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EVEC Microgreens
Erasmus+ · VET · Cooperation Partnerships KA220 and KA210
Microgreens for VET — the ten-day cycle, and an Athens partner for your KA2
A tray of edible seedlings, grown indoors on a shelf. You can cut it from day seven and finish inside two weeks. Your own examiner assesses it, under a priority you can quote by page number.
Six EU arguments, each with the sentence and the page number to quote. Six competences mapped to published descriptors. Twenty-four ready briefs, one per trade, so yours is here. Three worked projects. And if a partnership is not this year’s plan, hosting a group in Athens is at the end.
EVEC comes to a KA220 as a newcomer organisation — new to this Action, not to Erasmus+. The award criteria reward exactly that: “the project involves newcomers and less experienced organisations to the Action” — Erasmus+ Programme Guide 2026, p. 241, under Quality of the partnership and cooperation arrangements; for KA210 Small-scale, p. 249. The Erasmus+ side is not new: EVEC holds an Erasmus+ Youth accreditation and an ESC Quality Label, both valid to 2027 — 2023-1-EL02-KA150-YOU-000188397 · 2023-1-EL02-ESC50-QLA-000195138.
The cycle
What do your learners already make, cost or sell?
Your workshop already assesses a weld, a costing sheet, a label, a control cabinet. A crop that finishes in ten days can be the object those same assessments are made on.
Blackout is the dark days straight after sowing. The whole process finishes inside a single mobility, or twice in one school term, and every step produces a number the learner can defend. It is short enough that a learner runs it three times and corrects their own method, instead of watching one crop once.
- Kanasi School, AthensAn ordinary general school, not a VET provider. Ten-day cycle, 40 pupils, seed to harvest.
- Plant, Market, SellWhere the full sequence was first tested — grow it, cost it, sell it — in a funded Youth mobility project, 2024.
2024-1-EL02-KA151-YOU-000229166 - Seven to twenty learnersThe size an activity group works at.
The Kanasi cooperation continues and widens now, adding entrepreneurship and digital marketing modules.
The arguments
Six ways to build a microgreens VET project on this crop
Open a row for the verbatim quotation, its page, and the condition that makes it land. All quotations are from the Erasmus+ Programme Guide 2026.
The cycle is already a module
Programme Guide 2026, p. 231
This priority supports initiatives that develop flexible and learner-centred VET programmes which can be split into smaller units – modules.
Erasmus+ Programme Guide 2026, p. 231
- What the cycle gives
- A unit of 7–14 days, small enough to drop into an existing timetable. Six named competence descriptors sit under it, and the published wording is one click below.
- Strongest when
- The provider names who assesses the unit and against which criteria — the competence mapping is the layer that sits under that.
Start-up support: a new service the school can offer
Programme Guide 2026, p. 231
…provision of new types of services carried out by VET providers such as start-up support or technology transfer support for SMEs.
Erasmus+ Programme Guide 2026, p. 231
- What the cycle gives
- The progression the method actually runs: growing, then costing, then finding a buyer — already carried by the free “Start a Microgreens Business” course and by the 10-Day Growing Guide and the Young Entrepreneurs bootcamp toolkit.
- Strongest when
- The partnership prices its own seed, substrate and packaging locally — that sourcing is the first piece of real market work in the unit.
STEM in ten days, and a reason to travel
Programme Guide 2026, p. 231
This priority supports projects which aim at attracting learners to programmes which are in demand on the labour market, crucial for competitiveness of the EU and the twin transition, with a specific focus to address gender stereotypes in choosing vocational programmes… This priority also supports initiatives focusing on strategic approach to internationalisation of VET which might include mobility of learners and teachers/trainers…
Erasmus+ Programme Guide 2026, p. 231 — both sentences are on that page
- What the cycle gives
- Science that gives an answer in days, not months, and ends with a number — a laboratory that fits on a shelf. And the Athens growing space runs a cycle for 7 to 20 learners all year, which is the reason to travel.
- Strongest when
- Recruitment is designed on purpose, so the gender-balance focus named in the same sentence is answered by design.
Applied numeracy: maths with a reason the learner can see
Programme Guide 2026, p. 231
This priority supports the development of VET programmes that offer a balanced mix of vocational skills and key competences.
Erasmus+ Programme Guide 2026, p. 231
- What the cycle gives
- Learners weigh seed, track yield per tray, and build a cost per tray. This is arithmetic with a purpose the learner can see. The fast crops carry it best — radish and broccoli both finish inside ten days.
- Strongest when
- The school assesses those numbers, and a real buyer sets the deadline — a canteen, a market stall, a restaurant.
The green priority is written for methodologies
Programme Guide 2026, p. 9
Priority will be given to projects aimed at developing competences in various green sectors… developing green sectorial skills strategies and methodologies and future-oriented curricula…
Erasmus+ Programme Guide 2026, p. 9
- What the cycle gives
- Food grown indoors, in ten days, from a measurable list of inputs. “Green sectorial skills strategies and methodologies” — a methodology is exactly what that phrase is asking for.
- Strongest when
- The design section carries measurement — an input–output sheet per tray — so the green claim rests on figures. One horizontal priority is sufficient on its own.
Inclusion, and what “highly relevant” means
Priority p. 7 · mechanism p. 240 (KA220), p. 248 (KA210)
the proposal is relevant for objectives and priorities of the Action. In addition, the proposal will be considered as highly relevant if: — it addresses the priority “inclusion and diversity”;
Erasmus+ Programme Guide 2026, p. 240, Relevance, Cooperation Partnerships
- What the cycle gives
- To start, a learner needs a tray, a handful of seed and a windowsill. The first result arrives in about a week — short enough that a learner sees it through to the end.
- Strongest when
- Outreach is designed around the learners the priority names on p. 7.
Competence mapping
Six competences, mapped to the published EU frameworks
Six competence codes from the European Commission’s own GreenComp and EntreComp frameworks, and the activity that evidences each one. The published wording and its page numbers are one click below. Setting the qualification level — EQF, or your own national level — stays with the school.
Competence
Activity that evidences it
GreenComp Sustainability competences
2.1 Systems thinking
The input–output sheet. Seed, substrate (the growing medium), water, energy and harvested weight for one cycle, compared with the supply chain of the same leaf bought in a shop.
2.2 Critical thinking
The claim sheet. Behind the label: every claim printed about the produce carries a citation the teacher can open.
3.3 Exploratory thinking
The two-tray trial. Side by side, with exactly one variable changed — density, light hours, watering, variety — and a written decision on which result faces a buyer.
EntreComp Entrepreneurship competences
2.4 Financial and economic literacy
The cost per tray. Seed by weight, substrate, water, electricity and the learner’s own hours, divided by grams actually harvested — then a price set with the margin shown.
3.2 Planning and management
The backward calendar. Fix the selling date first — a market day, a school event, a canteen delivery — then build the sowing calendar backwards, keeping every revision.
3.5 Learning through experience
The two-cycle grow log. Variety, density, dates, germination and yield across two cycles — so a correction is made and tested inside the same term.
The six competences, word for word — GreenComp and EntreCompEach with its page number, plus the full citation for both reports
“Hint” is EntreComp’s own column heading; the bullets below it are EntreComp’s descriptors, reproduced as printed.
- GreenComp 2.1 Systems thinking
- “To approach a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems”GreenComp, section 4.2.1, p. 20 · knowledge–skills–attitudes (KSA) table, p. 43
- GreenComp 2.2 Critical thinking
- “To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions”GreenComp, s. 4.2.2, p. 20 · KSA table, p. 44
- GreenComp 3.3 Exploratory thinking
- “To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods”GreenComp, s. 4.3.3, p. 24 · KSA table, p. 48
- EntreComp 2.4 Financial and economic literacy
- Hint: “Develop financial and economic know how”
- “Estimate the cost of turning an idea into a value-creating activity”
- “Plan, put in place and evaluate financial decisions over time”
- “Manage financing to make sure my value-creating activity can last over the long term”
- EntreComp 3.2 Planning and management
- Hint: “Prioritize, organize and follow-up”
- “Set long-, medium- and short-term goals”
- “Define priorities and action plans”
- “Adapt to unforeseen changes”
- EntreComp 3.5 Learning through experience
- Hint: “Learn by doing”
- “Use any initiative for value creation as a learning opportunity”
- “Learn with others, including peers and mentors”
- “Reflect and learn from both success and failure (your own and other people’s)”
Bianchi, G., Pisiotis, U., Cabrera Giraldez, M., GreenComp — The European sustainability competence framework, EUR 30955 EN, Publications Office of the European Union, 2022, doi:10.2760/13286, JRC128040. Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G., EntreComp: The Entrepreneurship Competence Framework, EUR 27939 EN, 2016, doi:10.2791/593884, JRC101581. Page numbers are the printed pages inside each report. Also named on this page: Council Recommendation on vocational education and training for sustainable competitiveness, social fairness and resilience, 2020/C 417/01, OJ C 417, 2.12.2020.
Briefs by trade
Twenty-four ready briefs — one for each trade
One crop on one bench, twenty-four ways to assess it. The technical family is open below as a sample. Open your own trade to see the rest.
Horticulture, agriculture and land-based
greenhouse and nursery · crop production and agronomy · agricultural mechanisation
3 briefs
Greenhouse and nursery production
The Ratio, Three TimesOne variety, three sowing densities, one bench — and grams harvested per gram sown decides which density the class defends.Crop production and agronomy
Seed Lot Against Seed LotCount germination on a hundred seeds from each of two seed lots. Then argue for or against the cheaper lot using the germination count, not the price on the invoice.Agricultural mechanisation
The Bench That DrainsFall, run-off and irrigation across a twelve-tray bench, measured to a target and then re-cut until it holds.
Worked example 1 — an assessed growing unit is written for this family.
Technical and digital trades
electrical installation · automation and instrumentation · IT and systems integration · maintenance and mechatronics · electronics · building services and plumbing · software and data
7 briefs
Electrical installation
Build the Control CabinetOne enclosure, two learners, one drawing. They swap and inspect each other’s ferrules, torque and segregation.Automation and instrumentation
The Instrumented RackTwenty-eight tagged signals, every tag matching the drawing, the terminal and the database column.IT and systems integration
Three Platforms, One SensorThree sensors 40 mm apart, so all three read the same tray, feeding a vendor cloud, a self-hosted stack and an offline PLC, then compared.Maintenance and mechatronics
Fault Injection WeekTeachers introduce faults into the rack overnight, from a written fault catalogue. Learners log time-to-diagnosis against time-to-repair.Electronics
The Lights Make the Sensors LieFrame errors counted at full output, at partial dimming and after shielding — and the driver blamed or cleared on the numbers.Building services and plumbing
The Room That Sets the Dew PointCondensation on a cold wall against transpiration off twelve trays: measure it, then size the drain fall and the vent that stops it.Software and data
Seed Batch to PlateA printed code on every tray that returns its seed lot, shelf, watering history, harvest mass and operator.
Making and materials trades
product design and CAD · ceramics · metal construction and welding · precision mechanics and CNC · textiles · artistic glass
6 briefs
Product design and CAD
The Tray That Fights the Printer BedThe nursery tray is wider than the printer bed. Tile it, redesign it, or print the tool and not the tray — and decide which parts may touch a crop that is eaten raw.Ceramics
The Clay Tray and Its ShrinkageMeasure your own body’s shrinkage on test bars, size a tray to fit a 400 mm shelf, and choose a glaze fit to meet food.Metal construction and welding
The Rack That Lives in FogPick a deflection limit for a loaded shelf, weld the frame, then measure the real sag with a dial indicator.Precision mechanics and CNC
Two Ways to Meter SeedA hand spreader against a vacuum pick-up plate, graded on misses, doubles and dose variation.Textiles
Greige Mats, Tested WetHemp, jute and flax, tested for capillary rise and wet tensile strength against the synthetic mats sold commercially.Artistic glass
The Root WindowA flat-sided glass cell showing the root mat from the side, with a textile sleeve keeping it dark between looks.
Food, service and commerce trades
culinary and costing · food science and quality · hospitality management · packaging technology · graphic design and food law
5 briefs
Culinary and costing
The Five-Euro PlateRecipes built under a fixed per-portion cost ceiling, re-costed from local receipts in every partner country.Food science and quality
The Shelf-Life DossierEvery jar coded; the shelf life argued from pH, water activity and cold-chain records, and the date mark defended against them.Hospitality management
The Costed MenuA training-restaurant menu built backwards from a target gross profit, every selling price defended in writing.Packaging technology
The Pack That SweatsA board pack for a wet respiring crop, then the stack crush-tested at chilled-cabinet humidity.Graphic design and food law
Label Law LabA compliant label in four languages, where the mandatory text owns most of a 40 mm panel.
Worked example 2 — a costed garnish line is written for this family, and worked example 3 — a micro-enterprise unit runs across commerce and retail.
Three unexpected trades
print media · ceramics as irrigation engineering · network and OT security
3 briefs
Print media
Green Is the Hardest ColourA printing press, reached from a salad leaf. Soft-proof a saturated leaf green, watch it print grey, then fix it with profiles, stock or a fifth ink.Ceramics
The Unglazed Wicking InsertThe ceramics class owns the irrigation system. An unglazed low-fired insert wicks water up from a reservoir, flow rate set by wall thickness and porosity.Network and OT security
Attack Your Own RackOperational-technology security, taught on something it is safe to break. One group builds the network badly, another takes over the pump on an isolated lab network, then both close it.
Two cross-trade project ideas
where one trade’s measurement becomes another trade’s setting
2 ideas
The Box That Knows Its Own History
- The handover
- The batch ID printed at sowing can become the lot code on the label. The learners’ first legal decision is this: does the law require a lot code here at all, or is the date mark enough on its own? The same code is what the kitchen would scan at the serving counter. One string of characters crossing six workshops.
Clay Sets the Irrigation Rate
- The handover
- The ceramics learner measures water absorption and wall thickness. Those two numbers become the control setting for the automation learner. The tray’s weight over time then tests both trades at once.
Twenty-four starting points, and the list stays open. Every brief came from one question: what does your workshop already assess that this crop could be the object of? Send us that answer. Which trade fits which activity is in the FAQ.
Three worked examples
What a finished project looks like, in three trades
Three examples out of many, chosen because each one starts in a different place: growing, costing, selling. Written so you can copy them into an application form. The shape is the same in each: two schools and one exchange makes a KA210; four partners and a translated toolkit makes a KA220.
1. Short Cycle, Full Record — an assessed growing unitHorticulture · arguments 1 and 5
The idea. A project builds an assessed unit around one microgreens cycle. Each partner school runs it three times in a single term, then publishes the unit and the measurements it produces. A horticulture learner compares their own records across three repeats, instead of watching one crop once. A cycle finishes in 7 to 14 days, so three repeats fit inside one term.
What the learners make
- Six trays each: two varieties × three repeats, one of them carrying a deliberate variable — sown at double density, or held under fewer light hours — with the expected result written down before it runs.
- One record sheet per tray: seed weight, day of germination, days in blackout, day of first harvest, harvest weight, and grams harvested per gram of seed sown.
- One class comparison table, built from the whole group’s records. It covers at least four varieties: one fast crop (radish or broccoli, 7–10 days) and one slower crop that still finishes inside the harvest window (pea, 8–14 days). Days to harvest, growing steps and safety notes, variety by variety, are already published; sowing density and blackout days are what the partnership measures and publishes.
- One grower’s note per variety, one page, written by the learners in their own language and published under the school’s name.
What would remain after the grant. The unit would sit in each partner school’s module handbook, and the record sheet would become a standard assessment tool there. The yield ratios for each variety, pooled from all the schools, stay published under CC BY 4.0 — free for anyone to translate and reuse. They are added to the variety guides, so the next school starts from measurements taken in ordinary classrooms.
2. Rack to Plate — a costed garnish line beside the training kitchenCatering · arguments 4 and 5
The idea. A project grows the garnish beside the training kitchen. The learners plan it, cost it, and time it to service.
What the learners make
- A standing sowing plan built backwards from the service calendar, so a harvest lands on the days the training restaurant opens.
- Ten dishes re-costed to the cent per portion, bought-in against grown, each on its own costing sheet.
- A four-number line per cycle: grams sown, grams harvested, grams plated, grams left — plus a harvest-to-plate log in minutes, per service.
- Three written price quotes per kilogram from local suppliers, set against the learners’ own cost per kilogram including their labour minutes.
- A shelf-life record per variety the kitchen uses: harvest date, storage temperature, and a daily sensory and visual check.
- A blind tasting panel: twenty scoring sheets comparing the learners’ own crop with the bought-in leaf.
- A ten-recipe section for the school’s collection, with the cost per portion printed on each recipe.
The funded work. One implementation work package produces a hazard analysis for sowing, growing, harvest, storage and service. Each partner writes it against its own national rules, in HACCP form where the national system uses HACCP. The same package produces the staff training a chef-trainer needs to use it. It also funds the paperwork that allows food grown by learners to be served to paying customers. It starts from the published sanitary and hygiene guidance in the Science Library, which is already open and translatable.
What would remain after the grant. The food-safety pack and the costed-menu unit would go into the kitchen’s standard operating documents and its inspection file. Staff would use them every week, as working documents. And the rack would keep producing for a menu already costed around it.
3. Ten Days to a Customer — a short micro-enterprise project with a real cropCommerce and retail · arguments 2 and 4
The idea. A crop finishes in 7 to 14 days. That gives business and retail learners a real product, a real cost and a real customer inside a single term. A project turns the growing → costing → selling progression into an enterprise unit a business department assesses.
What the learners make
- Teams of three to five, each running its own trays and its own micro-enterprise: five teams over two cycles gives ten complete enterprise files.
- A costing sheet down to unit level, built from prices the team gathered itself. It covers seed, substrate, water, an electricity estimate, labour in minutes and packaging, and it ends at a cost per 50 g punnet (the small retail container).
- A price with a stated margin, and the break-even punnet count written on the same page.
- A brand you can count the parts of: a name, a label sized to the real punnet, one A5 leaflet, one web page. Plus a claim sheet behind the label, where every printed claim names its source.
- At least three approaches to real buyers per team, per cycle — school canteen, local restaurant, market stall, staff room — each written up, which is thirty approaches across five teams over two cycles.
- One sales day per team, per cycle. The team records units sold and revenue in euro as the sales happen, then closes the account and gives a five-minute pitch to a panel.
What would remain after the grant. The Young Entrepreneurs bootcamp toolkit becomes a finished open educational resource under CC BY 4.0 — tested and translated. The short project would then repeat every year in both schools, paid from the department’s own budget. The repeating costs are seed, substrate and punnets.
Inside your work plan
What EVEC writes, and when
Every partner has a row in the work plan. Here is what EVEC puts in ours, with dates. The method, the materials and the growing space already exist, and they are open. A project pays to move them into your trades, not to invent them. Within ten working days of an agreed concept, EVEC drafts its own work-package text and its own partner-description paragraph in English. You edit text instead of writing it.
- Month 1 — the growing programmeVarieties, densities, blackout days, harvest window, and the input–output record sheet each school uses unchanged.
- Month 3 — the first pooled recordFrom the Athens cycle, in that same sheet, so the format is proven before a classroom is asked for it.
- Month 9 — the joint staff training, with teachers from every partner togetherAthens or online: how the cycle is run, what goes wrong, and how a teacher reads a failed tray.
- Month 18 — the published ratiosPooled per-variety yield ratios under CC BY 4.0, each school named on its own rows.
What else EVEC bringsThe Athens cycle · the open material
- The Athens cycle — a growing space open all year for 7 to 20 learners: testing site or mobility venue.
- The open material — CC BY 4.0, translated inside the project rather than written from nothing: what is published, and what you may do with it.
Which entity signs, and what the mandate carries, is in the FAQ; the lump sums and pass marks are there too.
Blagoj Ristov creator of the methodology
+30 694 557 2632 · tell us the call and the deadline — one paragraph is enough
One route runs on your own calendar rather than a call deadline: hosting a group or an individual learner in Athens.
KA1 · learning mobility
Bring a group to Athens
This route is open to any school that already holds a KA1 grant or an Erasmus accreditation. Your school holds the accreditation or the grant; EVEC holds the growing programme. It runs on your calendar, outside the application process.
Hosting participants from another country: any organisation can become a host for learners or staff coming from a partner organisation abroad. Becoming a hosting organisation is a valuable experience and a good way to learn more about the Programme before applying yourself.
Erasmus+ Programme Guide 2026, p. 83, vocational education and training chapter
Two mobility routes
A class travels together. Or one learner travels alone — short-term, from 10 days, or ErasmusPro, the long route of 90 to 365 days. Durations, documentation and the grant split are in the hosting questions.
How the venue rule is met
The Guide places group mobility at a hosting VET provider. It also allows a second venue in the same country, if the content and quality of the activity justify it (p. 89). A Greek VET provider partner takes the hosting role, and the growing space is put forward under that rule. Identifying the provider is step one, done with you — the Guide’s own wording is in the FAQ.
How it starts
Two facts in a message: the trades you teach, and the weeks you are working towards. You visit first and commit afterwards — and the Guide pays for that visit — how a hosting starts.
Blagoj Ristov creator of the methodology
+30 694 557 2632 · or write — the form routes it straight to hosting
Answers before you have to ask
Questions VET coordinators ask first
Twelve questions, in four groups. Read them if you want detail. The argument above stands on its own.
Your trade
Which trades can do which activity, and what is assessed?
| Trade family | KA1 group | KA1 individual / ErasmusPro | KA210 | KA220 |
|---|---|---|---|---|
| Horticulture, agriculture and land-based | One record sheet per tray, grams harvested per gram sown | A grow log across at least two cycles | Two schools compare density trials on the same varieties | An assessed growing unit, tested three times per school, published |
| Technical and digital trades | A tagged, wired and commissioned rack section | A fault catalogue with time-to-diagnosis logged against time-to-repair | Two schools instrument the same rack and compare the data | An open build-and-commissioning pack, translated |
| Making and materials trades | One tray, mat or fixture made and measured against a stated tolerance | A shrinkage or deflection test series | One drawing, two workshops, parts measured on arrival | An open drawing set with measured tolerances, four countries |
| Food, service and commerce trades | Ten dishes re-costed to the cent per portion | A shelf-life record per variety, with the date mark defended | Two kitchens, one costed-menu unit, one exchange | Translated costing sheets and a published recipe collection |
| Three unexpected trades | A colour proof, a wicking insert, or an isolated OT network | One of those carried through to a written result | Two schools swap the artefact and re-test it | The method written up as an open unit others can run |
Every cell names a piece of work your own examiner marks. The crop is the shared object; the assessed work belongs to whichever trade you send.
My trade is not one of the twenty-four. What then?
The list stays open. A brief from a trade that none of the twenty-four covers is worth more to us than a twenty-fifth brief written here in Athens. Send us your answer to that and it gets written up.
Health and social care is the family we ask for first. A crop gives a visible result in ten days, which suits a residential activity programme. And a record of how far each resident took part is the kind of work a care examiner already marks. Green care and horticultural therapy departments are invited to write the brief with us.
How many learners work on one cycle at once?
Seven to twenty. That is EVEC’s own figure for a microgreens activity group, measured across its own cycles rather than set by the Programme Guide. A class of more than twenty runs as two groups, one after the other in the same week. Each group has its own trays and its own records, so every learner has a record sheet of their own.
What does a school need in its own building?
A bench, a shelf near a window or under a lamp, a sink, and a set of scales that reads to a gram. Schools that want more instrumentation build it as part of the project, which is what the technical briefs are for. The Athens growing space runs the cycle all year, so a school can test it before installing anything of its own.
KA210 and KA220, in figures
KA210 or KA220 — what are the figures?
KA210 is the smaller of the two: two organisations, a 60 out of 100 pass mark, and a fixed lump sum of EUR 30 000 or EUR 60 000. KA220 needs three organisations, passes at 70 out of 100, and runs at EUR 120 000, EUR 250 000 or EUR 400 000. Below are the maximum points for each award criterion, and the minimum you must also reach on each one separately.
KA210Small-scale Partnerships
- Award criteria, maximum points
-
- Relevance 30
- Design 30
- Partnership 20
- Impact 20
- Pass mark
- 60 / 100
- Minimum points needed on each, as well as the total
- 15151010
- Lump sum
- EUR 30 000EUR 60 000
- Consortium minimum
- 2 organisations from 2 different EU Member States or third countries associated to the Programme
- Where in the Guide
- pp. 245, 248–249
KA220Cooperation Partnerships
- Award criteria, maximum points
-
- Relevance 25
- Design 30
- Partnership 20
- Impact 25
- Pass mark
- 70 / 100
- Minimum points needed on each, as well as the total
- 13151013
- Lump sum
- EUR 120 000EUR 250 000EUR 400 000
- Consortium minimum
- 3 organisations from 3 different EU Member States or third countries associated to the Programme
- Where in the Guide
- pp. 237, 240–243
How many priorities must the proposal address?
One is enough. “To be considered for funding, Cooperation Partnerships must address: at least one horizontal priority and/or at least one specific priority relevant to the field of education, training, youth and sport that is mostly impacted.” — p. 237; the equivalent rule for Small-scale Partnerships is at p. 245. The green horizontal priority stands on its own.
How many work packages should a KA220 have?
One for management, plus up to four implementation packages, which is the recommended limit. “Each project must include a dedicated work package for project management and a number of implementation work packages (a maximum of 4 implementation work packages per project are recommended)” — p. 243. Any work-plan sketch on this page counts implementation packages only.
What decides a tie between two applications on the same score?
When two applications score the same total, Relevance decides first and Impact second (pp. 242 and 249). The applicant chooses the lump sum from their own estimate of the overall cost of the project, p. 242. Relevance is also where the inclusion mechanism is scored, which is why that argument is worth writing carefully.
EVEC as your partner
Which organisation signs, and what is in the mandate?
EVEC signs. You prepare the mandate with your application number on it; EVEC’s President, Mirlena Charisi, signs it and returns it.
EVEC Athens signs. Legal name and registered seat: About EVEC Athens →
Hosting, and the open material
Who designs the learning programme, and what does each route need?
Two VET providers do. Your school and a Greek VET provider design the learning activities together. The Guide’s own words: the peer-learning programme is “designed by the two VET providers” (pp. 88–89, footnote 92). EVEC contributes the growing programme inside that design, and delivers it on site. The hosting provider’s staff lead the activity, as the Guide requires (p. 85).
Group mobility of VET learners must take place at a hosting VET provider. Exceptionally, activities can take place at another venue in the country of the hosting organisation, if justified by the content and quality of the activity. In this case, travel of participants from the hosting organisation to the venue will not be considered as a transnational mobility activity. Additional funds therefore cannot be requested for this purpose.
Erasmus+ Programme Guide 2026, p. 89
This is the arrangement. A Greek VET provider partner would be the hosting organisation, and the growing space is put forward as the exceptional venue the Guide allows in the sentence quoted above. The partnership writes that justification itself, from the content and quality of the activity. On the short-term and ErasmusPro routes, individual learners are hosted in the growing space.
Group mobility of VET learnersA class travels together
- Duration · group
- 2–30 daysat least 2 learners
- Who travels — initial VET (iVET) learners
- “Participants in group mobility must be enrolled in an eligible iVET programme.”
- Accompanying staff
- “Teachers, trainers, or other qualified education staff from the sending organisation must accompany the learners for the entire duration of the activity…”
- Venue
- Hosted at a VET provider; the growing space enters under the Guide’s venue exception, quoted above.
- Who designs it
- “The sending organisation must design the learning activities in cooperation with a partner VET provider in the hosting country.”
- Countries in the room
- “Regardless of the venue, group activities must involve learners from at least two EU Member States or third countries associated to the Programme.”
- Documentation
- Learning programme for the group, plus a participants list.
- Where in the Guide
- pp. 88–90
Individual learner mobilityShort-term, and ErasmusPro
- Duration
- 10–89 days90–365 days
- Short-term only
- “For participants with fewer opportunities, mobility can be organised with a minimum duration of 2 days, if justified.” Short-term paragraph, p. 89.
- Venue
- “at a partner VET provider, in a company, or in another organisation active in the field of VET or the labour market”
- What the period must contain
- “The learning period must include a strong work-based component and an individual learning programme must be defined for each participant.”
- Documentation
- A learning agreement (or a similar document) agreed by sending organisation, host and participant; a Europass Mobility or similar afterwards.
- Where in the Guide
- pp. 89–90
How does a hosting start, and can we come and look first?
It starts with a call between your school, the Greek VET provider and EVEC, on outcomes before dates. The Guide funds a preparatory visit for up to three staff from the sending organisation (p. 91). So you can come and see the growing space before you commit a class to it.
The hosting VET provider is identified together with you, and you meet them before anything is signed. The programme is then written by the two VET providers, with your examiner’s requirements on the page. Accommodation, meals and local movement in Athens are arranged with the hosting VET provider and costed separately from the learning programme.
Organisational support. Organisational support covers the costs incurred by both sending and hosting organisations (except in the case of staff mobility for courses and training)
, and The division of the received grant will be agreed between the two organisations
— p. 98, for the activity types above.
Where are the materials, and what may we do with them?
Everything is published under CC BY 4.0: translate it, cut it, and put your school’s name on the result.
Food-safety work starts from something that already exists. The published sanitary and hygiene guidance in the Science Library is open and translatable, and a project builds its hazard analysis on top of it.
Tell us your idea
What do your learners already make, cost or sell?
Five things to tell us, and Blagoj Ristov, creator of the methodology, answers: +30 694 557 2632 · erasmus@evec.org.gr.
- 01 HomeThe existing module the unit would sit inside.
- 02 OutputWhat your learners would make, measure or sell, in one sentence.
- 03 ActionKA210 or KA220, and the deadline.
- 04 ScaleHow many learners, and where the growing would happen.
- 05 AssetsThe room, the timetable slot and the assessment route you already have.
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