opinion parliamentary committee draft, 11 February 2026
On the proposal for a regulation of the European Parliament and of the Council on establishing the Erasmus+ programme for the period 2028-2034, and repealing Regulations (EU) 2021/817 and (EU) 2021/888
Document EMPL-PA-784382 · (COM(2025)0549 – C100170/2025 – 2025/0222(COD))
Committee on Employment and Social Affairs · Rapporteur: Nela Riehl
AI:In short
This is the draft opinion of the Committee on Employment and Social Affairs on the proposed Erasmus+ regulation for 2028-2034, which would replace the 2021-2027 Erasmus+ and European Solidarity Corps programmes. It proposes amendments to widen access to learning mobility for all ages and backgrounds, including people with fewer opportunities and NEETs, and to keep volunteering distinct from employment. It would raise the indicative financial envelope to EUR 60 000 000 000 and set an indicative split of 83 % for education and training and 15 % for youth. It adds mobility targets for 2030 and 2027, support for digital, media and democratic literacy, and recognition of qualifications and prior learning.
Position. The Committee on Employment and Social Affairs proposes amendments to the Commission proposal, widening access to mobility for all ages and backgrounds, strengthening inclusion and volunteering safeguards, and raising the budget to EUR 60 000 000 000.
Key points
- The Committee on Employment and Social Affairs submits amendments to the Committee on Culture and Education, the committee responsible.
- The amended recitals say Erasmus+ funding would need to be increased by approximately five times compared with current levels to reach all young people.
- Learning mobility should be accessible to learners of all ages, and funding should reach people with fewer opportunities, particularly those not in education, employment or training (NEETs).
- The Programme should foster digital, media and democratic literacy, critical and ethical thinking, civic engagement and learning about democracy.
- Integrating the European Solidarity Corps should preserve solidarity, volunteering and civic engagement, ensure continuity for young people with fewer opportunities and grassroots organisations, and keep volunteering distinct from formal employment and traineeships.
- The Programme should give practical effect to lifelong learning across formal, non-formal and informal settings, and maintain a strong focus on learning mobility with stable and predictable funding.
- The Programme should support youth participation, youth work and validation of non-formal and informal learning, and recognise the role of youth-led organisations.
- It should enhance the attractiveness of vocational education and training (VET) and help achieve the 2030 VET mobility target of 12 %.
- The Programme should support basic digital skills for the 44 % of the Union population that lacks them, and cover mobility of teachers, trainers and youth workers.
- In sport, special attention should be paid to learners with fewer opportunities and learners with physical and mental disabilities.
- The amended articles set mobility targets: 23 % of higher education graduates by 2030, 12 % of VET learners by 2030, and at least 20 % of mobility participants with fewer opportunities by 2027.
- The Commission should support access from an early age regardless of socio-economic background, including financial support and pre-financing for people with fewer opportunities.
Who is affected
- Learners of all ages, including early-childhood, youth, adult and older learners, who would gain access to mobility and learning opportunities.
- People with fewer opportunities, including NEETs, who would benefit from targeted funding and inclusion measures.
- Young people and youth organisations, which would receive support for participation, volunteering and solidarity activities.
- Teachers, trainers and youth workers, whose mobility and professional development the Programme would cover.
- Grassroots sports organisations, which would receive support and special attention to inclusion.
Figures and deadlines
- EUR 60 000 000 000 in current prices: the indicative financial envelope for 2028-2034.
- 83 % of the amount: indicative share for actions in education and training.
- 15 % of the amount: indicative share for actions in the field of youth.
- 12 %: the 2030 VET mobility target.
- 44 %: the share of the Union population that lacks basic digital skills.
- 23 %: the share of higher education graduates who should experience learning mobility by 2030.
- At least 20 %: the share of all mobility participants who should be individuals with fewer opportunities by 2027.
Written by AI from the full text · every figure comes from the text · ¶ opens the paragraph · 25 Sept 2026 · Report a problem
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Text 177 paragraphs
AMENDMENTS
The Committee on Employment and Social Affairs submits the following to the Committee on Culture and Education, as the committee responsible:
Amendment 1
Proposal for a regulation
Recital 1
| Text proposed by the Commission | Amendment |
|---|---|
| (1) The Union needs to support and prepare its people, starting from an early age, with the knowledge, skills and competences needed for success in learning, work, and life. To enable this, the Union needs performing, agile, innovative and inclusive education and training systems, able to nurture, attract and retain talent, to keep up with the pace and scope of the ongoing societal, digital, environmental and economic transformations, respond to the demographic challenges and the society’s and economy’s skills needs, bridge skills gaps and satisfy industry needs in critical sectors. | (1) The Union needs to support and prepare its people, starting from an early age, with the knowledge, skills and attitudes that together constitute the competences needed for success in learning, work, and life. To enable this, the Union needs performing, agile, innovative and inclusive education and training systems, able to nurture, attract and retain talent, to keep up with the pace and scope of the ongoing societal, digital, environmental and economic transformations, respond to the demographic challenges and the society’s and economy’s skills needs, bridge skills gaps and satisfy industry needs in critical sectors. The report on the future of European competitiveness underlines that, in order to significantly expand participation and reach all young people across the Union, the funding of the Erasmus+ programme would need to be increased by approximately five times compared with current levels. |
Or. en
Amendment 2
Proposal for a regulation
Recital 4
| Text proposed by the Commission | Amendment |
|---|---|
| (4) It is essential that all people, irrespective of their personal, social, economic or cultural background, have the opportunity to participate in a mobility experience abroad from an early age, when values and attitudes are formed and when individuals are most receptive to new experiences and influences. Early exposure to different environments, cultures, languages and ways of life can help to break down stereotypes, promote intercultural understanding, and instil values of respect, tolerance and solidarity, thereby contributing to a more united and harmonious Europe. | (4) It is essential that all people, irrespective of their personal, social, economic or cultural background, have the opportunity to participate in a mobility experience abroad from an early age, when values and attitudes are formed and when individuals are most receptive to new experiences and influences. Early exposure to different environments, cultures, languages and ways of life can help to break down stereotypes, promote intercultural understanding, and instil values of respect, tolerance and solidarity, thereby contributing to a more united and harmonious Europe. To consolidate access to equal opportunities, learning mobility needs to be made accessible to learners of all ages so that a culture of lifelong learning is developed. The allocation of financial resources and the introduction of funding mechanisms should ensure effective outreach to and the inclusion of people with fewer opportunities, particularly those not in education, employment or training (NEETs), who are often overlooked by generalised inclusion measures. |
Or. en
Read the rest (165 paragraphs)
Amendment 3
Proposal for a regulation
Recital 6
| Text proposed by the Commission | Amendment |
|---|---|
| (6) In line with the EU Preparedness Union Strategy3 , preparedness, resilience, participation in democratic life and civic engagement should be fostered through a bottom-up approach, encouraging organisations and institutions to play a key role in fostering digital and media literacy, critical thinking, promoting civic engagement, and learning about democracy and citizenship. People and communities across the EU must engage actively to prevent crises and to be sufficiently prepared to respond to them. | (6) In line with the EU Preparedness Union Strategy3 , preparedness, resilience, participation in democratic life and civic engagement should be fostered through a bottom-up approach, encouraging organisations and institutions to play a key role in fostering digital, media and democratic literacy and critical and ethical thinking, promoting civic engagement and competence, and learning about democracy and citizenship. People and communities across the EU must engage actively to prevent crises and to be sufficiently prepared to respond to them. |
| 3 Joint Communication to the European Parliament, the European Council, the Council, the European Economic and Social Committee and the Committee of the Regions on the European Preparedness Union Strategy (Join/2025/130 final)). | 3 Joint Communication to the European Parliament, the European Council, the Council, the European Economic and Social Committee and the Committee of the Regions on the European Preparedness Union Strategy (Join/2025/130 final)). |
Or. en
Amendment 4
Proposal for a regulation
Recital 7
| Text proposed by the Commission | Amendment |
|---|---|
| (7) Common areas of action and objectives between the 2021-2027 European Solidarity Corps and Erasmus+ programmes highlight the potential for enhanced synergy and regulatory coherence. Bringing all learning mobility, volunteering, cooperation and active citizenship opportunities together provides a single-entry point to all opportunities offered by the Union for young people and organisations active in the field of youth, allowing for a more coordinated and effective approach, and easier access for potential participants and beneficiaries. | (7) Common areas of action and objectives between the 2021-2027 European Solidarity Corps and Erasmus+ programmes highlight the potential for enhanced synergy and regulatory coherence. Bringing all learning mobility, volunteering, cooperation and active citizenship opportunities together provides a single-entry point to all opportunities offered by the Union for young people, relevant staff members, and organisations active in the field of youth, allowing for a more coordinated and effective approach, and easier access for potential participants and beneficiaries. |
Or. en
Amendment 5
Proposal for a regulation
Recital 8
| Text proposed by the Commission | Amendment |
|---|---|
| (8) In this context, it is necessary to establish Erasmus+ 2028-2034, the Union Programme for education and training and also in the fields of youth and sport (the ‘Programme’), as the successor to the 2021-2027 Erasmus+4 and European Solidarity Corps5 Programmes, which encompasses actions in the field of education and training, youth and sport and sets up the European Voluntary Humanitarian Aid Corps. | (8) In this context, it is necessary to establish Erasmus+ 2028-2034, the Union Programme for education and training and also in the fields of youth and sport (the ‘Programme’), as the successor to the 2021-2027 Erasmus+4 and European Solidarity Corps5 Programmes, which encompasses actions in the field of education and training, youth and sport and sets up the European Voluntary Humanitarian Aid Corps. The integration of the European Solidarity Corps into the Programme should not compromise on the principles of solidarity, volunteering and civic engagement that characterise it, and should ensure continuity, accessibility and quality, in particular for young people with fewer opportunities and for grassroots organisations implementing volunteering and solidarity activities. Volunteering and solidarity activities form a core part of civic engagement for people of all ages and should be recognised and supported as valuable learning and participation opportunities. Those activities should remain clearly distinct from formal employment and traineeships, while preserving the unique purpose and added value of volunteering. |
| 4 Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: the Union Programme for education and training, youth and sport (OJ L 189, 28.5.2021). | 4 Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: the Union Programme for education and training, youth and sport (OJ L 189, 28.5.2021). |
| 5 Regulation (EU) 2021/888 of the European Parliament and of the Council of 20 May 2021 establishing the European Solidarity Corps Programme (OJ L 202, 8.6.2021). | 5 Regulation (EU) 2021/888 of the European Parliament and of the Council of 20 May 2021 establishing the European Solidarity Corps Programme (OJ L 202, 8.6.2021). |
Or. en
Amendment 6
Proposal for a regulation
Recital 9
| Text proposed by the Commission | Amendment |
|---|---|
| (9) In a rapidly changing economic, social and geopolitical environment, experience has shown the need for a more flexible multiannual financial framework and Union spending programmes. To that effect, and in line with the objectives of the Erasmus+ programme, the funding should duly consider the evolving policy needs and Union’s priorities as identified in relevant documents published by the Commission, in Council conclusions and European Parliament resolutions, while ensuring sufficient predictability for the budget implementation. | (9) In a rapidly changing economic, social and geopolitical environment, experience has shown the need for a more flexible multiannual financial framework and Union spending programmes. To that effect, and in line with the objectives of the Erasmus+ programme, the funding should duly consider the evolving policy needs and Union’s priorities as identified in relevant documents published by the Commission, in Council conclusions and European Parliament resolutions, while ensuring sufficient predictability for the budget implementation, and adaptability to inflation as well as to other external shocks. |
Or. en
Amendment 7
Proposal for a regulation
Recital 9 a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| (9a) The Programme should give practical effect to the Union’s commitment to lifelong learning by enabling all individuals, regardless of age, background or learning pathway, to access learning opportunities across formal, non-formal and informal settings, thereby supporting personal development, active citizenship, employability and social inclusion throughout the life course. |
Or. en
Amendment 8
Proposal for a regulation
Recital 10
| Text proposed by the Commission | Amendment |
|---|---|
| (10) The Programme should support the implementation of the Union of Skills6 and the overall strategic frameworks for Union policy cooperation in the fields of education and training, including the policy agendas for school education, higher education, vocational education and training and adult learning, including up-skilling and re-skilling, to allow citizens to develop competences and skills at all stages of their life to thrive in society. | (10) The Programme should maintain a strong and explicit focus on learning mobility as the Programme’s core added value. The funding should ensure stable and predictable support for mobility actions, enabling broad participation. The Programme should also support the implementation of the Union of Skills6 and the overall strategic frameworks for Union policy cooperation in the fields of education and training, including the policy agendas for school education, higher education, vocational education and training, adult learning, and non-formal and informal learning, including up-skilling and re-skilling, to allow citizens to develop competences and skills at all stages of their life to thrive in society. The Programme should maintain an interdisciplinary approach. |
| 6 Communication from the Commission to the European Parliament, the European Council, the Council, the European Economic and Social Committee and the Committee of the Regions the Union of Skills (COM/2025/90 final). | 6 Communication from the Commission to the European Parliament, the European Council, the Council, the European Economic and Social Committee and the Committee of the Regions the Union of Skills (COM/2025/90 final). |
Or. en
Amendment 9
Proposal for a regulation
Recital 11
| Text proposed by the Commission | Amendment |
|---|---|
| (11) In line with the EU Youth Strategy7 , the European Youth Work Agenda8 and the 2024 Communication on the legacy of the European Year of Youth 20229 , the Programme should support meaningful participation of young people and youth organisations in decision and policy making, youth mainstreaming across policy fields, the validation of non-formal and informal learning, high-quality youth work and competence development of youth workers. The programme will continue to support all young people to participate in learning mobility and non-formal learning mobility, including youth exchanges and youth participation activities, with the objective to engage and empower young people to acquire and develop competences for life and their professional future, to become active citizens and participate in economic, social, cultural, democratic and political life, and to connect them to the European project and contribute to building an inclusive, competitive and resilient Union. | (11) In line with the EU Youth Strategy7 , the European Youth Work Agenda8 and the 2024 Communication on the legacy of the European Year of Youth 20229 , the Programme should support meaningful participation of young people and youth organisations in decision and policy making, youth mainstreaming across policy fields, the validation of non-formal and informal learning, high-quality youth work and competence development of youth workers. The programme will continue to support all young people, relevant staff members and organisations to participate in learning mobility and non-formal learning mobility, including youth exchanges and youth participation activities, with the objective to engage and empower young people to acquire and develop competences for life and their professional future, to become active citizens and participate in economic, social, cultural, democratic and political life, and to connect them to the European project and contribute to building an inclusive, competitive and resilient Union. Youth organisations, particularly youth-led organisations, amplify that impact by fostering meaningful youth participation, acting as a bridge between young people and institutions, ensuring that their expert perspectives are reflected in the design, implementation and evaluation of the Programme. |
| 7 Resolution of the Council of the European Union and the Representatives of the Governments of the Member States meeting within the Council on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 (OJ C 456, ST/14944/2018/INIT, 18.12.2018). | 7 Resolution of the Council of the European Union and the Representatives of the Governments of the Member States meeting within the Council on a framework for European cooperation in the youth field: The European Union Youth Strategy 2019-2027 (OJ C 456, ST/14944/2018/INIT, 18.12.2018). |
| 8 Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda 2020/C 415/01 (OJ C 415, 1.12.2020). | 8 Resolution of the Council and of the Representatives of the Governments of the Member States meeting within the Council on the Framework for establishing a European Youth Work Agenda 2020/C 415/01 (OJ C 415, 1.12.2020). |
| 9 Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the European Year of Youth 2022 (COM/2024/1 final, https://eur-lex.europa.eu/legal-content/en/txt/?uri=celex:52024dc0001) | 9 Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the European Year of Youth 2022 (COM/2024/1 final, https://eur-lex.europa.eu/legal-content/en/txt/?uri=celex:52024dc0001) |
Or. en
Amendment 10
Proposal for a regulation
Recital 11 a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| (11a) In line with the Herning Declaration on attractive and inclusive Vocational Education and Training for increased competitiveness and quality jobs 2026-2030 and the Council Recommendation of 13 May 2024 entitled “‘Europe on the Move’ - Learning opportunities for everyone”, the Programme should contribute to enhancing the attractiveness of vocation education and training (VET) and parity of esteem with general academic education. In particular, the Programme should take into account the specific characteristics of VET in order to help achieve the 2030 VET mobility target of 12 %. |
Or. en
Amendment 11
Proposal for a regulation
Recital 13
| Text proposed by the Commission | Amendment |
|---|---|
| (13) Digital transformation has changed society and the economy with an ever-deepening impact on everyday life and demonstrated the need for higher levels of digital readiness and capacity of education and training as well as the pressing need for digital skills development for all across the Union. | (13) Digital transformation has changed society and the economy with an ever-deepening impact on everyday life and demonstrated the need for higher levels of digital readiness and capacity of education and training as well as the pressing need for digital skills development for all across the Union. The Programme should support the development of basic digital skills for the 44 % of the Union population that lacks them, while boosting the development of digital competences in formal, non-formal and informal learning environments. Basic digital skills are key for both employability and for personal development, democratic participation and social inclusion throughout life. |
Or. en
Amendment 12
Proposal for a regulation
Recital 14 a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| (14a) The Programme should adequately cover the mobility of professionals, including teachers, trainers and youth workers, thereby strengthening long-term organisational capacity, and ensure the transfer of innovative educational practices across sectors. The Programme should meaningfully contribute to the implementation of the EU Teachers and Trainers Agenda, not only reinforcing the work of the Erasmus+ Teacher Academies but also providing avenues for policy development linked to improving the recruitment and retention of educators, the diversification of staff profiles in education and training and the attractiveness of the educator profession, and contributing to staff learning mobility. |
Or. en
Amendment 13
Proposal for a regulation
Recital 15
| Text proposed by the Commission | Amendment |
|---|---|
| (15) The international dimension of the Programme should aim to offer opportunities for learning mobility, cooperation and policy dialogue with third countries not associated to the Programme, building on the experience of predecessor programmes, including to contribute to competitiveness of the Union, while ensuring protection of the Union’s economic security interests. To increase the impact of those activities, it is important to enhance synergies between the Programme and Global Europe, taking into account the enlargement of the Union, the Global Gateway Strategy and the education and training, youth and sport policy frameworks. | (15) The international dimension of the Programme should aim to offer opportunities for learning mobility, cooperation and policy dialogue with third countries not associated to the Programme, building on the experience of predecessor programmes, including to contribute to partnerships, citizenship engagement, global solidarity and competitiveness of the Union, while ensuring protection of the Union’s economic security interests. To increase the impact of those activities, it is important to enhance synergies between the Programme and Global Europe, taking into account the enlargement of the Union, the Global Gateway Strategy and the education and training, youth and sport policy frameworks. |
Or. en
Amendment 14
Proposal for a regulation
Recital 23
| Text proposed by the Commission | Amendment |
|---|---|
| (23) In the field of sport, through mobility opportunities and capacity building, including cooperation, the Programme should foster common European values, volunteering as well as innovation and skills development in and through sport. The Programme should also promote good governance, safety and integrity in sport, sport diplomacy, support grassroots sports organisations, as well as offer young people across Europe the opportunity to participate in cross-border sports initiatives, fostering personal growth, cultural exchange, solidarity and community engagement. | (23) In the field of sport, through mobility opportunities and capacity building, including cooperation, the Programme should foster common European values, volunteering as well as innovation and skills development in and through sport. The Programme should also promote good governance, safety and integrity in sport, sport diplomacy, support grassroots sports organisations, as well as offer young people across Europe the opportunity to participate in cross-border sports initiatives, fostering personal growth, cultural exchange, solidarity and community engagement. Special attention in that field should be paid to the inclusion of learners with fewer opportunities and learners with physical and mental disabilities. |
Or. en
Amendment 15
Proposal for a regulation
Recital 24
| Text proposed by the Commission | Amendment |
|---|---|
| (24) The Programme brings a key contribution to the Union of Skills and the European Education Area, laying the foundation to skills and competences formation throughout life and providing a genuine common space for quality education and lifelong learning across borders. The Union of skills aims to step up the efforts to achieve high quality education, training, and lifelong learning through delivering basic and advanced skills, providing opportunities for people to update regularly and acquire new and future-oriented skills, facilitating skills circulation and recruitment by businesses across the EU, and attracting, developing and retaining top talent in Europe. In line with the Union of Skills, the Programme should also reflect the importance of entrepreneurship education and financial literacy. | (24) The Programme brings a key contribution to the Union of Skills and the European Education Area, laying the foundation to skills and competences formation throughout life and providing a genuine common space for quality education and lifelong learning across borders. The Union of skills aims to step up the efforts to achieve high quality education, training, and lifelong learning through delivering basic and advanced skills, providing opportunities for people to update regularly and acquire new and future-oriented skills, facilitating skills circulation and recruitment by businesses across the EU, and attracting, developing and retaining top talent in Europe. It also aims to provide life skills essential for people’s resilience and their capacity to promote Union values such as democracy, human rights, solidarity, social inclusion and diversity. In line with the Union of Skills, the Programme should also reflect the importance of entrepreneurship education and financial literacy. |
Or. en
Amendment 16
Proposal for a regulation
Recital 28
| Text proposed by the Commission | Amendment |
|---|---|
| (28) Cooperation enables exchange of practices and capacity building and thereby leads to better outcomes and performance as well as efficiency gains by pooling resources and knowledge. The Programme should therefore support capacity building measures that enhance cooperation at different levels between institutions and organisations that are active in the fields of education and training, youth and sport. This recognises the fundamental role of institutions and organisations in equipping individuals with the knowledge, skills and competences needed in a changing world and helping institutions and organisations active in the field to adequately fulfil their potential for innovation, creativity and entrepreneurship, in particular within the digital economy. | (28) Cooperation enables exchange of practices and capacity building and thereby leads to better outcomes and performance as well as efficiency gains by pooling resources and knowledge. The Programme should therefore support capacity building measures that enhance cooperation at different levels between institutions and organisations that are active in the fields of education and training, youth and sport. This recognises the fundamental role of institutions and organisations in equipping individuals with the knowledge, skills and competences needed in a changing world and helping institutions and organisations active in the field to adequately fulfil their potential for innovation, creativity and entrepreneurship, in particular within the digital economy. Aligned with the Union of Skills objectives, the Programme should contribute to piloting community learning spaces, thereby fostering collaboration between the diverse range of stakeholders needed to achieve the aim of piloting community learning spaces. |
Or. en
Amendment 17
Proposal for a regulation
Recital 30
| Text proposed by the Commission | Amendment |
|---|---|
| (30) The Programme should support the core education mission of the European Universities Alliances to enable systemic impact achieved more efficiently through long-term Union level action, notably to reinforce excellence, reduce fragmentation and increase the attractiveness and inclusiveness of EU higher education systems, develop innovative instruments to increase quality of learning and teaching, develop future oriented skills and competences (such as AI, cybersecurity, sustainability, STEM), including the sectors already identified in the Union of Skills, through relevant and future-proof curricula, pedagogical innovation, joint degrees, lifelong learning, micro-credentials, to nurture and attract talent and facilitate transnational cooperation in education, including with business and industry. | (30) The Programme should support the core education mission of the European Universities Alliances, Centres of Vocational Excellence and Erasmus+ Teacher Academies to enable systemic impact achieved more efficiently through long-term Union level action, notably to reinforce excellence, reduce fragmentation and increase the attractiveness and inclusiveness of EU higher education and VET systems, develop innovative instruments to increase quality of learning and teaching, develop future oriented skills and competences (such as AI, cybersecurity, sustainability, STEAM), including the sectors already identified in the Union of Skills, through relevant and future-proof curricula, pedagogical innovation, joint degrees, lifelong learning, micro-credentials and individual learning accounts to nurture and attract talent and facilitate transnational cooperation in education, including with business and industry. |
Or. en
Amendment 18
Proposal for a regulation
Article 1 – paragraph 1
| Text proposed by the Commission | Amendment |
|---|---|
| This Regulation establishes Erasmus+, the Union programme for action in the fields of education and training and also in the fields of youth and sport (the ‘Programme’) and lays down the objectives of the Programme, its budget for the period 2028-2034, the forms of Union funding and the rules for providing such funding. This Regulation also sets up the European Voluntary Humanitarian Aid Corps. | This Regulation establishes Erasmus+, the Union programme for action in the fields of education and training and also in the fields of youth and sport (the ‘Programme’) and lays down the objectives of the Programme, its budget for the period 2028-2034, the forms of Union funding and the rules for providing such funding. This Regulation also sets up the European Voluntary Humanitarian Aid Corps as part of the European Solidarity Corps. |
Or. en
Amendment 19
Proposal for a regulation
Article 2 – paragraph 1 – point 6 a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| (6a) ‘European Solidarity Corps’ means the Union initiative providing young people with opportunities to participate in solidarity, volunteering and community engagement activities, both in the Union and beyond, that address societal, environmental or humanitarian challenges. Such activities shall be non-profit, voluntary, that include a strong learning and civic dimension, and that contribute to strengthening solidarity, social cohesion and European values; |
Or. en
Amendment 20
Proposal for a regulation
Article 2 – paragraph 1 – point 12
| Text proposed by the Commission | Amendment |
|---|---|
| (12) ‘people with fewer opportunities’ means people who, for economic, social, cultural, geographical or health reasons or due to their migrant background, or for reasons such as disability or educational difficulties or for any other reason, including a reason that could constitute discrimination under Article 21 of the Charter of Fundamental Rights of the European Union, face obstacles that prevent them from having effective access to opportunities under the Programme; | (12) ‘people with fewer opportunities’ means people who face structural or situational barriers, for economic, social, cultural, geographical or health reasons or due to their migrant or refugee background, or for reasons such as disability or educational difficulties, rural or remote residence, homelessness or precarious housing, educational disadvantage, employment, ethnic or racial discrimination, gender identity, or for any other reason, including a reason that could constitute discrimination under Article 21 of the Charter of Fundamental Rights of the European Union, face obstacles that prevent them from having effective access to opportunities under the Programme; |
Or. en
Amendment 21
Proposal for a regulation
Article 2 – paragraph 1 – point 17
| Text proposed by the Commission | Amendment |
|---|---|
| (17) ‘volunteering’ means an unpaid activity that addresses societal or humanitarian challenges and has a strong learning component; | (17) ‘volunteering’ means an unpaid activity that addresses societal or humanitarian challenges, that contributes to solidarity and to strengthening communities and civic participation and that has a strong learning component; |
Or. en
Amendment 22
Proposal for a regulation
Article 3 – paragraph 1 – subparagraph 1
| Text proposed by the Commission | Amendment |
|---|---|
| The general objective of the Programme is to contribute to a resilient, competitive, and cohesive Europe by promoting high quality lifelong learning, enhancing skills and competences for life and for jobs for all, while fostering Union values, democratic and societal participation, solidarity, social inclusion and equal opportunities, in the EU and beyond. The Programme shall be a key instrument for building the Union of Skills, developing the European Education Area and supporting the implementation of European strategic cooperation in the fields of education and training, including its underlying sectoral agendas. | The general objective of the Programme is to contribute to a resilient, competitive, and cohesive Europe by promoting equitable and inclusive lifelong learning for all ages, enhancing skills and competences for life, work, and active citizenship for all, while fostering Union values, democratic and societal participation, solidarity, social inclusion and equal opportunities, in the EU and beyond. While placing a strong emphasis on learning mobility, the Programme shall also be a key instrument for building the Union of Skills, developing the European Education Area and supporting the implementation of European strategic cooperation in the fields of education and training, including its underlying sectoral agendas. The Programme shall ensure balanced opportunities across all age groups and learning settings, enabling early-childhood, youth, adult and older learners to participate in formal, non-formal and informal education and training, and supporting the organisations that serve them. The Programme shall contribute to the promotion of formal, non-formal and informal learning, empowering different avenues for competence development and leveraging the existing learning opportunities across the Union. |
Or. en
Amendment 23
Proposal for a regulation
Article 3 – paragraph 1 – subparagraph 2 a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| The Programme shall ensure, to the extent possible, civil society cooperation in both its design and implementation. Fostering Union values, promoting equity and inclusion, and ensuring a more competitive Europe requires robust support to all organisations facilitating the actions in education, training, youth, and sport, ensuring that the organisational capacity allows support to be provided to all Europeans so that they can benefit from the Programme. |
Or. en
Amendment 24
Proposal for a regulation
Article 3 – paragraph 2 – point a
| Text proposed by the Commission | Amendment |
|---|---|
| (a) support the improvement of education, skills and competences with particular regard to their relevance for the labour market as well as to the professional development and personal growth of the individual and to their contribution to a competitive, sustainable and cohesive society; | (a) support the improvement of education, skills and competences with particular regard to their relevance for the holistic development of each individual, ensuring professional development and personal growth of the individual and to their contribution to a competitive, sustainable and cohesive society; |
Or. en
Amendment 25
Proposal for a regulation
Article 3 – paragraph 2 – point a a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| (aa) promote learning mobility as a key instrument for personal and professional development, ensuring broad and predictable access to mobility opportunities for all learners; |
Or. en
Amendment 26
Proposal for a regulation
Article 3 – paragraph 2 – point d
| Text proposed by the Commission | Amendment |
|---|---|
| (d) engage and empower young people to acquire and develop professional and personal competences, to participate actively in society and democracy and connect them to the European project; | (d) engage and empower young people to acquire and develop professional and personal competences through formal, non-formal and informal learning, to participate actively in society and democracy and connect them to the European project, while facilitating and supporting the implementation of the EU Youth Strategy, the European Youth Work Agenda and other Union initiatives in the field of youth; |
Or. en
Amendment 27
Proposal for a regulation
Article 3 – paragraph 2 – point f
| Text proposed by the Commission | Amendment |
|---|---|
| (f) provide young people with easily accessible opportunities for engagement in solidarity and humanitarian activities that induce positive societal changes in the Union and beyond (the latter through setting up the European Voluntary Humanitarian Aid Corps), while improving and properly validating their competences, as well as facilitating their continuous engagement as active citizens; | (f) provide young people with easily accessible opportunities for engagement in solidarity, volunteering and humanitarian activities that induce positive societal changes in the Union and beyond (the latter through setting up the European Voluntary Humanitarian Aid Corps), while improving and properly validating their competences, including soft skills and competences, as well as facilitating their continuous engagement as active citizens; |
Or. en
Amendment 28
Proposal for a regulation
Article 3 – paragraph 2 – point g a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| (ga) boost the validation and recognition of qualifications and prior learning across all learning environments, whether formal, non-formal or informal, while also contributing to the automatic recognition of qualifications and learning periods abroad. |
Or. en
Amendment 29
Proposal for a regulation
Article 4 – paragraph 1 – point d
| Text proposed by the Commission | Amendment |
|---|---|
| (d) Learning mobility of adult learners and staff in adult learning. | (d) Learning mobility of adult learners and staff in formal and non-formal adult learning settings. |
Or. en
Amendment 30
Proposal for a regulation
Article 4 – paragraph 2 – point b
| Text proposed by the Commission | Amendment |
|---|---|
| (b) ‘European Solidarity Corps’ volunteering, including the European Voluntary Humanitarian Aid Corps. | (b) ‘European Solidarity Corps’ activities, divided in two strands: |
| (i) the participation of young people in solidarity activities, including volunteering activities, solidarity projects networking activities, quality and support measures; | |
| (ii) the participation of young people in humanitarian-aid-related solidarity activities (the ‘European Voluntary Humanitarian Aid Corps’). |
Or. en
Amendment 31
Proposal for a regulation
Article 4 – paragraph 2 – subparagraph 2 (new)
| Text proposed by the Commission | Amendment |
|---|---|
| Volunteering shall not be a substitute for traineeships or jobs, nor equated with employment. It shall be based on a written volunteering agreement. |
Or. en
Amendment 32
Proposal for a regulation
Article 4 – paragraph 4 a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| 4a. Learning mobility under this Article shall be monitored and implemented as follows in accordance with the targets agreed in the Council Recommendation of 13 May 2024 entitled “‘Europe on the Move’ — learning mobility opportunities for everyone”: | |
| (a) 23% of higher education graduates should experience learning mobility by 2030; | |
| (b) 12% of VET learners should experience mobility by 2030; | |
| (c) at least 20% of all mobility participants should be individuals with fewer opportunities by 2027. |
Or. en
Amendment 33
Proposal for a regulation
Article 8 – paragraph 3
| Text proposed by the Commission | Amendment |
|---|---|
| 3. The Commission shall support access to the Programme from an early age and independent of socio-economic background. To achieve that, it shall ensure the provision of measures to facilitate the participation of people with fewer opportunities, including financial support mechanisms, where relevant. | 3. The Commission shall support access to the Programme from an early age and independent of socio-economic background. To achieve that, it shall ensure the provision of measures to facilitate the participation of people with fewer opportunities. Those measures shall include financial support and pre-financing mechanisms, in order to facilitate, in particular, the participation of people with fewer opportunities whose participation is impeded for financial reasons. |
Or. en
Amendment 34
Proposal for a regulation
Article 9 – paragraph 1
| Text proposed by the Commission | Amendment |
|---|---|
| 1. The indicative financial envelope for the implementation of the Programme for the period 2028-2034 is set at EUR 40 827 000 000 in current prices. | 1. The indicative financial envelope for the implementation of the Programme for the period 2028-2034 is set at EUR 60 000 000 000 in current prices and shall be implemented in a manner that preserves its real value over the duration of the Programme. |
Or. en
Amendment 35
Proposal for a regulation
Article 9 – paragraph 1 a (new)
| Text proposed by the Commission | Amendment |
|---|---|
| 1a. The indicative distribution of the amount set out in paragraph 1 shall be: | |
| (a) EUR XXX, representing 83 % of the amount set out in paragraph 1 of this Article, to actions in the field of education and training; | |
| (b) EUR XXX, representing 15 % of the amount set out in paragraph 1 of this Article, to actions in the field of youth. |
Or. en