ERASMUS+ steht v.a. im Kontext der Strategien "Europa 2020" und "Allgemeine und berufliche Bildung 2020" (ET 2020).
Ein Antrag im Bereich Leitaktion 2 (COMENIUS) muss sich auf mindestens eine horizontale
oder mindestens eine schulspezifische
Eine Übersicht über die Prioritäten 2016 finden Sie im aktuellen Programmleitfaden (momentan nur als englische Version) auf den Seiten 107 ff.:Auszug "Schulbildung" (Seite 108 f.)
Auszug "Horizontale Prioritäten" (Seite 107 f.)
- Strengthening the profile of the teaching professions through attracting the best candidates to the profession and by supporting teachers and leaders to deliver high quality teaching, deal with complex classroom realities and adopt new methods and tools. In particular, supporting recruitment and selection methods, improving initial teacher education and induction, supporting teachers in dealing with diversified groups of learners (such as refugees, asylum seekers and migrants) and to adopt collaborative and innovative practices right from the start of their careers; to strengthen leadership roles in education, including distributed leadership, for designing necessary changes and improvements at institutional level.
- Addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods. In particular, through projects focused on student-centred and problem-based active learning using multidisciplinary and inter-disciplinary approaches and through fostering critical thinking skills by addressing cultural and/or environmental context in teaching science; developing innovative didactical materials to increase motivation for reading of all pupils; addressing multilingual classrooms through methods building on diverse language skills alongside the main language of instruction.
- Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum. In particular by supporting projects aiming to improve collaboration internally as well as with parents and other external stakeholders, projects aiming at improving transition between different stages of education, projects supporting networking of schools which promote collaborative and holistic approaches to teaching, projects aiming to develop methods and to create conditions for personalised teaching and learning in order to support each pupil, and projects developing monitoring and assessment suitable for such approaches.
- Improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective, through formal or non-formal education and training, from early childhood education and care, over school education, youth activities, higher education and vocational education and training to adult learning.
- Inclusive education, training and youth: in line with the Paris Declaration, priority will be given to actions addressing diversity in (formal and non-formal) education and training, developing social, civic, intercultural competences and media literacy, combating discrimination and segregation, tackling bullying, reducing disparities in learning outcomes affecting learners with disadvantaged backgrounds in particular through innovative integrated approaches. This should also involve enhancing the access, participation and performance of disadvantaged learners and facilitating their transitions: between different levels and types of education and training; from education/training to the world of work; and/or from one employment to another. Given the critical context, particular attention will also be given to support projects involving refugees, asylum seekers and migrants and/or focussing on the topic of the refugees' crisis in Europe.
- Open and innovative education, training and youth work, embedded in the digital era: priority will be given to actions that contribute to disseminating learning outcomes of formal and non-formal learning activities as well as to mainstreaming and spreading the utilisation of open and innovative education, training and youth pedagogies, participatory education governance, work methods and resources for educators and learners at all levels, in particular those in a disadvantaged situation. This includes supporting synergies between education, research and innovation activities, the digitisation of quality learning content and promoting the use of ICT as a driver for systemic change to increase the quality and relevance of education, training and youth policies at all levels.