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Professionalisation Across Borders

Primary and secondary educationSecondary vocational educationHigher educationAdult education

The impact of International Exchange and Cooperation with Erasmus+ on the Professional Development of Educational Staff was studied. NA Erasmus+ initiated a conversation with education staff and organisations that participated in Erasmus+ projects. Participants were asked about the impact they continue to experience several years after the activities ended.

Professionalisation Across Borders
Country Netherlands
Publication year 2020
Topic Professional development
5 Respondents
NA Research budget
1 country Involved
Qualitative case study Research


The information shows that participants experience a broader impact than was aimed for at the start of the project. There are differences between mobility projects and partnership projects. The mobility projects seek to achieve certain goals at the level of the educational institutions by focussing on the professionalization of staff. There seems to be a clear impact on the professional development of the participants and a carry-on effect at the level of the organisation. Participants in study trips and courses in particular are able to point to very concrete results in their professional development.

Impact of the projects

We see that on the one hand, the impact of the projects is much broader than was initially aimed for, on the other, we see that many different factors contribute to this impact, in a complex reality which involves more than just the project. The projects often form part of a broader policy of one – or more – educational institutions and other organisations intended to bring about a specific development. The projects contribute to this development, in which the impact, as one of the interviewees so poetically put it, has many fathers.


  • The participants do experience impact on the cooperation and their own development through participation in the international partnership.
  • In comparing cases, we see that the success factors and bottlenecks are quite diverse, but also show similarities across the various sectors.
  • The people involved felt it was positive when the plans for the Erasmus+ project were supported by management or at the policy level of the institution.


  • It is important that the intended impact is or will be embedded in the school policy.
  • It’s an advantage when projects are developed within existing networks.
  • It is important to keep an eye on the outcomes both during and after the activities: monitoring during, and evaluation after the project. This allows for reflection on the lessons learned.

Download the report

  • Professionalisation across borders.pdf 469KB / pdf Download

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