Capacity building in Higher Education: Latin America

Objective

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).

| Total 2026 CBHE indicative budget (€) | 113.117.100 | | --- | --- | | Strand 1 | 23.359.660 | | Strand 2 | 60.135.486 | | Strand 3 | 29.621.954 |

For Region 10 - Latin America, the indicative 2026 CBHE budget (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.

| Region 10 - Latin America | Indicative budget for the Strands (€) | Indicative n° of projects | | --- | --- | --- | | Strand 1 | 1.561.183 | 3 | | Strand 2 | 5.255.754 | 6 | | Strand 3 | 3.694.571 | 3 | | Total 2026 CBHE indicative budget of Region 10 and indicative number of projects to be funded (national - Strand 3 only / regional) | 10.511.508 | 12 |

Scope

The action is structured in regions and strands.

In Region 10 - Latin America the below overarching priorities apply. For Strands 1 and 2, the applicable priorities are further detailed in the regional context as follows:

• 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.

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. In this Region, Strand 3 proposals 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

Applicants submitting proposals in this Strand under Region 10 - Latin America should propose academic capacity building aspects that well align with the Global Gateway investment priorities and projects for the country/region concerned. This requirement is essential and will be carefully evaluated as part of the Relevance award criterion.

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.

Beyond the applicable overarching priorities of Erasmus+ and Global Gateway-related priorities, and in order to respond to the various challenges in the third countries not associated to the Programme, the CBHE action in Region 10 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;
• developing 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).