The Comenius grants enable teaching staff in the Netherlands to put their ideas about how to innovate education into practice. The Dutch government aims to contribute to more widely varied careers for teaching staff and researchers in universities and universities of applied sciences by openly recognising excellent and inspired teaching.
There are three types of Comenius grants for teaching staff depending on their experience:
Details on the grant application
4 themes (see bellow)
No specific themes
Length of the project
min 12 months
max 18 months
min 24 months
max 30 months
min 36 months
max 42 months
Budget per project
Scale of Impact
a single study programme (course/subject)
in a faculty or degree programme
across several faculties or an entire institution
Limit of applications
One per faculty
One per university
Students from diverse backgrounds enter higher education with varying degrees of success. They may have different needs and encounter a variety of obstacles in the process. Therefore, a key question is how different student groups can be better assisted in successfully navigating their way into and through higher education. The initial accessibility to higher education is an important issue here as students may encounter problems when transferring between educational institutions or programs. Furthermore, the question of how higher education institutions can cater to the (social) diversity in students from the moment of entry is an area of attention. Diversity within higher education requires teachers and students to learn how to deal with differences in order to make education more inclusive and – thus – accessible to all students who have the ambition and potential to study in higher education.
Projects within this theme strive to make higher education more accessible, to research the educational needs of students who encounter specific obstacles and to properly support and guide them during their studies.
Various studies have shown that the mental vitality of students has been under pressure for quite some time, with loneliness and performance pressure being identified as major causes in particular. Before the COVID-19 pandemic there were already concerns about the mental health of students, but the corona virus crisis seems to have magnified the situation. Students feel less connected with each other and with the university of applied sciences or university. Furthermore, the brisk pace at which they sometimes finish their studies leaves little room for reflection and broad orientation. For example, the performance pressure which might be caused by exams and a possible lack of individual attention due to large student groups are points of attention. It is therefore important to research how we can increase the well-being of students.
Projects within this theme strive for the prevention, early identification and guidance of students who experience performance pressure and loneliness in order to increase their mental well-being and functioning. This could include changes in the design of the curriculum, didactics and testing, or attention to the connection of students among each other and with the program and educational institution.
There are multiple global problems, such as the climate crisis and the gap between rich and poor, where young people are often the centre of hopeful attention when it comes to finding solutions. The United Nations has summarized these challenges in seventeen Sustainable Development Goals (SDGs). Both universities of applied sciences and universities aim to prepare students to participate in a changing society and labour market, in order to contribute positively to the solution of these challenges of the future. In curricula, knowledge development and gaining practical experience are increasingly intertwined, and the importance of learning and using skills for solving social issues is growing. Internships and other forms of workplace learning are important components of the study programmes at universities of applied sciences, and these are also becoming more important for universities.
Projects in this theme focus on the question of how students can be educated so that they can contribute to solving national and global challenges of the future. This may involve for example internships or other forms of education, but also how universities of applied sciences and universities can learn from each other or cooperate.
The open theme covers the entire breadth of “Fit for the Future”, the strategic agenda for higher education and research. Projects within this theme connect with the subjects and ambitions stated in the strategic agenda.
The Leadership Fellow projects are not submitted within a certain theme. These are intended to give a boost to the educational ambitions of the university as formulated in the strategic (education) plan of TU Delft.
Overview of the procedures & deadlines 2022-2023
Support by Comenius
- Recording of online information session in English (22 June 2022), click here
- Recording of online information session in Dutch (24 June 2022), click here
- Writing tips: Watch these seven short videos with tips from Mariska Knol about how to write your proposal for the Comenius grant.
Support by Teaching Academy
- Are you thinking about applying for a comenius grant?
- Would you like guidance in the process of your comenius application?
- Please send us an email to firstname.lastname@example.org. We would like to think along with you about your application.