Capacity Building In Higher Education: Cross-regional

CBHE funds international higher-education partnerships that strengthen universities and systems in eligible third countries not associated to the Programme. Aligned with the Sustainable Development Goals (SDGs) and the Paris Agreement, it supports quality, modernisation, and responsiveness in higher education to address socio-economic recovery and global challenges. The action is expected to contribute to the overarching priorities pre-defined by the European Commission.  

It also contributes to broader EU external policy goals, including Global Gateway initiatives and the Pact for the Mediterranean. 

For more information, please consult the call document (Programme Guide).  

The indicative 2026 CBHE budget of the Cross-Regional panel (in EURO) and the indicative number of projects to be funded are defined below.

Please also note that there is a flexibility of transferring budgets between the Strands.

The action is structured in Regions and Strands.

In the Cross-Regional panel, the overarching priorities apply. For Strands 1 and 2, the applicable priorities are further detailed in the regional context of the various Regions as follows :

Region 1: Western Balkans

Green Deal: Projects should promote long-term economic recovery by increasing the Region’s competitiveness and stimulating green jobs. Priority areas include climate, environment, circular economy and fighting pollution. Projects should pave the way to a climate neutral society by supporting reforms of education systems in order to guarantee that people are equipped and prepared for the labour market and society of tomorrow.

Digital transformation: Projects should support the development and uptake of digital skills to make the digital transformation as comprehensive and inclusive as possible. Encourage development and implementation of digital education strategies. Accompany the digital transition by mainstreaming digitalisation in education systems and reinforcing programmes covering digital skills. Provide assistance to teacher training and online education learning.

Integration of migrants: Projects should promote mobility and in particular, support recognition of degrees and credentials in the Region, and contribute to a regional credit transfer system to enable intra-regional connectivity and building a regional higher education area.

Governance, peace, security and human development: Address regional structural weaknesses by supporting cooperation and/or reforms in the areas of governance, rule of law and the fight against corruption. Project proposals centred on health governance are encouraged, particularly those linked to preparedness and resilience.

Sustainable growth and jobs: Quality education is a key factor for securing growth and jobs and for addressing challenges linked to unemployment and skills mismatches. Investing in human capital and entrepreneurship helps societies to prepare for the future, by putting a halt to brain drain and supporting the transition to a knowledge-based economy. A key objective is to tackle the existing mismatch between education outcomes and labour market demands, including through the development of work-based learning. Inclusiveness participation of all citizens, including Roma, in education and training systems will ensure that no one is left behind.

Region 2: Neighbourhood East

Green Deal: Support the modernisation of economies, making them more competitive and innovative, while ensuring the green transition towards climate neutrality. Research & innovation initiatives are to focus upon climate change mitigation and adaptation, the greening of cities, promotion and implementation of new sustainable value chains and green skills & jobs. Academic cooperation should help provide answers to public demands on urban and rural development, energy efficiency, health and natural resource and waste management.

Digital transformation: Foster an effective, inclusive and gender-sensitive digital transformation in education and science, in the first place by addressing the digital skills gap. Priority areas in the digital strand include the development of connectivity solutions empowering citizens through the improvement of digital skills and digital literacy, distance learning, and learning and teaching innovations, specifically in remote and rural areas and vulnerable communities. Priority should also be given to fostering links between Education, Research and Business in the area of digitalisation. Calls related to Data infrastructure, Data management and SME/business digitalisation are encouraged.

Integration of migrants: Support education initiatives contributing to the development of a regional higher education area, particularly credit transfer systems and qualification, degree and credential recognition. Provide for the integration of migrants and displaced persons by granting access to education, including language education and scholarships.

Governance, peace, security and human development: Contribute to an area of democracy, prosperity, stability, security and increased cooperation between resilient and inclusive societies sharing common values. Projects should notably focus on rule of law reforms, protection of human rights, the fight against corruption and discrimination, media literacy, the role of an independent media and civil society and promotion of gender equality.

Sustainable growth and jobs: Investing in young people and better connecting education, research and innovation with private sector needs are crucial building blocks in achieving economies that work for all. Areas of particular focus are teacher training, youth entrepreneurship, the offer and uptake of Science, Technology, Engineering, Arts and Maths (STEAM) skills, and related gender inclusiveness. Linkages with the green transition towards climate neutrality should be stressed. Particular attention should be given to vulnerable communities as well as remote areas, including rural areas.

Region 3: South-Mediterranean countries

Green Deal: Projects should contribute to an inclusive, long-term socio-economic recovery and tap into the Region’s economic potential by supporting the circular and green economy as well as urban development. Priorities include increasing climate awareness, sustainability and resilience, specifically in the key sectors of agriculture, energy and water management. Furthermore, academic cooperation should aim to provide applicable answers to environmental challenges, including desertification, biodiversity loss and use of natural resources.

Digital transformation: Projects should seize the digital transition by working on digital literacy, skills and entrepreneurship. In parallel, digital solutions can provide new means to reach out to vulnerable communities. Cooperation opportunities also lie in digital infrastructure and connections, where heightened reliability, capacity and security will support regional economic integration.

Integration of migrants: Education access for displaced persons and refugees is a priority objective for the entire Region. Support intra-regional initiatives on credential and degree recognition as well as regional credit transfer systems. Opportunities and jobs, as referred to in the other regional priorities, should be inclusive of all, including migrants and displaced persons.

Governance, peace, security and human development: Commitment to the rule of law, human and fundamental rights, equality, democracy and good governance are the bedrock of stable, fair and prosperous societies. Initiatives on peace and security, intercultural dialogue and women empowerment are encouraged, hereby driving respect for diversity, tolerance and strengthening the Mediterranean partnership.

Sustainable growth and jobs: Improving education systems governance and addressing structural causes of schools dropouts are crucial to meet youth aspirations and to address persisting economic and gender inequalities. An integral part to this process is developing primary and secondary teacher education and in-service training. Stronger linkages between the academic, research and business world are to be stimulated, with education programmes addressing current and future skills needs, not in the least entrepreneurship. Innovation hubs and start-ups help generate local employment opportunities and prevent brain drain. Particular attention is to be paid to women participation.

Region 5a: Asia

Green Deal: Projects should respond to the growing challenges of climate change and environmental degradation in Asia and provide capacities for climate-resilient studies to provide solutions to environmental challenges in the Region. Projects should also support the green and economic transition in Asia by strengthening links with the private sector and by enhancing the knowledge and skills needed for a modern work force.

Digital transformation: Promoting digital technologies and services will foster socio-economic development in Asia. Projects should help to bridge the digital divide in Asia by promoting and developing digital literacy and skills as well as support the digital economy and connectivity through digital education strategies.

Integration of migrants: Projects should promote mobility and in particular support the recognition of degrees and credentials in Asia, also to support intra-regional connectivity. Projects should support the integration of migrants and displaced persons through the access to education.

Governance, peace, security and human development: To advance social cohesion, projects should create knowledge, awareness as well as capacity such as for democratic governance, human development, and intercultural dialogue, thereby exposing the Region to European best practices in this regard.

Sustainable growth and jobs: Due to Asia’s economic dynamism, projects should support the upskilling of the young population in Asia. Projects should also help to identify education gaps that can contribute to economic growth and jobs, while exporting the EU’s sustainable growth and governance model.

Region 6: Central Asia

Green Deal: One of the objectives of the EU in the Region is to accelerate the transition towards a green and circular economy, as Central Asia has a great potential for green energy. Projects should thus accelerate the transition towards a green and circular economy and tackle trans-regional environmental challenges through accompanying links with the private sector as well as enhanced study and educational capacities.

Digital transformation: The EU’s Central Asia strategy – re-affirmed in the 2025 EU-Central Asia Summit - is built around cooperation on digital connections, transport, energy and people-to-people contacts. Projects should focus on improving the digital economy and digital infrastructure for skills development and job creation. 

Sustainable growth and jobs: The development of skills will be key to Central Asia’s competitiveness and social cohesion. Projects should promote knowledge-based economies and enhance synergies between education systems and the labour market, and should be linked with promoting digital literacy and skills.

Region 7a: Middle East

Green Deal: Projects should contribute to a green and sustainable economic recovery and transition as well as climate change mitigation and adaptation by supporting reforms of education systems and by strengthening links with the private sector, while also exposing higher education institutions in the Region to European practices.

Digital transformation: Projects should address digital teaching, learning and literacy, and the role of digital skills in job creation and employability. EU policy towards countries in this region also seeks to enhance the transparency of governance through digitalised institutions, e-government and e-services.  

Sustainable growth and jobs: Projects should support the Region’s diversification and sustainable development and address the mismatch between the education system and needs of the labour market, also providing support to team up with the private sector, to foster economies that work for all. Projects could be linked with the Green Deal priority by enhancing educational capacities concerning the Region’s green transition.

Region 8a: Pacific

Green Deal: There is no other Region in the world more threatened by climate change and engaged in climate action, as environmental degradation greatly hampers deeper development in the Pacific. Projects should therefore help to modernise economies in the Region by establishing links with the private sector, as well as creating knowledge and capacity to help the Region further adapt to climate change and a changing work dynamic.

Digital transformation: Digital governance and partnerships as well as connectivity both feature as one of the seven priority areas for the EU’s strategy for cooperation in the Indo-Pacific and the 2023 Digital Compass. The digital transition is a priority for Global Gateway value chain priorities for individual countries, which face the challenges of distance and insularity. Digitalisation also plays an important role in strategies for transport, while digital governance is a building block in the EU’s relations with the wider Asia-Pacific region.

Sustainable growth and jobs: The countries of the Pacific Region suffer from a very narrow market size, offering very few job opportunities. Projects should support the creation of stable and reliable internal repositories of knowledge and competencies, avoiding a brain drain and enhancing the domestic education systems. In this respect, one of the main cornerstones will be the development of the “blue economy” concept.

Region 9: Sub-Saharan Africa

Green Deal: Contribute to a successful green and sustainable global economic recovery (including climate change, environment and energy), awareness-raising, green jobs.

Digital transformation: Performing digital education eco-systems, improving digital skills and competences, connectivity, teacher training.

Integration of migrants: Recognition of qualifications, legal pathways, integration of migrants and displaced persons, education access, scholarships, language education.

Governance, peace, security and human development: Human rights, social and economic rights, democracy, fundamental values, governance, citizenship, health, youth, gender, access and inclusion.

Sustainable growth and jobs: Skills, entrepreneurship, employability, links to the labour market and jobs creation, job opportunities, rural areas, private sector involvement.

Region 10: Latin America

Green Deal: Latin American countries are key partners for a global transition towards a greener and climate neutral development path. The Region is home to around of 50% of the global biodiversity and has a tremendous potential for renewable, but also is highly vulnerable to negative impacts of climate change and natural disasters. Projects should respond to those environmental challenges enhancing capacities in the Region. Projects should also support the private sector for their green and economic transition and enhance the needed knowledge and skills.

Digital transformation: Digital transformation can support sustainable recovery in Latin American countries, address traps and increase competitiveness. Projects should help to bridge the digital divide, developing digital literacy and skills, as well as scientific, technical and innovation capacities fostering links between education, research and business. Earth observation and spatial technologies allow increasing climate change mitigation and creating innovation paths.

Governance, peace, security and human development: Strengthening social cohesion remains a priority for the Region, which is the most unequal of the world. Projects should contribute to build inclusive societies by developing awareness and strengthening capacities in areas such as education, health, gender equality, access and inclusion, human rights, including social, economic, and cultural rights. Particular attention should be given to vulnerable communities as well as remote and rural areas. Projects support intra-regional connectivity and contribute to the development of the Higher Education Area, particularly the recognition of degrees and credit transfer systems and qualifications. Projects should support the integration of migrants, refugees and displaced persons as well, through the access to education.

Sustainable growth and jobs: To accompany the Region to a sustainable inclusive economic recovery, projects should put the accent to respond to the needs of emerging sectors, as green, blue, digital and orange economy. Projects should also help to identify education gaps in the different areas in close cooperation with the private sector.

Region 11: Caribbean

Green Deal: Two main elements have a critical impact on the Caribbean: i) climate change and natural disasters and ii) unsustainable production and excessive generation of waste. Both put the Caribbean marine and terrestrial ecosystems under pressure and vulnerable to external shocks. Projects should contribute to adapt to climate change and reduce risks in areas as transition to low-carbon economies, renewable energy, waste management, agri-food value chains.

Digital transformation: The regional Multiannual Indicative Programme for the Latin America and the Caribbean region generally advances the external dimension of EC priorities, notably for digital transformation. In an island region, investment in digital skills, infrastructure and inclusion is required: at LAC level, the EU has created an EU-LAC Digital Alliance to pursue each element of this agenda, while digital cooperation is embedded with within the connectivity dimension of Global Gateway, and BELLA (Building Europe Link to Latin America) connects universities and innovation centres in EU, Latin America and Caribbean. 

Governance, peace, security and human development: To contribute to more inclusive and resilient societies and advance on social cohesion, projects should create knowledge, awareness as well as capacity in areas as education, health, gender equality and inclusiveness.

Sustainable growth and jobs: Developing knowledge, in connection with the labour market needs, in areas with growth potential (such as creative industries and services) and emerging sectors (blue, green, and digital economy) can generate a multiplying effect. Projects can contribute to find regional solutions to common challenges such as connectivity and regional integration, as well reducing youth unemployment rates and brain drain.

For those proposals that also refer to an Erasmus+ Global Gateway relevant priority, applicants should select the ‘Global Gateway’ fixed keyword in the relevant field, alongside any other fixed keyword options relevant to their proposal. 

For Strand 3 and given the nature of the strand, which aims at supporting structural reforms in the third countries not associated to the Programme, proposals must address the needs of higher education in the country(ies) concerned at large. Cross-regional proposals under Strand 3 must be aligned with the Erasmus+ Global Gateway-related priorities defined at country (or cluster of countries) level - see hyperlink below. 

These priorities are available under the corresponding table of the following link: https://international-partnerships.ec.europa.eu/policies/global-gateway/erasmus-global-gateway-priorities_en 

In addition, each applicant will need to identify in Part A of the application form one of the overarching priorities, which are defined by the European Commission and reflected in the Programme Guide. This is compulsory.  Please note multiple priorities cannot be selected.  

Attention: considering the Cross-Regional set-up of projects, applicants must address overarching priority and Global Gateway related Erasmus+ prioriries for countries/clusters of countries common in the Regions and within the countries/clusters of countries they are cooperating with.

Beyond the applicable overarching priorities, and in order to respond to the various challenges in the third countries not associated to the Programme, the Cross-Regional panel is composed of three specific Strands:

Strand 1: Fostering access to cooperation in higher education

This Strand is designed to attract less experienced HEIs and small-scale actors to the CBHE action to facilitate access to newcomer organisations, through small-scale projects and primarily focusing on the following areas within third countries not associated with the Programme:

• HEIs from least developed third countries not associated to the Programme
• HEIs located in remote regions/areas of third countries not associated to the Programme
• Newcomers or less experienced HEIs and Faculties from third countries not associated to the Programme
• Students and staff with fewer opportunities.

The proposed activities and project results under any of these areas should have a clear added value for the targeted beneficiaries. A non-exhaustive list of possible activities is provided below:

Activities aiming at enhancing the management/administrative capacity of the targeted HEIs, such as:

• reforming and modernising the university governance, including the enhancement of services in particular for the benefit of students (student guidance, counselling and job orientation etc.);
• establishing or strengthening international relations offices and elaborating internationalisation strategies;
• establishing new or developing existing quality assurance units and processes/strategy within HEIs;
• creating or increasing the capacity of planning and evaluation units;
• enhancing mechanisms for communication and dissemination of results from international cooperation projects;
• building capacities to support students and staff mobility activities.

Activities aiming at ensuring high quality and relevant education, such as:

• modules or study programmes, technical or professional orientations of programmes;
• establishing intensive study programmes bringing together students and teaching staff from participating HEIs for shorter study periods;
• developing capacities for postgraduate students and academic staff as well as promoting their mobility;
• implementing training courses for HEI academic staff;
• creating synergies and strengthening the links with the business sector and with private or public organisations active in the labour market and in the fields of education, training and youth;
• developing or strengthening relevant study programmes that align with the Global Gateway strategy and which inform the country and/or regional priorities.

Activities aiming at increasing the accessibility of the students/staff with fewer opportunities, such as:

• developing remote and inclusive learning pathways and opportunities by relying on digital technology and e-learning for vulnerable students;
• updating the digital technology to develop specific services aiming at ensuring equal and fair learning opportunities to students with disabilities;
• promoting initiatives aiming at positive discrimination by empowering women and ethnic/religious minorities;
• develop initiatives addressing and reducing barriers faced by disadvantaged groups in accessing learning opportunities;
• contributing to creating inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community.

Strand 2: Partnerships for transformation in higher education

This Strand shall introduce new approaches and initiatives in higher education having a significant and long-term impact on the targeted HEIs beyond the projects' lifetime and as such benefit society as a whole. Projects should pursue:

• Innovation in higher education and
• Reform in HEIs.

The proposed activities and project results under any of these areas should have a clear added value for the targeted beneficiaries. A non-exhaustive list of possible activities is provided below:

• development, testing and adaptation of innovative curricula in terms of content [key competences and transversal skills, (entrepreneurship, problem-solving, green jobs etc.)], structure (modular, joint…) and teaching/learning methods [including the use of open and flexible learning, virtual mobility, open educational resources, blended learning, Massive Open Online Courses (MOOC), etc.];
• development, testing and implementation of new learning methods, tools and materials (like new multidisciplinary curricula, learner-centred and real problem-based teaching and learning) through practical training and placements of students;
• introduction of Bologna-type reforms (three-level cycle system, transparency tools such as credit systems and Diploma Supplement, quality assurance, evaluation, National/Regional Qualification Frameworks, recognition of prior and non-formal learning, etc.) at institutional level;
• introducing practical training schemes, internships and study of real-life cases in business and industry, which are fully embedded in the curriculum, recognised and credited;
• introducing dual learning systems bridging tertiary studies with upper secondary VET as a means to boost the employability of graduates;
• development of solutions for challenging issues, product and process innovation (students, professors and practitioners together);
• development and testing solutions to pressing social demands not addressed by the market and directed towards vulnerable groups in society; addressing societal challenges or relating to changes in attitudes and values, strategies and policies, organisational structures and processes, delivery systems and services;
• support the creation of centres, incubators for innovation, technology transfer and business start-ups, and the integration of education, research and innovation at institutional/regional/national level;
• development and testing of continuous education programmes and activities with and within enterprises;
• set-ups to trial and test innovative measures; exchanges of students, researchers, teaching staff and enterprise staff for a limited period; providing incentives for involvement of enterprise staff into teaching and research;
• reform of governance and management systems and structures at institutional level (incl. quality assurance methods and systems, financial management and HEI autonomy, international relations, student services and counselling, career guidance, academic and research boards, etc.);
• development of strategies and tools for the internationalisation of HEIs (international openness of curricula, interinstitutional mobility schemes), and their capacity to network effectively in research, scientific and technological innovation (scientific cooperation and knowledge transfer, etc.);
• development, adaptation and delivery of tools and methods for the upskilling, evaluation/assessment, professionalisation and professional development of academic and administrative staff, for the initial training of teachers and continuous career development;
• developing or strengthening relevant study programmes, new training schemes and learning methods that align with the Global Gateway strategy and which inform the country and/or regional priorities.

Strand 3: Structural reform projects

This Strand shall support efforts in third countries not associated to the Programme to develop coherent, inclusive and sustainable systems of higher education to meet their socio-economic needs and broad ambition to create a knowledge-driven economy, including in the fields of science, technology, engineering and maths (STEM), through Structural Reform projects that involve the competent National Authorities (notably Ministries of Education) of third countries not associated to the Programme as well as HEIs, research institutions and other relevant authorities/bodies and stakeholders.

For additional guidance and complete information on the CBHE call, applicants are invited to consult the Call document (Programme guide).