Inclusion in ERASMUS+: promotion of equal opportunities and involvement of participants with fewer opportunities

The European Union has been systematically focusing on inclusion as one of the Erasmus+ programme priorities in the 2021–2027 period. Erasmus+ seeks to promote equal opportunities and access, inclusion, diversity and fairness across all its actions. Organisations and the participants with fewer opportunities themselves are at the heart of these objectives and with these in mind, the programme puts mechanisms and resources at their disposal.

Inclusion and diversity mean involving as many organisations and individuals in international education as possible.

For the sake of the easiest possible access to student and employee mobility under Erasmus+, the Academy of Performing Arts in Prague pursues and equal and fair attitude and opportunities for both existing and future participants in mobility programmes from all environments. This means the opportunity for participation for participants with fewer opportunities such as participants with physical, mental or health impairments, students with children, students who work or play sports professionally, and students of all fields that are not sufficiently represented in mobility.

For students with economic barriers (based on entitlement to child allowances or scholarships) and students with children or dependent persons (based on a certificate that proves this), up to EUR 250 per month can be added to the standard ERASMUS scholarship amount, depending on the type of mobility and duration of the stay. Only students can be supported in this category.

For participants with physical, mental or health impairment, 100% of the actual costs incurred in an international stay is covered. It is possible to finance special accommodation, accompanying persons, preparatory visits or study material modifications. Both students and employees can be supported in this category.

Participants facing other barriers (job, professional sports, etc.) can use shorter combined mobility. This support applies to students. The Vice-Rector’s Methodological Instruction defines the conditions for short-term mobility.

If you are interested in more information about support for participants with fewer opportunities, please contact Erasmus coordinators at your Faculties.

• DAMU
• FAMU
• HAMU

Indicative list of barriers:

• Disabilities: This includes physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder someone’s full and effective participation in society on the same footing as others.
• Health problems: Barriers may result from health issues including severe illnesses, chronic diseases, or any other physical or mental health-related situation that prevents from participating in the programme.
• Barriers linked to education and training systems: Individuals struggling to perform in education and training systems for various reasons, early school-leavers, NEETs (people not in education, employment or training) and low-skilled adults may face barriers. Although other factors may play a role, these educational difficulties, while they may also be linked to personal circumstances, mostly result from an educational system which creates structural limitations and/or does not fully take into account the individual’s particular needs. Individuals can also face barriers to participation when the structure of curricula makes it difficult to undertake a learning or training mobility abroad as part of their studies.
• Cultural differences: While cultural differences may be perceived as barriers by people from any backgrounds, they can particularly affect people with fewer opportunities. Such differences may represent significant barriers to learning in general, all the more for people with a migrant or refugee background – especially newly-arrived migrants -, people belonging to a national or ethnic minority, sign language users, people with linguistic adaptation and cultural inclusion difficulties, etc. Being exposed to foreign languages and cultural differences when taking part in any kind of programme activities may put off individuals and somehow limit the benefits from their participation. And such cultural differences may even prevent potential participants from applying for support through the programme, thereby representing an entry barrier altogether.
• Social barriers: Social adjustment difficulties such as limited social competences, anti-social or high-risk behaviours, (former) offenders, (former) drug or alcohol abusers, or social marginalisation may represent a barrier. Other social barriers can stem from family circumstances, for instance being the first in the family to access higher education or being a parent (especially a single parent), a caregiver, a breadwinner or an orphan, or having lived or currently living in institutional care.
• Economic barriers: Economic disadvantage like a low standard of living, low income, learners who need to work to support themselves, dependence on the social welfare system, in long-term unemployment, precarious situations or poverty, being homeless, in debt or with financial problems, etc., may represent a barrier. Other difficulties may derive from the limited transferability of services (in particular support to people with fewer opportunities) that needs to be "mobile" together with the participants when going to a far place or, all the more, abroad.
• Barriers linked to discrimination: Barriers can occur as a result of discriminations linked to gender, age, ethnicity, religion, beliefs, sexual orientation, disability, or intersectional factors (a combination of two or several of the mentioned discrimination barriers).
• Geographical barriers: Living in remote or rural areas, on small islands or in peripheral/outermost regions, in urban suburbs, in less serviced areas (limited public transport, poor facilities) or less developed areas in third countries, etc., may constitute a barrier.