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The aim of the Erasmus+ program is to promote equal opportunities and access, inclusiveness, diversity and fairness as much as possible. That is why the promotion of organizations and participants with fewer opportunities is one of the main priorities of the Erasmus+ program. Therefore, it is important that when developing projects and activities, organizations have an inclusive approach that makes these projects accessible to a diverse range of participants. 

National agencies play a major role in supporting inclusive and diverse projects. Based on common principles and mechanisms at the European level, national agencies work to develop inclusion and diversity plans to best meet the needs of participants with fewer opportunities and to support organizations working with these target groups in their national context. SALTO resource centers have also been created for the implementation of the program. These centers promote events that prioritize inclusion and diversity. The European Education and Culture Executive Agency (EACEA) plays an important role in program management. In third countries not associated with the Erasmus+ programme, EU Delegations, National Erasmus+ Offices (NEOs) (where they exist) and/or Erasmus+ Focal Points (where they exist) work with the relevant target groups of the programme. 

In order to implement these principles, the Framework on inclusion measures and the Inclusion and Diversity Strategy have been developed. These documents cover all areas of the program. Their aim is to help organizations and participants with less capacity to easily obtain funding. 

The following potential barriers may prevent participants from engaging in the program, either individually or in combination (the list is not exhaustive). The purpose of this listing is to focus on these topics and make the program more accessible to people with fewer opportunities.

Disabilities: This category includes physical, mental, intellectual or sensory impairments which, in interaction with various barriers, may hinder the full and effective participation of an individual in society, etc. (For more information, visit the link: United Nations Convention on the Rights of Persons with Disabilities)

Health Issues: Barriers may arise from health issues, including serious illnesses, chronic illnesses, or other physical or mental health conditions that may prevent an individual from participating in the program. 

Barriers related to education and training systems: individuals who have difficulty adapting to education and training systems for various reasons; persons who left school at an early age; People who are not in education, employment or training; and adults with low qualifications. (Although other factors may play a role) These educational difficulties, although possibly related to personal circumstances, are mainly caused by educational systems that create structural constraints and/or do not fully take into account the specific needs of the individual. A barrier may also be the structure of curricula, which The person is not assisted in carrying out study or training mobility (which is part of the person's studies) abroad.

Cultural differences: Although cultural differences can be perceived as barriers by people of any background, these differences often have a greater impact on those with fewer opportunities. Such differences can represent significant barriers to learning in general, especially for groups such as those with a migrant or refugee background (including but not limited to), newly arrived migrants, national or ethnic minorities, sign language users, etc. Being exposed to foreign languages ​​and cultural differences when participating in any kind of program activities may inhibit some people and limit the benefits of their participation in the program. Such cultural differences may prevent potential participants from applying for support through the program.

Social barriers: difficulties in social adaptation, such as limited social competences, antisocial or high-risk behaviors; (Ex) criminals, (ex) drug or alcohol users, social marginalization. Other social barriers may arise from family circumstances – for example, being the first in the family to receive a higher education, being a parent (especially a single parent), being a carer, being a breadwinner, being an orphan, having lived or currently living in an institutional care facility.

Economic barriers: economic disadvantage, for example, low standard of living, low income; Students who need to work for a living; Persons dependent on the social assistance system, persons who have been unemployed for a long time, persons on the verge of poverty, being homeless, or persons with debts and financial problems. 

Barriers related to discrimination: Barriers may arise as a result of discrimination related to gender, age, ethnicity, religion, belief, sexual orientation, disabilities or interdependent factors (a combination of two or more of the above types of discrimination).

Geographical barriers: Living in remote areas or rural areas, small islands or peripheral/remote regions or city suburbs. People who live in an area where traffic is limited and there are no proper facilities. Less developed areas in third countries can also be considered a geographical barrier. 

Additional links: 

Erasmus+ horizontal priorities: https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-of-the-erasmus-programme

Framework for measuring inclusiveness: https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-of-the-erasmus-programme#footnote1_dohawiz

Inclusion and Diversity Strategy: https://erasmus-plus.ec.europa.eu/programme-guide/part-a/priorities-of-the-erasmus-programme#footnote2_2l28un6

United Nations Convention on the Rights of Persons with Disabilities:https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html