The Commission is moving ahead with several measures to make the Erasmus+ and European Solidarity Corps programmes more inclusive and accessible for everyone.
The criticism that not everybody can equally access and benefit from the Erasmus+ programme is being met with increased ambition from the European Commission (EC) to make inclusion and diversity a cornerstone of the European education programmes such as Erasmus+ (E+) and the European Solidarity Corps (ESC). Inclusion is one of the main crosscutting priorities of the new programme generation of E+ and ESC (next to green, digital and participation). The EC puts various measures in place to make the programmes more accessible and attractive for young people with fewer opportunities and unlikely participants.
In complement to what is already set up in the programmes, and following up from the Implementation guidelines for the inclusion and diversity strategy of April 2021, the EC adopted on 22 October 2021 the Implementing Decision on the framework of inclusion measures of the Erasmus+ and European Solidarity Corps Programmes 2021-2027.
Concretely, the Decision recalls again the objective to mainstream inclusion and diversity throughout the entire programmes and all key actions and that it should be taken into account at all stages of the Programmes’ management. The Decision reiterates the importance of flexible learning formats (digital exchange, small-scale projects, etc.), appropriate support mechanisms such as mentoring or coaching as well as linguistic support. This should not only be made available for participants in the programmes but also for organisations and project coordinators. It makes clear that projects with an inclusion aspect should be given priority in the evaluation and selection process. When it comes to communication, simple language should be used. This concerns, first and foremost, the National Agencies (NAs) responsible for the implementation of the programmes and European Education and Culture Executive Agency (EACEA). They must furthermore appoint an inclusion and diversity officer per NA and adopt an inclusion action plan in each country, taking into account the local context.
The Erasmus Student Network (ESN) published its reactions to the new framework on 4 November 2021. They consider the Decision a step in the right direction but add specific considerations: Flexible, short-term and virtual learning formats should be seen as possibilities to get more people into long-term, in-person exchange projects. Therefore, NAs and education institutions should offer concrete pathways from short-term towards long-term mobilities. ESN also specify that the timing of the grants is critical for disadvantaged learners, as they may need the payment prior to their exchange (pre-financing) instead of as a later payment. Lastly, they welcome the appointment of inclusion officers in NAs and add that inclusion working groups with representatives of disadvantaged groups should accompany them.
On 11 November 2021, the Committee on Culture and Education (CULT) of the European Parliament (EP) held a public hearing and a debate on the new framework on inclusion measures chaired by MEP Sabine Verheyen. The debate welcomed the reinforced inclusion measures but also cautioned that it is still a long way to achieving full inclusion and equal access; the last Erasmus+ programme recorded 17% of the participants being from disadvantaged backgrounds. They call accordingly for increased ambition. MEP Peter Pollak highlighted that the EC should also address the barriers regarding ICT access as this has become an apparent issue during the pandemic. The MEPs and other speakers agreed that the upcoming European Year of Youth 2022 represents an excellent opportunity to reach out to young people who are not accessing the EU education programmes yet. MEP Ilana Cicurel also sees a chance in this regard to strengthen the recognition of the soft skills acquired in participating in exchange programmes. How exactly the European Year of Youth will play a role in this regard is yet to be seen as the details on its organisation are still unclear. The debate will continue in the new year, when MEP Laurence Farreng will propose a new report on inclusion in E+ in early 2022.
In conclusion, reinforced measures to foster inclusion and diversity in the EU education programme have been an important element in the past, but are becoming more and more central. The debate on the European level, as represented by the discussion in the EP and the ESN confirm this. When the United Kingdom decided not to seek association to the new Erasmus+ programme in the wake of Brexit at the end of 2020, the concerns regarding the lack of accessibility of the Erasmus+ programme was one of the main arguments brought forward (next to the question regarding costs). Subsequently, and in the light of the EC’s priority to create a Europe that works for the people, the further strengthened focus on inclusion and diversity is clear and necessary. Switzerland’s ambition to make exchange and mobility the norm for all people in education can draw inspiration from the new framework and the corresponding debate.