Erasmus+ Programme Guide 2025
This Programme Guide is a tool for anybody who would like to have a thorough knowledge of what the Erasmus+ Programme is about.
Every year, thousands of projects are submitted by organisations across Europe in order to receive financial support from the Erasmus+ Programme; for this reason, the Commission has set up a transparent evaluation process that aims at providing grants for the best projects:
- for most Actions, all the rules and conditions for receiving a grant from the Programme are specified in this Programme Guide;
- for some other Actions, which are only mentioned in this Programme Guide, the rules and conditions for receiving a grant are described in specific calls for proposals published by or on behalf of the European Commission.
How to read the Programm Guide
- Part A offers a general overview of the Programme. It gives information about the objectives, priorities and main features of the Programme, the participating countries, the implementing structures and the overall budget available.
- Part B provides specific information about the Actions of the Programme that are covered by this Guide.
- Part C gives detailed information on procedures for grant application and selection of projects, as well as the financial and administrative provisions linked to the award of an Erasmus+ grant.
- Part D provides a glossary of useful terms.
What are the objectives of the Erasmus+ Programme?
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.
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
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.
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.
- 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.
- Cultural differences: While cultural differences may be perceived as barriers by people from any background, they can particularly affect people with fewer opportunities.
- 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.
- 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.
- 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, 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.
The program will support the first nd the second strategic priority of thr Action Plan by:
- building capacity and critical understanding on how to exploit the opportunities offered by digital technologies for teaching and learning in all types of education and training institutions at all levels and for all sectors;
- developing and implementing digital transformation plans for educational institutions.supporting actions aimed at enhancing digital skills and competence development at all levels of society and for everyone;
- supporting actions aimed at enhancing digital skills and competence development at all levels of society and for everyone.
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.
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.
Participation in democracic life, common values and civil engagement
The Erasmus+ Programme addresses the citizens’ limited participation in democratic processes and their lack of knowledge about the European Union, and tries to help them overcome the 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 the citizens’ understanding of the European Union and foster a sense of belonging.
The Programme supports active citizenship and ethics in lifelong learning; it fosters the development of social and intercultural competences, critical thinking and media literacy. Priority is given to projects that offer opportunities for people’s participation in democratic life, as well as social and civic engagement through formal or non-formal learning activities.
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.
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 possibilities for personal and professional development and learning offered through Erasmus+.
Multilinguallism
The programme will offer language learning support to mobility activity participants. This support will mainly be offered via the Erasmus+ Online Language Support (OLS) platform, adapted as necessary to individual sectors, as e-learning offers advantages for language learning in terms of access and flexibility.
The European Commission has established the European Language Label (ELL) awards to recognise quality, to support the sharing of results of excellent projects in the area of multilingualism, and to promote public interest in language learning.
International Dimention
Erasmus+ includes a strong international dimension (i.e. cooperation with third countries not associated to the Programme) in mobility, cooperation and policy dialogue activities. It supports European organisations in facing the global challenges brought about by globalisation, climate change and the digital transition, notably though an intensification of international mobility and cooperation with third countries and to strengthen the role of the European Union as a global actor.
Activities offer a response to the challenges of quality, modernisation and employability through an increased relevance and responsiveness of education for a green and sustainable socio-economic recovery, growth and prosperity in third countries not associated to the Programme, contributing to human and institutional development, digital transition, growth and jobs, good governance and peace and security. The engagement of the young people in third countries not associated to the Programme is a key element in the process of building societies that are more resilient and are based on mutual trust and intercultural understanding.
Recognition and validation of skills and qualifications
Erasmus+ supports EU tools for transparency and recognition of skills, competences, and qualifications, including:
- Europass (e.g., European Digital Credentials for Learning)
- Youthpass
- European Qualifications Framework (EQF)
- ESCO (Skills and Occupations classification)
- ECTS (Credit Transfer System)
- EQAVET (Quality Assurance in Vocational Education)
- EQAR & ENQA (Quality Assurance in Higher Education)
It also backs EU-wide networks like NARIC, Euroguidance, National Europass Centres, and EQF National Coordination Points. These tools promote cross-border recognition and understanding of qualifications, whether gained through formal education or informal experiences (e.g., work, volunteering, online learning).
Goals and Modern Needs:
- Address education internationalization and digital credentialing.
- Support flexible, learner-centered pathways.
- Enhance portability of skills across borders to aid mobility for learning and work.
Communicating projects and their results to maximise impact
Effective communication of projects and results is essential for impact. Applicants must plan communication activities to share information during and after the project, proportional to the objectives and scope of the action. Applications are evaluated on these aspects.
Key Requirements for Beneficiaries:
- Follow the European Commission’s communication guidelines.
- Monitor and evaluate communication success qualitatively and quantitatively.
- Acknowledge EU support in all materials (events, websites, visuals, publications).
- Include the EU emblem as specified in the grant agreement.
Erasmus+ Open Access Requirements for educational materials
Erasmus+ requires beneficiaries to make project outputs—educational resources, tools, media, or software—freely available as Open Educational Resources (OER). These materials must:
- Be accessible without cost or restrictions.
- Allow public use, reuse, adaptation, and sharing under an open license.
- Be uploaded in editable digital formats on openly accessible platforms.
Erasmus+ Open Access for research and data
Erasmus+ encourages beneficiaries to publish research outputs and data openly, free of cost or restrictions. Open licenses and suitable open data platforms should be used whenever possible.
What is the structure of the Erasmus+ Programme?
Key Action 1 – Mobility of Individuals
This Key Actions supports:
- Mobility af learners and stuff
- Youth participation activities
- Mobility of staff in the field of sport
- DiscoverEU
- Language learning opportunities
- Virtual exchanges in higher education and youth
Key Action 2 – Cooperation among organisations and institutions
This Key Action supports:
- Partners for Cooperation, including: Cooperation Partnerships and Small-scale Partnerships.
- Pertnerships for Excallence, including : European Universities, Centres of Vocational Excellence (CoVE), Erasmus+ Teacher academies, Erasmus Mundus Action.
- Partnerships for Innovation, including: Alliances for Innovation, Forward-looking projects
- Capacity Building projects in the field of higher education, vocational education and training, of youthand sport.
Online platforms such as European School Education Platform (including eTwinning) the Electronic Platform for Adult Learning in Europe (EPALE), and the European Youth Portal will offer virtual collaboration spaces, partner-finding databases, communities of practice and other online services for teachers, trainers, youth workers, policy makers and other practitioners, as well as for pupils, young people and adult learners in Europe and beyond.
Keu Action 3 – Support to policy development and cooperation
This Key Action supports:
- European Youth Together: Builds cross-border partnerships to engage diverse youth, including those with fewer opportunities, via grassroots and larger organizations using traditional and digital outreach channels.
Additionally, it includes:
- EU Policy Support: Prepares and implements the EU agenda on education, youth, and sport, including governance and Open Methods of Coordination.
- Policy Experimentation: High-level trials on policy measures across countries with evidence-based evaluation.
- Evidence Gathering: EU-wide surveys and studies to inform policy-making in education, training, youth, and sport.
- Recognition of Skills: Promotes transparency, credit transfer, and validation of learning, supporting cross-European exchanges and flexible learning pathways.
- Policy Dialogue: Engages stakeholders through events and activities to promote European policy agendas and position Europe as a hub for study and research.
- International Cooperation: Partners with organizations like OECD and Council of Europe to enhance policy impact in education, training, and youth.
Jean Monnet Actions
The Jean Monnet Action supports:
- Higher Education: Promotes teaching, research, and policy debates on EU integration. Sub-actions include:
- Jean Monnet Modules: Short EU studies programs.
- Chairs: Long-term teaching positions specializing in EU studies.
- Centres of Excellence: Knowledge hubs linking experts and institutions across countries.
2. Other Education Fields: Enhances EU knowledge in schools and vocational training (VET) through:
- Teacher Training: Structured EU-focused programs for educators.
- Learning EU Initiative: Promotes EU understanding in general and vocational education.
3. Policy Debate:
- Networks in Higher Education: Share research and experiences on EU-related themes.
- Networks in Other Fields: Exchange practices and co-teaching across countries.
4. Designated Institutions: Supports EU-focused institutions delivering:
- Research and policy preparation.
- Training for international and civil service staff.
- Public events and dissemination on EU priorities.
What is the budget?
The Programme has an overall indicative financial envelope of more than 26 billion EUR 1 of the EU Budget for the seven years (2021-2027). The annual budget is adopted by the Budgetary Authority.
Follow the different steps for the adoption of the EU budget.
For information about the available budget by action, please consult the 2025 Erasmus+ Annual Work Programme.
Who implements the Erasmus+ Programme?
The European Commission
The European Commission is ultimately responsible for the running of the Erasmus+ Programme. It manages the budget and sets priorities, targets and criteria for the Programme on an on-going basis, it guides and monitors the general implementation, follow-up and evaluation of the Programme at European level.
The European Commission’s European Education and Culture Executive Agency (EACEA)
The European Commission’s European Education and Culture Executive Agency (EACEA) is responsible for the implementation of a number of actions of the Erasmus+ Programme. EACEA implements the programme in direct management.
The Executive Agency is in charge of the complete life-cycle management of these projects, the evaluation of the grant applications, the monitoring of projects.It is also responsible for launching specific calls for proposals relating to some actions of the Programme that are not covered by this guide.
The European Commission, notably through the Executive Agency, is also responsible for:
- carrying out studies in the fields supported by the Programme
- carrying out research and evidence-based activities through the Eurydice network
- improving the visibility and the systemic impact of the Programme through dissemination and exploitation activities of the Programme’s results
- ensuring the contractual management and financing of bodies and networks supported by the Erasmus Programme
- managing calls for tenders to provide services within the framework of the Programme
National Agencies
Erasmus+ is primarily managed indirectly, with National Agencies in each EU Member State or associated country handling implementation. This approach ensures proximity to beneficiaries and adapts to national education and training systems.
National Agencies’ Key Roles:
- Inform prospective beneficiaries about Erasmus+.
- Ensure fair and transparent project selection.
- Monitor and evaluate Programme implementation.
- Support applicants and participants throughout projects.
- Collaborate with other National Agencies and the European Commission.
- Promote visibility, dissemination, and exploitation of Programme results.
What other bodies are involved in the implementation of the Programme?
Apart from the bodies mentioned above, the following Resource Centres and information offices, platforms, and knowledge and expert networks provide complementary expertise to the implementation of the Erasmus+ Programme.
SALTO Resource Centres
SALTO Resource Centres enhance the quality and impact of Erasmus+ by offering expertise, resources, and training in priority areas. Activities include training, seminars, forums, and partnership-building on Erasmus+ themes.
Focus Areas:
- Thematic or Regional: Cover specific fields or regions (e.g., Eastern Partnership, Southern Mediterranean, Western Balkans).
- Support: Include areas like the European Solidarity Corps and training activities.
Key Services:
- Online tools: Training calendars, educational resources, and partner-finding databases.
- Monitoring and sharing insights from Programme achievements.
Regional SALTOs, such as those for youth, focus on specific fields only.
Information offices
National Erasmus+ Offices
NEOs in certain non-associated countries (e.g., Western Balkans, Neighbourhood East, Central Asia) support the implementation of Erasmus+ in higher education, VET, youth, and sports. They enhance awareness, visibility, and impact of the Programme’s international dimension.
Responsibilities:
- Inform about Erasmus+ opportunities.
- Advise and assist applicants.
- Coordinate Higher Education Reform Experts (HEREs).
- Support policy dialogue and contribute to studies and events.
- Liaise with local authorities and EU Delegations.
- Monitor policy developments in relevant areas.
Erasmus+ National Focal Points
In non-associated countries (Americas, Africa, Middle East, Asia-Pacific), NFPs support Erasmus+ by providing guidance, information, and assistance in higher education, youth, VET, and sport. They enhance awareness, visibility, and impact of the Programme’s international dimension.
National Academic Recognition Information Centres (NARIC)
The NARIC network offers information on recognizing diplomas and study periods across European countries, providing advice to individuals, institutions, and employers. It supports those traveling for work or education, as well as students, advisers, and teachers.
The European Commission aids NARIC by facilitating information exchange, identifying best practices, and analyzing educational policies.
Eurodesk network
The Eurodesk network offers information services to young people and those who work with them on European opportunities in the education, training and youth fields, and the involvement of young people in European activities.
The European Youth Portal offers European and national information and opportunities that are of interest to young people who are living, learning and working in Europe. It provides information in 28 languages.
Otlas – the partner finding tool for organisations in the youth field
One of the tools developed and hosted by the SALTO-Youth Resource Centres is Otlas, a central online partner finding tool for organisations in the youth field. Organisations can register their contact details and areas of interest in Otlas, and also create partner requests for project ideas.
Platforms and tools
The Erasmus+ Project Results Platform
It provides access to information and results from all Erasmus+ projects, offering inspiration and valuable lessons.
Project details must comply with data protection regulations, with beneficiaries responsible for ensuring this.
Projects can be searched by keyword, year, country, topic, and more, with saved and updated searches. Highlighted projects demonstrate good practices in policy relevance, impact, and communication potential.
Erasmus+ Project Results Platform
European School Education Platform (ESEP) and eTwinning
This platform onnects stakeholders in school education, including staff, researchers, and policymakers, across all education levels, from early childhood to secondary school, and vocational education.
It hosts eTwinning, a secure community for teachers to collaborate on projects, engage in discussions, and access professional development.
National Support Organisations (NSOs) assist teachers and schools with registration, partner finding, and project activities. They also organize professional development and promote eTwinning. These NSOs are coordinated by the Central Support Service (CSS), which manages the platform and European-level teacher development.
European School Education Platform and eTwinning
Electronic Platform for Adult Learning (EPALE)
The Electronic Platform for Adult Learning in Europe (EPALE), funded by Erasmus+, connects adult learning professionals—such as educators, trainers, and policymakers—across Europe. It offers news, interactive networks, and resources for collaboration, discussions, and sharing best practices.
Key features include:
- A calendar of events and courses
- Partner-search tool for project or job shadowing opportunities
- Course catalogue (online/offline)
- Communities of practice for networking
- Collaborative spaces for project work
- Erasmus+Space for project management
- Resource centre for sharing materials
- Blog for sharing project experiences
EPALE is managed by a Central Support Service and National Support Organisations, which promote the platform and encourage contributions from stakeholders.
Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies (SELFIE)
SELFIE is a free, multilingual self-reflection tool to help schools improve their digital capacity. It gathers feedback from students, teachers, and school leaders on technology use in schools, generating a report that highlights strengths and weaknesses. Available for primary, secondary, and vocational schools in over 30 languages, it’s designed for schools at all technology levels.
The SELFIE for Teachers tool allows educators to assess their digital competence and receive feedback to identify areas for improvement. Additionally, SELFIE for Work-Based Learning (WBL), launched in 2021, helps VET institutions and companies improve digital technology integration by gathering feedback from school leaders, teachers, learners, and in-company trainers.
Developed by the Joint Research Centre and DG EAC, SELFIE supports policy monitoring and development at the EU and country levels.
HEInnovate
The HEInnovate framework allows higher education institutions (HEIs) in the EU and beyond to assess their innovation and entrepreneurship capabilities across eight areas:
- Leadership and Governance
- Organisational Capacity
- Entrepreneurial Teaching and Learning
- Supporting Entrepreneurs
- Digital Transformation
- Entrepreneurial Ecosystem
- Internationalisation
- Impact
HEInnovate also serves as a community of practice, offering workshops and training materials for HEIs. An enhanced version launched in June 2023 includes updated self-assessment statements and “action cards” for follow-up actions. Erasmus+ projects, like European University alliances, are encouraged to use HEInnovate.
The European Youth Portal
The European Youth Portal provides information and opportunities for young people in Europe, including resources on living, learning, and working. It encourages youth participation in democratic life through initiatives like the EU Youth Dialogue. The portal also offers resources for youth workers and is available in 28 languages.
European Student Card Initiative
he European Student Card Initiative simplifies student mobility by digitalizing key processes, from information to application and settling abroad. It includes the Erasmus+ Mobile App and Erasmus Without Paper Network, which will be further enhanced with new services.
The Erasmus+ Mobile App provides students with easy access to all the information and services they need before, during, and after their exchange abroad. It also includes details for learners in other sectors. The app is available on the App Store and Google Play.
The Erasmus Without Paper Network enables higher education institutions to securely exchange student mobility data digitally, including learning agreements and inter-institutional agreements. Institutions can find guidelines and tutorials on connecting to the network on the European Student Card Initiative portal.
Knowledge and expert networks
Eurydice network
The Eurydice network provides comparative analyses and national information on education systems in Europe, supporting decision-making in education and youth policies. It produces detailed descriptions of national education systems, thematic reports, key data series, and facts such as school calendars and teacher salaries. The network includes a central unit and national units in EU Member States, third countries, and several Western Balkan countries.
Youth Wiki National Correspondents Network
In line with the EU Youth Strategy, financial support is provided to National Structures contributing to the Youth Wiki, an interactive tool offering up-to-date information on youth policies across Europe. This support helps national bodies produce country-specific data, descriptions, and indicators to enhance understanding of youth systems and policies.
Network of Higher Education Reform Experts (HEREs)
In third countries not associated with the Programme, National Teams of Higher Education Reform Experts (HEREs) provide expertise to promote reform and progress in higher education. Composed of 5-15 experts, they support policy development, modernisation, and reform processes, engage in policy dialogue with the EU, and offer training and counselling to local stakeholders. HEREs also promote Erasmus+ projects and share best practices to support capacity-building efforts.
National Teams to support the implementation of EU VET tools
National teams of VET experts provide expertise to support the application of EU VET tools in Erasmus+ funded projects. They assist project beneficiaries in implementing EU VET policies, such as the European Framework for Quality and Effective Apprenticeships, EQAVET, and other relevant frameworks.
Network of EQAVET National Reference Points
EQAVET National Reference Points (NRPs), established by national authorities, bring together stakeholders to support the implementation of the European quality assurance framework in VET. Their goals are to promote the EQAVET framework, engage stakeholders, support self-evaluation, update national quality assurance descriptions, and participate in EU-level peer reviews.
EQF, Europass and Euroguidance – National centres
The EQF National Coordination Points (NCPs), designated by national authorities, assist in developing and updating national qualifications frameworks and aligning them with the European Qualifications Framework (EQF). They support the inclusion of EQF levels on qualification documents, and develop registers or databases of qualifications, publishing them on the Europass platform.
National Qualifications Frameworks
Europass National Centres
Europass is an online platform that offers tools and information on learning opportunities, qualifications, skills, and job connections. At the national level, designated bodies ensure the interconnection of national data with the EU platform, promote its services, and engage with relevant stakeholders.
Euroguidance network
Euroguidance is a network of national centres focused on strengthening guidance policies and practices in Europe. It supports guidance practitioners’ competence development, provides information on lifelong guidance, and promotes learning mobility and career opportunities through the Europass platform. Its main target group is guidance practitioners and policymakers in education and employment.
Who can participate in the Erasmus+ Programme?
Erasmus+ primarily targets individuals, who participate through organizations, institutions, or groups running its supported activities. Access conditions apply to both participants (individuals involved in projects and eligible for EU funding) and participating organizations (including informal youth groups and self-employed applicants or partners). Eligibility depends on the participants’ and organizations’ country of residence.
Participants in Erasmus+ project activities
Erasmus+ participants are typically from EU Member States or associated third countries, though some Actions (e.g., higher education, vocational training, youth, and sport) also involve participants from non-associated third countries. Eligibility varies by Action type, with key target groups including:
- Higher education: students (all cycles), teachers, staff, trainers, and professionals in enterprises.
- Vocational education and training: apprentices, students, trainers, staff of vocational institutions, and enterprise professionals.
- School education: school leaders, teachers, staff, and pupils (pre-primary to secondary).
- Adult education: members, trainers, staff, and learners in non-vocational adult education.
- Youth: young people (13–30), youth workers, and staff of youth organizations.
- Sport: athletes, coaches, and professionals or volunteers in sports.
For more details on the conditions for participation in each specific Action, please consult Part B of this Guide.
Eligible participating organisations
Erasmus+ projects are submitted and managed by participating organizations. Selected applicants become grant beneficiaries and sign agreements to receive funding for their projects.
Participating organizations are generally based in EU Member States or associated third countries, though some Actions (e.g., higher education, vocational training, youth, and sport) also include organizations from non-associated third countries.
Eligibility depends on the specific Action, but the program is broadly open to organizations in education, training, youth, sport, and, in some cases, other labor market actors.
For more details, please consult Part B of this Guide.
Eligible countries
EU Member States fully participate in all Erasmus+ actions. Additionally, the following third countries are associated with the Programme:
- EFTA/EEA members: Norway, Iceland, Liechtenstein
- Acceding, candidate, and potential candidates: North Macedonia, Türkiye, Serbia
These are collectively referred to as “EU Member States and third countries associated to the Programme.”
Legal entities from non-associated third countries may also participate in certain Erasmus+ actions when justified and in the Union’s interest.
EU Member States and third countries associated to the Programme
Member States of the European Union (EU)
Belgium, Bulgaria, Czechia, Denmark, Germany, Estonia, Ireland, Greece, Spain, France, Croatia, Italy, Cyprus, Latvia, Lithuania, Luxembourg, Hungary, Malta, Netherlands, Austria, Poland, Portugal, Romania, Slovenia, Slovakia, Finland, Sweden
Third countries associated to the Programme
- North Macedonia
- Serbia
- Iceland
- Liechtenstein
- Norway
- Türkiye
Third countries not associated to the Programme
Certain countries can participate in specific Erasmus+ Actions, subject to criteria outlined in Part B of the Programme Guide. These include:
- Western Balkans (Region 1): Albania, Bosnia and Herzegovina, Kosovo, Montenegro
- Neighbourhood East (Region 2): Armenia, Azerbaijan, Belarus, Georgia, Moldova, Ukraine (as per international law)
- South-Mediterranean (Region 3): Algeria, Egypt, Israel, Jordan, Lebanon, Libya, Morocco, Palestine, Syria, Tunisia
- Russia (Region 4): Recognized territory of Russia
- Asia (Region 5): Bangladesh, Bhutan, China, India, Indonesia, Japan, Korea, Malaysia, Vietnam, etc.
- Central Asia (Region 6): Afghanistan, Kazakhstan, Uzbekistan, etc.
- Middle East (Region 7): Iran, Iraq, Yemen, Gulf countries
- Pacific (Region 8): Fiji, Australia, New Zealand, etc.
- Sub-Saharan Africa (Region 9): Kenya, Nigeria, South Africa, etc.
- Latin America (Region 10): Argentina, Brazil, Mexico, etc.
- Caribbean (Region 11): Jamaica, Haiti, Trinidad & Tobago, etc.
- US & Canada (Region 12): United States, Canada
- Region 13: Andorra, Monaco, San Marino, Vatican City
- Region 14: Faroe Islands, Switzerland, United Kingdom
For more information, please consult the detailed description of the Actions of the Programme in Part B of this Guide.
Requirements regarding visa and residence permits
Erasmus+ participants may require visas for activities in EU Member States, associated countries, or non-associated countries. Participating organizations must ensure necessary authorizations (e.g., visas, residence permits) are obtained well in advance, as processing can take weeks. National and Executive Agencies can provide guidance, and the EU Immigration Portal offers general information on visa and residence requirements.