the focus is on improving transitions between different stages of education, improving evaluation and developing strong quality assurance systems.

Supporting teachers, school leaders and other teaching professions: This priority supports practitioners in teacher professions (including teacher educators) through all phases of their career. 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. A second focus of the priority is making teaching careers more attractive and diverse, and strengthening selection, recruitment and evaluation for teaching professions. Finally, projects can also directly support the development of stronger school leadership and innovative teaching and assessment methods.

Development of key competences: Projects under this priority will focus on promoting cross-curricular collaboration, using innovative learning approaches, developing creativity, supporting teachers in delivering competence-based teaching and developing assessment and validation of key competences.

Promoting a comprehensive approach to language teaching and learning: This priority includes projects that work on supporting the integration of the language dimension across the curricula and ensuring that learners reach adequate language competence levels by the end of compulsory education. Mainstreaming the use of new technologies for language learning is also part of the efforts under this priority. Finally, the priority supports projects that can help create language aware schools and that build on the increasing linguistic diversity in schools, for example by encouraging early language learning and awareness and developing bilingual teaching options (especially in border regions and areas where inhabitants use more than one language).

Promoting interest and excellence in science, technology, engineering, and mathematics (STEM) and the STEAM approach: This priority supports projects that promote the STEM approach to education through interdisciplinary teaching in cultural, environmental, economic, design and other contexts. 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. 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.

Recognition of learning outcomes for participants in cross-border learning mobility: This priority aims to help put in practice the Council Recommendation on automatic mutual recognition. It supports embedding cross-border class exchanges in school programmes, building capacity of schools to organise learning periods abroad for their pupils, and creation of long-term partnerships between schools in different countries. At strategic level, this priority aims for stronger involvement of school authorities at all levels in efforts to ensure recognition, and it supports development and sharing of tools and practices for preparation, monitoring and recognition of periods abroad.

In the field of vocational education and training (both initial and continuing), priority will be given to:

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 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)1, 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.

In the field of adult education priority will be given to:

Improving the availability of high quality learning opportunities for adults: This priority provides support for creation and development of flexible learning offers adapted to the learning needs of adults, for example by developing digital and blended learning opportunities. Priority is also given to projects working on validation of skills acquired through informal and non-formal learning.

Creating upskilling pathways, improving accessibility and increasing take-up of adult education: This priority aims at promoting new adult education opportunities, particularly for adults with a low level of skills, knowledge and competences. Creation of new upskilling pathways should allow adult learners to enhance their key competences and to progress towards higher qualifications. Complementary work covered under this priority includes developing guidance as a service to ensure that adults have access to relevant learning throughout life, improving skills identification and screening, designing tailored learning offers, and developing effective outreach, guidance and motivation strategies.

Improving the competences of educators and other adult education staff: Priority is given particularly to projects that develop staff competences that lead to overall improvements in provision, targeting and effectiveness of adult education. This includes 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.

Enhancing quality assurance in adult education: This priority supports the development of better quality assurance mechanisms for adult learning policies and provision. In particular, this includes development and transfer of monitoring methodologies to measure effectiveness of adult education provision and to track the progress of adult learners.

Developing forward-looking learning centres: 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. Projects could for example, encourage local learning centres, libraries, 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.

Promoting Erasmus+ among all citizens and generations: Priority is given to projects that create and promote education opportunities and exchanges of experiences to seniors, with a view to building and strengthening European identity.

AWARD CRITERIA

Relevance of the project

(maximum score 30 points)
The extent to which:

the proposal is relevant for objectives and priorities of the Action. In addition the proposal will be considered as highly relevant if it addresses the priority "inclusion and diversity";
the profile, experience and activities of the participating organisations are relevant for the field of the application;
the proposal is based on a genuine and adequate needs analysis;
the proposal is suitable for creating synergies between different fields of education, training, youth and sport or it has potentially a strong impact on one or more of those fields;
the proposal is innovative;
the proposal is complementary to other initiatives already carried out by the participating organisations;
the proposal brings added value at EU level through results that would not be attained by activities carried out in a single country.
Quality of the project design

and implementation

(maximum score 20 points)
The extent to which:

the project objectives are clearly defined, realistic and address needs and goals of the participating organisations and the needs of their target groups;
the proposed methodology is clear, adequate and feasible:
- the project work plan is clear, complete and effective, including appropriate phases for preparation, implementation and sharing project results;

- the project is cost-effective and allocates appropriate resources to each activity;

- the project proposes appropriate quality control, monitoring and evaluation measures to ensure that the project implementation is of high quality, completed in time and on budget;

the activities are designed in an accessible and inclusive way and are open to people with fewer opportunities;
the project incorporates the use of digital tools and learning methods to complement their physical activities, and to improve the cooperation between partner organisations.
- If Erasmus+ online platforms are available in the field(s) of the participating organisations: the extent to which the project makes use of Erasmus+ online platforms (eTwinning, EPALE, School Education Gateway, European Youth Portal, EU Youth Strategy Platform) as tools for preparation, implementation and follow-up of the project activities.

The project is designed in an eco-friendly way and incorporates green practices in different project phases.
If the project plans training, teaching or learning activities:

the extent to which these activities are appropriate for the project's objectives and involve the appropriate profile and number of participants;
the quality of practical arrangements, management and support modalities in learning, teaching and training activities;
the quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles.
Quality of the partnership

and the cooperation arrangements

(maximum score 20 points)
The extent to which:

the project involves an appropriate mix of participating organisations in terms of profile, past experience in the Programme and expertise to successfully complete all project objectives;
the project involves newcomers and less experienced organisations to the Action;
the proposed allocation of tasks demonstrates the commitment and active contribution of all participating organisations;
the proposal includes effective mechanisms for coordination and communication between the participating organisations, as well as with other relevant stakeholders.
If applicable, the extent to which the involvement of a participating organisation from a Partner Country brings an essential added value to the project (if this condition is not fulfilled, the participating organisation from a Partner Country will be excluded from the project proposal at assessment stage).
Impact

(maximum score 30 points)
The extent to which:

the project proposal includes concrete and logical steps to integrate the project results in the regular work of participating organisations;
the project has the potential to positively impact its participants and participating organisations, as well as their wider communities;
the expected project results have the potential to be used outside the organisations participating in the project during and after the project lifetime, and at local, regional, national or European level;
the project proposal includes concrete and effective steps to make the results of the project known within the participating organisations, to share the results with other organisations and the public, and to publicly acknowledge the European Union funding;
- if relevant, the extent to which the proposal describes how the materials, documents and media produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations;

the project proposal includes concrete and effective steps to ensure the sustainability of the project, its capacity to continue having an impact and producing results after the EU grant has been used up.
To be considered for funding, proposals must score at least 60 points. Furthermore, they must score at least half of the maximum points in each of the categories of award criteria mentioned above (i.e. minimum 15 points for the categories "relevance of the project" and "impact"; 10 points for the categories "quality of the project design and implementation" and "quality of the partnership and the cooperation arrangements").

In ex aequo cases, priority will be given to highest scores for "relevance of the project" and then “impact”.

WHAT ARE THE FUNDING RULES?

The proposed funding model consists of a menu of 3 single lump sums, corresponding to the total grant amount for the project: 120 000 EUR, 250 000 EUR and 400 000 EUR. Applicants will choose between the 3 pre-defined amounts according to the activities they want to undertake and the results they want to achieve.

When planning their projects, the applicant organisations - together with their project partners - will need to choose the single lump sum amount more appropriate to cover the costs of their projects, based on their needs and objectives. If the project is selected for funding, the requested lump sum amount becomes the overall grant amount.

Proposals must describe the activities that applicants commit to carry out with the lump sum amount requested and must satisfy the principles of economy, efficiency and effectiveness.

Requirements depending on the lump sum

a) For grant amounts of 120.000 or 250.000 EUR:

Proposals shall include a needs analysis and indicate the distribution of tasks and budget among project partners. The timeline for implementation of each project work package and activities and the deadline for the production of project deliverables shall be indicated as well.

The project description shall make a distinction between project management and work packages for implementation. Applicants must split the project activities in “work packages”. Each work package shall be linked to specific objectives, milestones and deliverables. Applicants are recommended to split their projects in a maximum of 5 work packages, including the one on project management.

b) For grant amounts of 400.000 EUR:

The description of the project shall include a detailed project methodology with a clear distribution of tasks and the financial arrangements among partners, a detailed timeline with milestones and main deliverables, the monitoring and control system and the tools put in place to ensure a timely implementation of the project activities.

Applicants must split the project activities in “work packages”. Each work package shall be linked to specific objectives, milestones and deliverables. Applicants are recommended to split their projects in a maximum of 5 work packages, including the one on project management.

Proposals shall develop quality assurance and monitoring mechanisms and an evaluation strategy. As part of the evaluation strategy, applicants must identify a set of quantitative and qualitative indicators allowing to assess the level of achievement of those objectives.

Payment of the Grant

The final payment will correspond to the number of organized activities and the completed work packages, with the limit established in the maximum grant amount set in the grant agreement, and, without prejudice to the application of the articles specifically related to payment conditions and grant reduction.