Erasmus+ Key Action 2: Centres of Vocational Excellence is sponsored by European Commission (managed by EACEA). This call aims to establish Centres of Vocational Excellence (CoVE) that act as catalysts for reform within the Vocational Education and Training (VET) sector.

Centres of Vocational Excellence - Erasmus+ Centres of Vocational Excellence Centres of Vocational Excellence (CoVE) aim to be a driving force for reforms in the Vocational Education Training (VET) sector, ensuring high quality skills and competences that lead to quality employment and career-long opportunities, meeting the needs of an innovative, inclusive and sustainable economy and contributing to addressing challenges in key economic sectors.

The main objective is the establishment of transnational collaborative networks that bring together local and regional VET stakeholders (VET institutions, companies, social partners, authorities, higher education institutions, research institutes, etc.) in strong and broad partnerships, thereby creating comprehensive skills ecosystems for innovation, regional development, and social inclusion.

The initiative is based on a bottom-up approach to vocational excellence, enabling VET institutions to rapidly adapt skills provisions to evolving economic and social needs in their context as identified by the project partners. It is complementary to and works in synergy with other Pact for Skills initiatives.

The Union of Skills is an investment in people for a competitive European Union, which needs skilled people to respond to new challenges and stay competitive.

It is an initiative that aims to improve the quality of education, training, and lifelong learning and the Centres of Vocational Excellence can contribute to the Union of Skills and the upcoming VET strategy, also through public-private partnerships, expand the use of micro-credentials, etc. Further, this initiative introduces a European dimension to vocational excellence by supporting the implementation of EU VET policy and actions agreed with Member States, social partners and VET providers.

The main objective of the CoVE initiative is the establishment and development of transnational collaborative networks that bring together local and regional VET stakeholders (VET institutions, companies and other employers, social partners, authorities, higher education institutions, research institutes, etc.) in strong and broad public-private partnerships, thereby creating comprehensive skills ecosystems for innovation, regional development, and social inclusion and supporting European competitiveness.

The partnerships aim to achieve the following objectives: to ensure high quality skills through flexible and learner-centred VET provisions that lead to quality employment and career-long opportunities, swiftly responding to the needs of an innovative, inclusive, competitive and sustainable economy as well as to societal needs to support and act as drivers for local and regional development, innovation and social inclusion to contribute to upward convergence on VET excellence, to increase the quality of VET at system level in more and more countries to ensure that outputs and results are taken into use and have impact beyond the project partner organisations and beyond the project period The CoVEs are expected to develop innovative VET practices, e.g. for use of digital technologies, including AI, contribute to VET attractiveness and inclusion as well as applied research and innovation, facilitate mobility and apprenticeships and professional development of teachers and trainers, work together on joint VET provisions incl.

micro-credentials, etc. The concept of vocational excellence that the CoVEs implement is characterised by a holistic, learner-centred approach in which VET: is an integrated part of skills ecosystems contributing to regional development , as well as to specific value chains and industrial ecosystems is part of knowledge triangles , working closely with other education and training sectors, the scientific community and business enables learners to acquire both vocational (job-specific) as well as key competences through high-quality provision that is underpinned by quality assurance builds innovative forms of partnerships with the world of work and is supported by the continuous professional development of teaching and training staff, innovative pedagogies, learner and staff mobility and VET internationalisation strategies Centres of Vocational Excellence operate at two levels: At national level involving a wide range of local and regional stakeholders creating skills ecosystems for local innovation, regional development, and social inclusion, while working with CoVEs in other countries through international collaborative networks.

At transnational level bringing together CoVEs that share a common interest in: a common interest in specific sectors innovative approaches to tackle economic and societal challenges (e.g. climate change, digitalisation, artificial intelligence, sustainable development goals , integration of migrants and disadvantaged groups, upskilling people with low qualification levels, etc.), or innovative approaches to increase the outreach, quality and effectiveness of existing CoVEs This call will thus support projects bringing together local or regional partners from various countries developing a set of activities under three clusters; 1) Teaching and learning, 2) Cooperation and partnerships, and 3) Governance and Funding.

CoVEs are required to apply EU-wide instruments and tools 11 whenever relevant.

For example, when issuing a micro-credential describing the skills or learning outcomes achieved in a formal, non-formal or informal learning context, the projects must follow the European approach to micro-credentials: the common definition, the standard elements to describe a micro-credential and the principles for the design and issuance of micro-credentials.

In case beneficiaries want to issue micro-credentials in a digital format, they are invited to consider the use of the EU tool European Digital Credentials for Learning (EDC). The projects must include the design of a long-term action plan for the progressive roll-out of project deliverables after the project has finished.

This plan shall be based on sustainable partnerships between education and training providers and key labour market actors at the appropriate level. It should include the identification of appropriate governance structures, as well as plans for scalability and financial sustainability.

While the Erasmus+ CoVE initiative promotes a European dimension to VET Excellence, the EU policy on VET Excellence also has an international dimension , supported by the European Training Foundation (ETF). ETF has developed a self-assessment tool (ISATCOVE), a concept for a label for excellence, and is providing support services to organisations interested in vocational excellence.

For information about CoVEs already funded, please check the EU Funding & Tenders Portal. For information about the already funded Blueprint projects, please check the designated website . In order to be eligible for an Erasmus grant, project proposals for Centres of Vocational Education must comply with the following criteria: Eligible participating organisations (Who can apply?)

In order to be eligible, the applicants (beneficiaries and affiliated entities, if applicable) must: be legal entities (public or private bodies) be established in one of the eligible countries, i.

e EU Member State or third country associated to the Programme) be active in the field of vocational education and training or in the world of work Organisations active in the field of vocational education and training or in the world of work from third countries not associated to the Programme in Regions 1 to 3 may also participate - as beneficiary or affiliated entity but not as the coordinator .

Organisations from other third countries not associated to the Programme may participate as associated partners. Exception : organisations from Belarus (Region 2) are not eligible to participate in this action.

Participating organisations can be, for example (non-exhaustive list): VET provider representative organisations Companies, industry, other employers or sector representative organisations National/regional qualification authorities Regional development authorities International organisations active in the VET field Consortium composition (Number and profile of participating organisations) The partnership must include at least 8 applicants (beneficiaries) from a minimum of 4 EU Member States or third countries associated to the Programme.

Each of these EU Member State or third country associated to the Programme must include: at least 1 enterprise, industry, other employers or sector representative organisation, and at least 1 vocational education and training provider (at secondary and/or tertiary level) Affiliated entities and associated partners do not count in this minimum configuration of the consortium. They cannot be the coordinating organisation.

The coordinating organisation must be from an EU Member State or a third country associated to the Programme. Organisations from eligible third countries not associated to the Programme from regions 1 to 3 can also participate as beneficiaries or affiliated entities, to the extent it is demonstrated that their participation brings an essential added value to the project.

Organisations from other third countries not associated to the Programme may participate as associated partners. Exception : organisations from Belarus (Region 2) are not eligible to participate in this action. The applicant must address 3 clusters of activities (providing details on the concrete actions and deliverables).

For each cluster, a minimum number of activities must be selected from the list below: at least 4 activities under Cluster 1 – Teaching and learning, at least 3 activities under Cluster 2 – Cooperation and partnership, and at least 2 activities under Cluster 3 – Governance and funding. The Clusters are described below in the section “Setting up a project”.

Geographic location (Venue of the activities) Activities must take place in any eligible country (see Part A of this Guide). Projects should normally last 48 months (extensions are possible, if duly justified and through an amendment of the grant agreement). To the European Education and Culture Executive Agency (EACEA) via the EU Funding & Tenders Portal.

Call ID: ERASMUS-EDU-2026-PEX-COVE. Before applying, please see the relevant FAQs in FTOP. Applicants have to submit their grant application by 3 September at 17:00:00 (Brussels time) .

Applicant organisations will be assessed against the relevant exclusion and selection criteria. For more information please consult Part C of this Guide. Projects can carry out vocational education and training activities, at any EQF levels from 3 to 8, including the upper-secondary level, the post-secondary non-tertiary level as well as the tertiary level (e.g. Universities of applied sciences, Polytechnic institutes, etc.).

However, applications should have their main focus on EQF levels 3-5 and should not include only activities that target learners at tertiary level (EQF levels 6 to 8). Activities addressing EQF levels 6-8 should have a strong work-based learning component. CoVEs have a systemic approach through which VET institutions actively contribute to "skills ecosystems", together with a wide range of other local/regional partners.

CoVEs are expected to go far beyond the simple provision of a quality vocational qualification. Below, we present a list of typical activities provided by CoVEs.

Projects will reach their objectives by building on a combination of these activities (bullet points are indicative examples of possible actions under each activity) In setting up the project, the applicants are expected to describe how the activities of the project proposal complement and/or create synergies and avoid overlaps with already ongoing CoVE projects, as well as any relevant Blueprints, the Net-Zero Industry Academies and other skills academies.

Description of the Clusters Cluster 1 - Teaching and learning Activity 1 - Providing people with labour market relevant skills by matching skills provisions with job opportunities, also taking into account work undertaken by Sectoral Blueprint , Net-Zero Industry Academies, skills academies, ongoing Erasmus+ CoVEs, where relevant and available focusing both on technical skills including STEM subjects anticipating future skill needs using effective means to rapidly identify changing labour market needs , in particular at local, regional and national levels, also taking into account work undertaken by Sectoral Blueprint , where relevant and available including the skills necessary for the green and digital transitions Activity 2 - Pursuing a lifelong learning and inclusive approach in VET by ensuring learning opportunities to people of all ages and socio-economic backgrounds combining offers of initial VET qualifications and of continuing training for upskilling and reskilling, that are informed by skills intelligence providing higher-level VET programmes, developing flexible pathways, and cooperation mechanisms between VET and higher education institutions Activity 3 - Developing VET curricula and qualifications, allowing flexibility and individualisation of delivery by developing and/or using micro-credentials to recognise the outcome of short learning opportunities adapted to a fast-changing society and labour market developing joint education and training provisions, including micro-credentials in STEM subjects, following the European approach, that contributes to the mobility of learners and workers, while ensuring its recognition, as well as the transparency, understanding and portability of learning outcomes integrating international learner mobility in the curricula, ensuring the validation and recognition of the learning outcomes acquired abroad developing individual learning plans or pathways for each learner, including for adults designing qualifications that integrate both school-based as well as work-based learning components making use of the European Digital Credentials for Learning , allowing to easily authenticate, validate and recognise credentials of any size, shape or form building on the Sectoral Blueprints where relevant and available Activity 4 - Developing innovative learner-centred teaching and learning materials and methodologies by including interdisciplinary, project-based, competence-based learning, “Learning factories”, makerspaces and other innovative methodologies making use of European competence frameworks and derivative tools such as DigComp , Test your digital skills , and the European Digital Skill Certificate exploiting innovative teaching equipment and digital technologies such as massive online open courses (MOOC’s), simulators, virtual and augmented reality, artificial intelligence, for both school-based as well as work-based learning fostering learner excellence through actions that incentive VET learners to explore their innovation and creative potential , leading to a virtuous cycle of benefits for the learners, teachers/trainers and the VET institution that can integrate best practices into regular programmes Activity 5 - Investing in the initial and continuing professional development of teachers and trainers for pedagogical, technical, green, and digital skills including those needed for online and distance learning embedding teachers’ and trainers’ mobility in learning, development and internationalisation strategies supporting the implementation of a quality culture based on defined management systems Activity 6 - Establishing strong quality assurance mechanisms based on European tools and instruments such as EQAVET working towards the certification of education and training providers based on standards developed by relevant national and/or international standards organisations – e.g. ISO 21001 or EFQM Activity 7 - Establishing effective feedback loops and graduate tracking systems setting-up procedures, mechanisms and instruments for effective feedback and review as part of a strategic learning process in the VET organisation, to support the development of high-quality provision and improve opportunities for learners enabling the timely adaptation of learning provision based on effective graduate tracking systems Activity 8 - Providing guidance services ensuring quality guidance for both young people and adults to support their career and education and training choices, as well as and their participation in lifelong learning providing tailor made support to vulnerable people enabling adults to make use of their entitlements to training Activity 9 - Providing validation of prior learning Providing validation of skills, no matter how they were acquired, including outside formal education and training: at work, at home or in voluntary activities , as a basis for personalised training provision Cluster 2 - Cooperation and partnerships Activity 10 - Establishing business-education partnerships Cultivating mutually beneficial relationships with the business sector by forming long-term business-education partnerships, including for innovation and skills anticipation Working together to continuously review and update curricula to ensure its relevance to learner and labour market needs, in particular for work-based learning and apprenticeships, in line with the European Framework on Quality and Effective Apprenticeships and building synergies with the European Alliance for Apprenticeships Supporting companies, other employers and in particular SMEs with tailor-made training for upskilling and reskilling Co-operation with Public Employment Services and civil society to up-skill and re-skill unemployed and inactive Supporting sector-based and regional co-operation, including joining the Pact for Skills , and creating synergies with Sectoral Blueprint, as relevant and available Providing SMEs with technical support, skill needs assessment, tools and methodologies Organising work-based learning, apprenticeships, and internships opportunities for learners, sharing of equipment, as well as exchanges of teachers and trainers between companies and VET centres Activity 11 - Applied research and Innovation Working together with companies, in particular SMEs on applied research projects involving VET learners and staff Making use or co-creating innovation hubs and technology diffusion centres to support SME innovation processes with the involvement of VET learners and staff Contributing to creation and dissemination of new knowledge Activity 12 - VET internationalisation and mobility abroad Creating support structures and measures to foster and ensure the quality of VET mobility experiences (including virtual mobility) among the partners in the CoVE network in compliance with the Erasmus Quality Standards Launching initiatives to mobilise learners, teachers and trainers (including in-company trainers), as well as experts, to take advantage of the opportunities offered by the Erasmus+ programme (Key Action 1) to engage in mobility abroad Activity 13 - Fostering entrepreneurial skills and initiatives Developing an entrepreneurial culture within VET organisations including leaders, staff, teachers and trainers as well as learners Working with local partners to develop learners’ entrepreneurial skills and attitudes that respond to real world challenges Providing or linking with local business incubators for VET learners to develop their entrepreneurship Activity 14 - Raising VET attractiveness Informing of job opportunities through VET and attracting young people and adults (including learners in primary and secondary schools) to VET learning pathways By tackling gender stereotypes in VET, including in STEM education and training By launching and actively participating in communication campaigns and activities, aimed at raising the attractiveness of VET Setting-up International VET campus or summer camps aimed at learners, teachers and trainers, leaders in VET institutions, Trade unions, as well as for people considering future vocational study options.

These could focus on specific occupational fields, products or services, as well as on complex challenges of societal and economic importance Activity 15 - Skills competitions Fostering the participation of learners in sectorial, national and international skills competitions, aimed at raising the attractiveness and excellence in VET (e.g. World Skills and/or EuroSkills competitions).

Please note that prizes are not an eligible cost in the budget.

Cluster 3 - Governance and funding Activity 16 - Autonomy and effective VET governance Developing the capacity of VET providers to take decisions, independently and with accountability, on educational, organisational, financial, staff-related and other matters, in pursuit of activity carried out within the scope defined by national rules and regulations Involving relevant stakeholders, particularly companies, chambers, professional and sector associations, trade unions, national and regional authorities and social partners, including representatives of learners, in the governance of VET systems Activity 17 - Strategic approach to skills development and governance Actively engaging in the national and regional skills governance systems Contributing with a skills perspective to employment and social policy making at local, regional, national and European level Activity 18 - Co-creating skills ecosystems Mobilising relevant economic and social partners as well as other educational and training institutions and relevant public authorities to engage or create local skills ecosystems aimed at supporting innovation, smart specialisation strategies, clusters, and sectors and value chains (industrial ecosystems) Enabling local skills ecosystems contribute to attract foreign investment , by ensuring timely provision of skills for companies investing locally Engaging with other Erasmus+ CoVEs projects, in particular through the Community of Practice of the Centres of Vocational Excellence , by sharing experiences and results, thereby contributing to the broader impact of the CoVE initiative Activity 19 - Developing sustainable financial models Combining public and private funding , as well as income generating activities, and taking full advantage of performance-based funding schemes (if relevant) Activity 20 - Making full use of national and EU financial instruments These can include the support of education and training actions, mobility of learners and staff, applied research activities, infrastructure investments to modernise VET centres with advanced equipment, implementation of management systems to assure excellence and sustainability of VET organisations and the services they provide The project must clearly identify and explain the choice of each of the selected activities in the application form, and describe how the work to be carried out through those activities will concretely contribute to the relevant work packages, and with the overall objectives of the project.

The gradual establishment and development of European networks of Centres of Vocational Excellence is expected to increase VET systems' responsiveness to adapt skills provision to evolving economic and social needs, ensuring that VET is at the forefront of providing solutions to the challenges posed by rapidly changing skills needs.

By forming an essential part of the “knowledge triangle” – projects should foster the collaboration between businesses, education and research – and playing a fundamental role in providing skills to support innovation and smart specialisation, the Centres of Vocational Excellence are expected to ensure high quality skills and competences that lead to quality employment and career-long opportunities, which meet the needs of an innovative, inclusive and sustainable economy.

Through the wide dissemination of project outcomes at transnational, national and/or regional levels and the development of a long-term action plan for the progressive roll out of project deliverables, taking national and regional development and smart specialisation strategies into account, the projects are expected to engage relevant stakeholders within and outside the participating organisations, and in particular relevant public authorities, and ensure a lasting impact after the project lifetime.

The following award criteria apply: Relevance of the project (maximum score 35 points) Link to policy : the proposal demonstrates how a transnational cooperation network of Centres of Vocational Excellence will contribute to achieve the goals of the policy priorities covered by the Council Recommendation on VET for sustainable competitiveness, social fairness and resilience , as well as the Osnabrück Declaration and its successor the Herning Declaration (pdf), and the Union of Skills ; and the Competitiveness Compass EU values : the proposal is relevant for the respect and promotion of shared EU values, such as respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, as well as fighting any sort of discrimination Consistency : the extent to which the proposal addresses the objectives of the call, the goals are clearly defined, realistic and address issues relevant to the participating organisations; the extent to which the proposal delivers an adequate needs analysis; and describes how the objectives and activities of the project proposal complements and/or creates synergies and avoids overlaps with already ongoing CoVE projects from the 2021-2024 calls for proposals, as well as the Blueprints, the Net-Zero Industry Academies and other skills academies (depending what relevant); the extent to which the proposal links to the Clean Industrial Deal, the Automotive Action Plan and other sectors experiencing labour shortages Innovation : the proposal considers state-of-the-art methods and techniques, and leads to innovative results and solutions for its field in general, or for the geographical context in which the project is implemented (e.g. content; outputs produced, working methods applied, organisations and persons involved or targeted) Regional dimension : the proposal demonstrates its contribution to regional development and smart specialisation strategies, based on the identification of local/regional needs and challenges in each of the participating countries European added value : the proposal clearly demonstrates the added value at the individual (learner and/or staff), institutional and systemic levels, generated through results that would be difficult to attain by the partners acting without European cooperation Internationalisation : the proposal demonstrates its contribution to the international dimension of VET excellence, including the development of strategies to foster VET transnational mobility of learners and staff, as well as sustainable partnerships Digital skills : the extent to which the proposal foresees activities related to digital skills development (e.g. skills anticipation, innovative curricula and teaching methodologies, guidance, etc.) related to the development of digital skills Green skills : the extent to which the proposal foresees activities (e.g. skills anticipation, innovative curricula and teaching methodologies, guidance, etc.) linked to the transition to a circular and green economy Social dimension : the proposal includes a horizontal concern throughout the various actions to address diversity and promote shared values, equality, including gender equality, and non-discrimination and social inclusion, including for people with special needs/fewer opportunities Quality of the project design and implementation (maximum score 25 points) Coherence : the overall project design ensures consistency between project objectives and activities.

The proposal presents a coherent and comprehensive set of appropriate activities and services to meet the identified needs and lead to the expected results Activities : the work to be carried out under each of the activities selected from the three clusters are clearly described in terms of their expected outcomes/deliverables, their concrete contribution to the relevant work packages, and to the overall objectives of the project, the project shows its main focus on VET at EQF level 3-5 Methodology : the quality and feasibility of the methodology proposed and its appropriateness for producing the expected results Management : the coordinator shows high quality management, the ability to coordinate transnational networks and leadership in complex environment, and establishes solid management arrangements.

Timelines, organisation, tasks and responsibilities are well defined and realistic.

A clear set of Key Performance Indicators, and a timeline for their assessment and achievement are defined Budget : the budget provides for appropriate resources necessary for success, it is neither overestimated nor underestimated; the proposal is cost-effective and allocates appropriate resources to each activity Work plan : quality and effectiveness of the work plan, including the extent to which the resources assigned to work packages are in line with their objectives and deliverables; there are appropriate phases for preparation, implementation, monitoring, exploitation, evaluation and dissemination Quality control : control measures (continuous quality evaluation, peer reviews, benchmarking activities, etc.) and quality indicators ensure that the project implementation is of high quality.

Challenges/risks of the project are clearly identified and mitigating actions properly addressed. Expert review processes are planned as an integral part of the project.

These processes include an independent external assessment at mid-term and at the end of the project If the project includes mobility activities (for learners and/or staff): the quality of practical arrangements, management and support modalities the extent to which these activities are appropriate to the project's aims and involve the appropriate number of participants the quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles Quality of the partnership and the cooperation arrangements (maximum score 20 points) Configuration : the project involves complementary organisations with the necessary profile, competences, experience and expertise to successfully deliver all aspects of the project; the role of each partner is clearly identified, and its added value explained; the extent to which the proposal includes public authorities; the proposal explains how the partnerships both at local/regional and transnational levels are reciprocal and mutually beneficial and have a long-term perspective; Upward convergence : the extent to which the partnership brings together organisations active in the field of vocational education and training, or in the world of work, that are at different stages of development of vocational excellence approaches, and allows for a smooth and effective exchange of expertise and knowledge among those partners; Geographical dimension : the extent to which the applicant has motivated the geographical composition of the partnership and demonstrated its relevance to the achievement of the objectives of the CoVEs; the partnerships includes a wide and appropriate range of actors at local and regional level between the VET community and the world of work; Involvement of third countries not associated to the Programme from regions 1 to 3 (except Belarus): if applicable, the involvement of participating organisations from third countries not associated to the Programme brings an essential added value to the project; Collaboration : decision-making and communication between the participating organisations, participants and any other relevant stakeholder are clearly and reasonably described in detail (such as: number and timing of meetings, configuration of groups, description of aims and achievements expected, etc.) and illustrated in the project’s Gantt chart/timeline; Impact (maximum score 20 points) Exploitation : the proposal demonstrates how the outcomes of the project will be used by the partners and other stakeholders.

It provides means to measure exploitation within project lifetime and after; Dissemination : the proposal provides a clear plan for the dissemination of results, and includes appropriate targets, activities, relevant timing, tools and channels to ensure that the results and benefits will be spread effectively to stakeholders, policy makers, guidance professionals, enterprises, young learners, etc. within and after the project’s lifetime; the proposal also indicates which partners will be responsible for dissemination; Impact : the proposal demonstrates the potential impact of the project: On participants and participating organisations, during and after the project lifetime; Outside the organisations and individuals directly participating in the project, as well as its potential for mainstreaming into regional, national and/or European VET skills development.

The proposal includes measures as well as clearly defined targets and indicators to monitor progress and assess the expected impact (short- and long-term); Sustainability : the proposal explains how the CoVE will be further developed; the proposal includes a long-term action plan for the progressive roll-out of project deliverables and sustained partnerships between education and training providers and key industry stakeholders at the appropriate level; the established plan includes the identification of appropriate governance structures, as well as plans for scalability and financial sustainability, including the identification of financial resources (European, national and private) to ensure that the results and benefits achieved will have a long-term sustainability.

To be considered for funding, applications must score at least 75 points (out of 100 points in total), also taking into account the necessary minimum pass score for each of the four award criteria: minimum 18 points for the “Relevance of the project” category; minimum 13 points for “Quality of the project design and implementation” and 11 points for the categories of “Quality of the partnership and the cooperation arrangements” and “impact”.

Ex-aequo proposals will be established according to the scores they have been awarded for the award criterion ‘Relevance”. When these scores are equal, priority will be based on their scores for the criterion “Quality of the project design and implementation”. When these scores are equal, priority will be based on their scores for the criterion “Impact”.

If this does not allow to determine the priority, a further prioritisation can be done by considering the overall project portfolio and the creation of positive synergies between projects, or other factors related to the objectives of the call. These factors will be documented in the panel report.

The project proposals evaluated above the quality thresholds, with a total score equal to or higher than 75, but that cannot be funded under Erasmus+ due to lack of available budget under this call for proposals, may be awarded