In an effort to promote pupil mobility, the Education Exchanges Support Foundation calls Lithuanian early childhood and school education institutions to engage in international projects together with school education institutions of other countries. Project activities allow schools to take part in mobility projects gaining useful international experience or broadening their horizons. Mobility projects may be unidirectional, where participants study or practice for a certain period abroad, or they may be carried out on an exchange basis, where pupils from Lithuania study abroad and Lithuanian schools host the representatives from other countries. Projects may be carried out in cooperation with one or more organisations from EU or Nordic countries, or between specific regions or municipalities.

The Education Exchanges Support Foundation administers the Erasmus+ and Nordplus programmes.

Short-term mobility projects are a simple and easy way to benefit from the Erasmus+ Programme. Mobility projects allow applicants to carry various mobility activities for improvement of pupil knowledge over a period of six to eighteen months. Available mobility formats:

• Group mobility of school pupils (2–30 days, at least two pupils per group),
• Short-term learning mobility of pupils (10–29 days),
• Long-term learning mobility of pupils (30–365 days).

Participants must be enrolled in an education programme at the sending school.

Activities must take place abroad: in an EU Member State or in a third country associated to the Erasmus+ Programme. The group mobility must involve pupils from at least two EU Member States or third countries associated to the Erasmus+ Programme.

Teachers or other qualified school staff from the sending school must accompany the pupils during the entire group mobility period and help organise their learning activities. If necessary, other adults may act as accompanying persons to support the accompanying teachers.

In addition to physical mobility, all pupil mobility activities can be blended with virtual activities.

The Nordplus Junior Sub-programme of the Nordic Nordplus Programme is dedicated to school education and aims to strengthen cooperation between schools in the Nordic and Baltic countries and to promote quality improvement and innovation in school education. This sub-programme supports mobility activities, projects and networks. 

One of the activities of the Nordplus Junior Sub-programme is class exchanges, which brings together groups or classes of pupils from at least two participating Nordplus countries wishing to cooperate on a common topic in line with the objectives of the Nordplus programme. The project may involve pupils in upper secondary schools wishing to stay on longer and take part in theoretical studies and/or work placement.

Teacher mobility

Teachers in early childhood and school education can train their skills through the following Erasmus+ Programme activities:

• Job shadowing (2–60 days),
• Teaching/training visits (2–365 days),
• Courses (2–30 days). 

Participants must be working in the sending organisation or must regularly cooperate with the sending organisation to help implement the organisation’s core activities (e.g. can be external teachers, experts or volunteers). In addition to physical mobility, all staff mobility activities can be blended with virtual activities.

The Nordplus Junior Sub-programme of the Nordic Nordplus Programme offers several activities for teachers:

• Preparatory visits, which provide the possibility to prepare and plan a future project and formulate an application to Nordplus Junior;
• Teacher exchanges, where staff from eligible schools can apply for different kinds of exchanges, e.g. job-swapping, job-shadowing, training visits or experience exchanges where teachers take part in teaching in partner countries;
• Study visits, where schools or local education departments may plan a visit to other educational institutions, research centres, government institutions, companies, etc. The study visit must contribute to new knowledge, experiences and perspectives relevant to the professions within the school sector and must clearly meet an identified development need of the organisation