Evidence-based policy in Erasmus+
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Impact-minded European Cooperation: Analysing the diversity of education and training partnerships
By Alix de Saint-Albin Alix de Saint-Albin
Abstract This paper addresses the methodological challenge of analysing the potential impacts of Erasmus+ partnerships. It describes a toolset used to characterise projects in several dimensions: innovation, public population and partner complementarity. Ultimately, this method acknowledges project diversity and allows for a better valuation of “atypical projects”, thus encouraging project innovation. The initial study can be found on the French Erasmus+ Impact Observatory website at http://www.agence-erasmus.fr/article/198/lesnotes-de-lobservatoire-n6 (English and French synthesis available).
has been a senior evaluation consultant for over 15 years. He contributed to about one hundred evaluations in various fields, including international exchanges, higher education systems and vocational training. He developed a strong interest in methods, both qualitative and quantitative. He is engaged in research
Introduction Launched in 2014 under the new Erasmus+ EU programme for education, training, youth and sport, partnerships are one of the major actions for encouraging innovation and the exchange of practice. The Erasmus+ multilateral partnerships are more flexible and open, and involve multiple stakeholders, offering real collaboration opportunities for innovating, sharing and bringing the world of education, economic partners and local authorities closer together at a transnational level. With €130 million allocated to France for the 2014–2017 period and a budget averaging between €250,000 and €300,000 per project, the Erasmus+ partnerships have until now remained little documented, unlike learning mobility. Therefore, to provide qualitative input for the midterm evaluation of the Erasmus+ programme in 2017, the Erasmus+ France / Education & Training Agency had a thorough analysis carried out of the initial impacts of the partnerships financed in 2014 and 2015. The study was conducted between October 2016 and February 2017 by Pluricité (a consultancy firm specialising in policies and programme evaluation) and Synoptic (a company dedicated to quantitative studies for public decision makers).
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KEYWORDS Erasmus+ partnerships,
evaluation methodology, partnership added value, typology, taxonomy, complementarity
