Brussels time
Erasmus+ is the EU funding programme for education, training, youth and sport for the period 2021-2027. Read more about ERASMUS+ here.
This call focuses on the key role of data in primary, secondary, and vocational education.
This Topic focuses on the key role of data in primary, secondary, and vocational education. Data from learners, teachers, parents, school facilities (such as classroom and laboratories) is used to assess teaching and learning strategies (learning outcomes, teacher performance, test scores, graduation rates, etc.), and ultimately, the success of a school. Data is also used for comparative analytics purposes across districts, regions, and countries, and it also informs decision making concerning legislation, policies, funding, and innovative learning and teaching methods.
However, the methodologies and criteria to collect, aggregate, process, and synthesise educational data differs widely between schools, institutions, regions, and Member States. This makes comparing and synthesising educational data challenging, especially across Member States, and it impedes the development and implementation of comprehensive strategies for educational improvement and policy formulation.
Therefore, the European Commission wants to support forward-looking ideas, projects and activities that contribute to ethical and privacy-centric data collection methods, the facilitation of relevant data exchange, transnational collaboration agreements, the development of advanced and ethical analytical tools and methodologies, and robust data governance frameworks to ensure consistency and accuracy in collecting and analysing educational data.
Funded activities can include:
• Research projects and thorough needs assessments that aim to understand the requirements and challenges of data collection and analysis in the European school education context. This involves engaging stakeholders such as education policymakers, school administrators, teachers, students, data experts, and the providers of school and educational content management systems;
• Data governance conceptual model design projects: projects and initiatives that aim to develop frameworks that outlines the principles, processes, and structures for effectively managing data within and across school institutions: functional and technical analyses of data needs for the school education context, transnational data mappings, etc.;
• Data governance development projects for educational data that aim to establish policies, processes, and structures to ensure the effective management, protection, and use of data in the education sector;
• Evidence-based proposals for data governance policies and procedures to govern the collection, storage, sharing, and use of school education data, both on national and EU level.
• The development of frameworks and/or guidelines to support the development and implementation of educational data collection strategies, fostering consistency and accuracy in data analysis.
In order to be eligible, the applicants (beneficiaries and affiliated entities) must:
• be legal entities (public or private bodies) active in the fields of education and training, research and innovation or in the world of work.
• be established in one of the eligible countries, i.e.:
− Erasmus+ Programme Countries: EU Member States (including overseas countries and territories (OCTs)) or non-EU countries: listed EEA countries and countries associated to the Erasmus+ Programme (list of participating countries)
• for higher education institutions (HEIs) established in Erasmus+ Programme Countries (see above): be holders of the ECHE certificate (Erasmus Charter for Higher Education).
Proposals must be submitted by a consortium of at least 3 applicants (beneficiaries, not affiliated entities), from a minimum of 3 EU Member States or third countries associated to the Programme.
Projects should normally range between 24 and 36 months.
Project budget (maximum grant amount): EUR 1 000 000 per project.
Brussels time
