Experiences of the implementation of the Erasmus+ priorities and innovative practices
The impact assessment involved examining 71 Finnish Erasmus+ KA2 partnerships for cooperation that focused on environmental responsibility; inclusion and diversity; digitalisation; and participation in democratic life, common values and civic engagement. These priorities were reflected in the projects both in the content development of the themes and in project activities aligned with the priorities.
The impacts of the partnerships for cooperation were assessed using the case study method and document analysis, which involved analysing the planning, implementation, results and impact of the projects based on documents in the Erasmus+ application and reporting system. In addition to this, a questionnaire survey was carried out to collect the experiences of the persons responsible for the projects on the impacts of the projects.
The assessment also included two workshops, in the first of which, held in September 2023, project participants assessed the impacts of projects related to the priorities of environmental responsibility and inclusion and diversity, shared innovative practices and discussed ideas for further development.
In the second workshop held in spring 2024, project participants assessed the impacts of projects related to the priorities of digitalisation and participation in democratic life, common values and civic engagement, shared innovative practices and discussed ideas for further development.
The results of the assessment indicate that the projects advanced from awareness towards action and solutions in the promotion of environmental responsibility; inclusion and diversity; digitalisation; and participation in democratic life, common values and civic engagement.
Objectives and purpose of the assignment
The objective and purpose of the assignment was to map
- the objectives of the Erasmus+ partnerships for cooperation for the promotion of the priorities
- permanent practices
- ideas for further development and innovations
- the methods used
- metrics for achieving objectives
- experiences and results
- ideas and inspiration for new projects.
Stages of the assessments
The assessment of Erasmus+ partnerships for cooperation focusing on inclusion and diversity and environmental responsibility was carried out in April–December 2023. The assessment included a questionnaire survey, document analysis and a workshop day.
The assessment of Erasmus+ partnerships for cooperation focusing on participation in democratic life, common values and civic engagement and digitalisation was carried out in December 2023–June 2024. The assessment included a questionnaire survey, document analysis, a workshop day and, finally, the presentation of the results.
The assignment and the assessment process
The assessment process began with the preparation of the assignment. This was followed by the selection of the projects to be assessed and the preparation of a timetable for the assessment. The next step was the document analysis, which was followed by the questionnaire survey and the workshop for project participants. After these steps came the presentation of the preliminary results. Finally, the results of the assessment were documented and presented.
Background of the assessment
The assessment examined participants’ experiences and the results of 71 selected Erasmus+ partnerships for cooperation. The project selection criteria were as follows:
- focus on inclusion and diversity; environmental responsibility; digitalisation; or participation in democratic life, common values and civic engagement
- participants from different parts of Finland
- different sectors represented
- project coordinated by a Finnish actor
- launched in 2017–2021
Focus areas in the examination of participants’ experiences and the results of the projects
Photo:
Canva / Katariina Kivi
The focus areas in the examination of participants’ experiences and the results of the Erasmus+ partnerships for cooperation were objectives; methods and metrics; results and experiences; and permanent practices.
Results of the document analysis and questionnaire survey
Photo:
Canva / Katariina Kivi
The results of the document analysis and questionnaire survey indicate that the projects have promoted the following
- quality of teaching
- continuous development and inclusion
- cooperation and networking
- internationalisation and intercultural interaction.
The reports below the main results provide more detailed results related to the quality of teaching, continuous development, inclusion, cooperation and networking, internationalisation and intercultural interaction. The reports can be downloaded from the bottom of this page.
Permanent concrete practices of Erasmus+ partnerships for cooperation
The themes of the partnerships for cooperation were selected in cooperation with stakeholders, emphasising environmental responsibility; inclusion and diversity; digitalisation; and participation in democratic life, common values and civic engagement. Project participants reported feeling that the project activities were important in facilitating international and intercultural interaction, cooperation and networking. The projects emphasised the importance of international cooperation and increased understanding of cultural diversity. On the other hand, cultural differences and differences in the conception of time were seen as challenging. The pandemic also affected the implementation of the projects, such as practical arrangements and communication. On the other hand, project participants familiarised themselves with digital tools, and cooperation continued with the help of remote connections.
Digital technologies contributed to the expansion of internationalisation, as digital operating models were strengthened especially as a result of COVID-19 (e.g. digital mobility).
Project participant, workshop day in September 2023
The projects enriched the views of learners and teachers and encouraged them to think and participate in new ways. Project participants saw international cooperation as a meaningful opportunity to influence project themes. The projects integrated their themes into the everyday operations, activities and strategy of their educational institutions’ communities, promoting awareness and developing the participants' capacity to operate in an international environment.
We do the same work in the same way, even though we come from very different backgrounds and from different types of schools.
Project participant, workshop day in September 2023
The projects developed the competence of teaching and guidance staff and created new teaching materials and methods. The results of the projects continued to be utilised in the development of teaching and curricula even after their completion. Cooperation also continued after the projects, with project participants coming up with ideas for further development.
Participation also extended to parents and pupils, promoting their critical thinking and social skills. Technology was utilised to create sustainable and diverse solutions. Small actions and practices remained in use after the projects, and learners became active agents. In addition to these, the projects were seen as having resulted in positive changes in attitudes and increased belief in the notion that working together will bring about significant impact.
Photo:
Tussitaikurit Oy / Marker Wizards Ltd
Environmental responsibility and inclusion and diversity
Examples of the permanent concrete practices implemented in organisations as a result of the projects:
- Inclusion and diversity and environmental responsibility were integrated into action plans.
- Participating organisations created structures that promote inclusion and diversity and a sustainable future.
- Developed educational resources are used and courses are held by several partners.
- Efforts to reduce unnecessary paper use and to arrange meetings remotely.
- The use of public transport services was increased during mobility periods and in all possible situations.
- Cooperation between project participants strengthened through expertise sharing and increased participation.
- Project participants pay more attention to water consumption and cleanliness.
- Inclusion and diversity and the principles of sustainable development were permanently incorporated into the everyday operations of the school.
- The promotion of inclusion and diversity and the improvement of the relationship with nature have continued after the projects.
Digitalisation, and participation in democratic life, common values and civic
Examples of the permanent concrete practices implemented in organisations as a result of the projects:
- continuous improvement of teaching quality
- development of new digital tools, learning environments and pedagogical teaching and coaching methods and their utilisation in teaching
- identification of future competence needs and promotion of future and foresight skills
- identification and tackling of the needs for change associated with digitalisation
- identification of the deterioration of learning outcomes and utilisation of more individual and flexible working methods
- utilisation of project management models in operations
- promotion of inclusive teaching and consideration of learners’ needs
- development of capabilities and skills related to participation in and influencing of decision-making and societal processes
- reaching different target groups and providing opportunities for everyone to participate in community activities
- promotion of active citizenship, participation and influencing opportunities.
Innovations created in the projects
Here are some examples of the innovations created in the projects:
- The themes of the projects continue to be developed with the participation of customers in the planning and design of services.
- Educational institutions have reviewed their curricula and the practical implementation of teaching.
- The ideas created in a project have been applied to the curriculum.
- A project supported the professional development of personnel and strengthened the educational institution's value base.
- A project developed the participation of partners through joint learning, and cooperation between the partners has continued after the project.
- After projects, project participants have identified what still needs to be done to promote objectives and reach different target groups.
- New teaching and coaching methods have been implemented following the conclusion of projects.
- The participation opportunities of learners have been increased.
- New development ideas have emerged and new projects have been created.
Other project innovations mentioned by participants included the opportunity to influence the future together through small everyday actions and experiential learning. As regards participation, key innovations included the monitoring of concrete outcomes and the concretisation of their impacts.
Future challenges and needs
The future challenges highlighted in the partnerships for cooperation included complex global issues and society's expectations. The anticipation and development of future-related competence, such as knowledge, skills and attitudes, is emphasised.
Highlighted future needs included the improvement of digital and media literacy, the development of online education and learning, and changes to the education system. In addition to these, information management, digital skills and international cooperation were considered to remain relevant in the future as well. Project participants were of the opinion that active citizenship, inclusion and peer learning also need to be promoted. The consideration of the different needs of learners should be developed to increase inclusivity. Supporting those needing special support and their inclusion and international participation was considered important.
Photo:
Tussitaikurit Oy / Marker Wizards Ltd
Project participants highlighted art-based and experiential methods, networks and partnerships as desired approaches in the future as well. Cooperation with e.g. experts, NGOs and companies from different sectors should be increased. The talents and learning needs of different countries could also be better identified.
User orientation and the collection of feedback were considered to remain important in the future as well, as was the continued development of good practices and new teaching and coaching methods. The extensive utilisation of project results in the development of education and services was also considered to remain important in future. Project participants felt that in the future, it is important to continue increasing opportunities for participation in democratic life and civic engagement.
The Erasmus+ programme is seen as playing an important role in building peace and supporting social inclusion in the future as well.
