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Strategic Analysis
A winning proposal must unpack the systemic and multi-dimensional determinants behind Europe's 15-year decline in youth basic skills by triangulating robust international longitudinal datasets (e.g., PISA, TIMSS, PIRLS) with qualitative, classroom-level comparative field research. The consortium should balance neuro-cognitive, pedagogy-driven, and socio-economic analyses—explicitly addressing screen-time distractions versus pen-and-paper writing, demographic heterogeneity, and educator working conditions. To maximize scoring, provide ready-to-implement, cost-effective policy toolkits and pedagogical guidelines that directly empower educational authorities and schools to reverse underachievement.
TRL 2 → 6
Based on programme defaults
How have changes in teaching methods, curriculum design, and assessment practices influenced the decline in mathematics, reading and science skills over time?
What role do digital distractions and shifts in reading habits from paper to digital devices play?
What is the role handwriting and drawing for cognitive development?
What is the link between acquisition of cognitive skills in maths, science and reading on the one hand and the socio-emotional skills, learning skills, self-regulation, school climate on the other.
To what extent does the increasing (also migration-related) heterogeneity of the students make it more difficult to organise learning at school?
How does parental involvement affect educational performance?
Do different levels of parental involvement affect educational performance?
What is the role of cultural institutions such as museums and libraries?
What is the combined impact of socio-economic background and gender on gaps in educational performance?
How do different levels of investment in public education, and teacher shortages and working conditions affect the educational performance of children?
Provide policymakers with a solid understanding of the structural causes for the decline in young people’s skills levels in mathematics, reading and science, including low and top levels of achievement, observed in the EU over the past 15 years.
Generate rigorous, policy-relevant evidence about which teaching practices, programmes and policy actions can be effective to reverse that decline, including the role of curricula, structural aspects of education and training systems, physical and digital learning environments, and innovative teaching and learning methods (including their accessibility).
Develop actionable advice to inform policy measures, programmes, future evaluations and actions for education and training systems in the field of basic skills.
Strengthening social and economic resilience and sustainability
Boosting inclusive growth and reducing vulnerabilities effectively
The European Pillar of Social Rights, and its Action Plan with its three ambitious targets (78% employment rate, 60% of population with yearly training, and reduction of the number of people at risk of poverty and social exclusion by at least 15 million by 2030)
the European Education Area and its EU-level 2030 targets
The Union of Skills (including envisaged initiatives on skills portability and the European Strategy for Vocational Education and Training, the Pact for Skills and the Skills Agenda)
the first-ever EU Anti-Poverty Strategy and the European Affordable Housing Plan
The Union of Equality policies and strategies, including: the Strategy for the Rights of Persons with Disabilities 2021-2030 (in line with the United Nations Convention on the Rights of Persons with Disabilities); the European Accessibility Act (Directive 2019/882), and the European Disability Card
The Gender Equality Strategy 2020 – 2025 and the Directive combating violence against women and domestic violence
EU Anti-racism Action Plan 2020-2025
The Strategic EU Framework for Roma Equality, Inclusion and Participation 2020-2030
The LGBTIQ Equality Strategy 2020-2025
The Communication on Demographic change in Europe: a toolbox for action
The EU’s just transition policy framework, in line with the 2040 Climate Target Plan, including the Just Transition Mechanism, the Social Climate Fund, and the Council Recommendation on ensuring a fair transition towards climate neutrality
The new Pact for European Social Dialogue and the Council Recommendation on strengthening social dialogue in the EU.
The European Child Guarantee
The Council Recommendation on adequate minimum income
The Commission Communication on a comprehensive approach to mental health
The new Pact on Asylum and Migration and its accompanying actions, initiatives and legislation.
Union of Skills
highThe Union of Skills is an overarching EU initiative focusing on continuous learning, foundational literacy, and STEM education across Europe. It aims to equip youth and adults with the competencies required for the modern economy, social inclusion, and digital transformation.
Evaluators expect proposals to propose concrete interventions that foster core foundational skills (maths, reading, science) and align educational pathways with broader European competence development goals.
European Pillar of Social Rights
highThe European Pillar of Social Rights is a set of 20 principles aimed at delivering fair and well-functioning labour markets and welfare systems in the EU. It covers areas such as equal opportunities, fair working conditions, and access to essential services, including health and long-term care. The Pillar serves as a compass for EU social policy and is implemented through initiatives like the European Care Strategy.
Evaluators expect proposals to align with Principle 1 (education, training and life-long learning) by showing how proposed policy interventions ensure equal access to quality, inclusive basic education and reduce socio-economic performance gaps.
European Education Area
highThe European Education Area aims to foster quality, inclusive education and lifelong learning across member states by removing learning mobility barriers and modernising educational frameworks. It focuses on digital and green skills, educator competencies, and educational equity.
Evaluators expect evidence of how research activities and outcomes connect to educational and training ecosystems, supporting inclusive upskilling and the reduction of educational inequalities across socio-demographic groups.
Skills Agenda
highThe European Skills Agenda is a five-year plan to help individuals and businesses develop more and better skills to support sustainable competitiveness, social fairness, and resilience. It sets specific quantitative targets for foundational and adult skills.
Evaluators look for proposals that provide actionable evidence on how to reverse declines in basic numeracy and literacy skills, directly contributing to the Agenda's targets on foundational learning.
Gender Equality Strategy 2020 – 2025
highThe EU Gender Equality Strategy 2020-2025 aims to achieve a gender-equal Europe through actions on gender stereotypes, closing gender gaps in the labour market, achieving equal participation across sectors, and addressing violence against women.
Evaluators expect a rigorous gender dimension in the research, specifically unpacking gender disparities in reading, maths, and science achievement and challenging persistent gender stereotypes in STEM education.
European Child Guarantee
highThe European Child Guarantee aims to prevent and combat social exclusion by guaranteeing effective access for children in need to key services, including free early childhood education, education, and school-based activities.
Evaluators expect proposals to directly assess how socio-economic disadvantages affect youth skill development and evaluate targeted policy interventions that guarantee equitable school environments for vulnerable children.
Commission Communication on a comprehensive approach to mental health
highThis Communication sets out an EU approach to mental health on par with physical health, focusing on prevention, early intervention, and mental health support for children and young people across education and social systems.
Evaluators expect proposals to examine youth mental well-being, stress, and anxiety as potential drivers of declining educational performance in mathematics, reading, and science.
European Strategy for Vocational Education and Training
mediumThe European Strategy for Vocational Education and Training (VET) focuses on modernising vocational education systems to make them agile, resilient, and responsive to green and digital transitions. It emphasizes work-based learning, quality assurance, and foundational skill integration.
Evaluators look for analyses of how declining foundational skills in mathematics, reading, and science affect pathways into vocational education and what pedagogical interventions can bridge these gaps.
Pact for Skills
mediumThe Pact for Skills is a flagship EU initiative under the European Skills Agenda that mobilizes public and private stakeholders to upskill and reskill people of working age. It supports collaborative partnerships across industrial ecosystems and educational institutions.
Evaluators expect proposals to engage multi-stakeholder partnerships and show how research into foundational skills links to long-term workforce readiness and educational multi-actor engagement.
EU Anti-Poverty Strategy
mediumEU anti-poverty policies and targets under the European Pillar of Social Rights Action Plan aim to lift at least 15 million people out of poverty or social exclusion by 2030. They promote comprehensive measures covering social safety nets, integrated active inclusion, and equal access to essential services.
Evaluators expect proposals to directly tackle systemic drivers of poverty, evaluating social protection systems and designing scalable social interventions that support vulnerable populations.
Union of Equality
mediumThe Union of Equality encompasses a package of European Commission strategies aimed at building a society where everyone has equal opportunities regardless of gender, racial or ethnic origin, religion, disability, age, or sexual orientation.
Evaluators expect proposals to integrate intersectional approaches and assess how educational disparities disproportionately impact disadvantaged or marginalized groups.
Strategy for the Rights of Persons with Disabilities 2021-2030
mediumThe Strategy for the rights of persons with disabilities 2021-2030 aims to ensure full participation of persons with disabilities in society on an equal basis with others. It focuses on accessibility, independent living, non-discrimination, and equal access to democratic processes, employment, and education.
Evaluators look for explicit methodologies ensuring that educational interventions, assessment tools, and curricula are accessible to students with disabilities, addressing structural learning barriers.
United Nations Convention on the Rights of Persons with Disabilities
mediumThe UNCRPD is an international human rights treaty that obliges state parties, including the EU, to promote, protect, and ensure the full and equal enjoyment of all human rights by persons with disabilities, specifically guaranteeing inclusive education (Article 24).
Evaluators expect proposals to align with Article 24 principles by demonstrating inclusive educational research designs and avoiding exclusionary learning metrics or segregation.
EU Anti-racism Action Plan 2020-2025
mediumThe EU Anti-racism Action Plan 2020-2025 steps up action against racism and discrimination through legislative enforcement, anti-racism mainstreaming, and specific measures in employment, housing, healthcare, and education.
Evaluators expect proposals to investigate how racial and ethnic background influences educational achievement and access, offering non-discriminatory policy recommendations.
Strategic EU Framework for Roma Equality, Inclusion and Participation 2020-2030
mediumThis framework establishes a comprehensive 10-year plan to promote equality, socio-economic inclusion, and political participation for Roma communities across the EU, with quantitative targets for reducing poverty, education gaps, and housing segregation.
Evaluators look for targeted approaches that engage marginalized Roma communities directly, incorporating community co-design and measurable contributions toward overcoming structural discrimination.
LGBTIQ Equality Strategy 2020-2025
mediumThe LGBTIQ Equality Strategy 2020-2025 outlines EU actions to tackle discrimination, ensure safety, build inclusive societies, and lead the call for LGBTIQ equality globally, including fostering safe and inclusive learning environments.
Evaluators expect proposals to consider how school climates, bullying, and institutional inclusion affect the emotional well-being and academic attainment of LGBTIQ students.
Communication on Demographic change in Europe: a toolbox for action
mediumThis Commission Communication presents a toolbox to address demographic transitions across Europe, focusing on supporting families, empowering younger generations, and sustaining economic productivity amid shrinking youth cohorts.
Evaluators expect proposals to reflect on demographic shifts, regional disparities (such as rural-urban divides), and shrinking school-age cohorts when assessing skill trends and policy solutions.
Pact on Asylum and Migration
mediumThe Pact on Asylum and Migration establishes a comprehensive EU framework for managing migration and asylum, covering border procedures, solidarity mechanisms, and integration strategies for third-country nationals.
Evaluators expect proposals examining migrant youth educational attainment to address language acquisition barriers, school integration mechanisms, and policy interventions that narrow achievement gaps.
European Affordable Housing Plan
lowThe European Affordable Housing Plan addresses the housing affordability crisis across Europe by supporting investment, social housing development, and regulatory reforms. It targets energy efficiency, homelessness prevention, and affordable living conditions for vulnerable and middle-income households.
Evaluators look for structural analyses of housing markets, energy poverty links, and innovative policy recommendations that integrate affordable housing models with broader social resilience mechanisms.
European Accessibility Act (Directive 2019/882)
lowThe European Accessibility Act establishes common EU accessibility requirements for key products and services, such as computers, operating systems, and digital education platforms, removing barriers for persons with disabilities.
Evaluators expect digital learning tools and pedagogical resources evaluated or developed in the project to adhere to mandatory EU accessibility standards.
Directive combating violence against women and domestic violence
lowDirective (EU) 2024/1385 sets binding EU-wide standards for preventing violence against women and domestic violence, protecting victims, and ensuring access to justice and specialized support services.
Evaluators look for trauma-informed approaches and child-safeguarding protocols where research addresses vulnerable home environments impacting youth well-being and school engagement.
2040 Climate Target Plan
lowThe 2040 Climate Target Plan outlines the EU's pathway toward achieving a 90% net reduction in greenhouse gas emissions by 2040 relative to 1990 levels, driving structural transformations across all sectors of the economy.
Evaluators expect proposals referencing green transition targets to link scientific literacy and STEM skills to Europe's long-term environmental and decarbonisation objectives.
Social Climate Fund
lowThe Social Climate Fund (SCF) is a key component of the Fit for 55 package, designed to support vulnerable households, micro-enterprises, and transport users most affected by the introduction of the new Emissions Trading System (ETS 2) for buildings and road transport fuels. It aims to mitigate the social impacts of the green transition.
Proposals should clearly articulate how their solutions can contribute to the objectives of the Social Climate Fund, for example, by developing measures that directly benefit vulnerable households, reduce their energy bills, improve energy efficiency in their homes, or facilitate access to cleaner mobility solutions, ensuring a just transition.
Council Recommendation on ensuring a fair transition towards climate neutrality
lowThis Council Recommendation offers guidance on policy packages that ensure the green transition is fair, focusing on employment aspects, social protection, and skills development so no one is left behind.
Evaluators expect proposals to connect educational attainment in science and technology with the social fairness of future industrial transitions.
Pact for European Social Dialogue
lowThe Pact for European Social Dialogue commits EU institutions and social partners to reinforce bipartite and tripartite dialogue, fostering collective bargaining and consensus on labour market adaptations.
Evaluators look for methods involving teachers' unions, education authorities, and social partners in designing and assessing educational reform initiatives.
Council Recommendation on strengthening social dialogue in the EU
lowThis Council Recommendation provides guidance to Member States on promoting social dialogue and collective bargaining at national level, ensuring effective consultation of social partners in policy design.
Evaluators expect proposals to outline stakeholder engagement processes that include social partners and educational staff representatives in reform design.
Council Recommendation on adequate minimum income
lowThis Council Recommendation sets out policy guidance to modernize national minimum income schemes to combat poverty and social exclusion while promoting labour market reintegration.
Evaluators look for understanding of how household financial distress affects children's learning outcomes and educational trajectories.
Specific requirements
EU space data infrastructures
If the project uses satellite-based Earth observation, positioning, navigation or timing data/services, beneficiaries must use Copernicus and/or Galileo/EGNOS. Other sources may be added but not substitute EU infrastructures.
Civil applications only
Horizon Europe funds exclusively civil applications. Research with exclusive military or dual-use application is excluded.
Gender Equality Plan
Having a Gender Equality Plan (GEP) is an eligibility criterion for public bodies, research organisations, and higher education institutions from Member States and Associated Countries.
Open Science
Mandatory open access to peer-reviewed scientific publications and responsible management of research data (FAIR principles, DMP required).
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As described in Annex A and Annex E of the Horizon Europe Work Programme General Annexes.
Proposal page limits and layout: described in Part B of the Application Form available in the Submission System.
As described in Annex B of the Work Programme General Annexes.
A number of non-EU/non-Associated Countries that are not automatically eligible for funding have made specific provisions for making funding available for their participants in Horizon Europe projects. See the information in the Horizon Europe Programme Guide.
As described in Annex B of the Work Programme General Annexes.
As described in Annex C of the Work Programme General Annexes.
As described in Annex D of the Work Programme General Annexes.
As described in Annex F of the Work Programme General Annexes and the Online Manual.
As described in Annex F of the Work Programme General Annexes.
The granting authority may, up to 4 years after the end of the action, object to a transfer of ownership or to the exclusive licensing of results, as set out in the specific provision of Annex 5.
Eligible costs will take the form of a lump sum as defined in the Decision of 7 July 2021 authorising the use of lump sum contributions under the Horizon Europe Programme – the Framework Programme for Research and Innovation (2021-2027) – and in actions under the Research and Training Programme of the European Atomic Energy Community (2021-2025) [[This decision is available on the Funding and Tenders Portal, in the reference documents section for Horizon Europe, under ‘Simplified costs decisions’ or through this link: https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ls-decision_he_en.pdf]].
In addition, as described in Annex G of the Work Programme General Annexes.
As described in the specific topic of the Work Programme.
Application form templates — the application form specific to this call is available in the Submission System
Standard application form (HE RIA, IA)
Evaluation form templates — will be used with the necessary adaptations
Standard evaluation form (HE RIA, IA)
Guidance
Model Grant Agreements (MGA)
Call-specific instructions
Guidance: "Lump sums - what do I need to know?"
HE Main Work Programme 2026-2027 – 1. General Introduction
HE Main Work Programme 2026-2027 – 5. Culture, Creativity and Inclusive Society
HE Main Work Programme 2026-2027 – 15. General Annexes
HE Framework Programme 2021/695
HE Specific Programme Decision 2021/764
EU Financial Regulation 2024/2509
Decision authorising the use of lump sum contributions under the Horizon Europe Programme
Rules for Legal Entity Validation, LEAR Appointment and Financial Capacity Assessment
EU Grants AGA — Annotated Model Grant Agreement
Funding & Tenders Portal Online Manual
Evaluators will scrutinize whether the proposal moves beyond merely reporting declining test scores to establishing causal, mechanistic links across curriculum design, digital distraction, cognitive motor skills, and socio-economic disparities. Reviewers will prioritize clear evidence of multi-methodological rigor (econometric analysis, randomized trials, cognitive neuroscience, and participatory action research). Because all three @EO1, @EO2, and @EO3 outcomes are eliminating, evaluators demand tangible policy translation mechanisms (e.g., policy labs, reform roadmaps) rather than purely descriptive academic outputs. Note the Lump Sum funding model: work packages and milestones must demonstrate rigorous financial planning and deliverable clarity within the 45-page limit.
Everything the call asks for, seen from the call's point of view. Each line shows what answers it, and which partner carries it.
This matrix lists everything the call asks for: outcomes, impacts, scope, the requirements buried in the call text, and policy alignment. Sign up free and GrantForge tracks each line against the concept you build.
| Requirement | Covered by | Carried | Status |
|---|---|---|---|
| Scope activities | |||
| SC1How have changes in teaching methods, curriculum design, and assessment practices influenced the decline in mathematics, reading and science skills over time? | · | · | Sign up to track |
| SC2What role do digital distractions and shifts in reading habits from paper to digital devices play? | · | · | Sign up to track |
| SC3What is the role handwriting and drawing for cognitive development? | · | · | Sign up to track |
| SC4What is the link between acquisition of cognitive skills in maths, science and reading on the one hand and the socio-emotional skills, learning skills, self-regulation, school climate on the other. | · | · | Sign up to track |
| SC5To what extent does the increasing (also migration-related) heterogeneity of the students make it more difficult to organise learning at school? | · | · | Sign up to track |
| SC6How does parental involvement affect educational performance? | · | · | Sign up to track |
| SC7Do different levels of parental involvement affect educational performance? | · | · | Sign up to track |
| SC8What is the role of cultural institutions such as museums and libraries? | · | · | Sign up to track |
| SC9What is the combined impact of socio-economic background and gender on gaps in educational performance? | · | · | Sign up to track |
| SC10How do different levels of investment in public education, and teacher shortages and working conditions affect the educational performance of children? | · | · | Sign up to track |
| Expected outcomes | |||
| EO1Provide policymakers with a solid understanding of the structural causes for the decline in young people’s skills levels in mathematics, reading and science, including low and top levels of achievement, observed in the EU over the past 15 years. | · | · | Sign up to track |
| EO2Generate rigorous, policy-relevant evidence about which teaching practices, programmes and policy actions can be effective to reverse that decline, including the role of curricula, structural aspects of education and training systems, physical and digital learning environments, and innovative teaching and learning methods (including their accessibility). | · | · | Sign up to track |
| EO3Develop actionable advice to inform policy measures, programmes, future evaluations and actions for education and training systems in the field of basic skills. | · | · | Sign up to track |
| Other requirements | |||
| REQ1Involvement of young people and relevant stakeholdersProposals should take into account the perspective of young people and other relevant stakeholders as part of the data collection. | · | · | Sign up to track |
| REQ2Cooperation with data-owning authorities and institutionsClose cooperation with authorities and/or other institutions owning the data is essential and should be ensured. | · | · | Sign up to track |
| REQ3Interdisciplinary and SSH approachesInterdisciplinary approaches, combining insights from economics, sociology, psychology, neurosciences and education sciences, and more generally the social sciences and humanities (SSH), are encouraged. | · | · | Sign up to track |
| REQ4Clustering and cooperation among selected and relevant projectsClustering and cooperation among selected projects under this call topic and other relevant projects are strongly encouraged. | · | · | Sign up to track |
| REQ5Synergy with European Partnership on Social Transformations and ResilienceA new European Partnership on Social Transformations and Resilience focused on SSH will be launched to fund R&I in education and skills development, resilience, and fair transition. | · | · | Sign up to track |
| REQ6Use of European Research Infrastructures, EOSC, and Data SpacesApplicants are encouraged to consider services offered by European Research Infrastructures, particularly in the SSH domain, and leverage data and services federated under EOSC as well as relevant Data Spaces. | · | · | Sign up to track |
| REQ7Adherence to FAIR data principlesParticular efforts should be made to ensure that the data produced in the context of this research is FAIR (Findable, Accessible, Interoperable and Re-usable). | · | · | Sign up to track |
| REQ8Encouraged international cooperationTo maximise the impacts of R&I under this Destination in line with EU priorities, international cooperation is encouraged whenever relevant in the proposed topics. | · | · | Sign up to track |
| REQ9Broad stakeholder engagement across sectorsProjects should engage a vast array of stakeholders beyond academia, extending to social partners (trade unions and business organizations), civil society organizations, practitioners, VET providers, and SMEs. | · | · | Sign up to track |
| Expected impacts | |||
| EI1Strengthening social and economic resilience and sustainability | · | · | Sign up to track |
| EI2Boosting inclusive growth and reducing vulnerabilities effectively | · | · | Sign up to track |
| EI3The European Pillar of Social Rights, and its Action Plan with its three ambitious targets (78% employment rate, 60% of population with yearly training, and reduction of the number of people at risk of poverty and social exclusion by at least 15 million by 2030) | · | · | Sign up to track |
| EI4the European Education Area and its EU-level 2030 targets | · | · | Sign up to track |
| EI5The Union of Skills (including envisaged initiatives on skills portability and the European Strategy for Vocational Education and Training, the Pact for Skills and the Skills Agenda) | · | · | Sign up to track |
| EI6the first-ever EU Anti-Poverty Strategy and the European Affordable Housing Plan | · | · | Sign up to track |
| EI7The Union of Equality policies and strategies, including: the Strategy for the Rights of Persons with Disabilities 2021-2030 (in line with the United Nations Convention on the Rights of Persons with Disabilities); the European Accessibility Act (Directive 2019/882), and the European Disability Card | · | · | Sign up to track |
| EI8The Gender Equality Strategy 2020 – 2025 and the Directive combating violence against women and domestic violence | · | · | Sign up to track |
| EI9EU Anti-racism Action Plan 2020-2025 | · | · | Sign up to track |
| EI10The Strategic EU Framework for Roma Equality, Inclusion and Participation 2020-2030 | · | · | Sign up to track |
| EI11The LGBTIQ Equality Strategy 2020-2025 | · | · | Sign up to track |
| EI12The Communication on Demographic change in Europe: a toolbox for action | · | · | Sign up to track |
| EI13The EU’s just transition policy framework, in line with the 2040 Climate Target Plan, including the Just Transition Mechanism, the Social Climate Fund, and the Council Recommendation on ensuring a fair transition towards climate neutrality | · | · | Sign up to track |
| EI14The new Pact for European Social Dialogue and the Council Recommendation on strengthening social dialogue in the EU. | · | · | Sign up to track |
| EI15The European Child Guarantee | · | · | Sign up to track |
| EI16The Council Recommendation on adequate minimum income | · | · | Sign up to track |
| EI17The Commission Communication on a comprehensive approach to mental health | · | · | Sign up to track |
| EI18The new Pact on Asylum and Migration and its accompanying actions, initiatives and legislation. | · | · | Sign up to track |
| Underlying policies | |||
| POL1union of skillsThe Union of Skills is an overarching EU initiative focusing on continuous learning, foundational literacy, and STEM education across Europe. It aims to equip youth and adults with the competencies required for the modern economy, social inclusion, and digital transformation. | · | · | Sign up to track |
| POL2european pillar of social rightsThe European Pillar of Social Rights is a set of 20 principles aimed at delivering fair and well-functioning labour markets and welfare systems in the EU. It covers areas such as equal opportunities, fair working conditions, and access to essential services, including health and long-term care. The Pillar serves as a compass for EU social policy and is implemented through initiatives like the European Care Strategy. | · | · | Sign up to track |
| POL3european education areaThe European Education Area aims to foster quality, inclusive education and lifelong learning across member states by removing learning mobility barriers and modernising educational frameworks. It focuses on digital and green skills, educator competencies, and educational equity. | · | · | Sign up to track |
| POL4skills agendaThe European Skills Agenda is a five-year plan to help individuals and businesses develop more and better skills to support sustainable competitiveness, social fairness, and resilience. It sets specific quantitative targets for foundational and adult skills. | · | · | Sign up to track |
| POL5gender equality strategy 2020-2025The EU Gender Equality Strategy 2020-2025 aims to achieve a gender-equal Europe through actions on gender stereotypes, closing gender gaps in the labour market, achieving equal participation across sectors, and addressing violence against women. | · | · | Sign up to track |
| POL6european child guaranteeThe European Child Guarantee aims to prevent and combat social exclusion by guaranteeing effective access for children in need to key services, including free early childhood education, education, and school-based activities. | · | · | Sign up to track |
| POL7comprehensive approach to mental healthThis Communication sets out an EU approach to mental health on par with physical health, focusing on prevention, early intervention, and mental health support for children and young people across education and social systems. | · | · | Sign up to track |
The binding rules of this call. Items marked auto are verified by GrantForge from the call and the template. The others are yours to confirm.
LMIC entities auto-eligible
Low/middle-income country entities are automatically eligible for funding.
EU space data infrastructures
If the project uses satellite-based Earth observation, positioning, navigation or timing data/services, beneficiaries must use Copernicus and/or Galileo/EGNOS. Other sources may be added but not substitute EU infrastructures.
Civil applications only
Horizon Europe funds exclusively civil applications. Research with exclusive military or dual-use application is excluded.
Gender Equality Plan
Having a Gender Equality Plan (GEP) is an eligibility criterion for public bodies, research organisations, and higher education institutions from Member States and Associated Countries.
Open Science
Mandatory open access to peer-reviewed scientific publications and responsible management of research data (FAIR principles, DMP required).
5 key insights you must internalise before writing. Each is grounded in the call text and tells you what evaluators will actually look for. Share these with your consortium before drafting.
Evaluators will reject proposals that treat the expected outcomes as optional menu items; all three are eliminating conditions. To pass, the consortium must move beyond descriptive academic outputs and embed tangible policy translation mechanisms, such as reform roadmaps or policy labs, directly into the work plan.
Source: Evaluation criteria (pre-award)
A winning proposal cannot merely report on declining test scores; it must establish causal, mechanistic links using experimental or quasi-experimental methods. Evaluators will specifically look for a multi-methodological design that integrates econometric analysis, randomized trials, and cognitive neuroscience alongside traditional educational sociology.
Source: Scope / Evaluation criteria (pre-award)
The call explicitly requires investigating the cognitive impacts of handwriting and drawing compared to digital device usage. Proposals that fail to directly address the tension between screen-time distractions and pen-and-paper cognitive development will miss a critical, heavily scrutinized scope requirement.
Source: Scope / Overview
The scope mandates close cooperation with authorities or institutions that own the relevant educational data. A consortium that lacks formal partnerships or direct membership from these data-owning entities will be severely penalized for lacking the essential access required to execute the research.
Source: Scope
Because this is a Lump Sum grant, the financial planning and deliverable structure are heavily scrutinized during the pre-award phase. Evaluators expect rigorous work package architecture and milestone clarity within the strict 45-page limit, as these define the payment triggers.
Source: Evaluation criteria (pre-award) / Eligibility rules
Nothing to show for this call yet.