Admission procedure for exchange students and teachers

ERASMUS+

Erasmus+ is the EU Programme in the fields of education, training, youth and sport for the 2021-2027 period. Education, training, youth and sport are key areas that

support citizens in their personal and professional development. High quality, inclusive education and training, as well as informal and non-formal learning, ultimately equip young people and participants of all ages with the qualifications and skills needed for their meaningful participation in democratic society, intercultural understanding and the successful transition to the labour market. Building on the success of the programme in the 2014-2020 period, Erasmus+ strengthens its efforts to increase the number of opportunities offered to even more participants and to a wider range of organisations, focusing on the qualitative impact of the Programme and contributing to more inclusive and cohesive, greener and digitally fit societies.

European citizens need to be better equipped with the knowledge, skills and competences necessary in a dynamically changing society that is increasingly mobile, multicultural and digital. Spending time in another country to study, to learn and to work should become the standard, and the opportunity to learn two other languages in addition to one's mother tongue should be offered to everyone. The Programme is a key component supporting the objectives of the European Education Area, the Digital Education Action Plan 2021-2027, the European Union Youth Strategy and the European Union Work Plan for Sport (2024-27). The Programme also strongly supports the Union of Skills initiative and the EU Preparedness Union Strategy.

General objective

The general objective of the Programme is to support, through lifelong learning, the educational, professional and personal development of people in education, training, youth and sport, in Europe and beyond, thereby contributing to sustainable growth, quality jobs and social cohesion, to driving innovation, and to strengthening European identity and active citizenship.

Specific objectives

The Programme has the following specific objectives:

to promote learning mobility of individuals and groups, as well as cooperation, quality, inclusion and equity, excellence, creativity and innovation at the level of organisations and policies in the field of education and training
to promote non-formal and informal learning mobility and active participation among young people, as well as cooperation, quality, inclusion, creativity and innovation at the level of organisations and policies in the field of youth
to promote learning mobility of sport staff, as well as cooperation, quality, inclusion, creativity and innovation at the level of sport organisations and sport policies.

Priorities of the Erasmus+ Programme

Inclusion and Diversity

In order to implement these principles, the Framework on inclusion measures ¹ as well as the Inclusion and Diversity Strategy ² covering all programme fields have been developed to support easier access to funding for a wider range of organisations, and to better reach out to more participants with fewer opportunities. They also set up the space and mechanisms for projects which intend to work on inclusion and diversity related issues. The Strategy aims to help address the barriers different target groups may face in accessing such opportunities within Europe and beyond.

The list of such potential barriers, spelt out below, is not exhaustive and is meant to provide a reference in taking action with a view to increasing accessibility and outreach to people with fewer opportunities. These barriers can hinder their participation both as stand-alone factors and in combination:

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 ³ .
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 low-skilled 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 when taking part in any kind of programme activities may put some individuals off and in a way limit the benefits from their participation. Such cultural differences may even prevent potential participants from applying for support through the programme, thereby representing an entry barrier altogether.
Social barriers: Social adjustment difficulties, such as limited social competences, anti-social or high-risk behaviours; (former) offenders, (former) drug or alcohol abusers, or social marginalisation may represent a barrier. Other social barriers can stem from family circumstances - for instance, being the first in the family to access higher education or being a parent (especially a single parent or parents with young children in lack of wider informal childcare networks), a caregiver, a breadwinner or an orphan, or having lived or currently living in institutional care.
Economic barriers: Economic disadvantage, for instance a low living standard, low income, learners who need to work to support themselves, dependence on the social welfare system, long-term unemployment, precarious situations or poverty, being homeless, in debt or with financial problems, may represent a barrier. Other difficulties may derive from the limited transferability of services (in particular support to people with fewer opportunities) that need to be "mobile" together with the participant participating in activities away from their place of residence or, all the more, abroad.
Barriers linked to discrimination: Barriers can occur as a result of discrimination linked to gender, age, ethnicity, religion, beliefs, sexual orientation, disability, or intersectional factors (a combination of two or several of the mentioned kinds of discrimination).
Geographical barriers: Living in, for example, remote or rural areas, on small islands or in peripheral/outermost regions ⁴ , in urban suburbs, in less serviced areas (limited public transport, poor facilities) or less developed areas in third countries, may constitute a barrier.

Digital Transformation

To support the successful digital transformation and address societal challenges such as AI or disinformation more effectively, Europe needs education, training and youth systems that are fit for the digital age. In line with the strategic priorities of the Digital Education Action Plan (2021-2027), and the two Council Recomentations ⁵ adopted in November 2023 on a) the key enabling factors for successful digital education and training, and b) improving the provision of digital skills in education and training, the Erasmus+ programme plays a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content.

Environment and fight against climate change

Environment and climate action are key priorities for the EU now and in the future. The European Green Deal Communication is the European new growth strategy and recognising the key role of schools, training institutions and universities in engaging with pupils, parents, and the wider community on the changes needed for a successful transition to climate neutrality by 2050. In addition, the Council Recommendation on learning for the green transition emphasises the need to provide learners of all ages with opportunities to find out about the climate crisis and sustainability through both formal and non-formal education, and to make learning for the green transition a priority in education and training policies and programmes. Sustainability should become part of the entire spectrum of education and training, including curricula, professional development for educators, and buildings, infrastructure, and operations.

The Erasmus+ programme is a key instrument for building knowledge, skills, and attitudes on climate change and supporting sustainable development within the European Union and beyond.

In order to implement this policy framework through the Programme, a Strategy on green transition and sustainable development ⁷ covering all programme fields has been designed with the aim of helping programme beneficiaries and implementing actors to successfully develop the green dimension of funded projects.

Participation in democratic life, common values and civic engagement

The Erasmus+ Programme addresses the challenges and barriers that limit citizens’ participation in democratic processes, increases their awareness and understanding of the European Union, and supports them in overcoming difficulties in actively engaging and participating in their communities and in the Union's political and social life. Strengthening citizens’ understanding of the European Union from an early age is crucial for the Union’s future. In addition to formal education, non-formal learning can enhance citizens’ understanding of the European Union and foster a sense of belonging.

Important features of the Erasmus+ Programme

Respect for EU values

The Erasmus+ programme’s implementation, and therefore, the programme beneficiaries and the activities implemented under the programme, have to respect the EU values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities, in full compliance with the values and rights enshrined in the EU Treaties and in the EU Charter of Fundamental Rights.

In line with the grant agreements, the beneficiary’s grant may be terminated or reduced if such provisions are not respected.

Protection, health and safety of participants

The protection, health and safety of participants involved in the Erasmus+ projects are important principles of the Programme. All participants should have the opportunity to take full advantage of the personal and professional development and learning opportunities offered through Erasmus+. This should be assured in a safe environment which respects and protects the rights of all persons, their physical and emotional integrity, their mental health and their wellbeing.

Each organisation participating in the Programme must have effective procedures and arrangements in place to promote and guarantee the safety, protection, and non-discrimination of participants in their activities. When necessary, adults should accompany underage participants (pupils, VET learners, young people) in mobility activities. Accompanying adults should ensure the quality of the mobility learning component, as well as the protection and safety of underage participants.

Multilingualism

Multilingualism is one of the cornerstones of the European project and a powerful symbol of the EU's aspiration to be united in diversity. Foreign languages play a prominent role in equipping people for the labour market and helping them make the most of available opportunities. The EU has set the goal that every citizen should have the opportunity to learn at least two foreign languages from an early age.

International dimension

Erasmus+ includes a strong international dimension (i.e. cooperation with third countries not associated to the Programme) in mobility, cooperation and policy dialogue activities.

Recognition and validation of skills and qualifications

Erasmus+ supports EU transparency and recognition tools for competences, skills and qualifications – in particular Europass, (including European Digital Credentials for Learning), Youthpass, the European Qualifications Framework (EQF), the European Skills, Competences, Qualifications and Occupations classification (ESCO), the European Credit Transfer and Accumulation System (ECTS), the European Quality Assurance Reference Framework (EQAVET), the European Quality Assurance Register (EQAR), the European Association for Quality Assurance in Higher Education (ENQA) – as well as EU-wide networks in the field of education and training supporting these tools, in particular the National Academic Recognition Information Centre (NARIC), Euroguidance networks, the National Europass Centres and the EQF National Coordination Points.

Communicating projects and their results to maximise impact

Communicating projects and their results is crucial to ensure impact on different levels. Depending on the action, applicants for funding under Erasmus+ are required to plan their communication activities aimed at sharing information about their project and results during and beyond the project life cycle.

Erasmus+ Open Access Requirement for educational materials

Erasmus+ promotes open access to project outputs to support learning, teaching, training, and youth work. In particular, Erasmus+ beneficiaries are obliged to make any educational resources and tools which are produced in the context of projects supported by the Programme – documents, media, software or other materials freely available to the public under an open license.

Erasmus+ Open Access for research and data

Erasmus+ encourages beneficiaries to publish research outputs through open access pathways, i.e. in ways which are free of cost or other access restrictions for users. Beneficiaries are also encouraged to apply open licenses to research outputs. Whenever possible, data collected through projects should be published as 'open data', i.e. with an open license, in a suitable format and on a suitable open data platform.

Utenos kolegija/Higher Education Institution is committed to providing high‑quality professional education, conducting applied research, fostering lifelong learning, and creating value for the region and the country. These principles guide our participation in Erasmus+ and our international cooperation activities.

Mobility projects for higher education students and staff

This higher education mobility action supports physical and blended mobility of higher education students in any study field and cycle (short cycle, bachelor, master and doctoral levels). Students can either study abroad at a partner higher education institution or carry out a traineeship in an enterprise, a research institute, a laboratory, an organisation or any other relevant workplace abroad. Students can also combine a study period abroad with a traineeship, further enhancing the learning outcomes and development of transversal skills. While long term physical mobility is strongly encouraged, this action recognises the need to offer more flexible physical mobility duration to ensure the Programme is accessible to students from all backgrounds, circumstances and study fields.

This action also supports higher education teaching and administrative staff to take part in professional development activities abroad as well as staff from the world of work to teach and train students or staff at higher education institutions. These activities may include teaching and training periods (such as job shadowing, observation periods, and training courses).

Furthermore, this action supports blended intensive programmes, allowing for groups of higher education institutions to jointly develop blended mobility curricula and activities for students as well as academic and administrative staff.

Objectives of the action

The objective of this action is to help establish a European Education Area with global outreach and to strengthen the link between education and research.

The action aims to foster employability, social inclusion, civic engagement, innovation, and environmental sustainability in Europe and beyond by enabling students from all study fields and at all study cycles to study or train abroad as part of their studies. The objectives of the action are to:

expose students to different views, knowledge, teaching and research methods as well as work practices in their study field in the European and international context
develop their transversal skills such as communication skills, language skills, critical thinking, problem solving, inter-cultural skills and research skills
develop their forward-looking skills, such as digital and green skills, that will enable them to tackle the challenges of today and tomorrow
facilitate personal development such as the ability to adapt to new situations and self-confidence

The objective is also to enable any staff, including staff from enterprises, to teach or train abroad as part of their professional development to:

share their expertise
experience new teaching environments
acquire new innovative pedagogical and curriculum design skills as well as digital skills
connect with their peers abroad to develop common activities to achieve the programme’s objectives
exchange good practices and enhance cooperation between higher education institutions
better prepare students for the world of work

In addition, the objective is to foster the development of transnational and transdisciplinary curricula, as well as innovative ways of learning and teaching, including online collaboration, research-based learning, and challenge-based approaches, to tackle societal challenges.

Horizontal dimensions:

Inclusion and diversity in higher education mobility
Environmental sustainability and green practices in higher education mobility
Digitalisation and digital education and skills in higher education mobility
Participation and civic engagement

Student mobility

Student mobility can be carried out in any study field and cycle (short cycle/bachelor/master/doctoral). To ensure high-quality mobility activities with maximum impact on the students, the mobility activity must be compatible with the student’s degree-related learning and personal development needs.

Students may carry out the activities described below:

A study period abroad at a partner higher education institution. The study period abroad must be part of the student's study programme to complete a degree at any study cycle. A study period abroad may include a traineeship period as well. Such a combination creates synergies between the academic and professional experience abroad.
In terms of workload, in countries belonging to the European Higher Education Area (EHEA) an academic year of full-time study is normally made up of educational components totalling 60 ECTS credits (or equivalent units in countries outside the EHEA). It is recommended that for mobility periods shorter than a full academic year, the educational components included in the learning agreement are to be adjusted proportionally.
A traineeship (work placement, internship) abroad in an enterprise, a research institute, a laboratory, an organisation or any other relevant workplace. Traineeships abroad are supported during studies at any study cycle and for recent graduates. This also includes teaching assistantships for student teachers and research assistantships for students and doctoral candidates in any relevant research facility. To further enhance the synergies with Horizon Europe, these mobilities can also take place in the context of Horizon Europe funded research projects, in full respect of the principle of no double EU funding of activities. Wherever possible, the traineeships are to be an integrated part of the student's study programme.
In terms of workload, in principle the participants must work full time, based on their receiving organisation’s working time.

Any study period or traineeship abroad of any duration, including doctoral mobility, may be carried out as a blended mobility. Blended mobility is a combination of physical mobility with a virtual component facilitating a collaborative online learning exchange and teamwork. For example, the virtual component can bring learners together online from different countries and study fields to follow online courses or work collectively and simultaneously on assignments that are recognised as part of their studies.

Any student can also undertake blended mobility by participating in a blended intensive programme according to the specific eligibility criteria for blended intensive programmes, described in this Guide.

Blended intensive programmes

These are short, intensive programmes that use innovative ways of learning and teaching, including the use of online cooperation. The programmes may include challenge-based learning where transnational and transdisciplinary teams work together to tackle challenges for example those linked to the United Nations’ sustainable development goals or other societal challenges identified by regions, cities, or companies. The intensive programme should have added value compared to existing courses or trainings offered by the participating HEIs and can be multiannual. By enabling new and more flexible mobility formats that combine physical mobility with a virtual part, blended intensive programmes aim at reaching all types of students from all backgrounds, study fields and cycles.

Groups of higher education institutions will have the opportunity to organise short blended intensive programmes of learning, teaching and training for students and staff. During these blended intensive programmes, groups of students and/or staff as learners will undertake a short-term physical mobility abroad combined with a compulsory virtual component facilitating collaborative online learning exchange and teamwork. The virtual component must bring the learners together online to work collectively and simultaneously on specific assignments that are integrated in the blended intensive programme and count towards the overall learning outcomes.

In addition, blended intensive programmes can be open to student and staff from HEIs, including local students and local staff. Blended intensive programmes build capacity for developing and implementing innovative teaching and learning practices in the participating HEIs.

International mobility involving third countries not associated to the Programme

The primary focus of the higher education mobility action is to support mobility activities among EU Member States and third countries associated to the Programme – the European dimension. In addition, the action supports the international dimension through two strands of mobility activities involving third countries not associated to the Programme across the whole world.

One strand supports mobility to all third countries not associated to the Programme, with the exception of Belarus and Russia, and is funded by EU internal policy funds. ⁶

Another strand supports mobility to and from third countries not associated to the Programme, with the exception of mobility to Belarus and Russia and staff mobility from Belarus and Russia. This strand is funded by EU external action instruments ⁷ .

International outgoing mobility supported by internal policy funds

The priority focus is on the development of forward-looking and other relevant skills of students and staff from HEIs located in the EU Member States and third countries associated to the Programme. International mobility activities to any non-associated country are financed from the grant awarded to mobility projects.

International outgoing and incoming mobility supported by external policy funds

This action follows the EU's external policy priorities; and as such, a number of targets and rules for cooperation are set with the twelve eligible regions (1-12), which are detailed hereafter in the section "additional information for mobility projects supported by external policy funds”.

More information is available in the Erasmus+ Programme Guide.

Erasmus+ outgoing students

Erasmus+ incoming students

Staff Mobility

Who can participate?

Any type of higher education staff can participate, as can invited staff from outside the HEIs. To ensure high-quality mobility activities with maximum impact, the mobility activity must relate to the staff’s professional development and address their learning and personal development needs.

Staff may carry out any of the activities described below:

A teaching period abroad at a partner higher education institution. The teaching period abroad enables teaching staff at a higher education institution, or staff from enterprises, to teach at a partner higher education institution abroad. Staff mobility for teaching can be in any field of study.
A training period abroad at a partner higher education institution, enterprise or any other relevant workplace. The training period abroad enables any staff member at a HEI to take part in a training activity abroad relevant to their day-to-day work at the HEI. It may take the form of training events (excluding conferences) or job shadowing and observation periods.

A staff mobility period abroad can combine teaching and training activities. Any teaching or training period abroad may be carried out as a blended mobility.

Teaching staff from higher education institutions (HEI) from EU Member States and third countries associated with the Programme and higher education institutions in third countries not associated to the Programme, who have valid Bilateral Agreements (BA) signed with Utenos kolegija/ HEI.

Institutional Commitments:

● ERASMUS policy statement 2014-2020

● ERASMUS charter for higher education 2014-2020

● Erasmus Policy Statement for 2021-2027

● Erasmus Charter of Higher Education for 2021-2027

Useful Resources:

EU programme for education, training, youth and sport

The Erasmus+ app

For more information, contact:

International Relations Office

Rūta Puidokė