Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: the Union Programme for education and training, youth and sport and repealing Regulation (EU) No 1288/2013 (Text with EEA relevance)

THE EUROPEAN PARLIAMENT AND THE COUNCIL OF THE EUROPEAN UNION,

Having regard to the Treaty on the Functioning of the European Union, and in particular Articles 165(4) and 166(4) thereof,

Having regard to the proposal from the European Commission,

After transmission of the draft legislative act to the national parliaments,

Having regard to the opinion of the European Economic and Social Committee (1),

Having regard to the opinion of the Committee of the Regions (2),

Acting in accordance with the ordinary legislative procedure (3),

Whereas:

(1) Investing in learning mobility for all, regardless of background and means, and in cooperation and innovative policy development in the fields of education and training, youth and sport is key to building inclusive, cohesive and resilient societies and sustaining the competitiveness of the Union, and is all the more important in the context of rapid and profound change driven by technological revolution and globalisation. Furthermore, such an investment also contributes to strengthening European identity and values and to a more democratic Union.

(2) In its communication of 14 November 2017 entitled ‘Strengthening European Identity through Education and Culture’, the Commission put forward its vision to work towards the establishment, by 2025, of a European Education Area in which learning would not be hampered by borders. That communication set out a vision for a Union in which spending time in another Member State for the purposes of studying and learning in any form or setting would become the standard, where, in addition to one’s mother tongue, speaking two other languages would become the norm and where people would have a strong sense of their identity as Europeans, of Europe’s cultural heritage and its diversity. In that context, the Commission emphasised the need to boost the tried-and-tested Erasmus+ Programme in all categories of learners that it already covers with the aim of reaching out to learners with fewer opportunities.

(3) The importance of education, training and youth for the future of the Union is reflected in the communication of the Commission of 14 February 2018 entitled ‘A new, modern Multiannual Financial Framework for a European Union that delivers efficiently on its priorities post-2020’. That communication stressed the need to deliver on the commitments made by the Member States at the Social Summit for Fair Jobs and Growth held in Gothenburg on 17 November 2017, including through the full implementation of the European Pillar of Social Rights solemnly proclaimed and signed on 17 November 2017 by the European Parliament, the Council and the Commission (4) and Principle 1 thereof, which relates to education, training and lifelong learning. That communication stressed the need to step up mobility and exchanges, including through a substantially strengthened, inclusive and extended Erasmus+ Programme, as had been called for by the European Council in its conclusions of 14 December 2017.

(4) Principle 1 of the European Pillar of Social Rights provides that everyone has the right to quality and inclusive education, training and lifelong learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market. The European Pillar of Social Rights also makes clear the importance of good quality early childhood education and care and of ensuring equal opportunities for all.

(5) In the Bratislava Declaration, signed on 16 September 2016, leaders of 27 Member States stressed their determination to provide better opportunities for youth. In the Rome Declaration, signed on 25 March 2017, leaders of 27 Member States and of the European Council, European Parliament and Commission pledged to work towards a Union in which young people receive the best education and training and can study and find jobs across the continent and which preserves our cultural heritage and promotes cultural diversity.

(6) The report of the Commission of 31 January 2018 on the mid-term evaluation of the Erasmus+ programme (2014-2020) established by Regulation (EU) No 1288/2013 of the European Parliament and of the Council (5) (the ‘2014-2020 Programme’) confirmed that the creation of a single programme for education and training, youth and sport had resulted in significant simplification, rationalisation and synergies in the management of that Programme but concluded that further improvements were necessary to further consolidate the efficiency gains of the 2014-2020 Programme. In the consultations for that mid-term evaluation and on the future programme, Member States and stakeholders made a strong call for continuity in the Erasmus+ Programme’s scope, architecture and delivery mechanisms, while calling for a number of improvements, such as making the Erasmus+ Programme more inclusive, simpler and more manageable for beneficiaries. Member States and stakeholders also expressed their full support for keeping the Erasmus+ Programme integrated and underpinned by the lifelong learning paradigm. In its resolution of 2 February 2017 on the implementation of Erasmus+ (6), the European Parliament welcomed the integrated structure of the 2014-2020 Programme and called on the Commission to exploit fully the lifelong learning dimension of that Programme by fostering and encouraging cross-sectoral cooperation in the Erasmus+ Programme. Member States and stakeholders also highlighted the need to strengthen further the international dimension of the Erasmus+ Programme.

(7) The 2018 open public consultation on Union funding in the areas of values and mobility confirmed the key findings of the report on the mid-term evaluation of the 2014-2020 Programme and emphasised the need to make the future programme more inclusive, to continue to focus priorities on modernising education and training systems and to strengthen priorities on fostering European identity, active citizenship and participation in democratic life.

(8) In its communication of 2 May 2018 entitled ‘A Modern Budget for a Union that Protects, Empowers and Defends - the Multiannual Financial Framework for 2021-2027’, the Commission called for greater investment in people and a stronger ‘youth’ focus in the next financial framework. In that communication, the Commission recognised that the Erasmus+ Programme has been one of the Union’s most visible success stories. In its communication of 27 May 2020 entitled ‘The EU budget powering the recovery plan for Europe’, the Commission recognised the role of the Erasmus+ Programme in making the Union more resilient and addressing socio-economic challenges. It also confirmed its commitment to a significantly strengthened Erasmus+ Programme. This would allow more people to move to another country to learn or work and would allow the Programme to focus on inclusiveness and on reaching more people with fewer opportunities.

(9) In this context, it is necessary to establish Erasmus+, the Union Programme for education and training, youth and sport (the ‘Programme’), as the successor to the 2014-2020 Programme. The integrated nature of the 2014-2020 Programme covering learning in all contexts, whether formal, non-formal or informal, and at all stages of life should be reinforced to boost flexible learning paths, thereby allowing people to acquire and improve the knowledge, skills and competences that are necessary to develop as individuals and to face the challenges and make the most of the opportunities of the 21st century.

(10) The Programme should be established for a period of seven years to align its duration with that of the multiannual financial framework for the years 2021 to 2027 laid down in Council Regulation (EU, Euratom) 2020/2093 (7) (the ‘2021-2027 MFF’).

(11) The Programme should be equipped to become an even greater contributor to the implementation of the Union’s policy objectives and priorities in the fields of education and training, youth and sport. A coherent lifelong learning approach is central to managing the different transitions that people will face over the course of their lives. Such an approach should be encouraged through effective cross-sectoral cooperation. In taking such an approach forward, the Programme should maintain a close relationship with the overall strategic framework for Union policy cooperation in the fields of education and training and youth, including the policy agendas for schools, higher education, vocational education and training and adult learning, while reinforcing and developing new synergies with other related Union programmes and policy areas.

(12) The Programme is a key component of building a European Education Area. Following on from its communication of 14 November 2017 entitled ‘Strengthening European Identity through Education and Culture’, the Commission recalled, in its communication of 30 September 2020 on achieving the European Education Area by 2025, that the Erasmus+ Programme remains instrumental in achieving the objectives of quality and inclusive education, training and lifelong learning, and in preparing the Union to face the digital and green transitions. The Programme should be equipped to contribute to the successor of the strategic framework for European cooperation in education and training and the updated European Skills Agenda for sustainable competitiveness, social fairness and resilience established in the communication of the Commission of 1 July 2020 with a shared commitment to the strategic importance of skills, key competences and knowledge for sustaining jobs and supporting growth, competitiveness, innovation and social cohesion, in line with the Council Recommendation of 22 May 2018 (8). The Programme should contribute to delivering on the Digital Education Action Plan established in the communication of the Commission of 30 September 2020 entitled ‘Digital Education Action Plan 2021-2027 – Resetting education and training for the digital age’. The Programme should respond to the necessary digital transformation of education and training, youth and sport. The Programme should also support Member States in reaching the goals of the Paris Declaration of 17 March 2015 on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education.

(13) In line with the European Union Youth Strategy 2019-2027 (9), the framework for European cooperation in the youth field for 2019-2027, based on the communication of the Commission of 22 May 2018 entitled ‘Engaging, connecting and empowering young people: a new EU Youth Strategy’, the Programme should support high-quality youth work, tools and systems for the training of youth workers, the validation of non-formal and informal learning and quality approaches to empower youth organisations. The Programme should support an inclusive and broad EU Youth Dialogue, the priorities of which are driven by young people’s needs.

(14) The Programme should take into account the relevant European Union Work Plan for Sport, which is the cooperation framework at Union level in the field of sport. Consistency and complementarity should be ensured between the relevant European Union Work Plan for Sport and actions supported under the Programme in the field of sport. There is a need to focus, in particular, on grassroots sport, taking into account the important role that sports play in promoting physical activity and a healthy lifestyle, interpersonal relations, social inclusion and equality. The Programme should support the learning mobility of sport staff, primarily in grassroots sport. Staff in non-grassroots sport, including those engaged in dual sport and non-sport careers, can also enhance the learning impact and knowledge transfer for grassroots sport staff and organisations. The Programme should therefore be able to support learning mobility opportunities for staff in non-grassroots sport where the participation of such staff can benefit grassroots sport. The Programme should contribute to promoting common European values through sport, good governance and integrity in sport, sustainable development, and education, training and skills in and through sport. Not-for-profit sport events supported by the Programme should achieve a European dimension and impact.

(15) The Programme should be able to support any field of study and should, in particular, contribute to strengthening the Union’s innovation capacity by supporting activities that help people develop the knowledge, skills, competences and attitudes they need in forward-looking study fields or disciplines such as science, technology, engineering, arts and mathematics (STEAM), climate change, environmental protection, sustainable development, clean energy, artificial intelligence, robotics, data analysis, design and architecture, and digital and media literacy. Innovation can be fostered through all learning mobility and cooperation actions, whether directly or indirectly managed.

(16) Synergies with the Horizon Europe Programme established by Regulation (EU) 2021/695 of the European Parliament and of the Council (10) (‘Horizon Europe’) should ensure that combined resources from the Programme and Horizon Europe are used to support activities dedicated to strengthening and modernising European higher education institutions. Horizon Europe will, where appropriate, complement the Programme’s support for the European Universities initiative as part of the development of new joint and integrated long-term and sustainable strategies on education, research and innovation. Synergies with Horizon Europe will help to foster the integration of education and research, in particular in higher education institutions.

(17) New and emerging technologies offer significant opportunities for learning and exchange and have proved of particular importance during the COVID-19 pandemic. In addition to physical learning mobility, which remains the core action of the Programme, virtual formats, such as virtual learning, should be promoted in order to complement or support physical learning mobility, to offer meaningful learning opportunities to those who are unable to move physically to a country other than their country of residence or to foster exchanges through innovative learning formats. Where relevant, virtual cooperation should be promoted under the Programme. The Commission should ensure that, where possible and appropriate, virtual learning tools developed under the Programme are made available to the wider public.

(18) In fulfilling its objectives, the Programme should be more inclusive by improving participation among people with fewer opportunities. A range of measures could help to increase the participation in the Programme of people with fewer opportunities, including better and more targeted outreach, communication, advice and assistance, simplified procedures, more flexible learning mobility formats, and increased engagement with small organisations, in particular newcomer organisations and community-based grassroots organisations that work directly with disadvantaged learners of all ages. It is important to recognise that low levels of participation among people with fewer opportunities stem from different causes and depend on different contexts. Therefore, within a Union-wide framework of such measures aimed at increasing participation among people with fewer opportunities, inclusion action plans should be developed and tailored to the target groups and specific circumstances in each Member State.

(19) In some cases, people with fewer opportunities are less likely to participate in the Programme for financial reasons, whether because of their economic situation or because of the higher participation costs that their specific situation generates, as is often the case for people with disabilities. In such cases, their participation could be facilitated with targeted financial support. The Commission should therefore ensure that such financial support measures are put in place, including through possible grant adjustments at national level. Additional costs associated with measures to facilitate inclusion should not constitute a ground for the rejection of an application.

(20) In order to make the Programme more accessible for newcomer organisations and for organisations with smaller administrative capacity and to make the Programme more manageable for beneficiaries, a range of measures should be taken to simplify Programme procedures at implementation level. In that regard, Programme information technology systems should be user-friendly and provide simple access to the opportunities offered by the Programme. Similarly, the procedures put in place to implement the Programme should be consistent and simple and should be accompanied by high-quality support measures and information. To that end, regular meetings of the network of national agencies should be organised.

(21) In its communication of 14 November 2017 entitled ‘Strengthening European identity through education and culture’, the Commission highlighted the pivotal role that education, culture and sport play in promoting active citizenship and common values among the youngest generations. Strengthening European identity and fostering the active participation of individuals and civil society in democratic processes is crucial for the future of Europe and democratic societies. Going abroad to study, learn, train and work or to participate in youth and sport activities contributes to strengthening that European identity in all its diversity. It reinforces the sense of being part of a cultural community and fosters intercultural learning, critical thinking and active citizenship among people of all ages. Those taking part in learning mobility activities should get involved in their local communities and engage with their host country local communities in order to share their experiences. The Programme should support activities linked to reinforcing all aspects of creativity in education, training and youth and enhancing individual key competences.

(22) The Programme should only support actions and activities which present a potential European added value. The notion of European added value is to be understood broadly and can be demonstrated in different ways, such as where actions or activities have a transnational character, particularly with regard to learning mobility and cooperation aimed at achieving a sustainable systemic impact, complement or foster synergies with other programmes and policies at national, Union and international level, or contribute to the effective use of Union transparency and recognition tools.