It’s fundamental to decide since the beginning – when planning to submit a new Erasmus proposal – the priorities to which you want to address your idea. Here below the 4 PRIORITIES of the actual Erasmus Plus Programme 2025.
The Programme seeks to promote equal opportunities and access, inclusion, diversity and fairness across all its actions.
Organisations and participants with fewer opportunities themselves are at the heart of these objectives. With this in mind, the programme puts mechanisms and resources at their disposal. When designing their projects and activities, organisations should have an inclusive approach, making them accessible to a diverse range of participants.
In this article we are exploring more the PRIORITY N° 1.
Deep attention will be given to barriers impeding inclusion such as:
Disabilities: This includes physical, mental, intellectual or sensory impairments which, in interaction with various
barriers, may hinder someone’s full and effective participation in society on the same footing as others
• Health problems: Barriers may result from health issues including severe illnesses, chronic diseases, or any other
physical or mental health-related situation that prevents someone from participating in the programme.
• Barriers linked to education and training systems: Individuals struggling to perform in education and training systems for various reasons, early school-leavers, NEETs (people not in education, employment or training) and lowskilled adults may face barriers. Although other factors may play a role, these educational difficulties, while possibly linked to personal circumstances, mostly result from educational systems which create structural limitations and/or do not fully take into account the individual’s particular needs. Individuals can also face barriers to participation
when the structure of curricula makes it difficult to undertake a learning or training mobility abroad as part of their studies.• Cultural differences: While cultural differences may be perceived as barriers by people from any background, they can particularly affect people with fewer opportunities. Such differences may represent significant barriers to learning in general, all the more for people with a migrant or refugee background – including but not limited to newly-arrived migrants, people belonging to a national or ethnic minority, sign language users, or people with
linguistic adaptation and cultural inclusion difficulties. Being exposed to foreign languages and cultural differences.