the norwegian centre for international cooperation in education … · 2019. 5. 16. · published...
Post on 10-Sep-2020
0 Views
Preview:
TRANSCRIPT
Published by the Norwegian Centre for International Cooperation in Education (SIU) November, 2016
Executive Editor: Ragnhild Tungesvik
Editors: Margrete Søvik and Dag Stenvoll
ISBN 978-82-93017-56-1
The report can be downloaded at www.siu.no
Preface
Strategic institutional and academic partnerships have become increasingly important, around the world. The purpose is to allow institutions to expand their activities, benefit from each other’s infra-structure and learn across borders. In line with this, the action Strategic partnership was introduced in the Erasmus+ programme in 2014, to stimulate peer learning and innovation in education across Europe.
The Norwegian Government has high expectations for Norwegian participation in the Erasmus+ pro-gramme. European cooperation in the education field is seen as an important tool to strengthen the quality and relevance of Norwegian education, at all levels. According to the Norwegian Strategy for participation in the Erasmus+ programme (Kunnskapsdepartementet 2016), participation should be utilized to:
develop excellent higher education; reduce drop-out in upper secondary education and improve achievement in basic skills; develop quality in early childhood education and school education; provide more adults with the opportunity of lifelong learning and an increased link to profes-
sional life; stimulate innovation, entrepreneurship and restructuring; increase and improve cooperation between education and the world of work.
This report is part of larger project analysing Norwegian participation in strategic partnerships fund-ed by the Erasmus+ programme. The aim is first to map the Norwegian portfolio, and secondly to analyse more in depth the practices, results and experiences in some selected partnerships. This knowledge is valuable, in order to give informed advice to applicants and participants in the pro-gramme. It will also be valuable to policy makers at the national and European level, as a basis for further improving the programme and its implementation.
The Norwegian Centre for International Cooperation in Education (SIU) is a public agency owned by the Ministry of Education and Research (KD). SIU is Norway’s official agency for international pro-grammes and initiatives related to education at all levels. As a centre of expertise, one of SIU’s most important tasks is to broaden and strengthen the knowledge base for further internationalisation of Norwegian education through reports and analyses.
4
Table of contents
TABLES AND FIGURES ....................................................................................................................................... 6
EXECUTIVE SUMMARY ..................................................................................................................................... 8
INTRODUCTION .............................................................................................................................................. 10
THE POLITICAL CONTEXT AND GOALS OF ERASMUS+ ..................................................................................... 11
ERASMUS+, KEY ACTION 2 AND STRATEGIC PARTNERSHIPS ........................................................................... 14
IMPACT AND OUTCOMES ......................................................................................................................................... 14
TYPES OF PARTNERSHIP ACTIVITIES ............................................................................................................................ 15
PARTNERSHIPS IN THE SCHOOL EDUCATION SECTOR ..................................................................................... 17
TYPES OF STRATEGIC PARTNERSHIPS IN THE SCHOOL SECTOR ........................................................................................... 17
APPLICATIONS AND SUCCESS RATE, SCHOOL SECTOR ...................................................................................................... 18
PROJECTS, COORDINATING ORGANISATIONS AND GRANTS AWARDED, SCHOOL SECTOR......................................................... 19
TYPES OF INSTITUTIONS IN SCHOOL PARTNERSHIPS ........................................................................................................ 21
ACTIVITIES IN SCHOOL PARTNERSHIPS ......................................................................................................................... 22
COUNTRIES OF COOPERATION IN SCHOOL PARTNERSHIPS ............................................................................................... 23
PRIORITIES AND TOPICS IN SCHOOL PARTNERSHIPS ........................................................................................................ 24
NORWEGIAN PARTNERS IN SCHOOL PROJECTS .............................................................................................................. 26
STRATEGIC PARTNERSHIPS IN VOCATIONAL EDUCATION AND TRAINING (VET) ............................................. 34
APPLICATIONS AND SUCCESS RATE, VET SECTOR .......................................................................................................... 35
PROJECTS, COORDINATING ORGANISATIONS AND GRANTS AWARDED, VET ........................................................................ 35
TYPES OF INSTITUTIONS IN VET PARTNERSHIPS ............................................................................................................ 37
ACTIVITIES IN VET PARTNERSHIPS ............................................................................................................................. 37
COUNTRIES OF COOPERATION IN VET PARTNERSHIPS .................................................................................................... 38
PRIORITIES AND TOPICS IN VET PARTNERSHIPS ............................................................................................................ 39
NORWEGIAN PARTNERS IN VET PROJECTS .................................................................................................................. 41
STRATEGIC PARTNERSHIPS IN HIGHER EDUCATION........................................................................................ 46
APPLICATIONS AND SUCCESS RATE, HE SECTOR ............................................................................................................ 46
PROJECTS, COORDINATING ORGANISATIONS AND GRANTS AWARDED, HE .......................................................................... 47
TYPES OF INSTITUTIONS IN HE PARTNERSHIPS .............................................................................................................. 49
ACTIVITIES IN HE PARTNERSHIPS ............................................................................................................................... 49
COUNTRIES OF COOPERATION IN HE PARTNERSHIPS ...................................................................................................... 50
PRIORITIES AND TOPICS IN HE PARTNERSHIPS .............................................................................................................. 51
NORWEGIAN PARTNERS IN HE PROJECTS .................................................................................................................... 53
STRATEGIC PARTNERSHIPS IN ADULT EDUCATION ......................................................................................... 57
APPLICATIONS AND SUCCESS RATE, ADULT EDUCATION SECTOR ....................................................................................... 58
PROJECTS, COORDINATING ORGANISATIONS AND GRANTS AWARDED, ADULT EDUCATION ..................................................... 58
TYPES OF INSTITUTIONS IN ADULT EDUCATION PARTNERSHIPS ......................................................................................... 59
ACTIVITIES IN ADULT EDUCATION PARTNERSHIPS .......................................................................................................... 60
COUNTRIES OF COOPERATION IN ADULT EDUCATION PARTNERSHIPS ................................................................................. 60
PRIORITIES AND TOPICS IN ADULT EDUCATION PARTNERSHIPS.......................................................................................... 61
NORWEGIAN PARTNERS IN ADULT EDUCATION PROJECTS ................................................................................................ 62
5
STRATEGIC PARTNERSHIPS ADDRESSING MORE THAN ONE SECTOR, 2014 .................................................... 65
LOOKING ACROSS SECTORS ............................................................................................................................ 68
SUCCESS RATE ....................................................................................................................................................... 68
SIZE OF PARTNERSHIPS ............................................................................................................................................ 69
ACTIVITIES ............................................................................................................................................................ 69
TOPICS AND PRIORITIES ........................................................................................................................................... 70
COUNTRIES OF COOPERATION .................................................................................................................................. 70
GRANTS TO COORDINATORS AND PARTNERS ................................................................................................................ 73
NORWEGIAN INSTITUTIONS ACTIVE IN MORE THAN ONE PARTNERSHIP .............................................................................. 74
6
Tables and figures TABLE 1: APPLICATIONS AND SUCCESS RATES IN 2014-16, SCHOOL SECTOR .......................................................................... 18
TABLE 2: PARTNERSHIPS IN THE SCHOOL SECTOR SELECTED IN 2014 .................................................................................... 19
TABLE 3: PARTNERSHIPS IN THE SCHOOL SECTOR SELECTED IN 2015 .................................................................................... 19
TABLE 4: PARTNERSHIPS IN THE SCHOOL SECTOR SELECTED IN 2016 .................................................................................... 20
TABLE 5: TYPES OF INSTITUTIONS IN SCHOOLS ONLY PARTNERSHIPS, 2014-16 ....................................................................... 21
TABLE 6: TYPES OF INSTITUTIONS IN STANDARD FORMAT SCHOOL PARTNERSHIPS, 2014-16 ..................................................... 21
TABLE 7: STRATEGIC PARTNERSHIPS FOR SCHOOL EDUCATION (EXCLUDING SCHOOLS ONLY PARTNERSHIPS), ACTIVITIES 2014 .......... 22
TABLE 8: STRATEGIC PARTNERSHIPS FOR SCHOOLS ONLY, ACTIVITIES 2014 ............................................................................ 22
TABLE 9: STRATEGIC PARTNERSHIPS FOR SCHOOL EDUCATION (EXCLUDING SCHOOLS ONLY PARTNERSHIPS), ACTIVITIES 2015 .......... 23
TABLE 10: STRATEGIC PARTNERSHIPS FOR SCHOOLS ONLY, ACTIVITIES 2015 .......................................................................... 23
TABLE 11: PRIORITIES IN THE SCHOOL PARTNERSHIPS, 2014-16 ......................................................................................... 25
TABLE 12: TOPICS IN THE SCHOOL PARTNERSHIPS, 2014-16 .............................................................................................. 26
TABLE 13: NORWEGIAN PARTNERS IN SCHOOL PROJECTS (KA201) COORDINATED BY ANOTHER INSTITUTION, 2014 ..................... 27
TABLE 14: NORWEGIAN PARTNERS IN SCHOOLS ONLY PROJECTS (KA219) COORDINATED BY ANOTHER INSTITUTION, 2015 ............ 28
TABLE 15: NORWEGIAN PARTNERS IN STANDARD FORMAT SCHOOL PROJECTS (KA201) COORD. BY ANOTHER INSTITUTION, 2015 ... 29
TABLE 16: NORWEGIAN PARTNERS IN SCHOOLS ONLY PROJECTS (KA219) COORDINATED BY ANOTHER INSTITUTION, 2016 ............ 30
TABLE 17: NORWEGIAN PARTNERS IN STANDARD FORMAT SCHOOL PROJECTS (KA201) COORD. BY ANOTHER INSTITUTION, 2016 ... 31
TABLE 18: APPLICATIONS AND SUCCESS RATES 2014-16, VET SECTOR ................................................................................ 35
TABLE 19: PARTNERSHIPS IN THE VET SECTOR SELECTED IN 2014 ....................................................................................... 35
TABLE 20: PARTNERSHIPS IN THE VET SECTOR SELECTED IN 2015 ....................................................................................... 36
TABLE 21: PARTNERSHIPS IN THE VET SECTOR SELECTED IN 2016 ....................................................................................... 36
TABLE 22: TYPES OF INSTITUTIONS IN VET PARTNERSHIPS, 2014-16 ................................................................................... 37
TABLE 23: STRATEGIC PARTNERSHIPS VET, ACTIVITIES 2014 .............................................................................................. 38
TABLE 24: STRATEGIC PARTNERSHIPS VET, ACTIVITIES 2015 .............................................................................................. 38
TABLE 25: PRIORITIES IN THE VET PARTNERSHIP, 2014-16 ............................................................................................... 40
TABLE 26: TOPICS IN THE VET PARTNERSHIP, 2014-16 .................................................................................................... 40
TABLE 27: NORWEGIAN PARTNERS IN VET PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2014 ....................................... 41
TABLE 28: NORWEGIAN PARTNERS IN VET PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2015 ....................................... 42
TABLE 29: NORWEGIAN PARTNERS IN VET PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2016 ....................................... 44
TABLE 30: APPLICATIONS AND SUCCESS RATES IN 2014-16, HIGHER EDUCATION SECTOR ........................................................ 46
TABLE 31: PARTNERSHIPS IN THE HIGHER EDUCATION SECTOR SELECTED IN 2014 ................................................................... 47
TABLE 32: PARTNERSHIPS IN THE HIGHER EDUCATION SECTOR SELECTED IN 2015 ................................................................... 47
TABLE 33: PARTNERSHIPS IN THE HIGHER EDUCATION SECTOR SELECTED IN 2016 ................................................................... 48
TABLE 34: TYPES OF INSTITUTIONS IN HIGHER EDUCATION PARTNERSHIPS, 2014-16 .............................................................. 49
TABLE 35: STRATEGIC PARTNERSHIPS HIGHER EDUCATION, ACTIVITIES 2014 ......................................................................... 49
TABLE 36: STRATEGIC PARTNERSHIPS HIGHER EDUCATION, ACTIVITIES 2015 ......................................................................... 50
TABLE 37: PRIORITIES IN HIGHER EDUCATION PARTNERSHIPS 2014-16 ................................................................................ 52
TABLE 38: TOPICS IN HIGHER EDUCATION PARTNERSHIPS 2014-16 ..................................................................................... 52
TABLE 39: NORWEGIAN PARTNERS IN HE PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2014 ......................................... 53
TABLE 40: NORWEGIAN PARTNERS IN HE PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2015 ......................................... 54
TABLE 41: NORWEGIAN PARTNERS IN HE PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2016 ......................................... 55
TABLE 42: APPLICATIONS AND SUCCESS RATES IN 2014-16, ADULT EDUCATION ..................................................................... 58
TABLE 43: PARTNERSHIPS IN ADULT EDUCATION SELECTED IN 2014-16 ............................................................................... 59
TABLE 44: TYPES OF INSTITUTIONS IN ADULT EDUCATION PARTNERSHIPS, 2014-16 ................................................................ 59
TABLE 45: STRATEGIC PARTNERSHIPS ADULT EDUCATION, ACTIVITIES 2014 ........................................................................... 60
TABLE 46: STRATEGIC PARTNERSHIPS ADULT EDUCATION, ACTIVITIES 2015 ........................................................................... 60
TABLE 47: PRIORITIES IN ADULT EDUCATION PARTNERSHIPS, 2014-16................................................................................. 61
7
TABLE 48: TOPICS IN ADULT EDUCATION PARTNERSHIPS, 2014-16 ..................................................................................... 62
TABLE 49: NORWEGIAN PARTNERS IN ADULT EDUCATION PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2014 .................... 62
TABLE 50: NORWEGIAN PARTNERS IN ADULT EDUCATION PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2015 .................... 63
TABLE 51: NORWEGIAN PARTNERS IN ADULT EDUCATION PROJECTS COORDINATED BY ANOTHER INSTITUTION, 2016 .................... 63
TABLE 52: NORWEGIAN PARTNERS IN PROJECTS ADDRESSING MORE THAN ONE SECTOR (KA200), 2014 .................................... 65
TABLE 53: SUCCESS RATE IN DIFFERENT SECTORS, 2014-16 ............................................................................................... 68
TABLE 54: THE PORTFOLIO OF NORWEGIAN COORDINATED PARTNERSHIPS: DISTRIBUTION BETWEEN SECTORS .............................. 69
TABLE 55: ACTIVITIES IN DIFFERENT SECTORS 2014 .......................................................................................................... 70
TABLE 56: ACTIVITIES IN DIFFERENT SECTORS 2015 .......................................................................................................... 70
TABLE 57: NORWEGIAN COORDINATORS AND PARTNERS, GRANTED SUMS ............................................................................. 73
TABLE 58: NORWEGIAN INSTITUTIONS ACTIVE IN MORE THAN ONE PARTNERSHIP, 2014-16 ..................................................... 74
FIGURE 1: STRATEGIC PARTNERSHIPS IN THE SCHOOL SECTOR (KA200, KA201 AND KA219) PER COUNTRY, 2014-16 ................ 24
FIGURE 2: NORWEGIAN PARTNERS IN SCHOOL PARTNERSHIPS (KA201 AND KA219), BY COUNTRY OF COORDINATOR, 2014-16 .... 33
FIGURE 3: STRATEGIC PARTNERSHIPS IN THE VET SECTOR (KA200 AND KA202) PER COUNTRY, 2014-16 ................................. 39
FIGURE 4: NORWEGIAN PARTNERS IN VET PROJECTS (KA202), BY COUNTRY OF COORDINATOR, 2014-16 ................................. 45
FIGURE 5: STRATEGIC PARTNERSHIPS IN THE HIGHER EDUCATION SECTOR (KA200 AND KA203) PER COUNTRY, 2014-16 ............. 51
FIGURE 6: NORWEGIAN PARTNERS IN HE PROJECTS (KA203), BY COUNTRY OF COORDINATOR, 2014-16 ................................... 56
FIGURE 7: STRATEGIC PARTNERSHIPS IN ADULT EDUCATION (KA204) PER COUNTRY, 2014-16 ................................................ 61
FIGURE 8: NORWEGIAN PARTNERS IN ADULT EDUCATION PROJECTS (KA204), BY COUNTRY OF COORDINATOR, 2014-16 .............. 64
FIGURE 9: PROJECTS IN MORE THAN ONE SECTOR (KA200) WITH NORWEGIAN PARTNERS, BY COORDINATING COUNTRY, 2014 ...... 67
FIGURE 10: STRATEGIC PARTNERSHIPS IN ALL SECTORS, NORWEGIAN COORDINATOR, PARTNERS PER COUNTRY, 2014-16 ............. 71
FIGURE 11: PROJECTS IN ALL SECTORS WITH NORWEGIAN PARTNERS, BY COORDINATING COUNTRY, 2014-16 ............................. 72
8
Executive summary Strategic partnerships in the Erasmus+ programme are situated in a particular political context. Edu-
cation belongs to the jurisdiction of member states in the EU. Nonetheless, education has become a
topic of increasing interest at the EU level. It is regarded as an important means to solve key chal-
lenges in society, such as innovation, economic growth, poverty and unemployment. The Erasmus+
programme is one of the European Union’s chief instruments in the education field. It has explicit
political objectives, reflecting the broader education policy agenda in the EU. On an overall level the
Erasmus+ programme shall contribute to the achievement of the Europe 2020 Strategy, which tar-
gets a smart, sustainable and inclusive growth. Strategic partnerships, more specifically, aim to sup-
port peer learning, exchange of experience and the development and implementation of innovative
practices in education across Europe.
The report at hand maps all Norwegian-coordinated partnerships in the education sectors (the youth
sector, also covered by Erasmus+, is not included) selected in the calls of 2014-16. Some information
on Norwegian institutions participating as partners is also included, to show the scope of Norwegian
participation, but these data are less exact and comprehensive. They nevertheless show that Norwe-
gian partners receive less EU money through projects coordinated from other countries, than Nor-
wegian coordinators send to their partners abroad.
Looking at the total portfolio of Norwegian-coordinated strategic partnerships in the field of educa-
tion selected in 2014-16, the success rate has been between 27 and 57 per cent. There have been
significant differences between and within the sectors, in different calls, depending on the size of the
budget and the scope of the projects applied for. In the school education sector the success rate
went significantly up from 2014 to 2015, partly because many institutions applied for a smaller grant
in 2015. In the higher education sector the situation has been the converse the last year: the success
rate fell from 2015 to 2016, due to several high-quality large-scale projects and a smaller sector
budget. In the VET sector the success rate has been stable and close to 50 per cent all three years.
The highest success rate was achieved in the adult education sector in 2016, with 57 per cent.
The school sector has been granted the highest number of partnerships in all three calls. This sector
also received the largest share of the total grant amount awarded to strategic partnerships, except in
2014, when the higher education sector received the largest share.
The largest partnerships, in terms of number of partner institutions, are found in the VET sector. It is
important to note that the average number of partners in VET partnerships is impacted by the pres-
ence of a few partnerships including a high number of partners, the largest including 22 partners.
The largest partnerships in terms of budget are generally found in the VET sector and the higher edu-
cation sector.
In the application form applicants are asked to select up to three topics and three priorities from a
pre-defined list (reflecting the aims and priorities of the programme), which define their projects.
Early school leaving is the most frequently selected topic in the school education sector. 31 per cent
of the partnerships have selected this topic In the other sectors new innovative curricula/educational
9
methods are on the top: 36 percent of VET partnerships, 71 per cent of the higher education partner-
ships and 75 per cent of the adult education partnerships have selected this topic. Regarding priori-
ties, tendencies are less clear. In the school sector early school leaving is again the most frequently
selected. In the VET sector and the adult education sector there is a large spread in priorities. In the
higher education sector there is also a spread of priorities, but improving the quality and relevance of
higher education is as a commonly selected priority.
A wide range of activities are supported in strategic partnerships. These may be grouped in some
main categories: project management (including administration, implementation and transnational
project meetings), project outputs (including intellectual outputs and multiplier/dissemination
events) and short-term learning, training and teaching activities (including events and exchange of
staff and students/pupils). Looking at the allocation of grants for the different categories of activities,
there are marked differences between the education sectors: all sectors, except partnerships includ-
ing schools only, spend more on project outputs than on short-term learning, training and teaching
activities. Partnerships in the adult education sector spend on average close to nothing on this type
of activities. In partnerships including schools only the picture is the inverse. The largest sum is allo-
cated for short-term learning, training and teaching activities and very little for project outputs. From
2016 on, partnerships including schools only may only apply for activities supporting the exchange of
good practices, which excludes so-called intellectual outputs.
Some countries are more represented than others in the Norwegian coordinated partnerships. Ger-
many, Italy and Spain are recurrent countries of cooperation, across education sectors. Germany is
an important country in all sectors, except in the VET sector. Italy and Spain are important countries
in all sectors, except in the higher education sector. Many partnerships include Norwegian partner
institutions. This is particularly common in the VET sector.
Some institutions are active in more than one partnership, as partner, coordinator or both. Among
higher education institutions, the Norwegian University of Science and Technology (NTNU) is the
most active, and in the school sector Charlottenlund upper secondary school is particularly active.
10
Introduction This report is part of a larger project initiated by SIU to map results and effects of Norwegian partici-
pation in strategic partnerships funded by the Erasmus+ programme. The purpose of this project is to
better advice users of the programme, to inform the wider public about Norwegian participation in
EU programmes, and to provide education authorities in Norway and the EU with information that
can be used in further development of policies and policy instruments. In-depth knowledge of Eras-
mus+ strategic partnership may also help us identify success factors and common challenges in in-
ternational cooperation in education more generally.
The report maps all partnerships coordinated by Norwegian institutions selected in 2014-16 (the first
three calls) by sector (school, VET, higher education and adult education). The report also provides
information about Norwegian participation in partnerships coordinated by another institution in
Norway or another country. The Erasmus+ action “Strategic partnerships” covers the youth field, in
addition to the education sectors. Partnerships in the youth sector are not covered by this report.
The mapping is based on data from the EplusLink database and data collected and distributed by the
European Commission.
The mappings in this report will be the basis for an in-depth, qualitative analysis of selected strategic
partnerships. This second part of the project will be completed in the fall 2017.
The first chapter outlines the political context and goals of the Erasmus+ programme. The second
chapter describes the particular action Strategic partnerships in Erasmus+, its aims and priorities, as
well as the basic rules concerning participants and activities. The following chapters present key find-
ings for each sector (school education, VET, higher education and adult education). In the last chap-
ter we compare some key findings across sectors.
11
The political context and goals of Erasmus+ Compared to its predecessors, the Erasmus+ programme is more clearly tied to a political agenda,
that is, to support the European policy agenda for jobs, growth, equity and social inclusion.
Since the turn of the millennium, education and training have moved from the margins to the centre
of EU policies and strategies. In Europe 2020, the present EU strategy for growth and development,
research, education and training are described as keys to achieve the threefold goal of a smart, sus-
tainable and inclusive growth, providing employability, productivity and social cohesion. The strategy
defines a set of benchmarks, referred to as headline targets, as a means of measuring progress. The
following benchmarks affect education directly: By 2020, the share of early school leavers should be
below 10 per cent, and at least 40 per cent of the younger generation should have a degree from
tertiary education.
Education and Training 2020 (ET 2020) is the strategic framework of EU cooperation in the field of
education. The strategy points out four objectives: 1. Making lifelong learning and mobility a reality,
2. Improving the quality and efficiency of education and training, 3. Promoting equity, social cohesion
and active citizenship, and 4. Enhancing creativity and innovation, including entrepreneurship at all
levels of education and training. In addition to the benchmarks in the Europe 2020 strategy, regard-
ing early school leaving and tertiary education, the following benchmarks are linked to the ET 2020
objectives: By 2020, an average of at least 15 per cent of adults should participate in lifelong learn-
ing, the share of low-achieving 15-years olds in reading, mathematics and science should be less than
15 per cent, and at least 95 per cent of children between four years and the age for starting compul-
sory primary education should participate in early childhood education.
Another key strategy is Rethinking Education, launched in 2012 to combat youth unemployment. This
strategy stresses the need to focus on learning outcomes and skills needed by the labour market.
Member states are urged to put more emphasis on basic skills in mathematics, science and literacy
and transversal skills, in particular entrepreneurial and IT skills. Foreign language learning is given
particular attention, to boost mobility in the European labour market. The following benchmark is
introduced: By 2020, at least 50 per cent of 15 year olds should master a first foreign language and at
least 75 per cent should study a second foreign language. Further actions stressed in the strategy are
increasing the quality of vocational education and training, stimulating open and flexible learning
paths through modernized assessment methods and recognition of formal and informal qualifica-
tions, strengthening teachers’ qualifications, more use of ICT in teaching, increased work-based
learning and strengthened links between education and employers.
EU policy in the field of education is intended to support national action and address common chal-
lenges. Each country is responsible for its own education system and the means by which to achieve
the shared goals. The political instruments of the EU are funding schemes and the so-called Open
Method of Coordination (OMC). OMC implies joint identification of goals and objectives, joint meas-
uring instruments (statistics, benchmarks and indicators), comparison of performance and exchange
of best practices. The instrument differs from binding EU legislation and is applied in policy fields
falling within the competence of the individual member states. In addition to the OMC, the Erasmus+
programme is the EU’s main instrument in the field of education.
12
The overall policy objective of Erasmus+, as specified in the 2016 programme guide, is to contribute
to the achievement of:
The objectives of the Europe 2020 strategy, including the headline education target: to reduce
early school leaving to less than 10 per cent and increase attainment in tertiary education to at
least 40 per cent by 2020.
The objectives of the strategic framework of European cooperation in education and training (ET
2020), including the corresponding benchmarks.
The sustainable development of Partner Countries in the field of higher education.1
The overall objectives of the renewed framework for European cooperation in the youth field
(2010-2018).
The objective of developing the European dimension in sport, in particular grassroots sport, in
line with the EU work plan for sport.
The promotion of European values in accordance with Article 2 of the Treaty of the European
Union: respect of human dignity, freedom, democracy, equality, the rule of law and respect of
human rights, including the rights of persons belonging to minorities.
Policy objectives are also reflected in horizontal and field specific priorities that must be addressed in
strategic partnerships, in order for them to be funded. To be funded projects need to address at least
one horizontal and one sector specific priority. The “relevance” of the project counts for 30 per cent
of the points awarded in the evaluation.2 In the 2016 programme guide, there are six horizontal pri-
orities applying to all sectors:
Improve achievements in high-level basic and transversal competences, in a life-long learning
perspective, through formal or non-formal education and training.
Inclusiveness, regarding access, diversity and participation in education and training. Includes
combating discrimination and segregation.
Open and innovative education, embedded in the digital era. Importance of dissemination and
spreading of innovative learning and work methods.
Better educators. Strengthen the recruitment of good candidates for teaching, and support pro-
fessional development of those already teaching.
Transparency and recognition of skills and qualifications, in order to facilitate employability and
labour mobility.
Investment and efficiency in education and training. Promote sustainable funding.
1 Partner countries are countries which do not take fully part the programme, but may take part in some ac-
tions. 2 Girotti, Francesco and Giovanni Fillipini: “Towards the creation of a new space for inter-institutional structural
cooperation: From Erasmus to Erasmus+”, in: Journal of European Higher Education Area, 2015/3: 67.
13
The horizontal priorities were modified in the 2016 programme guide. Thematically they remain
largely the same, but they are described in a different wording. Concerning inclusive education, the
2016 programme guide gives particular attention to migrants, refugees and asylum seekers, as well
as activities developing social, civic and intercultural competences and activities combating discrimi-
nation and segregation.
In addition to the horizontal priorities, there are specific priorities for the school, VET, higher educa-
tion and adult education sectors. These will be presented in the chapters covering the four sectors.
14
Erasmus+, Key Action 2 and Strategic Partnerships Erasmus+, running from 2014-2020, consists of five main types of actions. Key Action 1 covers mobili-
ty of individuals, including student mobility, placements and staff mobility, Erasmus Mundus Joint
Master Degrees, and Erasmus+ Master Loans. Key Action 2 covers organisational cooperation
through projects, including Strategic Partnerships, Knowledge Alliances, Sector Skills Alliances, Capac-
ity Building, and IT support platforms. Key Action 3 supports activities aimed at policy reform
(knowledge building, stakeholder dialogue, cooperation with international organisations etc.). Key
Action 4, Jean Monnet activities, is meant to promote knowledge on the EU and European integra-
tion, whereas Key Action 5 supports projects in the field of sport.
Dissemination of results is a general objective in the Erasmus+ programme, to create impact beyond
project activities, on individuals, institutions and systems. Organisations involved in Erasmus+ pro-
jects must describe their dissemination activities when designing and implementing their project,
and the description of dissemination and impacts are important criteria when projects are assessed
and selected.
Impact and outcomes Impact on individuals can, according to the programme guide 2016, be such as increased sense of
initiative and entrepreneurship, competence in foreign languages, digital competence, responsive-
ness to social, ethnic, linguistic and cultural diversity, and increased employability.3 At institutional
and systemic level, Key Action 2 activities are expected to foster modernisation and innovation in
education, and to make education systems capable of responding adequately to main challenges in
society, such as employment, economic stability and growth, democratisation and social inclusion.
At the level of participating institutions and organisations, the following outcomes are intended:
Innovative approaches for addressing their target groups (for example more attractive education
and training programmes, in line with individual needs, use of new technology etc.).
A more modern, dynamic, committed and professional environment inside the organisation,
ready to integrate good practices and new methods.
Increased capacity and professionalism to work at EU/international level: improved management
competences and internationalisation strategies, reinforced cooperation with partners from oth-
er countries and other fields of education.
At system level (locally, regionally, nationally or at the European level), the following are listed in the
programme guide 2016 as intended impacts of Key Action 24:
Increased quality of education, training and youth work in Europe and beyond.
3 Erasmus+ programme guide 2016: 105.
4 Erasmus+ programme guide 2016: 106.
15
Increased opportunities for all included those at disadvantage.
Systems that are better aligned to the needs of the labour marked.
Improved provision and assessment of basic and transversal skills, particularly entrepreneurship,
civic, social, intercultural and language competences, critical thinking, digital skills and media lit-
eracy.
Increased synergies, links and transitions between different education sectors, with improved
use of European tools for recognition, validation and transparency of competences and qualifica-
tions.
Increased use of learning outcomes when describing and defining qualifications.
New and increased inter-regional and transnational cooperation of public authorities in the fields
of education, training and youth.
More strategic and integrated use of ICT and open education resources (OER).
Increased motivation for language learning through innovative teaching methods or better links
to practical use and the needs of the labour market.
Reinforced interaction between practice, research and policy.
Types of partnership activities There are two main types of strategic partnerships: partnerships supporting innovation, and partner-
ships supporting exchange of good practices. Partnerships supporting innovation are expected to
develop innovative outputs as well as to actively disseminate and exploit the new products and ide-
as. It is possible to apply for a budget dedicated for the development of so-called intellectual out-
puts. Partnerships supporting exchange of good practices are aimed at building and reinforcing net-
works with the purpose of sharing ideas, practices and methods.
The meaning of the strategic aspect of the partnership is not defined in the programme guide or in
the legal regulation. The legal regulation of Erasmus+ simply defines partnership as the following:
‘Partnership’ means an agreement between a group of institutions and/or organisations in different
programme countries to carry out joint European activities in the fields of education, training, youth
and sport or establishing a formal or informal network in a relevant field such as joint learning pro-
jects for pupils and their teachers in the form of class exchanges and individual long-term mobility,
intensive programmes in higher education and cooperation between regional or local authorities to
foster inter-regional, including cross-border, cooperation; it may be extended to institutions and/or
organisations from partner countries with the view to strengthening the quality of the partnership.5
As a general rule a partnership consists of minimum three partner institutions, from three different
programme countries. Exceptions to this rule are two types of strategic partnerships in the field of
5 Regulation (EU) No 1288/2013 of the European Parliament and of the Council of 11 December 2013, Estab-
lishing ‘Erasmus+’: the Union programme for education, training, youth and sport and repealing Decisions no 1719/2006/EC, No 1298/2008/EC, in: Official Journal of the European Union, 20.12.2013.
16
school education; partnerships for schools only and for regional cooperation between local authori-
ties in different countries. In these cases the minimum number of partners is two, from two different
programme countries.6 There is no maximum number of partners. Participation is open to a wide
range of institutions and organisations, not only schools and higher education institutions, but also
authorities, non-profit organisations, foundations, research institutes, enterprises etc. Partnerships
should involve the most relevant partners, but also the most diverse range of institutions and organi-
sations possible, in order to foster cross-sectorial learning. The applicant institution must be located
in one of the programme countries. However, institutions and organisations located in programme
partner countries (countries not participating in the programme) may participate if this adds value to
the partnership.7
A wide range of activities may be supported in strategic partnerships, for example development of
courses, joint study programmes, modules, teaching material, new methods, workshops, virtual col-
laboration spaces, networking activities, information work, guidance, counselling, surveys, teaching
and learning activities. Several types of mobility are supported: blended mobility of learners (combin-
ing physical and virtual mobility), short-term exchanges of groups of pupils (5 days to 2 months),
long-term study mobility of pupils (2 to 12 months), intensive study programmes for students (5 days
to 2 months), joint staff training events (5 days to 2 months) and teaching and training assignments
abroad for staff (2 to 12 months).8
6 Strategic partnerships in the youth sector may also have a minimum of two partners.
7 Programme guide 2016: 111-112.
8 Programme guide 2016: 280-283.
17
Partnerships in the school education sector In key EU policy papers covering all educational fields, the following priorities and benchmarks are
related to the school education sector (pre-primary, primary and secondary education):
Reducing early school leaving (Europe 2020 and Education and Training 2020).
The share of early school leavers should be under 10 per cent (Europe 2020).
At least 95 per cent of children from four to compulsory school should participate in early child-
hood education (Education and Training 2020).
Fewer than 15 per cent of 15-year-olds should be under-skilled in reading, mathematics and sci-
ence (Education and Training 2020).
Revising and strengthening the professional profile of all teaching professions (Rethinking Educa-
tion).
The same four priorities (reducing early school leaving; developing early childhood education; im-
proving basic skills development and strengthening/revising the teacher profession) are highlighted
in field specific policy papers and are also recurrent in the Erasmus+ programme.
In addition to the horizontal priorities in Erasmus+, addressing all educational sectors, the following
four are listed as field specific priorities in the programme guide 2016:
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.
Enhancing the quality of early childhood education and care (ECEC) in order to improve the quali-
ty of services for better learning outcomes and ensure a good start in education for all.
Addressing underachievement in the basic skills of maths, science and literacy through more
effective, innovative teaching methods.
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.
Types of strategic partnerships in the school sector The term school includes institutions at pre-primary (kindergarten), primary, lower secondary and
upper secondary level. In the following we will only refer to these as schools.
Erasmus+ has broadened the scope of possible activities for schools, compared to the Comenius pro-
gramme. Schools may now cooperate with other organisations active in all fields of education and
training and they may participate in larger-scale projects than before.
There are three types of strategic partnerships relevant for the school sector:
18
Partnerships working on school related topics. These partnerships may include other institutions
than schools or kindergartens. From 2015 on, this type of partnerships is coded as KA201 in pro-
gramme documents (in 2014 they were coded as KA200).
Partnerships including schools only. Whereas the general rule for strategic partnerships is a min-
imum of three partners, the minimum number of partners is two in the schools only partner-
ships. From 2015 on, this type of partnerships is coded as KA219 (in 2014 they were coded as
KA201). In the following this type will be referred to as schools only partnerships.
Regional partnerships: These partnerships consist of a minimum of two local or regional authori-
ties (school owners) (coded as KA201).
In 2014 and 2015 schools only partnerships could apply for projects aimed at developing innovative
outputs. From 2016, schools only partnerships are limited to the exchange of good practices be-
tween schools in different programme countries. In many cases this is combined with short and long-
term mobility or pupils from the participating schools. Long-term mobility is, however, rare.
In partnerships including schools only there is a contractual feature distinguishing it from other stra-
tegic partnerships. Although one of the schools has the role of coordinator and applies on behalf of
the group of institutions, all participating institutions have contracts with their respective national
agencies, receiving funding from and reporting to their national agencies.9
Applications and success rate, school sector Table 1 shows the number of applications and approved applications in 2014, 2015 and 2016. For all
three years, most applications were received and approved in the category “Schools only”. Put to-
gether, 9 partnerships in the school sector were approved in 2014, 16 in 2015 and 17 in 2016. The
success rate went significantly up from 2014 to 2015. One reason for this may be that many institu-
tions applied for a lower grant in 2015 and 2016, opening up for a selection of more partnerships.10
Table 1: Applications and success rates in 2014-16, school sector
Applications Approved Success rate
2014 Schools only (KA201) 29 6 21 % Standard format partnerships (KA200) 6 3 50 % School education total 2014 35 9 26 %
2015 Schools only (KA219) 31 14 45 % Standard format partnerships (KA201) 3 2 67 % School education total 2015 34 16 47 %
2016 Schools only (KA219) 24 13 54 % Standard format partnerships (KA201) 9 4 44 % School education total 2016 33 17 52 %
* Source: SIU
9 Erasmus+ programme guide 2016: 116.
10 In 2016 a restriction was introduced on the number of mobilities in partnerships supporting exchange of
good practices. The maximum is now 100 mobilities.
19
Projects, coordinating organisations and grants awarded, school sector Table 2-Table 4 provide an overview of the partnerships in the school sector coordinated by Norwe-
gian organisations, selected in 2014-16. In total 42 partnerships were selected. Of these 26 per cent
have two partners, 38 per cent have between three and five partners and 36 per cent have between
six and eleven partners (all including the coordinating institution).
Table 2: Partnerships in the school sector selected in 2014
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
201 Oppdal upper secondary school
In medio stat virtus: sharing good practices from north to south
2 69 38
201 Sistranda general secondary school
Share play 8 299 51
201 Sykkylven upper secondary school
From Sunnmøre to Catalunia through art nouveau
2 58 32
201 Hammerfest upper second-ary school
Young Europeans on the edge of Europe 5 201 44
201 Foss upper secondary school
Learning to do business in Europe through participating in Gründercamps for young entrepreneurs in Norway, Latvia and Swe-den
3 70 24
201 Malvik upper secondary school
Unsere Chancen in Europa – our chances in Europe
5 262 66
200 Statped Heimdal (public body)
Juvenil Neuronal Ceroid Lipofuscinosis and education
7 215 82
200 Charlottenlund upper sec-ondary school
Completing secondary education 6 229 48
200 Rogaland regional county Improving language learning 7 88 19
SUM GRANTS SCHOOL SECTOR 2014 1 491 404
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
Table 3: Partnerships in the school sector selected in 2015
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
201 Fosen upper secondary school
Addiction Prevention in schools 7 153 41
201 Kidsa Øvsttun AS kindergar-ten
Developing teacher competences for the future
5 191 47
219 Varhaug lower secondary school
Vision of my “future me” 7 164 30
219 Hval gård og Vepsebolet kindergarten
Using nature as a forceful learning arena 4 84 26
219 Laksevåg upper secondary school
The city of rings 6 77 17
219 Hatteng primary school ICU – a toolbox for optimal learning 7 94 19
219 Fræna upper secondary school
ICT use in classroom 2 70 38
219 Sortland upper secondary school
Food for thought 4 96 30
20
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
219 Otta lower secondary school Sustainable development in local communi-ties
5 77 21
219 Eikeli upper secondary school
European ideas and identities 4 99 32
219 Valdres upper secondary school
Entrepreneurship and economic growth on the basis of local natural and cultural re-sources
2 50 28
219 Engerdal primary and lower secondary school
Active in nature, enjoying the nature! 4 90 29
219 Gjerstad primary school Both listen to our souls and sharpen our minds!
7 252 37
219 Sandnes upper secondary school
Society and architecture 5 124 37
219 Trysil upper secondary school
Norwegian classic dishes meeting Italian cuisine
2 78 36
219 Re upper secondary school Keep cool – stay warm. We are building for the future
2 43 24
SUM GRANTS SCHOOL SECTOR 2015 1 742 492
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
Table 4: Partnerships in the school sector selected in 2016
KA Coordinating organisation Project title Part-
ners*
Total grant
(€1000)
Coord. grant
(€1000)
219 Hersleb upper secondary school
Georesources – sustainability of a future generation in a chaning environment
2 103 56
219 Årum primary school The ICT road to STEM through TCC 6 105 22
219 U. Pihl upper secondary school
Sustainable development - How is Europe dealing with that challenge within 2020?
4 63 20
219 Greveskogen upper second-ary
Changing roles : through Democracy to competent Schools
2 48 27
219 Kringsjå primary school Full STEAM ahead for better education 7 166 32
219 Sykkylven upper secondary school
Crossroads with the future: digital technol-ogy and education
5 104 30
219 Verket primary school With the future in your hands 7 116 22
219 Skeiene lower secondary school
TeachAIR/LearnAIR – Awareness – Integra-tion - Respect
5 124 30
219 Fræna upper secondary school
Refugee crises 2 56 31
219 Trysil upper secondary school
Job Shadowing into the European Future 5 127 30
219 Malakoff upper secondary school
United in immigration 3 79 28
219 Porsgrunn upper secondary school
Let's strengthen bonds through entrepre-neurship and tourism
2 70 38
219 Asker upper secondary school
The understanding of how physical and psycological health can contribute to a bet-ter society.
2 62 36
201 Hå municipality – section of education and culture
Critical Reading and Awareness in Education 11 141 23
21
KA Coordinating organisation Project title Part-
ners*
Total grant
(€1000)
Coord. grant
(€1000)
201 Askøy upper secondary school
A pedagogical and cultural approach to inclusion of foreign cultures
6 185 56
201 Oslo og Akershus university college of applied sciences
Teacher Well-Being and Diversity: Managing language and social diversity in classrooms
10 308 56
201 Teigar lower secondary school
Education meets magration 5 82 22
SUM GRANTS SCHOOL SECTOR 2016 1 939 559
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
Types of institutions in school partnerships Table 5 and Table 6 provide an overview of the types of institutions participating in the Norwegian-
coordinated partnerships in the school education sector, according to the institutional categories
they have selected in the application form. The largest group of institutions taking part in the Norwe-
gian coordinated schools only partnerships are schools at the secondary level. In standard format
partnerships VET institutions are the most numerous category.11
Table 5: Types of institutions in schools only partnerships, 2014-16
Type No
School/institute/educational centre - general education - pre-primary level 3
School/institute/educational centre - general education - primary level 22
School/institute/educational centre - general education - secondary level 60
School/institute/educational centre - general education – VET 2
School/institute/educational centre - general education - adult education 2
School/institute/educational centre - general education – tertiary 1
Local public body 2
Other 17
Source: EPlusLink
Table 6: Types of institutions in standard format school partnerships, 2014-16
Type No
School/institute/educational centre - general education - secondary level 2
School/institute/educational centre - general education – VET 7
School/institute/educational centre - general education - adult education 2
Local public body 2
Regional public body 1
Foundation 1
Accreditation, certification or qualification body 1
Other 16
Source: EPlusLink
11
As seen in the tables, many institutions also tick off for “other”, even institutions we know are schools or kindergartens. We do not know why so many have selected “other”.
22
Activities in school partnerships When launched in 2014, the Erasmus+ programme opened up for more output-oriented school pro-
jects compared with the prior Comenius programme, with the possibility of obtaining support to
develop new curricula, handbooks and other pedagogical products. Support for the exchange of good
practices remained an option. From the year 2016, however, partnerships for schools only may only
apply for activities supporting the exchange of good practices. Schools wanting to form a partnership
aimed at innovation and the production of intellectual outputs must apply for standard format
school education partnerships.
Table 7-Table 10 show the grant amount awarded to different activities in 2014 and 2015 (2016 data
are not yet available). Project management represents the highest costs, except in the partnerships
including schools only in 2014. Project outputs (including intellectual outputs and different multiplier
events), make up a significantly larger part of the total costs in the partnerships for school education
compared to the partnerships for schools only. It is, however, important to note that smaller outputs,
such as web pages, brochures etc., which are common outputs in partnerships supporting the ex-
change of practices, are to be covered by the management costs. The amount spent on short term
learning, training and teaching activities (mobility of staff and pupils), is significantly higher in part-
nerships for schools only compared to partnerships for school education.
Table 7: Strategic partnerships for school education (excluding schools only partnerships), activities 2014
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
3 Total project management 250 385 47 %
Total project outputs 195 548 37 %
Total short-term learning, training and teaching 55 635 11 %
Total other costs 30 100 5 %
Total 531 668 100 %
Source: the European Commission
Table 8: Strategic partnerships for schools only, activities 2014
Awarded projects
Activity type Grant amount
Awarded (€) Share of total
amount awarded
6 Total project management 369 310 38 %
Total project outputs 24 000 3 %
Total short-term learning, training and teaching 561 810 59 %
Total other costs 4 470
Total 959 590 100 %
Source: the European Commission
23
Table 9: Strategic partnerships for school education (excluding schools only partnerships), activities 2015
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
2 Total project management 185 925 54 %
Total project outputs 108 602 31 %
Total short-term learning, training and teaching 50 375 15 %
Total 344 902 100 %
Source: the European Commission
Table 10: Strategic partnerships for schools only, activities 2015
Awarded projects
Activity type Grant amount awarded (€)
Share of total amount awarded
14 Total project management 783 485 56 %
Total project outputs 36 476 3 %
Total short-term learning, training and teaching 575 640 41 %
Total other costs 4 500
Total 1 400 101 100 %
Source: the European Commission
Countries of cooperation in school partnerships Figure 1 shows the national belonging of the institutions involved in school partnerships having a
Norwegian coordinator. Germany and Southern European countries are the top countries of cooper-
ation in school partnerships. Then follow the United Kingdom and Finland, on the top among the
Nordic countries. The high score of Finnish schools on international school rakings (Pisa) may perhaps
explain why Norwegian schools find Finnish schools to be attractive partners.
Cooperation with countries outside Europe is only possible in standard format school education
partnerships, and is quite rare. One school education partnership from 2016, coordinated by the Oslo
and Akershus University College of Applied Sciences, includes two partner institutions from South
Africa.
24
Figure 1: Strategic partnerships in the school sector (KA200, KA201 and KA219) per country, 2014-16
Source: EPlusLink. In some projects, there are two or more partners from the same countries. This is the case for Italy, Belgium, Norway (coordinator not included), UK and France These are counted separately.
Priorities and topics in school partnerships In the application form applicants are asked to select from a pre-defined list what programme priori-
ties are most relevant to their project. The applicants have selected between one and three priori-
ties, most of them two or three. The priority “Supporting schools to tackle early school leaving” is the
most frequently selected priority, reflecting the emphasis on early school leaving in the programme.
29 per cent have selected this priority, followed by “Developing basic and transversal skills, selected
by 24 per cent.
0 2 4 6 8 10 12 14 16
Bulgaria
Cyprus
Czech republic
Slovakia
Austria
South Africa
Croatia
Lithuania
Sweden
Iceland
Romania
Slovenia
Estonia
Netherlands
Portugal
Ireland
Turkey
Belgium
Greece
Latvia
Denmark
Poland
Finland
UK
Norway
France
Italy
Spain
Germany
25
Table 11: Priorities in the school partnerships, 2014-16
Priority (chosen from a pre-defined list of approx. 50 priorities) Chosen by, out of 42 projects:
Supporting schools to tackle early school leaving and disadvantage as well as to address all students from the lowest to the highest end of the academic spectrum
12
Developing basic and transversal skills using innovative methods 10 Revising and strengthening the professional profile of the teaching professions 9 Inclusive education, training and youth 7 Improve achievement in relevant and high-level basic and transversal competences in a lifelong perspective
6
Open and innovative education, training, and youth work embedded in the digital era 6 Addressing underachievement in the basic skills of maths, science and literacy through more effective, innovative teaching methods
5
Contributing to the development of a European area of skills and qualifications 5 Strengthening quality through mobility and cross-border cooperation 4 Enhancing digital integration in learning, teaching, training and youth work at various levels 4 Promoting entrepreneurship education and social entrepreneurship among young people 3 Developing partnerships between education and employment 3 Promoting the take-up of practical entrepreneurial experiences in education, training and youth work
3
Transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility
3
Promoting empowerment, participation and the active citizenship of young people 3 Enhancing the quality of early childhood education and care 2 Addressing low achievement in basic skills through more effective teaching methods 2 Sustainable investment, performance and efficiency in education and training 2 Promoting the professional development of staff and youth workers in ICT technologies 1 Stimulating active participation of young people in democratic life 1 Supporting the production and adoption of open educational resources in diverse European languages
1
Promoting young people's social inclusion and well-being 1 Aligning VET policies with national, regional or local economic development strategies 1 Developing high quality and accessible early childhood education and care services 1 Improving the attainment of young people, particularly those at risk of early school leaving 1 Contributing to a reduction in the number of low-skilled adults (re-skilling and up-skilling of adults)
1
Adult educators' competences 1 Reducing disparities in learning outcomes affecting disadvantaged learners 1 Effective strategies for enhancing basic skills 1 High quality learning opportunities 1 Increasing labour market relevance of VET 1 Promoting empowerment, open to cross-sectorial cooperation, and active citizenship of young people
1
Source: EPlusLink
Applicants are also asked to select, from a pre-defined list, topics that are relevant to their project.
Whereas “priorities” refer to overall priorities in the programme, “topic” refer to the themes/topics
that the partnerships work with. As seen in Table 12, commonly chosen topics are early school leav-
ing (selected by 31 per cent), ICT/new technologies (selected by 26 per cent), innovative education-
al/curricula methods (selected by 21 per cent) and entrepreneurial learning/entrepreneurship educa-
tion (also selected by 21 per cent). It is worth noting that early school leaving, a top political priority
in the Europe 2020 strategy, is on the top of the list of topics as well as priorities in the school sector.
26
Responding to the international refugee crisis that erupted in 2015, refugee/migrants’ issues were
particularly emphasized in the programme guide 2016. This emphasis is reflected in the portfolio for
2016, with several projects focusing on refugees’ situation and social inclusion of migrants.
Table 12: Topics in the school partnerships, 2014-16
Topics (chosen from a pre-defined list of approx. 50 topics) Chosen by, out of 42 projects:
Early school leaving/combating failure in education 13 ICT, new technologies, digital competences 11 New innovative curricula/educational methods/development of training courses 9 Entrepreneurial learning - entrepreneurship education 9 EU citizenship, EU awareness and democracy 7 International cooperation, international relations, development cooperation 7 Intercultural/intergenerational education and (lifelong) learning 7 Health and wellbeing 7 Integration of refugees 5 Teaching and learning foreign languages 4 Labour market issues incl. career guidance/youth unemployment 4 Key competences (incl. mathematics and literacy) - basic skills 4 Environment and climate change 3 Energy and resources 3 Migrants’ issues 3 Pedagogy, didactics 2 Disabilities - special needs 2 Gender equality/equal opportunities 2 Reaching the policy level/dialogue with decision makers 2 Creativity and culture 2 Inclusion, equity 2 Natural sciences 2 Recognition, transparency, certification 1 Rural development and urbanisation 1 Youth (participation, youth work, youth policy) 1 Research and innovation 1 Ethics, religion and philosophy (incl. interreligious dialogue) 1 Overcoming skills mismatches 1 Social dialogue 1 Quality and relevance of higher education in partner countries 1
Source: EPlusLink
Norwegian partners in school projects Table 13-Table 17 provide an overview of Norwegian institutions participating in partnerships coor-
dinated by another institution, in Norway or abroad, selected in 2014-16. Unlike what is the case for
Norwegian-coordinated partnerships, SIU has no direct access to data on partnerships in which Nor-
wegian institutions are involved as partners. An exception is schools only partnerships, where part-
ner institutions have signed contracts with their respective national agencies and SIU therefore has a
complete overview of Norwegian partners. Concerning other partnerships in the school sector we
rely on data collected from all the national agencies by the European Commission. The lists should be
quite comprehensive, but there might be partnerships that are selected but still have not started up.
These will not be included in the tables.
27
Table 13: Norwegian partners in school projects (KA201) coordinated by another institution, 2014
KA Agency Project title Name of institution Total € budget
Granted to org.
201 SI01 Young Entrepreneurs in Action Kongshavn upper sec-ondary school
85 066 34 572
201 CZ01 Creating Peace Tøndergård school and resource center
162 750 26 380
201 FR01 Entrepreneurship for the responsible European citizen
Alta upper secondary school
159 060 33 150
201 UK01 Successful Scientists Madsebakken primary school
150 055 19 015
201 ES01 The economic crisis in Europe: global and local consequences, future perspectives and self-employment
Fyllingsdalen upper secondary school
92 940 16 455
201 CZ01 Europe For You Lena upper secondary school
217 590 29 310
201 DE03 Think Globally: European regions creative-ly meeting the challenges of our time
Vollen lower secondary school
242 810 36 770
201 PL01 Zintergrowane nauczanie przedmiotów ścisłych z perspektywą obliczeniową
Simula School of Re-search and Innovation AS
263 320 52 380
201 UK01 Be Enterprising, Succeed Together Lunde primary and lower secondary school
191 297 23 590
201 DE03 Getting in touch with food again - Making Europeans responsible consumers
Stryn lower secondary school
119 670 38 840
201 ES01 Master model to gain time in your class-room
Gausdal upper second-ary school
242 209 36 552
201 TR01 EUapps4us Gausdal upper second-ary school
121 930 37 770
201 ES01 Values in Education: Teenagers in Action! Bryne upper secondary school
175 815 17 520
201 ES01 CONSTRUYENDO CIUDADANÍA EUROPEA A TRAVÉS DE LA EDUCACIÓN MEDIÁTICA
Lillesand municipality 138 330 22 390
201 DE03 Into the Wild Bore lower secondary school
113 965 25 970
201 NL01 Building Europe through Entrepreneurship and Employment
Spjelkavik upper sec-ondary school
449 275 44 075
201 NL01 21st Century Europeans, power to the pupils
Horten upper second-ary school
384 875 31 870
201 PL01 We are equal, we have the same rights! Åmot lower secondary school
185 785 20 115
201 BG01 Life is a project, be an entrepreneur, make it successful.
Fitjar upper secondary school
223 635 30 985
201 UK01 R€************ Hadsel upper second-ary school
223 390 34 350
201 TR01 High School Drop Outs: 'One is Too Many' Kuben upper second-ary school
238 595 24 155
201 LT01 Sustainable development- our way of life Fusa upper secondary school
60 560 13 640
201 EL01 Safe Internet For All Os upper secondary school
135 980 27 010
201 DE03 Employment Opportunities and Enterprise in Europe
Leikanger lower sec-ondary school
187 820 30 590
201 TR01 RISE and SHINE Mosjøen upper sec-ondary school
230 435 33 205
28
KA Agency Project title Name of institution Total € budget
Granted to org.
201 UK01 How Children Learn Manstad Primary School
146 220 28 645
201 ES01 Un teorema en la Biblioteca Byåsen upper second-ary school
239 140 35 810
201 BE02 Strip to Identity Sandnessjøen upper secondary school
290 983 35 245
201 ES01 STEM Teacher Training Innovation for Gender balance
Norwegian University of Science and Tech-nology (NTNU)
351 885 50 455
SUM PARTNER GRANTS SCHOOLS PROJECTS 2014 890 814
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Table 14: Norwegian partners in schools only projects (KA219) coordinated by another institution, 2015
KA Agency Project title Name of institution Total € budget
Granted to org.
219 TR01 Bridging three generations: timeless games and toys
International School of Bergen
198 205 22 829
219 DE03 Creating a Sustainable Tomorrow Rosenborg lower sec-ondary school
88 260 20 735
219 UK01 Problem Solving for Tomorrow Sem primary and lower secondary school
65 910 28 867
219 DE03 Get infected to be protected. Os upper secondary school
132 010 21 115
219 DE03 Youth employment – Europe, get ready for new challenges! Exploring educational and vocational training systems across Europe.
Olsvikåsen upper sec-ondary school
153 900 20 810
219 IS01 This is me; under construction Marihøna kindergarten 106 430 19 475
219 DE03 EUvelopment - modern media crossing borders.
Ulstein upper second-ary school
165 495 23 590
219 EE01 Values - the Essence of an Active Citizen Kvåle school 199 975 25 800
219 UK01 My Future - a closed door or an open win-dow?
Skarnes upper second-ary school
290 465 45 435
219 SE01 Let the children change the world - teach-ing and learning tolerance and values from preschool on
Gråtass kindergarten 160 092 31 690
219 BE02 English through entrepreneurship Tiller upper secondary school
195 410 43 220
219 DE03 Teachers as learners, learners as teachers Spjelkavik lower sec-ondary school
109 640 20 685
219 UK01 Respect4 - Education Without Barriers Lambertseter upper secondary school
325 921 44 405
219 DE03 Cities in Transition Investigated by Europe-an Students
Nesodden upper sec-ondary school
145 510 30 660
219 PT01 Human Rights "R" us Ås lower secondary school
120 765 23 895
219 LV01
Once upon a time 4 travellers were chat-ting on their way. Facilitating children of ethnic minorities’ state language acquisi-tion
Sløyden kindergarten 84 275 19 425
219 DE03 Working Europe Mailand upper sec-ondary school
91 820 21 800
29
KA Agency Project title Name of institution Total € budget
Granted to org.
219 CZ01 Traditions and Education as A Sharing of cultures around water
Nord-Troms upper secondary school
52 280 16 240
219 ES01 Culture and identity of European teenag-ers (express yourself)
Bryne upper secondary school
135 915 27 045
219 ES01 EUROPA EN GUERRA Kongsberg upper sec-ondary school
164 375 26 625
219 PL01 Healthy? Wealthy. Top tips. Lørenskog upper sec-ondary school
228 080 30 730
219 UK01 Building Resources and Innovation to De-velop Global Education
Tranevågen lower secondary school
397 564 38 171
219 RO01 No frontiers in education! Narvik upper second-ary school
132 549 36 707
219 FR01 Future, Ambitions and Challenges for Eu-rope
Hillestveit primary and lower secondary school
256 290 39 890
219 DE03 Young people in Education and Studies working in Europe
Lister upper secondary school
177 165 29 510
219 DE03 Heimat Europa - Was uns verbindet, was uns trennt
Lister upper secondary school
93 920 12 325
219 PL01 Let`s Meet Together Amalie Skram upper secondary school
239 040 38 720
219 FR01 The Faces of Europe Hemne upper second-ary school
319 060 92 345
219 TR01 Enhancing Cultural Literacy Through Inno-vative Practice and Skills in Europe
Vikeså primary and lower secondary school
99 251 14 197
219 AT01 Small Towns In Europe: Sharing Innovative Practices
Høyanger upper sec-ondary school
270 930 29 500
SUM PARTNER GRANTS SCHOOLS ONLY PROJECTS 2015 896 441
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Table 15: Norwegian partners in standard format school projects (KA201) coord. by another institution, 2015
KA Agency Project title Name of institution Total € budget
Granted to org.
201 BG01
Blended Learning Design Method-ology for Education in Green En-trepreneurship at Secondary Schools
Young Entrepreneurship Sogn og Fjordane (organisation)
191 315 40 674
201 UK01 International Skills Inventory and Training Programme for Global Citizens
Ås upper secondary school 348 320 22 035
201 UK01 Acknowledging Creative Thinking Skills
Rudolf Steiner schools (associ-ation)
423 351 76 125
201 NO01 Addiction Prevention in Schools Ørland municipality 153 490 17 198
201 IT02 Coaching schools to face Change ahead
Charlottenlund upper second-ary School
286 330 40 035
201 PT01
Interactive Mathematics by imple-menting a Blended-Learning model with Augmented Reality and Game books
Verdal upper secondary school 438 290 51 785
201 LT01 Pilietinės lyderystės ugdymas mokykloje
NITIN – Nordic Institute for Training and International Networking
118 766 15 325
30
KA Agency Project title Name of institution Total € budget
Granted to org.
201 DE03 Vidumath - creative video for mathematics
Queen Maud University Col-lege for early childhood educa-tion
174 804 32 271
201 PT01
Interactive Mathematics by imple-menting a Blended-Learning model with Augmented Reality and Game books
Nesna University College 438 290 76 215
201 UK01
Enhancing the Education and Well-being of Disadvantaged Toddlers through the development of train-ing and materials to support Early Years Practitioners
Sandne municipality 343 960 37 160
201 UK01
Enhancing the Education and Well-being of Disadvantaged Toddlers through the development of train-ing and materials to support Early Years Practitioners
University of Stavanger 343 960 78 128
201 NL01
Strategies for Inclusion – Making high quality history and citizenship education more inclusive and ac-cessible
Norwegian University of Sci-ence and Technology (NTNU)
357 330 36 370
SUM PARTNER GRANTS STANDARD SCHOOL PROJECTS 2015 523 321
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Table 16: Norwegian partners in schools only projects (KA219) coordinated by another institution, 2016
KA Agency Project title Name of institution Total € budget
Granted to org.
219 IE01 Past Generations, New Innovations Ramberg primary school
129 820 20 850
219 ES01 Deconstructing education: creative and inclusive school in gastronomic cities
Kaland primary school
99 630 23 315
219 NL01 Social Integration of Refugees through Sports
Elvebakken upper secondary school
144 405 28 810
219 FR01 "Green Jobs for our Planet Earth" Bremnes lower sec-ondary school
174 270 15 840
219 PL01 With mathematics through life Midsund school 104 440 24 065
219 RO01 TEaCHNOLOGY IN EDUCATION Møglestu upper secondary school
122 600 19 390
219 BE01 Les salons des transitions Heggen upper sec-ondary school
98 840 24 920
219 UK01 Activating Innovative Learners Tysværvåg primary and lower secondary school
88 000 11 750
219 ES01 International Entrepreneurship with new methodologies
Hafstad upper sec-ondary school
99 555 24 155
219 IS01 What´s your moove? -early intervention through physical activity and the YAP model
Læringsverkstedet AS kindergarten
46 920 12 900
219 DE03 Apply and employ. Ways to enter the Eu-ropean job market.
Levanger upper sec-ondary school
76 000 15 300
219 DE03 Literary Heroes Otta lower secondary school
110 400 21 755
31
KA Agency Project title Name of institution Total € budget
Granted to org.
219 IS01 Traces of Europe! Sviland primary school
184 805 28 595
219 FR01 Many Immigrants Go and/or Return to/from Another National Territory
Tertnes upper sec-ondary school
154 590 25 980
219 BE02 Move Your School Rå upper secondary school
96 960 25 965
219 DE03 Load easy - drive clean Stord upper second-ary school
92 240 17 650
219 CZ01 Consumption and Energy Sources in Mod-ern Education
Numedal upper sec-ondary school
106 500 25 540
219 UK01 Future Inventors, New Discoveries Lunde primary and lower secondary school
268 795 42 640
219 UK01 Sport, Health, Addiction and Relaxation in Education
Gausdal upper sec-ondary school
126 116 19 425
219 EE01 Accompany me! Lillesand lower sec-ondary school
74 360 17 280
219 NL01 Highlight Your Surroundings Askim upper second-ary school
219 920 25 795
219 NL01 3D in Education Vågen upper sec-ondary school
143 690 15 811
219 NL01 Food and Health; it’s better to prevent than to cure
Hof primary and lower secondary school
106 085 19 625
219 UK01 Eating for life: healthy eating education at school
Strinda upper sec-ondary School
138 175 18 850
219 ES01 Building a better Europe through sports values
Bergmo lower sec-ondary school
116 200 23 095
219 DE03 Labour Integration in Europe Sogndal upper sec-ondary school
86 470 20 250
219 TR01 Bullying free minds Vikeså primary and lower secondary school
175 890 25 760
219 CZ01 The One Who Reads A Lot and Travels A Lot, Sees A Lot and Knows A Lot
Polarsirkelen upper secondary school
113 345 27 010
219 ES01 The Sunny Side Up Omvikdalen primary school
138 250 26 450
SUM PARTNER GRANTS SCHOOLS ONLY PROJECTS 2016 648 771
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Table 17: Norwegian partners in standard format school projects (KA201) coord. by another institution, 2016
KA Agency Title Name Total € budget
Granted to org.
201 DK01 Development of innovative digital learning solutions for transnational language and cultural education
Rothaugen lower sec-ondary school
135 825 8 800
201 NO01 Teacher Well-Being and Diversity: Managing language and social diversity in classrooms
Kampen primary school
307 554 22 955
201 DK01 Digital Learning Across Boundaries Råde municipality 287 331 30 893
201 IE01 Role of Early Childhood Education in Positive Transition/Induction Outcomes for New pupils
Luster municipality 337 085 51 340
32
KA Agency Title Name Total € budget
Granted to org.
201 NO01 Critical Reading and Awareness in Education Frøyland lower sec-ondary school
141 200 9 650
201 NO01 Critical Reading and Awareness in Education Solås primary school 141 200 9 650
201 NO01 Critical Reading and Awareness in Education Varhaug primary school
141 200 9 650
201 RO01 Nonformal activities for inclusive groups of students
Førde lower secondary school
155 370 27 207
201 NO01 A pedagogical and cultural approach to inclusion of foreign cultures
Kleppestø kindergarten 184 660 12 675
201 NO01 Critical Reading and Awareness in Education Orre primary and lower secondary school
141 200 9 650
201 ES01 ChangeMakers | Nurturing the design think-ing mindset of children through gaming
NewSchool 145 353 27 395
201 BE01 School & Home Involvement Participation Multicultural initiative and resource network (MIR)
78 790 11 670
201 IS01 Meet up with the future Kristianslyst lower secondary school
110 500 18 080
201 ES01 Together we overcome barriers: Strategy for the equity inclusion of young people with albinism at the center and in the classroom
Norwegian organisa-tion for albinisme (NFFA)
94 065 19 460
201 SI01
Enhancement of School Teaching Methods by linking between schools, experts and geoparks in the combination with outdoor activities and ICT technologies
Samfundets primary and lower secondary school
380 371 48 930
201 FI01
“ALL ABOARD” - Innovative actions and products to strengthen the competence of national expertise centers supporting inclu-sive education for pupils and students with special educational needs
Statped Heimdal, re-gion midt (public body)
133 863 30 479
201 SE01 Early warning - early reaction - increase performance in school quality
Vågen upper second-ary school
89 247 17 550
201 SI01
Enhancement of School Teaching Methods by linking between schools, experts and geoparks in the combination with outdoor activities and ICT technologies
Magma UNESCO Geopark
380 371 65 682
201 NL01 Multilingual early childhood education and care for young refugee children
Oslo and Akershus University College of Applied Sciences
165 197 30 565
201 DK01 Digital Learning Across Boundaries Østfold University College
287 331 40 978
201 FR01 Cross-curricular teaching Center for ICT in edu-cation (public body)
398 272 49 191
201 DK01 Development of innovative digital learning solutions for transnational language and cultural education
Bergen University Col-lege
135 825 56 590
201 NO01 Critical Reading and Awareness in Education University of Stavanger 141 200 24 725
201 IE01 Aiding Culturally Responsive Assessment in Schools
University of Oslo 294 422 81 117
201 DE03 Heads Using Professional Learning Commu-nities
Norwegian University of Science and Tech-nology (NTNU)
238 587 42 142
SUM PARTNER GRANTS STANDARD SCHOOL PROJECTS 2016 757 024
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
33
Figure 2 shows Norwegian partner institutions according to the country of the coordinating institu-
tion. German coordinated partnerships are on the top, followed by the United Kingdom and Spain. It
is interesting to note that Germany and Spain are also on the top when looking at the nationality of
partners in Norwegian coordinated partnerships in the school education sector (see Figure 1).
Figure 2: Norwegian partners in school partnerships (KA201 and KA219), by country of coordinator, 2014-16
Source: EPlusLink. In some projects, there are two or more partners from the same countries. These are counted separately.
0 2 4 6 8 10 12 14 16 18 20
Austria
Finland
Italy
Latvia
Sweden
Bulgaria
Lithuania
Estonia
Ireland
Portugal
Romania
Slovenia
Denmark
Iceland
Poland
Belgium
Turkey
France
Netherlands
Norway
Spain
UK
Germany
34
Strategic partnerships in vocational education and training (VET) In addition to overall priorities for all sectors, there are three more VET-specific European policy doc-
uments particularly relevant as background for Erasmus+ strategic partnerships in the VET area. The
Bruges Communiqué from 2010 defines common objectives and priorities. Strategic objectives for
the period 2011-2020 include:
Making initial VET an attractive learning option.
Fostering the excellence, quality and relevance of both initial VET and continuing VET (quality
assurance, quality of teachers and labour market relevance, the latter to be achieved by more
partnerships with social partners, enterprises and education, more work-based learning and
more outcome-oriented learning).
Enabling flexible access to training and qualifications.
Developing a strategic approach to internationalisation and promoting international mobility.
Fostering innovation, creativity and entrepreneurship, as well as the use of ICT.
The 2012 Commission Staff Working Document VET for Better Skills, Growth and Jobs presents best
policy practice, comparative data and research results. The 2013 Policy handbook Work-Based Learn-
ing in Europe: Practice and Policy Pointers focuses on work-based learning and brings together policy
guidance with concrete practices.
In addition to the horizontal priorities in the Erasmus+ programme, the following four priorities are
listed in the programme guide as specific for the VET sector. These four represent the core priorities
in the VET policy basis of the programme. “I-VET” refers to initial vocational education and training,
whereas “C-VET” refers to continued VET after I-VET and/or after entry into working life.
Promoting work-based learning in all its forms, with special attention to apprenticeship-type
training, by involving social partners, companies and VET providers, as well as stimulating innova-
tion and entrepreneurship.
Further developing quality assurance mechanisms in VET, in line with EQAVET recommendation,
and establishing continuous information and feedback loops to I-VET and C-VET systems, based
on learning outcomes as part of quality assurance systems.
Further strengthening key competences in VET curricula and providing more effective opportu-
nities to acquire or develop those skills through I-VET and C-VET.
Enhancing access to training and qualifications for all through C-VET, in a life-long learning per-
spective, notably by increasing the quality, supply and accessibility of C-VET, validation of non-
formal and informal learning, promoting work-place learning in companies for the working popu-
lation, providing for efficient and integrated guidance services and flexible and permeable learn-
ing pathways.
35
Applications and success rate, VET sector Table 18 shows the numbers of submitted and approved applications in the VET sector in the first
three Norwegian calls. There were fewer applications in the two latter than in the first year, but the
success rate remained the same, just below 50 per cent. This is quite high compared to the success
rates in the other three sectors (except for schools in 2015 and adult education in 2016), but also
compared to other programmes administered by SIU. In other words, there is less competition for
funding of VET strategic partnerships than for funding of school, higher and adult education strategic
partnerships. The assessment sum of the funded VET projects 2014-16 ranged from 70 to 91 points.
Table 18: Applications and success rates 2014-16, VET sector
Applications Approved Success rate
2014 13 6 46 %
2015 9 *4 45 %
2016 9 4 45 %
* One of the approved applications in 2015 withdrew, so that the number of actually funded projects in 2015 was 3. Source: EPlusLink.
Projects, coordinating organisations and grants awarded, VET Table 19-Table 21 provide an overview of the thirteen Norwegian-coordinated VET partnerships
funded in the 2014-16 application rounds. The consortium size, including coordinator, varied from
three to 22 organisations, with an average of nine. The grants varied between 75 and 376 thousand
euros, and altogether these partnerships received 3.1 million euros in these three calls. Thus the VET
projects are substantially different in size, both regarding the budget and the number of organisa-
tions involved.
Table 19: Partnerships in the VET sector selected in 2014
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
200 Val AS upper secondary school
Increased Knowledge About European Aq-uaculture
3 90 35
200 NTI-MMM Multilateral Monitoring and Manage-ment
Skillstube: Video recordings of skills per-formance linked to ECVET descriptions
10 300 52
202 Arna upper secondary school
Building with Massive Wood 4 75 22
202 Mosjøen upper secondary school
Methods Adapted to the Computerised Learning Environment
7 164 35
202 Nord-Trøndelag regional county
International Nordic Entrepreneurship 8 141 17
202 Norwegian University of Science and Technology (NTNU)
Viability Innovation Scientific Creativity oriented network for training and instruc-tion
17 289 69
SUM GRANTS VET SECTOR 2014 1 059 230
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
36
Table 20: Partnerships in the VET sector selected in 2015
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
202 Haugaland upper secondary school
Logged-on 5 318 83
202 Norwegian University of Science and Technology (NTNU)
Leadership for Transition 7 360 73
202 NTI-MMM Multilateral Monitoring and Manage-ment
Process VET from Chemi to Pharma 9 238 45
SUM GRANTS VET SECTOR 2015 916 201
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
Table 21: Partnerships in the VET sector selected in 2016
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
202 Val AS upper secondary school
Sustainable use of water based resources 4 116 36
202 Norwegian University of Science and Technology
Using Profiling and Publishing for the up-ping of Scientific Approaches
22 333 45
202 NTI-MMM Multilateral Monitoring and Manage-ment
Qualification assessments for refugee train-ing and employment: Fast track with ECVET and Skills bank
14 321 53
202 Blått center of competences Optimized Training - Innovative Methods and tools for Acceptance of prior Learning in qualifications and workplace training
7 376 103
SUM GRANTS VET SECTOR 2016 1 146 237
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
Among the thirteen projects selected in 2014-16 there were four upper secondary VET schools, a
university, a county council and two private organisations. A majority of the projects had partners
from other areas of working life than education: SMEs, public bodies or foundations. There is quite
strong concentration when it comes to participant organisations; the Norwegian University of Sci-
ence and Technology (NTNU) as well as the private organisation NTI-MMM coordinates three pro-
jects each, and Val upper secondary school coordinates two projects. As we will see in the next chap-
ter, NTNU also coordinates five projects within higher education. The strong concentration of partici-
pants could mean that the wider institutional and social impact will be modest. On the other hand,
given the limited funds in the strategic partnership action, it is not necessarily a drawback to see
some concentration at some organisations.
Norwegian University of Science and Technology (NTNU, 3 projects)
NTI-MMM Multilateral Monitoring and Management (3 projects)
37
Val upper secondary school (2 projects)
Arna, Mosjøen and Haugaland upper secondary schools (1 project each)
Nord-Trøndelag county council (1 project)
Blått kompetansesenter (Marine knowledge cluster, 1 project)
Types of institutions in VET partnerships Table 22 provides an overview of types of institutions participating in the Norwegian coordinated
VET partnerships, according to the institutional categories the participants have chosen in the appli-
cation form. The majority has ticked off for “other”. The second largest group is VET institutions at
secondary level, followed by VET institutions at tertiary level.
Table 22: Types of institutions in VET partnerships, 2014-16
Type No
School/institute/educational centre – Vocational training (secondary level) 24
School/institute/educational centre – Vocational training (tertiary level) 10
Small/medium sized enterprise 8
Higher education institution (tertiary level) 7
School/institute/educational centre - general education (secondary level) 6
Research institute 4
Non-governmental organisation/association/social enterprise 4
Local public body 3
Civil society organisation 3
Regional public authority 2
Social partner or other representative of working life (chambers of commerce, trade union, trade asso-ciation)
2
School/institute/educational centre - adult education 2
European NGO 1
International agencies and organisations 1
Other 39
Source: EPlusLink
Activities in VET partnerships Table 23 and Table 24 show activities in Norwegian coordinated VET partnerships in 2014-15 (2016
data are not yet available), as observable in grants allocated for different purposes. In 2014 the larg-
est sum was allocated for project management activities, and in 2015 for project outputs. In both
years, project outputs make up a significantly larger share of the total amount awarded than short-
term learning, training and teaching activities.
38
Table 23: Strategic partnerships VET, activities 2014
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
5 Total project management 520 270 49 %
Total project outputs (incl. intellectual outputs and multiplier events)
327 827 31 %
Total short-term learning, training, teaching 175 695 17 %
Total other costs 35 400 3 %
Total 1 059 192 100 %
Source: the European Commission
Table 24: Strategic partnerships VET, activities 2015
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
5 Total project management 343 595 33 %
Total project outputs (incl. intellectual outputs and multiplier events)
480 074 46 %
Total short-term learning, training, teaching 181 340 17 %
Total other costs 36 000 4 %
Total 1 041 009 100 %
Source: the European Commission
Countries of cooperation in VET partnerships Figure 3 shows the number of partners from different countries. Norwegian coordinators are not
included. The high score for Norway thus means that in the VET projects, it is quite common to have
Norwegian partners. There are also many Turkish partners in the VET strategic partnerships, although
it should be noted that as many as eight of these ten take part in two projects lead by the NTNU.
Next on the list are Austria and Italy, before Spain and Romania. The Austrian and Spanish partners
are spread across four and three projects respectively, whereas all the Italian and Romanian partners
are part of the same two NTNU projects as the eight Turkish. As we saw for school projects earlier,
VET cooperation with “partner countries” in the world outside the EU/EEC is also very limited, with
only Palestine on the list.
39
Figure 3: Strategic partnerships in the VET sector (KA200 and KA202) per country, 2014-16
Source: EPlusLink. In some projects, there are two or more partners from the same countries. These are counted separately.
Priorities and topics in VET partnerships Applicants are asked to select relevant priorities according to the objectives of their project.12 In the
thirteen projects between one and three priorities were chosen. As is shown in Table 25, there is
considerable variation, and no priority stands out as particularly common. In total, the projects se-
lected 25 priorities, spread over 23 options. This is different from the school sector, where there is
much more concentration around some priorities. One reason for this dispersion might be that very
diverse organisations participate in the VET partnerships.
12
In 2014, applicants could select one or more priorities from a pre-defined list, whereas in 2015 and 2016 they were first asked to select one «most relevant» priority and then any number of «other relevant» priorities.
0 1 2 3 4 5 6 7 8 9 10
Norway
Turkey
Austria
Italy
Spain
Romania
Germany
Portugal
Ireland
Sweden
France
UK
Slovakia
Greece
Finland
Iceland
Slovenia
Switzerland
Belgium
Malta
Palestine
Poland
Denmark
Luxembourg
Netherlands
40
Table 25: Priorities in the VET partnership, 2014-16
Priority (chosen from a pre-defined list of approx. 50 priorities) Chosen by, out of 13 projects
Revising and strengthening the professional profile of the teaching professions 2
Transparency and recognition of skills and qualifications to facilitate learning, employability and learning mobility
2
Contributing to the modernisation of Europe's higher education systems as outlined in the 2011 EU Modernisation Agenda
1
Developing basic and transversal skills using innovative methods 1
Enhancing digital integration in learning, teaching, training and youth work at various levels 1
Promoting the professional development of staff and youth workers in ICT methodology 1
Promoting the take-up of practical entrepreneurial experience in education, training and youth work
1
Developing partnerships between education and employment 1
Fostering access to continuing VET, including groups at risk 1
Professional development of VET teachers and trainers 1
Supporting schools to tackle early school leaving (ESL) and disadvantage as well as to ad-dress all students from the lowest to the highest end of academic spectrum
1
Addressing low achievement in basic skills through more effective teaching methods 1
Development of high quality work-based VET 1
Implementation of EU VET tools 1
Contributing to the development of a European area of skills and qualifications 1
Improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective
1
Improving and extending the offer of high quality learning opportunities 1
Promoting work-based learning in all its forms, with special attentions to apprenticeship-like training
1
Sustainable investment, performance and efficiency in education and training 1
Further developing quality assurance mechanisms in VET 1
Designing and implementing effective provision for enhancing the basic skills and key com-petences
1
Inclusive education, training and youth 1
Enhancing access to training and qualifications for all through C-VET 1
Source: EPlusLink
The applicants were also asked to select the «most relevant topics addressed by your project», from
a pre-defined list in the application form. There is more concentration on certain topics, than is the
case for priorities. The most frequently selected topic, chosen by 5 of 13 projects (36 per cent), is
new innovative curricula/education methods/development of training courses.
Table 26: Topics in the VET partnership, 2014-16
Topic (chosen from a pre-defined list of approx. 50 topics) Chosen by, out of 13 projects
New innovative curricula/education methods/development of training courses 5
ICT - new technologies - digital competences 3
Early school leaving/combating failure in education 2
Enterprise, industry and SMEs (incl. entrepreneurship) 2
Entrepreneurial learning - entrepreneurship education 2
41
Topic (chosen from a pre-defined list of approx. 50 topics) Chosen by, out of 13 projects
International cooperation, international relations, development cooperation 2
Labour market issues incl. career guidance/youth unemployment 2
Agriculture, forestry and fisheries 1
Creativity and culture 1
Gender equality/equal opportunities 1
Integration of refugees 1
Overcoming skills mismatches (basic/transversal) 1
Pedagogy and didactics 1
Quality assurance 1
Quality improvement institutions and/or methods (incl. school development) 1
Recognition, transparency, certification 1
Research and innovation 1
Rural development and urbanisation 1
Social dialogue 1
Source: EPlusLink
Norwegian partners in VET projects Table 27-Table 29 give an overview of Norwegian institutions participating in VET partnerships coor-
dinated by another institution, in Norway or abroad. The available data are less detailed and reliable
than the data on projects with Norwegian coordinators. There might be active partnerships in addi-
tion to those listed below, that still have not been registered.
Table 27: Norwegian partners in VET projects coordinated by another institution, 2014
KA Agency Project title Name of institution Total € budget
Granted to org.
202 NO01 Methods Adapted to the Computerised Learning Environment
Norwegian Digital Learning Arena
164 415 12 940
202 PL01 Therapy dog training - European standards Antrozoologi Senteret AS (association)
247 186 51 671
202 FR01 Strategy To Raise Awareness and Improve, Generalize and Help Tackling European Needs for BASIC SKILLS
Folkeuniversitetet Sør-Øst (foundation)
291 844 50 826
202 BE02 Additive manufacturing, adding hightech in education
Stord upper secondary school
81 880 14 625
202 CZ01 Production Technology of Regional Food Focused on Animal Breeding and Welfare
Skjetlein upper sec-ondary school
177 000 43 260
202 CZ01 IT-solutions in Production and Business – Partnership for Stronger Europe
Askim upper second-ary school
198 140 45 858
202 FR01 The Creative Museum Museums in Sør-Trøndelag AS
402 255 31 320
202 LT01 ECVET in HoReCa sector Sandefjord upper secondary school
77 100 18 350
202 NO01 International Nordic Entrepreneurship Leksvik upper second-ary school
141 105 24 845
42
KA Agency Project title Name of institution Total € budget
Granted to org.
202 MK01 Marketing Initiative of Students for Profes-sional Orientation and Progress
Kristiansand Cathedral School
95 133 19 061
202 IS01
Work mentoring within a quality manage-ment system. Structure for cooperation between school and small and medium-sized Enterprices (SMEs).
Charlottenlund Upper Secondary School
187 235 31 572
202 UK01
Face Value: Optimising the psychosocial care for individuals with birth defects in Europe by implementing an innovative training method for staff in health care and NGO settings.
Rogaland school and business development association
163 374 28 498
202 NO01 International Nordic Entrepreneurship Leksvik industriell vekst AS (company)
141 105 7 150
202 DE02 OLD BUILDINGS, NEW TECHNOLOGY Mosjøen upper sec-ondary school
150 000 17 625
202 LT01 Using ECVET for Agricultural Program Mo og Jølster upper secondary school
93 120 22 540
202 NL01 YEBISU empowers employees EUROMASC - Europe-an Masters of Skilled Crafts
337 096 13 946
202 SE01 Haga Train the Trainers project Directorate for Civil Protection and emer-gency Planning (DSB)
90 665 17 425
202 UK01 Digital Innovations for Growth Academy
European Centre for Women and Technol-ogy (ECWT) Associa-tion
355 561 38 648
SUM PARTNER GRANTS VET PROJECTS 2014 490 160
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Table 28: Norwegian partners in VET projects coordinated by another institution, 2015
KA Agency Project title Name of institution Total € budget
Granted to org.
202 DE02 European mobility network for vocational training in floristy
NTI-MMM Multilateral Monitoring and Man-agement
303 780 36 233
202 NL01 Development Project for Railway Signalling Engineering trainers
The Norwegian Na-tional Rail Administra-tion
180 318 30 585
202 UK01 Assistive Living Training and Skills Kvinesdal municipality 357 778 38 327
202 BE02 Supported Employment Quality Framework Supported Employ-ment Norge (SENO)
271 810 49 499
202 DE02 Common vocational Training to Master in the Baltic Sea Region
Nordisk Håndverks-forum (labor associa-tion)
420 460 19 477
202 DK01 Konsekvenspædagogisk vejledning i sociale handlingskompetencer
Bergeland upper sec-ondary school
282 330 50 856
43
KA Agency Project title Name of institution Total € budget
Granted to org.
202 NL01 European Crane Operator Licence Kranutleierens Landsforening (labor association)
211 019 20 723
202 DE02 Sustainable Construction in the Refurbish-ment
Stavset Bygg AS (com-pany)
296 977 16 238
202 DK01 Konsekvenspædagogisk vejledning i sociale handlingskompetencer
Stend upper second-ary school
282 330 50 856
202 SE01
IHEM: Improving the long-term outcomes in children with congenital anomalies by im-plementing an Innovative Health Educa-tional Module for staff in health care and NGO settings.
Rogaland school and business development association
268 502 29 915
202 DE02 Sustainable Construction in the Refurbish-ment
Borgund upper sec-ondary school
296 977 45 194
202 FR01 European Professional Bachelor Programme Borgund upper sec-ondary school
200 265 35 903
202 CZ01 Teaching in the digital age Byåsen upper second-ary school
136 530 20 905
202 TR01 Men Talk: Alternative language learning techniques for male learners active in the tourism sector
Bergen adult educa-tion
280 335 56 090
202 DK01 Konsekvenspædagogisk vejledning i sociale handlingskompetencer
Haugaland upper secondary school
282 330 51 650
202 NO01 Process VET from Chemi to Pharma Kristiansund upper secondary school
237 584 33 310
202 UK01 Transparency of credit allocation in VET and HE in Manufacturing
EUROMASC - Europe-an Masters of Skilled Crafts
281 635 57 605
202 RO01 SKILLS+ - Soft skills development pro-gramme for micro-companies in ICT sector
European Centre for Women and Technol-ogy (ECWT) associa-tion
133 325 30 210
202 ES01 Cloud and Internet Services with Open Source Software for SMEs
Østfold University College
205 160 23 050
202 IT01 LEAN: Training by doing and training on the go as effective approaches to lean manufac-turing
University of Stavang-er
298 800 48 385
SUM PARTNER GRANTS VET PROJECTS 2015 745 011
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
44
Table 29: Norwegian partners in VET projects coordinated by another institution, 2016
KA Agency Project title Name of institution Total € budget
Granted to org.
202 SE01 VET-related language courses for mil-lions of refugees in Europe
Hero Norge AS (company) 293 240 7 725
202 SK01 Inováciou didaktiky rómskeho jazyka k inkluzívnemu vzdelávaniu žiakov zo znevýhodneného prostredia
Nansen Peace Center (foundation)
238 005 14 830
202 DE02 Digital media competence for educa-tional staff in early childhood educa-tion
Ringer i vann AS (compa-ny)
441 845 46 585
202 SE01 Pan-European Competency Certificate for Shot firer/blast designer by Europe-an Federation of Explosive Engineers
Kure Fjellspreningsteknikk (company)
408 413 56 012
202 BE02 SMART house through internet of things
Kongsberg upper second-ary school
56 950 17 725
202 NO01
Optimized Training - Innovative Meth-ods and tools for Acceptance of prior Learning in qualifications and work-place training
Frøya upper secondary school
376 437 64 327
202 DE02 Sharing, Learning And Developing Eu-ropean Neets Opportunities
Folkeuniversitetet Midt-Norge (foundation)
193 525 61 504
202 FI01
App Mentor; Introducing mobile tech-nology as a tool to strengthen the mentoring process during work based learning.
Charlottenlund Upper Secondary School
226 911 36 552
202 UK01 Matching needs and expectations of trainees and companies hosting for a successful internship
Akershus regional county 168 829 21 008
202 NO01 Qualification assessments for refugee training and employment: Fast track with ECVET and Skills bank
EUROMASC - European Masters of Skilled Crafts
320 938 19 455
202 IT01 Diagnosis and Actions for Young People Looking for a Better Future
Oslo and Akershus Univer-sity College of Applied Sciences
327 580 54 210
202 NO01 Qualification assessments for refugee training and employment: Fast track with ECVET and Skills bank
Oslo and Akershus Univer-sity College of Applied Sciences
320 938 22 406
202 IT01 BIM4PLACEMENT European key com-petences in building and construction
University of Stavanger 248 045 53 920
202 SE01 Learning to Innovate with Families Norwegian University of Science and Technology (NTNU)
286 893 61 918
SUM PARTNER GRANTS VET PROJECTS 2016 538 177
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Figure 4 shows the nationality of the coordinator in VET projects where Norwegian institutions are
partners. Compared with the other education sectors, quite many are partners in Norwegian-
coordinated partnerships. Germany, United Kingdom and Sweden are other important coordinating
countries in the VET sector.
45
Figure 4: Norwegian partners in VET projects (KA202), by country of coordinator, 2014-16
NOTE: The number of Norwegian partners (7) is lower than in Figure 3 (10), because that figure also includes KA200 projects. Source: Erasmus+ Project Results database: http://ec.europa.eu/programmes/erasmus-plus/projects/
0 1 2 3 4 5 6 7
Germany
Norway
UK
Sweden
Czech Rep.
France
Denmark
Netherlands
Belgium
Italy
Lithuania
Spain
FYR Macedonia
Turkey
Iceland
Slovakia
Poland
Romania
Finland
46
Strategic partnerships in higher education In key EU policy papers covering all educational fields, the following priority/benchmark is related to
the higher education sector specifically:
At least 40 per cent of the younger generation should have a tertiary degree (Europe 2020 and
ET2020).
In the introductory chapter we listed the horizontal priorities of the Erasmus+ programme, address-
ing all educational sectors. In addition to these, there are some specific priorities applying to higher
education strategic partnerships. These are outlined in the 2011 EU Modernisation Agenda, and in
the 2013 Communication on Opening Up Education:
Increasing attainment levels.
Improving the quality and relevance of higher education.
Strengthening quality through mobility and cross-border cooperation.
Making the knowledge triangle work, including by inter-disciplinary cooperation.
Improving governance and funding.
Promoting the development of new modes of delivery.
Exploiting and responding to new technologies in learning and teaching.
Applications and success rate, HE sector Table 30 shows the number of submitted and approved higher education applications in the first
three calls. The number of submitted applications was fairly constant in these years, but in 2016 the
success rate fell to its lowest, only 20 per cent. The assessment sum of the partnerships selected
ranged from 81 to 92 points, well above the 60 points threshold. The quality of the 2016 application
round was particularly high, with the three partnerships selected scoring 90 and 91 points (six other
applications scored between 82 and 88.5 points and were put on the reserve list, due to lack of more
funds). Such a gap between the number of good applications and a low success rate might be prob-
lematic, should it persist over time, if discouraging the target group of the strategic partnerships
action from making the effort of applying in future calls.
Table 30: Applications and success rates in 2014-16, higher education sector
Applications Approved Success rate
2014 17 5 29 %
2015 17 6 35 %
2016 15 4 27 %
Source: EPlusLink
47
Projects, coordinating organisations and grants awarded, HE Table 31-Table 33 provide an overview of the partnerships in the higher education sector, coordinat-
ed by Norwegian organisations and approved in 2014-16. Of the fourteen partnerships, three had the
minimum number of partners (three including the coordinator). For the remaining partnerships, the
number of partners including the coordinator varied between four and ten. There is no proportionali-
ty between the number of partners and the size of the grant. The eleven strategic partnerships in
higher education received altogether 4.2 million euros in these first three annual calls.
Table 31: Partnerships in the higher education sector selected in 2014
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
200 University of Bergen Aramaic-Online Project 5 497 168
200 Norwegian doctors against nuclear weapon (associa-tion)
Medical Peace Work 3 - Strengthening Health Workers' Performance in Violence Prevention and Peace Building
10 290 53
203 The Oslo School of Architec-ture and Design
Confronting Wicked Problems: Adapting Architectural Education to the New Situa-tion in Europe
10 285 27
203 Norwegian University of Science and Technology
Universal Design in Higher Education - Li-cence to Learn
3 138 44
203 University of Stavanger Development and Implementation of Inter-active Mobile E-learning Apps for European Nursing Education
3 425 209
SUM GRANTS HIGHER EDUCATION 2014 1 635 501
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
Table 32: Partnerships in the higher education sector selected in 2015
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
203 Volda University College Euro-anime 7 122 38
203 Norwegian University of Life sciences
Landscape Education for Democracy 6 307 79
203 Oslo and Akershus Universi-ty College of Applied Sci-ences
Relevance in practice placements - inclu-sion of marginalized people
3 168 73
203 Norwegian University of Science and Technology
Professional Teacher Education through University Schools
9 220 38
203 Norwegian Academy of Music
ECMA - Next Step 10 399 85
203 Norwegian University of Science and Technology
European Lean Enterprise Alliance Network 8 349 85
SUM GRANTS HIGHER EDUCATION 2015 1 565 398
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
48
Table 33: Partnerships in the higher education sector selected in 2016
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
203 Norwegian University of Science and Technology
Serious Games and Welfare Technology 6 296 65
203 Norwegian University of Science and Technology
Electronic International Forum for Teacher Educator Development
8 407 106
203 University of Oslo
Strategic Partnership to Promote Core Aca-demic Values and Welcome Refugees and Threatened Academics to European Cam-puses
4 304 105
203 Norwegian School of eco-nomics
Sustainable Business Models 4 183 73
SUM GRANTS HIGHER EDUCATION 2016 1 190 349
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
15 higher education projects with a Norwegian coordinator were funded in the first three annual
calls of the Erasmus+ programme; 2 KA200 and 13 KA203. The Norwegian University of Science and
Technology (NTNU) coordinates as many as five of the fifteen projects. Except from this concentra-
tion at NTNU (also coordinating three VET strategic partnerships) the HE projects are distributed over
a range of institutions. Thirteen of the fifteen strategic partnerships in higher education are, howev-
er, coordinated by institutions in the four largest cities; Oslo, Bergen, Trondheim or Stavanger.
NTNU (with 5 projects)
The Oslo School of Architecture and Design
University of Bergen
Sør-Trøndelag University College
University of Stavanger
Volda University College
Norwegian University of Life sciences
Oslo and Akershus University College
Norwegian Academy of Music
University of Oslo
Norwegian School of Economics
In the 2014 call, only three of the seventeen applicants had participated in the prior LLP programme
(two Erasmus Intensive Programmes and one Transfer of Innovation project). Thus there is not a
strong continuity from the LLP to Erasmus+ when it comes to participation in higher education stra-
tegic partnerships.
49
Types of institutions in HE partnerships Table 34 provides an overview of types of institutions participating in Norwegian-coordinated part-
nerships, according to the institutional categories they have ticked off in the application. As in the
case of school and VET partnerships, a large group has ticked off for “other”. However, the majority
have chosen the category “higher education institution”.
Table 34: Types of institutions in higher education partnerships, 2014-16
Type No
Higher education institution (tertiary level) 44
Non-governmental organisation/association/social enterprise 5
Multimedia company 4
European NGO 2
Small/medium sized enterprise 2
Non-governmental organisation/association/social enterprise 1
School/institute/educational centre – General education (secondary level) 1
Concert hall 1
Pan-European network active in the culture sector 1
Festival 1
Research institute/centre 1
Large enterprise 1
EU-wide network 1
European NGO 1
Other 30
Source: EPlusLink.
Activities in HE partnerships Table 35-Table 36 show the grant amount allocated for different activities in the higher education
partnerships in 2014 and 2015 (data for 2016 are not yet available). In both years, the largest sum
was allocated for project outputs, followed by project management. Short term learning, training
and teaching assignments received a relatively small share of the total grant amount awarded in
2014. In 2015 this share was considerably higher.
Table 35: Strategic partnerships higher education, activities 2014
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
5 Total project management 485 740 30 %
Total project outputs (incl. intellectual outputs and multiplier events)
934 998 57 %
Total short-term learning, training, teaching Activities
105 225 6 %
Total other costs 110 000 7 % Total 1 635 963 100 %
Source: the European Commission
50
Table 36: Strategic partnerships higher education, activities 2015
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
6 Total project management 572 310 37 %
Total project outputs (incl. intellectual outputs and multiplier events)
632 392 40 %
Total short-term learning, training, teaching Activities
321 020 21 %
Total other costs 39 250 2 %
Total 1 564 972 100 %
Source: the European Commission
Countries of cooperation in HE partnerships Erasmus+ strategic partnerships in higher education must involve at least three organisations from
three different programme countries. The number of participants (coordinator included) in the fif-
teen Norwegian-coordinated partnerships varies from three to ten. In total there are 96 partners,
which means 6,4 on average per project.
Measured in number of partner institutions from a given country, Germany is the most prominent
country of cooperation in the higher education sector, followed by United Kingdom, the Netherlands
and Belgium. Only two partner institutions are from a so-called «partner countries» (Russia and
USA). The international dimension, meaning cooperation with the world outside the EU/EEC, is thus
limited in higher education Erasmus+ strategic partnerships. As seen in Figure 5, some partnerships
also include Norwegian partners (the coordinator is not included in this number).
51
Figure 5: Strategic partnerships in the higher education sector (KA200 and KA203) per country, 2014-16
Source: EPlusLink. In some projects, there are several partners from the same countries. These are counted sep-arately.
Priorities and topics in HE partnerships Applicants are asked to select from a pre-defined list the programme priorities that are relevant to
the projects.13 The fifteen partnerships funded have selected between one and three priorities. As
the list in Table 37 shows, the most frequently selected one is «Improving the quality and relevance
of HE» (selected by 33 per cent of the partneships). This is not so surprising, given that the superior
goal of Norwegian internationalisation policy is to improve the quality and relevance of Norwegian
higher education. Improved quality and relevance is also one of the sector specific priorities.
13
In 2014, applicants could select one or more priorities from a pre-defined list, whereas in 2015 they were firstly asked to select one «most relevant» priority and then secondly any number of «other relevant» priori-ties.
0 1 2 3 4 5 6 7 8 9 10 11 12
Germany
UK
Netherlands
Belgium
Norway
Italy
Austria
Czech Rep.
Ireland
Spain
Denmark
Sweden
France
Hungary
Lithuania
Luxembourg
Romania
Slovenia
Russia
USA
52
Table 37: Priorities in higher education partnerships 2014-16
Priority (chosen from a pre-defined list of approx. 50 priorities) Chosen by, out of 15 projects
Improving the quality and relevance of HE 5
Open and innovative education, training and youth work, embedded in the digital era 4
Contributing to the modernisation of Europe's higher education systems as outlined in the 2011 EU Modernisation Agenda
3
Supporting the production and adaption of Open Educational Resources in diverse European languages
3
Supporting the implementation of reforms in line with the 2011 EU Modernisation Agenda's priority areas
3
Making the knowledge triangle work 2
Promoting empowerment, participation and the active citizenship of young people 2
Supporting implementation of the 2013 Communication on Opening Up Education 2
Developing basic and transversal skills using innovative methods 1
Enhancing digital integration in learning, teaching, training and youth work at various levels 1
Increasing the efficiency of public expenditure and the investment in education, training and youth
1
Promoting entrepreneurship education and social entrepreneurship among young people 1
Promoting young people's social inclusion and well-being 1
Revising and strengthening the professional profile of the teaching professions 1
Strengthening quality through mobility and cross-border cooperation 1
Strengthening the profile of the teaching professions 1
Inclusive education, training and youth 1
Strengthening the recruitment, selection and induction of educators 1
Sustainable investment, performance and efficiency in education and training 1
Source: EPlusLink
The applicants are also asked to select the most relevant topics addressed by their project, from a
pre-defined list. The most frequently selected topic, chosen by eleven of the fifteen projects sup-
ported (73 per cent), is «new innovative curricula/education methods/development of training
courses» (Table 38). 33 per cent selected “Open and distance learning”.
The portfolio covers a wide range of topics relevant to the programme, but with a clear prominence
of projects focusing on higher education learning and teaching methods, and less on social problems,
political and work life topics.
Table 38: Topics in higher education partnerships 2014-16
Topic (chosen from a pre-defined list of approx. 50 topics) Chosen by, out of 15 projects
New innovative curricula/education methods/development of training courses 11
Open and distance learning 5
Enterprise, industry and SMEs (incl. entrepreneurship) 4
ICT - new technologies - digital competences 3
Creativity and culture 2
Health and wellbeing 2
Inclusion - equity 2
53
Topic (chosen from a pre-defined list of approx. 50 topics) Chosen by, out of 15 projects
Pedagogy and didactics 2
Teaching and learning of foreign languages 2
Access for disadvantaged 1
Disabilities - special needs 1
Entrepreneurial learning - entrepreneurship education 1
EU Citizenship, EU awareness and democracy 1
Labour market issues incl. career guidance/youth unemployment 1
Quality improvement institutions and/or methods (incl. school development) 1
Reaching the policy level/dialogue with decision makers 1
Research and innovation 1
Integration of refugees 1
Post-conflict/post-disaster rehabilitation 1
International cooperation, international relations, development cooperation 1
Energy and resources 1
Source: EPlusLink
Norwegian partners in HE projects Concerning Norwegian partners in partnerships coordinated by another institution, in Norway or
abroad, the information we have access to is less detailed and reliable, compared to the data on
Norwegian-coordinated projects. Some partnerships may be active, that are not included in the list
(Table 39-Table 41).
Table 39: Norwegian partners in HE projects coordinated by another institution, 2014
KA Agency Project title Name of institution Total € budget
Granted to org.
203 HU01
Three layers of telling a story: creation of joint curricula in the higher educa-tion of cinematographers, puppeteers and applied theatre practitioners
Bergen University College
380 730 42 425
203 IS01 NAIP: Innovation in European Higher Music Education
Norwegian Academy of Music
246 623 33 136
203 DE01 European Media Cloud Campus Oslo and Akershus University College of Applied Sciences
209 240 34 390
203 DE01 MOOC Accessibility Partnership Oslo and Akershus University College of Applied Sciences
448 404 52 283
203 SE01 An interdisciplinary approach to work-ing with children and young people with complex needs
Oslo and Akershus University College of Applied Sciences
217 555 47 515
203 DK01 Collaboration and Innovation for Bet-ter, Personalized and IT-Supported Teaching
University of Stavang-er
449 966 61 634
203 NL01 Support Centres for Open education and MOOCS in different Regions of Europe 2020
The Arctic University of Norway
277 662 37 867
54
KA Agency Project title Name of institution Total € budget
Granted to org.
203 TR01 Undergraduate curriculum and e-course on Evidence-Based Dentistry
The Arctic University of Norway
167 503 28 429
203 SE01 Establishing a Nordic Consortium for China Studies
University of Oslo 156 288 33 695
203 UK01 Quality Audit Tool for School Leaders University of Oslo 207 571 36 185
203 BE01 European Humanitarian Action Part-nership
Norwegian University of Science and Tech-nology (NTNU)
347 730 11 941
SUM PARTNER GRANTS HIGHER EDUCATION PROJECTS 2014 419 500
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Table 40: Norwegian partners in HE projects coordinated by another institution, 2015
KA Agency Project title Name of institution Total € budget
Granted to org.
203 NO01 Euro-anime Raindog Studios (com-pany)
122 318 15 850
203 NO01 Professional Teacher Education through University Schools
Charlottenlund upper secondary school
219 670 14 635
203 EE01 Modernising European Higher Music Edu-cation through Improvisation
Norwegian Academy of Music
347 675 28 956
203 EE01 Education and training in early detection of breast cancer for health care professionals
Bergen University College
294 580 36 120
203 LT01 Risk and Security Governance Studies with-in Baltic – Nordic Academic Community of Practice
University of Stavanger 293 835 64 810
203 NO01 Professional Teacher Education through University Schools
Trondheim municipali-ty
219 670 18 085
203 NO01 European Lean Enterprise Alliance Network Kongsberg maritime AS (company)
349 475 16 566
203 PL01 Development of Innovative Academy on the basis of DT teaching
The Arctic University of Norway
166 601 41 222
203 UK01 Development of innovative e-learning and teaching through strategic partnerships in Global Health Education
University of Bergen 371 717 86 708
203 IS01 Gender and Philosophy: Developing learn-ing and teaching practices to include un-derrepresented groups
University of Oslo 129 933 18 950
203 SE01 Nordic Particle Accelerator Program University of Oslo 327 725 27 535
203 DE01 New Culture in Higher Education: Project-Oriented Learning Beyond Borders
Norwegian University of Science and Tech-nology (NTNU)
402 229 107 042
SUM PARTNER GRANTS HIGHER EDUCATION PROJECTS 2015 476 479
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
55
Table 41: Norwegian partners in HE projects coordinated by another institution, 2016
KA Agency Project title Name of institution Total € budget
Granted to org.
203 NO01 Serious Games and Welfare Technology 3D Motion Technolo-gies AS
296 391 15 955
203 PL01 Innovative Learning Approaches for Im-plementation of Lean Thinking to Enhance Office and Knowledge Work Productivity
Salte AS (company) 218 895 12 285
203 DK01 Reflective Entrepreneurial Music Education – World class
Norwegian Academy of Music
234 135 38 010
203 LI01 Society in Motion Bergen School of Ar-chitecture
209 530 55 073
203 UK01 Sharing Learning from Practice to improve Patient Safety
Østfold University College
431 996 57 552
203 EE01 Modernized teaching material and meth-odology for road safety educators
Nord-Trøndelag Uni-versity College
132 110 39 660
203 BE02 Strategic Partnership: Agents of Change in Education
Stord-Haugesund Uni-versity College
266 420 54 910
203 PL01 Innovative Learning Approaches for Im-plementation of Lean Thinking to Enhance Office and Knowledge Work Productivity
University of Stavanger 218 895 44 215
203 IS01 Co-Produced Mental Health Nursing Edu-cation
Hedmark University College
203 324 28 242
203 FR01 Facing Europe in Crisis: Shakespeare’s World and Present Challenges
University of Bergen 449 597 47 497
203 DE01 Intercultural learning in mathematics and science initial teacher education
Norwegian University of Science and Tech-nology (NTNU)
431 750 37 734
203 DK01 School Adoption in Teacher Education NTNU) 210 075 34 785
SUM PARTNER GRANTS HIGHER EDUCATION PROJECTS 2016 465 918
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
As seen in Figure 6, most Norwegian partners are active in a project coordinated by another Norwe-
gian institution. The next country is Germany, and we see that Norwegian partners are almost exclu-
sively in projects coordinated from Northern European countries.
56
Figure 6: Norwegian partners in HE projects (KA203), by country of coordinator, 2014-16
Source: Erasmus+ Project Results database: http://ec.europa.eu/programmes/erasmus-plus/projects/
0 1 2 3 4 5
Norway
Germany
Iceland
Sweden
Estonia
Denmark
UK
Poland
Belgium
Hungary
Netherlands
Turkey
Lithuania
Lichtenstein
France
57
Strategic partnerships in adult education In key policy papers, covering all education sectors, the following priorities and benchmarks relate to
adult education:
To modernise labour markets and empower people by developing their skills throughout the
lifecycle with a view to increase labour participation and better match labour supply and demand
(Flagship initiative “An agenda for new skills and jobs”, Europe 2020)
Making lifelong learning and mobility a reality: The challenges posed by demographic change and
the regular need to update and develop skills in line with the changing economic and social cir-
cumstances call for a lifelong approach to learning and for education and training systems which
are more responsive to change and more open to the wider world (ET2020).
By 2020, an average of at least 15 per cent of adults should participate in lifelong learning
(ET2020).
Reduce the number of low-skilled adults through high quality adult basic skills programmes, par-
ticularly through workplace learning. Efforts are necessary to increase the current alarmingly low
participation levels in adult learning in most member states (Rethinking Education).
In field-specific policy papers the focus is likewise on widening access to adult learning and education
and remove barriers to participation. Adult education is related to labour market participation, to
reduce labour shortages due to demographic changes, but also to upgrade low-skilled workers, re-
duce poverty and social exclusion and increase integration of migrants in society.
The following points are highlighted in the European Agenda for adult education (2011):
Enhance the possibilities for adults, regardless of gender and their personal family circumstances,
to access high-quality learning opportunities at any time in their lives (…).
Develop a new approach to adult education and training which focuses on learning outcomes
and learner responsibility (…).
Foster greater awareness among adults that learning is a lifelong endeavour (…).
Encourage the development of effective lifelong guidance systems, as well as integrated systems
for the validation of non-formal and informal learning.
Ensure the comprehensive provision of high-quality formal and non-formal education and train-
ing for adults aimed at acquiring key competences (…).
Ensure flexible arrangements adapted to different training needs of adults, including in-company
training and workplace-based learning.
Foster greater awareness among employers that adult learning contributes to promoting produc-
tivity, competitiveness, creativity, innovation and entrepreneurship (…).
Encourage higher education institutions to embrace less traditional groups of learners (…).
58
Promote the role of social partners and civil society in articulating training needs and developing
learner opportunities for adults (…).
Promote a balanced allocation of education and training resources throughout the life cycle on
the basis of shared responsibilities and strong public commitment (…).
Involve social partners and raise awareness of the benefits, also to them, of learning in the work-
place (…)
Make well-developed learning provision for seniors, in order to promote active, autonomous,
and healthy ageing (…).
Make a strong commitment to promoting adult learning as a means of fostering solidarity be-
tween different age groups and between cultures and people of all backgrounds.
Quality and accessibility are also field-specific priorities for strategic partnerships in adult education.
Three priorities are listed in the Erasmus+ programme guide 2016:
Improving and extending the offer of high quality learning opportunities that are tailored to indi-
vidual adult learners’ needs, including through innovative ways of validation, guidance and deliv-
ery to groups most in need.
Extending and developing educators’ competences, particularly in the effective use of ICT in
adult learning, for better outreach and improved learning outcomes.
Designing and implementing effective provision for enhancing the basic skills (literacy, numeracy
and digital) and key competences of specific adult target groups that are currently not well
served.
Applications and success rate, adult education sector In the first call in 2014, two of five projects were selected for funding, giving a success rate of 40 per
cent (Table 42). In 2015, four out of seven applications were selected, which gives a success rate of
29 per cent, whereas the selection in 2016 was four of seven, or 57 per cent success rate.
Table 42: Applications and success rates in 2014-16, adult education
Applications Approved Success rate
2014 5 2 40 %
2015 7 2 29 %
2016 7 4 57 %
Source: EPlusLink
Projects, coordinating organisations and grants awarded, adult education Table 43 provides an overview of the partnerships in the adult education sector coordinated by Nor-
wegian organisations, approved in 2014-16.
59
Table 43: Partnerships in adult education selected in 2014-16
KA Coordinating organisation Project title Part-ners*
Total grant
(€1000)
Coord. grant
(€1000)
2014
200 Norwegian University of Science and Technology
Mobile enhanced tools and approaches for innovative language learning and assess-ment
5 294 94
200 Møllehagen school centre
EXPLORE – Innovative and successful out-door training models for disadvantaged young learners to improve their basic skills, self-awareness and social interaction
5 276 78
2015
204 Folkeuniversitetet Øst (Foundation)
Vocational Language for Care and New Opportunities for Migrants
5 261 74
204 European Centre for Wom-en and Technology (ECWT) Association
We are dreamers, we are shapers, we are what we want to be
5 243 55
2016
204 Porsgrunn municipality – Centre of adult learning
Inverted Classroom Online 6 232 60
204 Fønix AS (human resources enterprise)
Basic skills training as strategy for vocation-al training in companies
6 217 54
204 Oslo Voksenopplæring Sin-sen (Centre of adult educa-tion/learning)
Improving Basic Skills and Methodologies for the 21st Century
3 55 23
204 Lillehammer University College
Developing on-line training resources for adult refugees
4 110 41
SUM GRANTS ADULT EDUCATION 2014-16 1 688 479
NOTE: Partners: including the coordinator. Total grant: refers to the whole project. Coordinator grant: refers to the sum granted to the Norwegian coordinator. Source: SIU
Types of institutions in adult education partnerships Table 44 shows the types of institutions participating in Norwegian-coordinated partnerships in adult
education, according to the institutional categories they have selected in the application form. Ex-
cept for the category “other”, which is particularly numerous in the adult education sector, most
have selected adult education centre/school and higher education institution.
Table 44: Types of institutions in adult education partnerships, 2014-16
Type No
School/institute/educational centre – adult education 8
Higher education institution (tertiary level) 5
European NGO 2
Foundation 1
Small/medium sized enterprise 1
Local public body 1
Non-governmental organisation/association/social enterprise 1
Other 20
Source: EPlusLink
60
Activities in adult education partnerships Table 45 and Table 46 show the grant amount allocated for different activities in the adult education
partnerships in 2014 and 2015 (data for 2016 are not yet available). In both years, the largest sum
was allocated to project outputs, followed by project management. Compared to partnerships in the
other education sectors, it is striking that short-term learning, training and teaching activities make
up a very small part of the total the grant amount awarded.
Table 45: Strategic partnerships adult education, activities 2014
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
2 Total project management 108 125 19 %
Total project outputs (incl. intellectual outputs and multiplier events)
359 574 63 %
Total short-term learning, training, teaching 26 765 5 %
Total other costs 75 780 13 %
Total 570 244 100 %
Source: the European Commission
Table 46: Strategic partnerships adult education, activities 2015
Awarded projects
Activity type Grant amount
awarded (€) Share of total
amount awarded
2 Total project management 131 680 26 %
Total project outputs (incl. intellectual outputs and multiplier events)
349 438 69 %
Total short-term learning, training, teaching 7 200 1 %
Total other costs 16 070 4 %
Total 504 338 100 %
Source: the European Commission
Countries of cooperation in adult education partnerships Figure 7 shows the nationality of institutions participating in Norwegian coordinated partnerships in
adult education. Italy is on top, followed by Spain, Germany, the United Kingdom and Portugal.
61
Figure 7: Strategic partnerships in adult education (KA204) per country, 2014-16
Source: EPlusLink. In some projects, there are several partners from the same countries. These are counted sep-arately.
Priorities and topics in adult education partnerships Applicants are asked to select, from a pre-defined list, topics that describe their project, as well as
priorities describing the objectives of the programme. As for topics, one stands out: many partner-
ships work with new innovative curricula/educational methods (Table 48). 75 per cent have selected
this topic. Regarding priorities there is no pattern (Table 47). The partnerships have ticked off for a
range of different priorities that suit their project.
Table 47: Priorities in adult education partnerships, 2014-16
Priority (chosen from a pre-defined list of approx. 50 priorities) Chosen by, out of 8 projects
Supporting the production and adoption of open educ. resources in diverse Eur. languages 1 Revising and strengthening the professional profile of the teaching professions 1 Improving the attainment of young people with low basic skills 1 Contributing to a reduction in the number of low-skilled adults (re- and up-skilling of adults) 1 Reducing disparities in learning outcomes affecting disadvantaged learners 1 Adult educators’ competences 1 Fostering access to continuing VET, including groups at risk 1 High quality learning opportunities 1 Adult education: designing and implementing effective provision for enhancing the basic skills and key competences
1
Adult education: improving and extending the offer of high quality learning opportunities 1 Adult education: extending and developing educators’ competences 1 School education: strengthening the profile of teaching professions 1 Horizontal: inclusive education, training and youth 1 Horizontal: improve achievement in relevant and high-level basic and transversal competences in a lifelong learning perspective
1
Source: EPlusLink
0 1 2 3 4 5 6
Italy
Spain
Germany
UK
Portugal
Greece
Sweden
Austria
Norway
Denmark
Croatia
Iceland
Slovenia
Macedonia
62
Table 48: Topics in adult education partnerships, 2014-16
Topic (chosen from a pre-defined list of approx. 50 topics) Chosen by, out
of 8 projects
New innovative curricula/educational methods/development of training courses 6
ICT – new technologies – digital competences 3
Integration of refugees 3
Key competences (incl. mathematics and literacy) – basic skills 2
Gender equality/equal opportunities 2
Teaching and learning of foreign languages 2
Research and innovation 1
Access for disadvantaged 1
Labour market issues incl. career guidance/youth unemployment 1
Entrepreneurial learning – entrepreneurship education 1
Overcoming skills mismatch (basic/transversal) 1
International cooperation, international relations, development cooperation 1
Source: EPlusLink
Norwegian partners in adult education projects Table 49-51 provide an overview of Norwegian institutions participating as partners in partnerships
coordinated by another institution, in Norway or abroad. As we have underlined earlier, these data
are not as reliable as the data available on Norwegian-coordinated partnerships. There might be ac-
tive partnerships that are not included in the list.
Table 49: Norwegian partners in adult education projects coordinated by another institution, 2014
KA Agency Project title Name of institution Total € budget
Granted to org.
204 BE02 Action plan for validation and non-formal adult education
Nordic Network for Adult Learning
142 111 37 302
204 BE02 LIFE, ALL IN: Connecting formal and infor-mal learning to enhance social inclusion
Oslo Voksenopplæring Skullerud (Oslo adult education)
244 627 51 543
204 TR01 ICT in Daily Life and E-Learning in Adult Education
Oslo Voksenopplæring Skullerud (Oslo adult education)
246 437 29 652
204 ES01
LIGHTHOUSE Supporting lifelong learning and career paths for migrants by tailored counselling and recognition of prior learning to improve skills, employability and mobility
Rogaland school and business development association
289 145 44 230
204 MT01 Breaking Barriers - Embracing Literacy through Digital Media
Norwegian Agency for Lifelong Learning (VOX)
413 000 21 094
SUM PARTNER GRANTS ADULT EDUCATION PROJECTS 2014 183 821
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
63
Table 50: Norwegian partners in adult education projects coordinated by another institution, 2015
KA Agency Project title Name of institution Total € budget
Granted to org.
204 PT01 Radicalisation Prevention in Prisons Directorate of Norwe-gian Correctional Service
330 526 34 333
204 DK01 Learner-Based Training: An Innovative Approach to Foreign Language Learning
Studieforbundet Folkeuniversitetet (foundation)
247 975 38 169
204 DE02 Let Europe Know about Adult Education Nordic Network for Adult Learning
263 370 29 540
204 FI01 IDEAL - Integrating Digital Education in Adult Literacy
Arendal adult educa-tion
197 851 28 391
204 DE02 Multifunctional Agriculture as a Driver for Innovation in rural Europe
County governor of Hordaland
292 201 62 503
204 IE01 Home Based Care - Home Based Education Fleksibel utdanning Norge (organisation)
59 269 15 390
204 ES01 Adiós al Absentismo en la Educación de Adultos
Folkeuniversitetet Midt-Norge (founda-tion)
34 970 7 520
204 FI01 Teaching and Learning for Life in Europe Rogaland school and business development association
140 581 27 870
204 UK01 Managing Money: Development of finan-cial capability in adult education using technology
Norwegian Agency for Lifelong Learning (VOX)
359 586 37 666
204 IT02 Learning to Learn by Teaching 2 Vest-Lofoten upper secondary school
149 644 16 767
204 IT02 Heritage training for young adults Buskerud and Vestfold University College
350 235 86 470
204 TR01 Participation of Refugees into Social Life Intermezzo youth organisation
133 805 16 960
204 PL01 Daily innovators and daily educators in the libraries
Oppland county coun-cil
300 853 88 316
204 ES01 Fostering Coding Education in Europe European Centre for Women and technol-ogy (ECWT)
165 133 26 397
204 SE01 Shortening Distance to Labour Market for young people with risk for unemployment and social exclusion -
European Centre for Women and technol-ogy (ECWT)
431 054 57 020
SUM PARTNER GRANTS ADULT EDUCATION PROJECTS 2015 573 312
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Table 51: Norwegian partners in adult education projects coordinated by another institution, 2016
KA Agency Project title Name of institution Total € budget
Granted to org.
204 DE02 New talents for companies – Developing the potentials of immigrants and refugees
Oslo adult education Rosenhof
345 275 35 825
204 MK01 Train Brain Soft - Development of standardized curriculum and e-tool for soft skills personnel
NHO SERVICE (labour market organisation)
185 047 33 337
64
KA Agency Project title Name of institution Total € budget
Granted to org.
204 IS01 Intercultural Skills and Learning Activities for New Development
Kristiansund adult education
138 420 18 520
204 BE02 The Future Teacher 3.0 as a bridge to accessi-ble and customised adult education
Norsk Nettskole AS (private school)
259 136 52 843
204 IS01 Catch the BALL - Create a Dynamic Third Age Nord-Trøndelag re-gional county
177 537 36 116
204 IS01 Intercultural Skills and Learning Activities for New Development
HANEN (business organisation)
138 420 18 520
204 EE01 Together: best practices exchange for integrat-ing refugees
Møre og Romsdal regional county
87 265 17 960
204 FR01 Digital community and Innovation in adult education and Basic Skills
Oslo and Akershus University College of Applied Sciences
438 135 48 230
204 DE02 Learning place Bio-Farm Norwegian University of Life Sciences
278 209 34 070
SUM PARTNER GRANTS ADULT EDUCATION PROJECTS 2016 295 421
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
Figure 8 shows Norwegian institutions in adult education partnerships selected in 2014-2016, accord-
ing to the nationality of the coordinating institution. German coordinated partnerships are on the
top, but as the number of partnerships is limited these differences should not be too much empha-
sised. It is rather the large spread which is striking.
Figure 8: Norwegian partners in adult education projects (KA204), by country of coordinator, 2014-16
Source: Erasmus+ Project Results database: http://ec.europa.eu/programmes/erasmus-plus/projects/
0 1 2 3 4
Denmark
Estonia
France
Ireland
Malta
Poland
Portugal
Sweden
UK
Turkey
Finland
Italy
Spain
Belgium
Iceland
Germany
65
Strategic partnerships addressing more than one sector, 2014 In 2014, there was a separate Key Action, KA200, for projects addressing more than one sector.
KA200 projects with a Norwegian coordinator have been included in the sector chapters, according
to the sectorial belonging of the coordinating institution (specified in the application). For projects
coordinated by institutions in other countries, with Norwegian partner, we do not have access to the
application, and the projects therefore cannot easily be organised according to education sector. For
this reason we present them separately in Table 52.
Table 52: Norwegian partners in projects addressing more than one sector (KA200), 2014
KA Agency Project title Name of institution Total € budget
Granted to org.
200 NO01 Improving Language Learning Kopervik upper sec-ondary school
87 540 10 175
200 NO01 Skillstube: Video recordings of skills perfor-mance linked to ECVET descriptions
Norasonde AS (com-pany)
299 551 24 040
200 FI01 Space for Science – Implementing Innova-tions in Science Education
Tananger lower sec-ondary school
154 597 34 025
200 TR01 Beat Cyberbullying; Embrace Safer Cyber-space
Øystein Samnøen (organisation)
130 091 16 390
200 HR01 Training for Renewable Energy Network Development
International Devel-opment Norway
218 361 14 955
200 IT02 A New Energy Culture: Sustainability and Territories
Norwegian oil and gas archives
426 329 104 499
200 SE01 Entrepreneurial AssessmeNt Rakkestad lower sec-ondary school
279 740 42 810
200 NO01 Juvenil Neuronal Ceroid Lipofuscinosis and Education
Norwegian Spielmey-er-Vogt association
214 765 12 505
200 NO02 Young Eyes Innovation Circle Network
125 886 34 446
200 SE01 Active ageing and Heritage in Adult learning Lillehammer museum foundation
291 403 46 710
200 UK01 Mobilising and Transforming Teacher Educa-tion Pedagogies
Akademiet Bergen AS (private school)
448 133 25 261
200 IS01 FLIP - Flipped Learning in Praxis Sandvika upper sec-ondary school
199 247 17 189
200 SE01 Joint Efforts To Combat Dropout Borg upper secondary school
299 942 23 279
200 NL01 Sign Language Teachers in Europe: an Open Educational Resource
Statped Heimdal, region midt (public body)
323 785 32 269
200 SE01 Entrepreneurial AssessmeNt Østfold Young Entre-preneurship (organi-sation)
279 740 27 160
200 UK01 Educating adults about volunteering and organic food production on farm enterprises
WWOOF Norway 124 140 12 818
200 FR01 winds and tides Knarvik upper sec-ondary school
402 442 123 692
200 NO01 Improving Language Learning Sandnes upper sec-ondary school
87 540 10 175
200 SE01 Joint Efforts To Combat Dropout Østfold regional coun-ty
299 942 49 090
66
KA Agency Project title Name of institution Total € budget
Granted to org.
200 NO01
EXPLORE – Innovative and successful out-door training models for disadvantaged young learners to improve their basic skills, self-awareness and social interaction
Rogaland school and business development association
275 768 23 121
200 NO02 Value Adding Project
NITIN – Nordic Insti-tute for Training and International Net-working
143 303 40 810
200 EL01 Therapeutic Exercise at the Work Space Buskerud and Vestfold University College
134 000 30 386
200 NO01 Skillstube: Video recordings of skills perfor-mance linked to ECVET descriptions
EUROMASC - Europe-an Masters of Skilled Crafts
299 551 27 080
200 FR01 In living memory : an education and creation process with European archives
Westerdals College - Oslo School of Arts, Communication and Technology
291 821 29 745
200 DK01 Augmented Reality for Science Education Oslo and Akershus University College of Applied Sciences
365 357 70 525
200 NO01 Skillstube: Video recordings of skills perfor-mance linked to ECVET descriptions
Oslo and Akershus University College of Applied Sciences
299 551 29 824
200 NL01 Professional capacity dealing with diversity Østfold University College
431 335 41 065
200 UK01 Mobilising and Transforming Teacher Educa-tion Pedagogies
Bergen University College
448 133 75 817
200 FI01 Space for Science – Implementing Innova-tions in Science Education
University of Stavang-er
154 597 17 670
200 NO01 Improving Language Learning University of Stavang-er
87 540 7 720
200 NO01 Medical Peace Work 3 - Strengthening Health Workers' Performance in Violence Prevention and Peace Building
University of Bergen 290 100 17 016
200 EL01 Language Massive Open Online Courses Norwegian University of Science and Tech-nology (NTNU)
206 994 43 144
SUM PARTNER GRANTS PROJECTS ADDRESSING MORE THAN ONE SECTOR 2014 1 040 155
NOTE: Granted to org: The sum received by the Norwegian partner. Source: SIU, the European Commission
As we see from Figure 9, these 32 partners are spread across projects coordinated by institutions in
12 countries, with Norwegian coordinator on the top.
67
Figure 9: Projects in more than one sector (KA200) with Norwegian partners, by coordinating country, 2014
Source: Erasmus+ Project Results database: http://ec.europa.eu/programmes/erasmus-plus/projects/
0 1 2 3 4 5 6 7 8 9 10 11
Norway
Sweden
UK
France
Greece
Netherlands
Finland
Croatia
Denmark
Iceland
Italy
Turkey
68
Looking across sectors In this final chapter we compare some key findings across the four sectors. How do success rates,
partnerships size, activities, topics, priorities and countries of cooperation vary between the school,
VET, higher education and adult education sectors? We also juxtapose grants to Norwegian coordina-
tors and to Norwegian partners, in order to assess the financial balance of these two project roles.
Finally, we show who the particularly active Erasmus+ strategic partnership participants are, by list-
ing the institutions what are involved in two or more such partnerships; the record being the Norwe-
gian University of Science and Technology (NTNU), taking part in as many as 18 strategic partnerships
funded in the 2014, 2015 or 2016 calls.
Success rate Table 53 shows the success rate (number of selected projects as percentage of number of applica-
tions) in the four education sectors. The success rate in the VET sector has been very stable. In the
school sector the success rate has gone significantly up. One reason for this is that many institutions
in 2015 and 2016 applied for a lower grant compared with 2014. In higher education the success rate
went down in the 2016 call. The reason for this was a smaller overall budget.
Table 53: Success rate in different sectors, 2014-16
2014 2015 2016
School education total 26 % 47 % 52 %
Vocational education and training (VET) 46 % 45 % 45 %
Higher education (HE) 29 % 35 % 27 %
Adult education (AE) 40 % 29 % 57 %
Source: EplusLink
Looking at the total portfolio of Norwegian-coordinated strategic partnerships, the school sector
received the highest number of partnerships all the three years, as seen in Table 54. In 2015 and
2016 the school sector also received the largest share of the total grants awarded. In 2014 the higher
education sector, by a narrow margin, received the largest share.
69
Table 54: The portfolio of Norwegian coordinated partnerships: distribution between sectors
Number of partner-ships approved
Share of total number approved
Sum grants
(1000 €)
Share of total grants awarded
2014
School total 9 41 % 1 491 31 % VET 6 27 % 1 059 22 % Higher education 5 23 % 1 635 34 % Adult education 2 9 % 570 12 %
2015
School total 16 57 % 1 742 37 % VET 4 14 % 916 19 % Higher education 6 21 % 1 565 33 % Adult education 2 7 % 504 11 %
2016
School total 17 59 % 1 939 40 % VET 4 14 % 1 146 23 % Higher education 4 14 % 1 190 24 % Adult education 4 14 % 614 13 %
Source: SIU, the European Commission
Size of partnerships There are some noticeable differences between the education sectors when it comes to the size of
the partnerships, both in terms of budget and the number of partners. In the school sector the aver-
age number of partners (including coordinator) is five all three years. Within higher education the
average number of partners was six in 2014, seven in 2015 and six in 2016. In adult education part-
nerships the average number of partners was five in all three years. In the VET sector the average
number of partners was eight in 2014, seven in 2015 and twelve in 2016. It should be noted that
there are large differences in the size of VET-partnerships. In 2014 the smallest number of partners in
a VET-partnership was three and the highest number was 17. In 2016 the lowest number was four
and the highest number 22. There are no partnerships matching this number in the other education
sectors.
When it comes to the size of the budget, partnerships in the school sector have the lowest average,
except in 2014 when the average budget of adult education partnerships was lower. In general VET
and higher education partnerships are more costly than partnerships in the school sector and in adult
education. In 2015 and 2016 VET partnerships had the highest average budget.
Activities Table 55 and Table 56 provide an overview of the allocation of grants for different types of activities
in the different education sectors. Schools only partnerships and adult education partnerships stand
out with a distinct profile, when looking at these two years. Adult education partnerships have very
low allocations for short-term learning, training and teaching activities (mobility), and high alloca-
tions for project outputs. On the contrary schools only partnerships have large allocations for short-
term learning and teaching activities and low allocations for project outputs.
70
Table 55: Activities in different sectors 2014
School
standard format
Schools only
VET HE AE
Total project management 47 % 38 % 49 % 30 % 19 %
Total project outputs 37 % 3 % 31 % 57 % 63 %
Total short-term learning, training and teaching 11 % 59 % 17 % 6 % 5 %
Total other 5 % 3 % 7 % 13 %
Source: The European Commission
Table 56: Activities in different sectors 2015
School
standard format
Schools only
VET HE AE
Total project management 54 % 56 % 33 % 37 % 26 %
Total project outputs 31 % 3 % 46 % 40 % 69 %
Total short-term learning, training and teaching 15 % 41 % 17 % 21 % 1 %
Total other 17 % 2 % 4 %
Source: The European Commission
Topics and priorities Some topics and priorities stand out as more frequently selected across education sectors: early
school leaving, ICT/new technologies and new innovative curricula/educational methods are the top
three topics in both the school and the VET sector. ICT/new technology is also among the top three
topics in the adult education sector, and “new innovative curricula/education methods” among the
top three topics in higher education. “Revising and strengthening the professional profile of the
teaching professions” is among the top three priorities in the school sector, the VET sector and the
adult education sector.
Countries of cooperation There are stronger links to some countries than to others when looking at the number of partners
from different countries. Looking across sectors, Germany, Italy, Spain and the United Kingdom are
important countries of cooperation (see Figure 10). Germany is a frequent country of cooperation in
all sectors, except within vocational education and training. Italy and Spain are also common coun-
tries of cooperation in all sectors, except within higher education. Many Norwegian-coordinated
partnerships also include additional Norwegian partner institutions, most noticeably in the VET sec-
tor.
71
Figure 10: Strategic partnerships in all sectors, Norwegian coordinator, partners per country, 2014-16
Source: EPlusLink. In some projects, there are several partners from the same countries. These are counted sep-arately.
0 5 10 15 20 25 30 35
Germany
Italy
Norway
Spain
UK
France
Austria
Belgium
Netherlands
Turkey
Ireland
Portugal
Denmark
Finland
Greece
Romania
Sweden
Poland
Iceland
Latvia
Slovenia
Czech Rep.
Slovakia
Croatia
Estonia
Lithuania
Luxembourg
Malta
Palestine
South Africa
Switzerland
Hungary
Bulgaria
Cyprus
Macedonia
Russia
USA
72
Figure 11 shows the nationality of the coordinating institutions in partnerships, across all four sec-
tors, where Norwegian institutions are active as partners. Germany is at the clear top, followed by
Norway (meaning Norwegian partners in projects coordinated by other Norwegian institutions). The
United Kingdom is in third place, and then there is a gap down to Spain and Sweden.
Figure 11: Projects in all sectors with Norwegian partners, by coordinating country, 2014-16
Source: Erasmus+ Project Results database: http://ec.europa.eu/programmes/erasmus-plus/projects/
0 5 10 15 20 25 30 35
Germany
Norway
UK
Spain
Sweden
Netherlands
Belgium
France
Denmark
Iceland
Turkey
Poland
Italy
Estonia
Finland
Lithuania
Ireland
Portugal
Romania
Czech Rep.
Slovenia
Bulgaria
Greece
Austria
Croatia
FYR Macedonia
Hungary
Latvia
Lichtenstein
Malta
Slovakia
73
Grants to coordinators and partners Norwegian institutions enter Erasmus+ strategic partnerships either as coordinator or as partner.
Most of the money granted to Norwegian coordinators, by the Norwegian Erasmus+ national agency
SIU, will be sent out of Norway to partners located elsewhere. Reversely, there will be grants flowing
the other way, to Norwegian partners involved in projects coordinated from other countries. How is
the balance between these out- and ingoing money flows, for Erasmus+ strategic partnerships grant-
ed in 2014-16?
Table 57: Norwegian coordinators and partners, granted sums
Year
Project grant (1000€)
Coord./ partner grant (1000€)
Schools
Norwegian coordinators 2014 1 491 404
2015 1 742 492
2016 1 939 559
Norwegian partners 2014 0 891
2015 0 1 420
2016 0 1 406
Total school grants
5 172 5 172
Vocational education and training (VET)
Norwegian coordinators 2014 1 059 230
2015 916 201
2016 1 146 237
Norwegian partners 2014 0 490
2015 0 745
2016 0 538
Total VET grants
3 121 2 441
Higher education
Norwegian coordinators 2014 1 635 501
2015 1 565 398
2016 1 190 349
Norwegian partners 2014 0 420
2015 0 476
2016 0 466
Total higher education grants
4 390 2 610
Adult education
Norwegian coordinators 2014 570 172
2015 504 129
2016 614 178
Norwegian partners 2014
184
2015
573
2016
295
Total adult education grants
1 688 1 531
Projects addressing more than one sector (KA200) 2014
1 040
Total all four sectors 2014-16 14 371 12 794
Source: SIU, the European Commission.
74
The “project grant” coloumn in Table 57 shows the money granted by SIU to Norwegian-coordinated
strategic partnerships, whereas the last coloumn, “coordinator/partner grant”, shows the actual
sums received by Norwegian coordinators and partners. The last row in the table, “Total all four sec-
tors” shows that Norwegian institutions receive €1 575 000 less from abroad, than they send to insti-
tutions in other countries. Given the overall sums, more than 14 million Euros, this is still a consider-
able sum (however, there might be some lacking information about incoming grants – due to the
statistics going through the EU Commission and being dependent on information from more than 30
other national agencies). The conclusion is therefore that Norwegian institutions are less active as
partners than as coordinators, which is not the best news for everyone concerned with the «return
share» from Norway’s fee for participation in the Erasmus+ programme. The school and adult educa-
tion sectors seem to have the best «return rate». However, since many projects are cross-sectoral,
we should be careful to draw this conclusion. In 2014 there was also a separate key action (KA200)
for such sector-crossing projects, and these are not included in the sector-specific sums.
Norwegian institutions active in more than one partnership Table 58 provides an overview of Norwegian institutions participating in more than one partnership
in the period 2014-16, as partner, coordinator or both. Three institutions are particularly active: the
Norwegian University of Science and Technology (NTNU), Oslo and Akershus University College of
Applied Sciences and the University of Stavanger. Higher education institutions are big institutions
and thus naturally have the capacity to be involved in more partnerships than schools. Among
Schools, Charlottenlund upper secondary school in Trondheim stands out as particularly active. As for
other types of organisations the NGO EUROMASC and the Rogaland School and Business Develop-
ment Foundation are prominent participants.
Table 58: Norwegian institutions active in more than one partnership, 2014-16
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
Askim upper secondary school
2014 202 Partner IT-solutions in Production and Busi-ness
198 140 45 858
2016 219 Partner Highlight Your Surroundings 219 920 25 795
Borgund upper secondary school
2015 202 Partner Sustainable Construction in the Re-furbishment
296 977 45 194
2015 202 Partner European Professional Bachelor Programme
200 265 35 903
Bryne upper secondary school
2014 201 Partner Values in Education: Teenagers in Action!
175 815 17 520
2015 219 Partner Culture and identity of European teenagers (express yourself)
135 915 27 045
Byåsen upper secondary school
2014 201 Partner Un teorema en la Biblioteca 239 140 35 810
2015 202 Partner Teaching in the digital age 136 530 20 905
75
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
Charlottenlund upper secondary school
2014 202 Partner Work mentoring within a quality management system
187 235 31 572
2014 200 Coord. Completing Secondary Education 229 363 47 775
2015 201 Partner Coaching schools to face Change ahead
286 330 40 035
2015 203 Partner Professional Teacher Education through University Schools
219 670 14 635
2016 202 Partner App Mentor; Introducing mobile technology as a tool
226 911 36 552
EUROMASC European Masters of Skilled Crafts
2014 202 Partner YEBISU empowers employees 337 096 13 946
2014 200 Partner Skills tube: Video recordings of skills performance linked to ECVET de-scriptions
299 551 27 080
2014 205 Partner The Backstage – European Junior Backstage Technicians
296 985 44 968
2015 202 Partner Transparency of credit allocation in VET and HE in Manufacturing
281 635 57 605
2016 202 Partner Qualification assessments for refu-gee training and employment: Fast track with ECVET and Skills bank
320 938 19 455
2016 205 Partner Career guidance for young refugees 254 475 25 157
European Centre for Women and Technology (ECWT)
2014 202 Partner Digital Innovations for Growth Acad-emy
355 561 38 648
2015 204 Partner Fostering Coding Education in Eu-rope
165 133 26 397
2015 204 Coord. We are dreamers, we are shapers, we are what we want to be
243 073 54 863
2015 202 Partner SKILLS+ - Soft skills development programme for micro-companies in ICT sector
133 325 30 210
2015 204 Partner Shortening Distance to Labour Mar-ket for young people with risk for unemployment and social exclusion
431 054 57 020
Folkeuniversitetet Midt-Norge (Founda-tion)
2015 204 Partner Adiós al Absentismo en la Educación de Adultos
34 970 7 520
2016 202 Partner Sharing, Learning And Developing European Needs Opportunities
193 525 61 504
Fræna upper second-ary school
2015 219 Coord. ICT use in classroom 70 160 38 080
2016 219 Coord. Refugee crises 55 600 30 800
Gausdal upper sec-ondary school
2014 201 Partner Master model to gain time in your classroom
242 209 36 552
2014 201 Partner EUapps4us 121 930 37 770
2016 219 Partner Sport, Health, Addiction and Relaxa-tion in Education
126 116 19 425
Haugaland upper sec-ondary school
2015 202 Partner Konsekvenspædagogisk vejledning i sociale handlingskompetencer
282 330 51 650
2015 202 Coord. Logged-on 317 958 82 629
76
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
Bergen University College
2014 200 Partner Mobilising and Transforming Teach-er Education Pedagogies
448 133 75 817
2015 203 Partner Education and training in early de-tection of breast cancer for health care professionals
294 580 36 120
2016 201 Partner Development of innovative digital learning solutions for transnational language and cultural education
135 825 56 590
2014 203 Partner Three layers of telling a story 380 730 42 425
Buskerud and Vestfold University College
2014 200 Partner Therapeutic Exercise at the Work Space
134 000 30 386
2015 204 Partner Heritage training for young adults 350 235 86 470
Oslo and Akershus University College of Applied Sciences
2014 203 Partner European Media Cloud Campus 209 240 34 390
2014 203 Partner MOOC Accessibility Partnership 448 404 52 283
2014 200 Partner Augmented Reality for Science Edu-cation
365 357 70 525
2014 200 Partner Skills tube 299 551 29 824
2014 203 Partner Working with children and young people with complex intellectual and developmental needs.
217 555 47 515
2015 203 Coord. Relevance in practice placements - inclusion of marginalized people
168 095 72 875
2016 204 Partner Digital community and Innovation in adult education and Basic Skills
438 135 48 230
2016 202 Partner Diagnosis and Actions for Young People Looking for a Better Future
327 580 54 210
2016 201 Partner Multilingual early childhood educa-tion and care for young refugees
165 197 30 565
2016 201 Coord. Teacher Well-Being and Diversity: Managing language and social diver-sity in classrooms
307 554 55 990
2016 202 Partner Qualification assessments for refu-gee training and employment: Fast track with ECVET and Skills bank
320 938 22 406
Østfold University College
2014 200 Partner Professional capacity dealing with diversity
431 335 41 065
2015 202 Partner Cloud and Internet Services with Open Source Software for SMEs
205 160 23 050
2016 201 Partner Digital Learning Across Boundaries 287 331 40 978
2016 203 Partner Sharing Learning from Practice to improve Patient Safety
431 996 57 552
Kongsberg Upper Secondary school
2015 219 Partner Europa en Guerra 164 375 26 625
2016 202 Partner SMART house through internet of things
56 950 17 725
Lister upper secondary school
2015 219 Partner Young people in Education and Stud-ies working in Europe
177 165 29 510
2015 219 Partner Heimat Europa 93 920 12 325
77
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
Lunde primary and lower secondary school
2014 201 Partner Be Enterprising, Succeed Together 191 297 23 590
2016 219 Partner Future Inventors, New Discoveries 268 795 42 640
Mosjøen upper sec-ondary school
2014 202 Partner Old buildings, new technology 150 000 17 625
2014 202 Coord. Methods Adapted to the Computer-ised Learning Environment
164 415 35 095
2014 201 Partner RISE and SHINE 230 435 33 205
Nordic Institute for Training and Interna-tional Networking
2014 200 Coord. Value Adding Project 143 303 40 810
2015 201 Partner Pilietinės lyderystės ugdymas mokykloje
118 766 15 325
Nordic Network for Adult Learning
2014 204 Partner Action plan for validation and non-formal adult education
142 111 37 302
2015 204 Partner Let Europe Know about Adult Educa-tion
263 370 29 540
Nord-Trøndelag re-gional county
2014 202 Coord. International Nordic Entrepreneur-ship
141 105 16 945
2016 204 Partner Catch the BALL - Create a Dynamic Third Age
177 537 36 116
Norwegian Academy of Music
2014 203 Partner NAIP: Innovation in European Higher Music Education
246 623 33 136
2015 203 Partner Modernising European Higher Music Education through Improvisation
347 675 28 956
2015 203 Coord. ECMA - Next Step 398 789 85 153
2016 203 Partner Reflective Entrepreneurial Music Education – World class
234 135 38 010
78
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
Norwegian University of Science and Technology (NTNU)
2014 203 Partner European Humanitarian Action Part-nership
347 730 11 941
2014 200 Partner Language Massive Open Online Courses
206 994 43 144
2014 201 Partner STEM Teacher Training Innovation for Gender balance
351 885 50 455
2014 202 Coord. Viability Innovation Scientific Crea-tivity oriented network for training and instruction
289 091 69 477
2014 203 Coord. Universal Design in Higher Education - Licence to Learn
138 650 44 480
2015 203 Partner New Culture in Higher Education: 402 229 107 042
2015 201 Partner
Strategies for Inclusion – Making high quality history and citizenship education more inclusive and acces-sible
357 330 36 370
2015 202 Coord. Leadership for Transition 360 422 73 458
2015 203 Coord. Professional Teacher Education through University Schools
219 670 37 740
2015 203 Coord. European Lean Enterprise Alliance Network
349 475 84 894
2016 203 Partner Intercultural learning in mathemat-ics and science initial teacher educa-tion
431 750 37 734
2016 201 Partner Heads Using Professional Learning Communities
238 587 42 142
2016 203 Partner School Adoption in Teacher Educa-tion
210 075 34 785
2016 202 Coord. Using Profiling and Publishing for the upping of Scientific Approaches
332 729 44 732
2016 203 Coord. Electronic International Forum for Teacher Educator Development
406 741 106 293
2016 203 Coord. Serious Games and Welfare Tech-nology
296 391 64 839
2016 202 Partner Learning to Innovate with Families 286 893 61 918
2014 200 Coord. Mobile enhanced tools and ap-proaches for innovative language learning and assessment
294 476 93 761
NTI-MMM Multilateral Monitoring and Man-agement
2014 200 Coord. Skills tube: Video recordings of skills performance linked to ECVET de-scriptions
299 551 51 767
2015 202 Partner European mobility network for voca-tional training in floristry
303 780 36 233
2015 202 Coord. Process VET from Chemi to Pharma 237 584 44 786
2016 202 Coord. Qualification assessments for refu-gee training and employment
320 938 52 745
Os upper secondary school
2015 219 Partner
Get infected to be protected. Developing e-learning materials and Prevention-Units about infectious diseases
132 010 21 115
2014 201 Partner Safe Internet For All 135 980 27 010
79
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
Oslo voksen- opplæring
2016 204 Partner New talents for companies – Devel-oping the potentials of immigrants and refugees
345 275 35 825
2016 204 Coord. Improving Basic Skills and Method-ologies for the 21st Century
54 560 22 680
2014 204 Partner LIFE, ALL IN: Connecting formal and informal learning to enhance social inclusion
244 627 51 543
2014 204 Partner ICT in Daily Life and E-Learning in Adult Education
246 437 29 652
Rogaland School and Business Development Foundation
2014 204 Partner
LIGHTHOUSE Supporting lifelong learning and career paths for mi-grants by tailored counselling and recognition of prior learning to im-prove skills, employability and mo-bility
289 145 44 230
2014 200 Partner
EXPLORE – Innovative and successful outdoor training models for disad-vantaged young learners to improve their basic skills, self-awareness and social interaction
275 768 23 121
2014 202 Partner
Face Value: Optimising the psycho-social care for individuals with birth defects in Europe by implementing an innovative training method for staff in health care and NGO set-tings.
163 374 28 498
2015 204 Partner Teaching and Learning for Life in Europe
140 581 27 870
2015 202 Partner
IHEM: Improving the long-term out-comes in children with congenital anomalies by implementing an Inno-vative Health Educational Module for staff in health care and NGO settings.
268 502 29 915
Sandnes upper secondary school
2014 200 Partner Improving Language Learning 87 540 10 175
2015 219 Coord. Society and Architecture 124 336 36 817
Otta lower secondary school
2015 219 Coord. Sustainable development in local communities
77 400 20 890
2016 219 Partner Literary Heroes 110 400 21 755
Statped Heimdal, region midt (public body)
2014 200 Partner Sign Language Teachers in Europe: an Open Educational Resource
323 785 32 269
2014 200 Coord. Juvenil Neuronal Ceroid Lipofuscino-sis and Education
214 765 81 915
2016 201 Partner
“ALL ABOARD” - Innovative actions and products to strengthen the competence of national expertise centres supporting inclusive educa-tion for pupils and students with special educational needs
133 863 30 479
80
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
Stord upper secondary school
2014 202 Partner additive manufacturing, adding high tech in education
81 880 14 625
2016 219 Partner Load easy - drive clean 92 240 17 650
Sykkylven upper secondary school
2014 201 Coord. From Sunnmøre to Catalunia through Art Nouveau
58 290 32 145
2016 219 Coord. Crossroads with the future: digital technology and education
104 465 29 680
Trysil upper secondary school
2015 219 Coord. Norwegian Classic Dishes Meeting Italian Cuisine
78 480 35 840
2016 219 Coord. Job Shadowing into the European Future
126 575 30 455
University of Bergen
2014 200 Coord. Aramaic-Online Project 496 968 167 871
2014 200 Partner
Medical Peace Work 3 - Strengthen-ing Health Workers' Performance in Violence Prevention and Peace Building
290 100 17 016
2015 203 Partner
Development of innovative e-learning and teaching through stra-tegic partnerships in Global Health Education
371 717 86 708
2016 203 Partner Facing Europe in Crisis 449 597 47 497
University of Oslo
2014 203 Partner Establishing a Nordic Consortium for China Studies
156 288 33 695
2014 203 Partner Quality Audit Tool for School Leaders 207 571 36 185
2015 203 Partner Gender and Philosophy: Developing learning and teaching practices to include underrepresented groups
129 933 18 950
2015 203 Partner Nordic Particle Accelerator Program 327 725 27 535
2016 201 Partner Aiding Culturally Responsive As-sessment in Schools
294 422 81 117
2016 203 Coord.
Strategic Partnership to Promote Core Academic Values and Welcome Refugees and Threatened Academics to European Campuses
304 038 104 585
University of Stavanger
2014 203 Partner Collaboration and Innovation for Better, Personalized and IT-Supported Teaching
449 966 61 634
2014 200 Partner Space for Science – Implementing Innovations in Science Education
154 597 17 670
2014 200 Partner Improving Language Learning 87 540 7 720
2014 203 Coord. Development and Implementation of Interactive Mobile E-learning
425 430 208 785
2015 202 Partner LEAN: Training by doing and training on the go as effective approaches to lean manufacturing
298 800 48 385
2015 203 Partner Risk and Security Governance Stud-ies within Baltic – Nordic Academic Community of Practice
293 835 64 810
2015 201 Partner Enhancing the Education and Well-being of Disadvantaged Toddlers
343 960 78 128
81
Institution/ organisation
Year KA Role Title Total € budget
Granted to org.
2016 202 Partner BIM4PLACEMENT European key competences in building and con-struction
248 045 53 920
2016 201 Partner Critical Reading and Awareness in Education
141 200 24 725
2016 203 Partner
Innovative Learning Approaches for Implementation of Lean Thinking to Enhance Office and Knowledge Work Productivity
218 895 44 215
The Arctic University of Norway
2014 203 Partner Support Centres for Open education and MOOCS in different Regions of Europe 2020
277 662 37 867
2014 203 Partner Undergraduate curriculum and e-course on Evidence-Based Dentistry
167 503 28 429
2015 203 Partner Development of Innovative Academy on the basis of DT teaching
166 601 41 222
Val upper secondary school
2014 200 Coord. Increased Knowledge About Europe-an Aquaculture
90 180 34 940
2016 202 Coord. Sustainable use of water based re-sources
115 520 35 630
Vikeså primary and lower secondary school
2015 219 Partner Enhancing Cultural Literacy Through Innovative Practice and Skills in Eu-rope
99 251 14 197
2016 219 Partner Bullying free minds 175 890 25 760
VOX- Norwegian Agency for Lifelong Learning
2014 204 Partner Breaking Barriers - Embracing Litera-cy through Digital Media
413 000 21 094
2015 204 Partner Managing Money: Development of financial capability in adult educa-tion using technology
359 586 37 666
Vågen upper second-ary school
2016 219 Partner 3D in Education 143 690 15 811
2016 201 Partner Early warning - early reaction - in-crease performance in school quality
89 247 17 550
Source: SIU, the European Commission
+47 55 30 38 00@siu.no
studeriutlandet.no studyinnorway.no siu.no
top related