dissemination and impact of erasmus+ partnership projects in the … · 2019-07-29 · 6...

1Dissemination and impact of Erasmus+ partnership projects in the field of higher education

DISSEMINATION AND IMPACT OF ERASMUS+ PARTNERSHIP PROJECTS IN THE FIELD OF HIGHER EDUCATION

2 Dissemination and impact of Erasmus+ partnership projects in the field of higher education


The Erasmus+ programme requires that partnership projects in the field of higher education support innovation and generate change for the project partners and target groups, and beyond that, for external stakeholders. Thus, when analysing the project applications submitted for selection, great importance is placed on the impact assessment, and on the dissemination and exploitation of results (these count for 30% of the grade). The projects must show that they will make a big impact, at various levels, on individuals, organisations and systems.

Impact, dissemination and exploitation of results are intrinsically linked. They must be considered as activities in their own right in the context of the project, stemming from the proper implementation of its activities, results and indicator-based assessment.

Impact assessment evaluates the success of a project. Dissemination and exploitation of results meet the objectives of the Erasmus+ programme: to improve the practices, policies and systems of the European Union. These combined activities make it possible to:

• Raise awareness among stakeholders;

• Increase the effects of the project;

• Engage stakeholders and target groups;

• Share solutions and know-how;

• Influence policy and practice;

• Create new partnerships.

This guide is intended for higher education institutions wishing to submit an Erasmus+ partnership project. It aims to support them in the development and implementation of plans for dissemination, exploitation of results and assessment of their projects’ impact, from the application stage onwards. This guide consists of sheets for each of the activities to be carried out. It provides definitions of the key concepts, advice, good practices and tools, as well as examples of partnership projects in the field of higher education which have been selected for their exemplary nature.


Form n°2 Identifying the expected impacts8

Form n°1 Preparing your project5

Form n°3 Determining the impact assessment activities12

Form n°4 Drawing up a dissemination plan16

Form n°5 Planning the exploitation of results20

Toolkit24

Applying28

Contents


PREPARING YOUR PROJECTFORM

N°1

DEFINING THE LOGICALFRAMEWORK

- Situation assessment- Needs- Objectives- Activities- Results

- Resources- Schedule- Methodology- Quality control

- Relevance of the project- Quality of the project team- Quality of cooperationmethods- Quality of project design andimplementation- Impact and dissemination

READING THE ASSESSMENTCRITERIA

DETERMINING A PROJECTIMPLEMENTATIONPROGRAMME

PREPARINGYOUR PROJECT

1

The logical framework is the matrix of your project. It structures your entire project in its various phases.

The objectives1 of a project correspond to the results and effects that the project aims to achieve. The description of the objectives is an essential element of your application insofar as the assessment of the results and impact will be based on the objectives described. This is how you will assess how effective your project has been: in view of the observed results and impacts, have you achieved the objectives that you set at the start?

1 The definitions provided in this guide mainly come from the Erasmus+ programme guide


Before setting the operational objectives of your project, you first need to make a situation assessment, a diagnosis of the field of intervention in which you will be acting, in order to identify existing needs as accurately as possible.

Results are the achievements of the activity or project. The type of result varies depending on the type of project. The results can be material/tangible products such as curricula, studies, reports, materials or events. The results can also be immaterial/intangible: knowledge and experience acquired, increased skills for students and teachers, etc. directly attributable to the project activities.

ADVICE

GOOD PRACTICES

• Conduct thorough exploratory work with indicators in order to assess the situation and the needs that your project aims to meet. This rigorous and precise analysis, based on concrete elements within your field of intervention, will constitute a valuable reference base that will help you to assess the impact of your project.

• Do not confuse the results of your project with its impacts.

• Identify the opportunities and threats, strengths and weaknesses of your project (SWOT analysis) to anticipate the best actions to take: the opportunities and strengths you can rely on, the threats and weaknesses you need to overcome.

• Familiarise yourself with the assessment criteria for Erasmus+ partnership projects applications by consulting the Penelope+ information sheets: https://www.erasmusplus.fr/penelope/


PROJECT

ELISSE - “E-Learning for Intercultural Skills in Social Education” coordinated by the Institut du Travail Social de la Région AuvergneStrategic partnership project in the field of higher educationLength: 36 months (September 2017 - August 2020) Budget: €258 938,50http://elisse.itsra.net/

The ELISSE project aims to create a training programme for social work students who will work in a multicultural environment after their studies. The approach is based on practical learning in a multicultural environment through internships in the countries of the “South” as well as theoretical education through distance learning. The introduction of this training programme (frames of reference, training modules, learning methods, etc.) will be the main result of this project. Ultimately, the project’s impacts will include an increase in the professional skills of the future social workers, and improved support for social work beneficiaries.

The development of this training programme was based on an exploratory work carried out for a whole year before the project was submitted. A detailed diagnosis was thus produced using self-assessment questionnaires sent to students from Belgium, Canada and France (project partners) during international internship experiments in a country of the “South”. While on the internships, the students from these three countries as well as local students were asked to work on joint projects. Alongside this, focus groups were conducted on intercultural issues.

The data gathered was used to draw up a detailed diagnosis which served to validate the findings and needs identified upstream and helped to define the operational objectives of the project.


Impact is the effect that the activity carried out and its results have on people, practices, organisations and systems. Dissemination and exploitation of results can help to maximise the effect of the activities being developed so that they will impact on the immediate participants and partners for years to come. Benefits to other stakeholders should also be considered in order to get the most from the project.

Upon applying, you and your partners define the expected impacts of your project in relation to the identified needs and objectives. You define the expected impacts on individuals, institutions and systems, at local, regional, national and European level.

ON THE PROJECT TARGETSAT THE LOCAL, REGIONAL,NATIONAL AND EUROPEANLEVEL

- Students- Teaching teams, researchers- Administrative sta�- Associated professionnals- Institutions- Stakeholders- Systems

- Realistic- Quantitative- Qualitative- Precise

- Precise initial situationassessment- Criteria for success- Quantitative objectives forsuccess

DETERMINING THE PROJECTSUCCESS TARGETS

- Questionnaires- Interviews- Competence tests- Assessments- Observation charts- Focus groups

IDENTIFYING THE ASSOCIATEDASSESSMENT TOOLS

DETERMINING INDICATORS

IDENTIFYINGTHE EXPECTED

IMPACTS

2

IDENTIFYING THE EXPECTED IMPACTS

FORM

N°2


A genuine assessment and impact measurement system must be defined at the application stage and implemented from the beginning of the project onwards: this is done using indicators and tools adapted to your project. Indicators are verifiable and measurable signs that work by making a comparison with a benchmark situation (initial situation); they can be quantitative or qualitative. They are used to measure progress and check that the activities put in place have genuinely met the objectives set at the beginning of the project.

ADVICE

GOOD PRACTICE

• Make sure that you use SMART indicators: Specific, Measurable, Achievable, Realistic, Time-bound.

• It is important to characterise the initial situation using the diagnosis that you drew up ahead of your project. This initial situation, with its associated indicators, will enable you to set the target values for your project to be deemed a success. For example: if one of your indicators consists in measuring your students’ employment level 6 months after graduating, at the end of your project, then it will be useful to know that this level is 77% at the start of the project and that you wish to exceed the 80% threshold by the end of the project.

In order to assess the qualitative changes that have occurred during and after a project, the F3E association has developed several tools for use in so-called “change-oriented” approaches: a logbook to keep track of project events and record the changes observed, for discussion at transnational meetings; a guide for questioning participants about the observed changes; and a change monitoring log that divides the observed changes into identified areas and links them to the various activities carried out, thus characterising their relevance.

https://f3e.asso.fr/article/1671/boite-a-outils


PROJECT

PETRHA - “Physiotherapy E-Training Re-habilitation” coordinated by the Institut régional de formations sanitaires et sociales de Nouvelle AquitaineStrategic partnership project in the field of higher educationLength: 26 months (September 2015 - October 2017) Budget: €298 329 http://petrha.eu/

The PETRHA project has developed a European “serious game” for physiotherapy students. Students can practise their future profession with patients who are virtual but whose characteristics and symptoms come from actual clinical cases, by conducting an interview and clinical examination, making a diagnosis and setting objectives for rehabilitation.

For each identified target group, the expected effects and associated data-gathering tools were defined. The approach adopted was based on a quality management method following the PDCA (Plan - Do - Check - Adjust) approach that enables the partners to take a continuous improvement approach.


PROJECT

In order to assess, for example, the improvement of the clinical approach in the student population, a quantitative indicator, such as grades earned in practical oral assessments focussed on the clinical approach in physiotherapy, along with a qualitative indicator, such as development of professional conduct, were defined. In order to measure the latter indicator, interviews were conducted with students or their tutor during internships: the results analysed confirmed improved knowledge and improved adoption of the clinical rehabilitation approach. The project was also intended to result in improved positioning of the institutions as innovative, creative forces in their territory. The partners thus defined a quantitative indicator (the number of information requests from European institutions via the Petrha website) and implemented a qualitative assessment in the form of questionnaires and interviews with teachers who attended their dissemination event (the European Petrha Cup). Attendees spoke of their interest in the tool developed and some of them showed willingness to use the tool and provide it with new clinical case studies.


DETERMINING THE IMPACT ASSESSMENT ACTIVITIES

FORM

N°3

- Schedule/steps- Humans ressources(internal/external)- Material and financial resources

- Comparison with the expectede�ects- Relevance- E�ectiveness- E�ciency- Usefulness- Consistency- European added value

SCHEDULING TIMES TOANALYSE THE DATA TOGETHER

- Continuous improvement- Corrective measures- Dissemination, communication

INCORPORATING THE ANALYSIS INTO THE MANAGEMENT OF THEPROJECT

IDENTIFYING THE DATA-GATHERING PERIODS AND METHODS

DETERMINING THE IMPACT

ASSESSMENTACTIVITIES

3

A genuine assessment and impact measurement system requires a clearly established work programme to be in place from the application stage onwards. Once the expected impacts, the indicators and the appropriate tools to characterise them have been identified, all the project partners will think about appointing resource persons in charge of gathering data on the one hand, and the schedule for gathering, pooling and analysing data on the other.

The analysis of these data must be done jointly with all the partners. Based on the information gathered, you will be able to make a judgment with regard to the project expectations: what were the expected effects?


Were the success criteria you set for yourself met? You can assess the effects of your project on the basis of several criteria: relevance to the objectives set, effectiveness of the activities carried out, efficiency in terms of mobilised resources, usefulness in meeting identified needs, consistency with other actions, and the added value of the European partnership.

During the course of your project, the real-life impact assessment will thus enable you to:

• Check compliance with the objectives and intended results;

• Steer your project, re-orienting it through corrective actions if necessary;

• Communicate about your project’s actual impacts;

• Convince the external stakeholders in order to ensure the exploitation and sustainability of your project’s results.

ADVICEBe realistic: you have to be able to implement the chosen tools and data-gathering methods. Think about the time and materials needed, and the human and financial resources necessary for gathering the data. There is no “turnkey” system: every project is unique.

GOOD PRACTICES

• Enlist the help of an external assessor (anticipate exceptional expertise costs).

• At transnational meetings, take the opportunity to monitor the changes observed, analyse them and keep track of them.


PROJECT

D-Transform - “Digital Resources as a New Strategical Factor for a Renovation of Modernization in Higher Education” coordinated by the Maison Fondation des Sciences de l’Homme Strategic partnership project in the field of higher educationLength: 36 months (September 2014 – August 2017)Budget: €417 356 http://www.dtransform.eu/

As part of an in-depth reflection on the modernisation of universities in Europe, the D-Transform project put in place a Europe-wide training programme taught face-to-face (the Leadership Schools) and online (MOOC) for university governance bodies, to help them tackle the challenges of digital transformation and e-Education. The training programme should thus increase their ability to meet their needs in the field of competitiveness and international attractiveness.

During the course of the project, internal quality and monitoring of achievements were planned and recorded in a quality plan. An internal assessor in charge of quality assessment (Quality Assessment Leader – QAL) was appointed in preparation for the project and the plan was presented and validated by all the partners at a transnational meeting. A schedule with a very


PROJECT

detailed division of tasks was presented. The QAL was given the mission of preparing the interim reports and the satisfaction surveys conducted at the end of the transnational meetings, dissemination events and Leadership Schools. The questionnaires about the Leadership Schools, at once quantitative (answers to questions on a scale of 1 to 5) and qualitative (gathering participants’ opinions), made it possible to optimise the practices and in particular, based on the lessons learned from the satisfaction survey at the end of the first Leadership School, to re-orient the objectives of the second one.In addition, an external assessor audited the project and wrote two assessment reports (an interim report and a final report). These helped with assessing the project’s design, implementation and results, as well as its impacts and its ability to continue after the funding period.


- General public- End-users- Stakeholders- Politicians, institutional players

- Targeted media- Mass media- Symposia- Professional networks- Professional associations- Multiplier events- Social networks

MAPPING THE CHANNELS ANDNETWORKS THAT WILL BEINVOLVED

- Written/oral scientificcommunication- Flyers- Videos- Interviews- Posters, etc.- Making provision for translations

DEFINING THE DISSEMINATIONFORMATS (EXISTING/TO BE CREATED)

DEFINING THE DISSEMINATIONTARGETS

- Getting things used- Getting people to understand- Getting people to participate- Letting people know, etc.

IDENTIFYING THE KEY MESSAGES ACCORDING TO THE TARGETS

- Diversity of profiles reached- Visibility on social media- Number of visits to a website- Number of participants inan event- Media coverage

DEFINING THE DISSEMINATIONINDICATORS

- Existence of the project- Partnership- Results- Impacts, etc.

IDENTIFYING THEINFORMATION TO DISSEMINATE

DRAWING UP A DISSEMINATION

PLAN

4

Dissemination is a planned process of providing information on the results of the project and the initiatives involved, to as many people as possible. To effectively disseminate results, an appropriate plan needs to be put in place at the beginning of the project, for dissemination during and after the funding period.

DRAWING UP A DISSEMINATION PLAN

FORM

N°4


This plan must specify:• What? What messages, what information am I going to disseminate?• Why? What is the purpose of disseminating this information?• How? What dissemination medium am I going to use for this information?• When? At what stage in my project am I going to disseminate this information?• To whom? Who will be the target for this dissemination of information?• Where? What channel am I going to choose to disseminate this information to this target group?

A quality dissemination and exploitation plan must include measurable and realistic objectives along with a detailed timetable, and must schedule the resources for carrying out the activities.

The Erasmus+ programme funds “multiplier events” that will allow you to provide information on the activities and results of your project and thus create more synergies between actors and stakeholders. The costs associated with dissemination activities vary from one project to another depending in particular on the skills in the project teams. Apart from the specific funding for the “multiplier events”, the costs incurred by your project dissemination and promotion activities will be taken from your project implementation and management budget.

All materials and communication tools intended for promoting your project, informing the public and disseminating the results must bear the Erasmus+ logo defined by the European Commission. The mandatory notices and the Erasmus+ logos to use are accessible via the Penelope+ website:

https://www.erasmusplus.fr/penelope/pages/18/identite_visuelle

DRAWING UP A DISSEMINATION PLAN

ADVICEIt is essential to distinguish messages for communication to the general public from those aimed at a targeted audience. According to the target and purpose of the communication (letting people know, getting people to use something, getting people to participate, etc.) the messages will be tailored to the content, the communication medium used and the chosen dissemination channel.


GOOD PRACTICES

• Make the most of study days, symposia, scientific publications or events for the general public (#erasmusdays, Fête de la Science, Europe Day, etc.) to promote your project and its results and impacts.

• Translate the outputs and communications into several languages as well as English.

• Provide a communication kit for each of your partners: communication tools, language elements to use, graphics charter, Erasmus+ logo, etc.

• Map each partner’s networks: cooperation networks, European networks, professional networks, alumni networks, etc. These can be called upon at different stages of the project according to the messages that you want to send out.

• Identify the strengths of the project teams: video, social networks, photography, etc.

PROJECT

OTCT - “Optimising translator training through collaborative technical translation” coordinated by the University of Rennes II Strategic partnership project in the field of higher educationLength: 28 months (October 2014 – December 2016)Budget: €157 290,13 http://www.otct-project.eu/

In order to facilitate the integration of professional practice into translation course programmes, the OTCT project set up intensive technical translation sessions (the Tradutech sessions) based on a collaborative model and project-based learning that replicated real-life working conditions.


PROJECT

At the application stage, the partners defined the target groups for their dissemination strategy:

• the students, for whom the training programmes are intended;• the teachers, in order to encourage them to adopt project-based teaching based on the Tradutech session model;• the linguistic service providers, and potential recruiters, to whom the excellence of the training programme was promoted.

Dissemination and visibility of the project in the medium and long term are ensured thanks to the relationships established with the Directorate-General for Translation of the European Commission (which in particular manages the European Master’s in Translation network/EMT network), and to the targeted communication activities aimed at the EMT network, alumni networks, professional networks like the EUATC (European Association of Translation Companies), and business networks.

The students enrolled in the partners master’s programmes also helped to disseminate the project results: two students from the universities of Rennes and Cluj promoted the project-based learning programme at a European translation forum, and others were called upon for videos and testimonials posted on social media.


PLANNING THE EXPLOITATIONOF RESULTS

FORM

N°5

- Identifying the key message- Identifying specific targets- Getting them used/transferred- Promoting innovation

- Free-to-access platform- MOOC- Free educational resources- Open licence- Creative Commons Licences

GUARANTEEING ACCESSIBILITYAND AVAILABILITY OF OUTPUTTO AS MANY PEOPLEAS POSSIBLE

- Developing cooperation ideas- Creating synergies at the localor sectorial level according toagendas- Searching for additionalfunding- Staying in touch withthe networks- Running the project website- Updating the documentation

GUARANTEEING AVAILABILITYOF RESULTS EVEN AFTER THEFUNDING PERIOD

INCLUDING EXPLOITATION OFRESULTS IN THE DISSEMINATION PLAN

PLANNING THEEXPLOITATION

OF RESULTS

5

Exploitation of results is:

• a planned process of transferring the successful results of the projects to appropriate decision-makers in regulated local, regional, national or European systems,

• a planned process of convincing individual end-users to adopt and/or apply the results of the projects. For Erasmus+ this means maximising the potential of the funded activities, so that the results are used beyond the lifetime of the project.


Results should be developed in such a way that they can be tailored to the needs of other users; transferred to new areas; sustained after the funding period has finished; or used to influence future policy and practice. This will serve to increase the impact of your project. The partners must therefore ensure that the project results are accessible to as many people as possible and are therefore published under an open licence.

Dissemination and exploitation of results are therefore distinct but closely related to one another. The dissemination plan must contain clearly defined exploitation of results activities. This is how you will ensure that your project is sustainable, in other words, that it can carry on and its results can be used after the funding period has finished.

ADVICE• Use open licences such as Creative Commons licences: these enable the public to use your results, under certain conditions and according to your preferences. http://creativecommons.fr/

• At the start of the project, identify the department or resource person who will continue to update the documentation on your website, post on social media, etc., even after funding has stopped.

GOOD PRACTICES

• Find out what the national and regional priorities are (regional plans and programmes): you can form new collaborations and create synergies with your project according to existing agendas.

• Consider your results’ potential for re-use from the output design stage onwards.

• Join the Open Education Europa online community, run by the European Commission, to share your ideas and innovative methods for more efficient, interesting and stimulating learning. https://www.openeducationeuropa.eu/fr


PROJECT

ICSS - “International Creative Soundtrack Studies” coordinated by the Conservatoire national supérieur de musique et de danse de Lyon Strategic project partnership in the field of higher educationLength: 36 months (September 2014 – August 2017) Budget: €446 850,40 https://www.inmics.org/

The ICSS partnership project developed an international course in music composition for the audio-visual field entitled InMICS (International Master in Composition for Screen).

During the 3 years of cooperation, the partnership made a study of higher education degrees in composition for screen in Europe and North America, and designed the model for the international curriculum, on an educational as well as administrative and organisational level.

The quality of exchanges between the academic and professional partners involved in this project led to a strengthening and development of cooperation.


PROJECT

The results were exploited at various levels:

• regional: intensification of collaboration between the screen and audio-visual professions;

• academic: exploitation of know-how in organising international curricula at the University of Montreal, in order to further develop the models; continuation of exchanges between teachers.

Most importantly, the curriculum itself came into being in 2018 with its 1st group of students, thanks to the financial support granted by the Regional Council of Auvergne-Rhône-Alpes in France. The academic partners are thus continuing with their efforts to deploy the curriculum (website development, recruitment campaign, selection of applications, etc.). Each partner has begun the process of searching for new supporters among their supervisors, communities or the European Union via the “Europe Creative” programme. Meanwhile, the professional partners remain involved in the new curriculum by continuing to offer workshops, masterclasses and professional gatherings.


Toolkit

The Erasmus+ programme guide has an annex containing a guide on dissemination and exploitation of results. There you will find the definitions of the terms used (dissemination, exploitation, results, impacts, sustainability) along with explanations of how activities for the dissemination and exploitation of results contribute to project objectives.

https://ec.europa.eu/programmes/erasmus-plus/resources/programme-guide_fr

Qualitative versus quantitative ?

During the assessments that you will carry out as part of your project:

• If you want to explore, describe, list or identify all the aspects of a situation, opt for a qualitative methodology interviews, focus groups, etc.

• If you want to measure, verify, rank, segment or have a representative view of the situation, opt for a quantitative methodology structured, closed questionnaires, etc.

Don’t forget: the most comprehensive assessment is one where both of these methodologies complement each other.

Quantitative assessment:

There are software programs to help you create your questionnaires, and gather and analyse data: Google Forms, LimeSurvey (free version available), Sphinx, etc. Check what solutions are available at your institution.


Qualitative assessment:• The F3E has an online toolkit for monitoring and assessing projects in “change-oriented approaches” (https://f3e.asso.fr/article/1674):

- Framework for formalising a monitoring and assessment system- Information-gathering tools- Tools and approach for analysing the data gathered

• The F3E and France Volontaires have produced a methodology guide to assessing the impact of international mobility among young volunteers. This tool offers charts with assessment questions for young people, their supervisors, the local authorities, the territories and their actors. A source of inspiration…

Cossé, T., de Reviers, B. (dir.) (2017). Evaluer l’impact d’un projet de mobilité internationale de jeunes en volontariat, dans l’action extérieure des collectivités territoriales, Repères Sur …. Paris: F3E

https://f3e.asso.fr/media/transfer/doc/reperes_sur_mobilite_jeunes_vf.pdf

• AKI is a European project funded by the Erasmus+ Youth programme, which has produced a guide of five transversal skills developed in international mobility. It offers a toolkit for highlighting these skills: self-assessment questionnaires for the young person, questionnaires for tutors hosting young people, a scoring table to process each questionnaire in a quantitative way, and a visual tool for highlighting the skills.

https://www.aki-mobility.org/fr/les-travaux/kit-doutils-de-valorisation/


• A guide to assess transversal skills has been produced in line with the renewed European agenda for adult education and training. It is based on a framework of twelve transversal skills consistent with the knowledge and professional skills frame of reference. Thanks to an innovative methodology and experiments conducted in the territories, this guide offers a process for assessing these skills, in particular using a map to visually represent the transversal skills.

http://www.agence-erasmus.fr/docs/2496_aefa-guide-competences-juin-2017.pdf

Processing textual data (interviews, open questionnaires, etc.):

The methodologies for factor analyses and textual data analyses will enable you to process the qualitative data from your interviews, questionnaires, etc. in large quantities: there are many software programs available for performing qualitative analyses. Some pay-to-use programs may have been acquired by your institution (Alceste, Sphinx, Tropes, etc.). Otherwise, you will find free software available online, with varying features and required levels of ability.


A playful way to host your assessment meetings

Strategic Design Scenarios and Quadrant Conseil, for the French Ministry for an Ecological and Solidary Transition, have developed an activity for thinking about the issue of public policy assessment: identifying obstacles to implementing an assessment process, as well as what levers to activate in order to create favourable conditions. This activity takes the form of a card game: Evalophobia. At the start of a project, it can be used for hosting discussions, sharing views and ultimately making decisions on what assessment process to adopt. The cards in this game, originally designed for public policy assessment, can be adapted for use in a project assessment context.

http://www.sustainable-everyday-project.net/evalophobia/


• Familiarise yourself with the assessment criteria on Penelope+: https://www.erasmusplus.fr/penelope/

• Take a collective approach to impact assessment, dissemination and exploitation of results

• Distinguish between results and impacts, short term and long term

• Distinguish between project assessment (quality control) and impact assessment

• Be precise, realistic and comprehensive

• Be creative: there is no “turnkey” model

• Take care when writing ALL the sections

• Use the tools provided by the European Commission:

- The Erasmus+ Project Results platform to promote your results: https://ec.europa.eu/programmes/erasmus-plus/projects/

- The Open Education Europa platform to share your free educational resources and innovative learning methods: https://www.openeducationeuropa.eu/fr

- The EPALE platform to promote your projects and share resources, expertise and news in the field of adult education and training: https://ec.europa.eu/epale/fr

Applying

Tips


• Use the tools provided by the Erasmus+ France / Education and Training Agency

- The #erasmusdays (12-13 October 2018) organised by the Agency to promote Erasmus+ projects

- Our websites:

www.erasmusplus.fr : web portal Erasmus + Education and Training, Youth and Sport

www.generation-erasmus.fr : website for students, apprentices, young workers, teachers, trainers to discover the programme

www.agence-erasmus.fr : Agence Erasmus+ France / Education and Training’s institutional website

http://erasmusplus.fr/penelope : web platform for Erasmus + applicants

- Our social networks:


NOTES


Editorial Director : Laure Coudret-Laut

March 2018

ISSN : 2554-0165

Printer : BLF impression

Agence Erasmus+ France / Education Formation

24-25 quai des Chartrons 33080 Bordeaux Cedex

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