Turing Scheme: apply for funding for international placements

StudentsThis cannotguidance applyhelps directlyUK toand theBritish Departmentoverseas forterritories Educationeducation and training providers, including schools, further education (DfEFE) forand Turinghigher Schemeeducation funding.(HE) Ifproviders, youto areprepare aand studentsubmit whohigh-quality isapplications interestedfor inTuring studyingScheme orfunding workingfor abroad,the contact2026 yourto education2027 oracademic training provider.year.

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• Application Schemeprocess offers– granthow funding to educationcheck providerseligibility, how to supportapply, theirchecks, studentsassessment orand apprenticesfunding toallocation, pursueand studynext andsteps
• Assessment workcriteria placements– aroundguidance on the world.

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Education theproviders educationapply andfor trainingTuring sector,Scheme includingfunding schoolson behalf of their students and furtherapprentices. Students and higherapprentices educationcannot providers.apply  

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• giveEducation (DfE) and should contact their studentseducation theor chancetraining provider to developfind newout skills
• gainmore internationalabout experience
• boostfunding.

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ProvidersThis cansection explains how to apply for fundingTuring forScheme studentsfunding. goingFollowing tothese multiplesteps destinations,will asensure partyour ofapplication aaddresses singlethe application.

Applying

1. Check your eligibility

Before you apply, make sure your organisation is eligible for fundingTuring  Scheme funding.

The scheme has 3 applicationfunding routesstreams which are based on the type of education and training providedthat by organisations in the sector.sector Theyprovide. are:You should check the eligibility and grant rules for the route you are applying to:

• schools
• further education (FE)
• higher education (HE)

TuringIf Schemeyou applicationsare applying for thefunding 2025in to2 2026sectors, academicyou yearmust aresubmit nowseparate closed.

Independentapplications assessorsfor revieweach androute. scoreYou allcan applications.only Wemake willone communicateapplication resultsper sector. You can apply for multiple students going to applicantsmultiple destinations in Junea 2025.single application.

Schools and FE providers can applyalso ascome parttogether ofto form a consortium partnership.application. AllYou educationcan providersfind inmore consortiuminformation projectson shouldconsortiums be named in the application.Turing Scheme sector guidance.

IfWe youcannot areconfirm applyingyour eligibility for Turing Scheme funding acrossbefore 2you sectors,submit your application. It is your responsibility to check the criteria and ensure your organisation meets the requirements.

2. Prepare your application

To apply for funding, you will need to submitprovide applicationsdetails foron the differentplacements routesyou separately.plan Youto candeliver.

This onlywill makeinclude:

• placement onedestinations
• placement durations
• numbers of students and apprentices
• whether they are from disadvantaged backgrounds or have special educational needs and disabilities (SEND) – including students with additional learning needs (ALN) in Wales and additional support needs (ASN) in Scotland

For schools and FE applications, you must also include the number of accompanying adults.

Based on the student and apprentice numbers you enter, the application perservice sector.will calculate the funding you could receive for:

OnceYou youwill submitthen youranswer application,a itseries of questions designed to show how well your application will undergo:deliver the scheme’s aims across the set criteria. Read this guidance carefully when preparing your application.

an

A eligibilityplacement andrefers financialto capabilitythe checkstudy toor verifywork activity that you are compliantorganising withfor thea Turingstudent Schemeor eligibilitygroup criteria

anof assessmentstudents at a single destination. A project refers to evaluateyour theoverall extentapplication, including all placements that you wish to whichfacilitate for the 2026 to 2027 academic year.

3. Submit your application meetsvia the Turing Scheme assessmentfunding criteria

Applications will open on 26 January 2026. Use the apply for Turing Scheme funding service to submit your application online.

You should note that:

• DfE is under no obligation to acceptapprove any application or make an award of funding. You are not eligible for funding
• you towardscannot anyclaim costs youfrom incurDfE infor developingpreparing or submitting your application.application
• award Award of Turing Scheme funding in one academic year does not guarantee award of Turing Scheme funding in subsequentfuture years.

  Youyears

• your projects must ensuremeet thatsafeguarding requirements in both your projectsjurisdiction followand the safeguardingplacement requirementsdestination
• you thatcan applyuse Artificial Intelligence (AI) to help you in:
  • to write your jurisdiction
  • application, but you must ensure that all of the placementinformation destinationwithin your application is accurate and truthful

  We

  4. cannotEligibility, verifyfinancial thatcapability and due diligence checks

  Once you aresubmit compliantyour withapplication, it will go through checks to confirm your organisation meets the Turing Scheme eligibility criteria beforeand youcan submitmanage yourpublic application.money responsibly.

  IfThese youchecks havefollow anythe questionsguidance abouton applying,Managing contactpublic usmoney.

  Assessment criteria

  Theand assessmentthe criteriaGovernment Functional Standard for theGrants. 2025These tomandatory 2026due academicdiligence yearchecks reflectwill be carried out in proportion to the latestsize Turingof Schemethe purposegrant and aims.the level of risk.

  ApplicationsFor areeducation scoredproviders, againstwe thesemay criteria.check:

  We

  • eligibility usethrough assessmentchecks scoreswith toregulators prioritiseand funding.government Thisfunding meansbodies
  • financial thatviability applicantsthrough whorecent scorefinancial highlyhealth areassessments moreand likelyinspections toby beregulators allocatedor thegovernment funding theybodies have– requested.we Thismay isrequest subjectfurther to:documents

  For consortium leads, we may check:

  • theeligibility overallthrough qualitychecks ofto theconfirm applicationsstatus receivedfor non-profit membership organisations which represent education providers
  • thefinancial levelviability checks of demandaccounts or bank statements, credit agencies, financial procedures, and controls to confirm financial stability
  • evidence of a proper membership structure for funding  registered non-profit organisations

  ApplicationsFor shouldall includeorganisations, anwe overviewmay check:

  • legal status via Companies House, Charity Commission or equivalent
  • grant-to-revenue ratio, considering the extent of your projectreliance insteadon ofgrant eachand placement.

    Aother placementgovernment refersfunding, toand whether the studyvalue oris workappropriate activityfor thatthe yououtcome aredelivered organisingand forthe size of your organisation

  • financial history to ensure your organisation is not operating in a studentpattern orof groupunmanageable annual losses
  • governance, including checks of studentsultimate atbeneficial aowners, singlelinked destination.companies, Adirectors projector referstrustees, and conflicts of interest
  • operational capacity, to confirm there are adequate internal fiscal, and administrative controls, and that your overallorganisation application,has capacity to deliver, including allprevious placementsperformance thatwhen youmanaging wishpublic money
  • any outstanding activities from grant funds from previous Turing Scheme funding rounds
  • security risks to facilitatenational forsecurity, such as overseas ownership or financing or linked entities

  These checks are specific to the 2025Turing Scheme. Receiving other government funding does not guarantee eligibility or passing due diligence checks. We may request further evidence, such as audited accounts or bank statements, and we reserve the right to 2026decline academican year.application based on these checks.

  Assessment5. criteria    Independent assessment and funding allocation

  InAfter eligibility and financial checks, your application,application youwill needbe toassessed provideby an independent organisation.

  Independent assessors will mark each criterion using an internal scoring process.

  Assessors can only score based on the information relatingthat tois contained within the assessmentapplication criteria.and will not consider any other information.

  Project

  As visionpart (weighting:of 10%,DfE’s upallocation todecision 400on words)

  who receives funding, and how much, DfE will use the scores provided by the independent assessors. DfE will also consider the proportion of students from a disadvantaged background provided for in the application.

  SummariseIf yourproviders proposedhave received Turing Scheme project,funding specificallyin settingprevious outyears, DfE may also consider whether the provider has persistently underspent their previously allocated funding. More information about how itDfE willallocates meetfunding is set out in the Turing Scheme aims.sector guidance.

  6. Applicants informed of outcomes

  We will email you the outcome in June 2026. A full list of successful applicants will be published after all outcomes are confirmed.

  EnhancingIf skillsyou (weighting:are 30%,successful

  If upyour application is approved, you will receive a grant funding agreement. You must sign this before any funds are released. The agreement is legally binding and sets out your roles, responsibilities, and the terms and conditions that you need to 1,000follow words)to receive funds.

  ExplainWe whoexpect you to deliver the aims and commitments in your Turingapplication, Schemeincluding the proportion of placements for students are,and whatapprentices educationfrom ordisadvantaged employmentbackgrounds outcomesand those with SEND. If this is not possible, you must tell us why.

  Before signing the agreement, we will provide details on:

  • payment processes
  • reporting requirements
  • assurance checks
  • timelines

  Appeals

  If you are unhappy with the outcome of the application assessment, you have the right to appeal the decision. The appeals window will open after we have shared the outcomes.

  Part 2: Assessment criteria

  This section introduces the criteria against which applications are assessed, as well as the questions we ask for each criterion, why they matter and what strong applicants will gaincover for each area.

  What’s new for 2026 to 2027

  • clearer guidance and howprompts thesefor linkeach criterion
  • updates to reflect the scheme’s latest aims
  • more focus on explaining your choice of placement destination

  What studentsis willassessed visit.

  in your application

  TellIndependent assessors will assess your application across 4 sections. Each section covers a different criterion that helps us understand how youwell your proposal will measuredeliver the impactaims of yourthe Turing SchemeScheme. studentThe placements.criteria are weighted. See the table below.

  Advancing

  Criterion	Description	Overall socialweighting	Word justicecount
  1. (weighting:Efficient 30%,delivery	Placements upare well-run, with clear plans, strong oversight, tailored safeguarding, and risk management to 1,000ensure words) Outline,high-quality, usingsafe, dataand wherewell-organised possible: yourexperiences.	10%	1,200
  2. organisation’sEnhancing overalltransferable demographicsskills includingfor studentslife whoand careers	Placements are disadvantaged,designed fromto underrepresentedhelp groupsstudents and thoseapprentices develop transferable skills, global awareness, personal growth, and where relevant, subject-specific knowledge – through structured, reflective and evidence-informed activities that support meaningful learning, challenge and progression, preparing them for success in study, life and work.	30%	1,000
  3. Widening opportunity	Placements are inclusive and targeted, with specialclear educationalplans needsto identify and disabilitiessupport (disadvantaged, underrepresented and SEND), includingstudents thoseand apprentices – helping them access and succeed on placements through barrier-reducing approaches aligned with additionalorganisational learningaccess needsgoals.	30%	1,000
  4. (ALN)Driving invalue Walesfor money	–	30%	–
  4a. Destination justification	Destinations are chosen to enrich student and peopleapprentice withoutcomes, additionalstrengthen supportinternational needspartnerships, (ASN)and inoffer Scotland howbetter youvalue willthan recruitalternatives - with clear, evidence-informed decisions and supportpractical studentssteps fromto disadvantagedreduce backgrounds howenvironmental youimpact.	–	400
  4b. willCost-effectiveness	Funding recruitis used efficiently and supportresponsibly studentsto deliver high-quality placements, with SEND howstrong youfinancial willoversight, recruitcost-saving measures that protect safety and supportwellbeing, studentsand froma underrepresentedfocus groups Deliveryon planlong-term (weighting:impact 30%,for uplearners and institutions.	–	400
  4c. Measuring impact	Placements are monitored and evaluated to 250demonstrate wordsvalue for eachmoney section)and student benefit, using reliable methods and evidence proportionate to provider size and context to track outcomes, assess support for priority groups and inform future improvements and sector learnings.	–	500

  How to write a strong response

  SetEach outcriterion includes prompts to guide your answer. The next section explains what a deliverystrong planresponse thatlooks includes:

  • timingslike – aincluding summarythe types of thecontent, mainevidence activitiesand examples assessors expect.

    You should approach your application in a way that’s proportionate to deliveryour organisation’s size and context. This means framing your placementsresponse appropriately, focusing on what’s most relevant, and theirmaking timings

  good use of the available word count.

  For example:

  • risksa andlarge issuesHE provider should take a strategic approach – projectsetting risks,out mitigationsits overall approach, informed by robust data and systems, and using targeted examples to show how youit willmeets managethe anyrelevant issuescriteria, thatbut arisenot describing every placement
  • roles,a responsibilitiessmaller andprovider governance– such as a school sending 30 pupils abroad – whoshould willrespond workdirectly to each question prompt, focusing on theclear, project,practical explanations and yourevidence, projectbeing governancespecific arrangements,about includingeach anyplacement

  In consortiumgeneral, arrangementsstrong responses:

  • use plain English
  • assuranceare arrangementsspecific – yourgive processesclear toexamples
  • answer ensureevery valuepart forof moneythe andquestion
  • use preventevidence fraud– andinclude errorrelevant data or feedback, but avoid repeating points

  Part 3: Assessment questions and prompts

  1. Efficient delivery

  YouAssessment willquestion: alsoTell needus towho providewill atake breakdownpart ofin costs,your includingplacements, settingany outbarriers they face, and how you will useidentify, organisationalprioritise and support funding. Youstudents canand findapprentices morewith informationspecial oneducational whatneeds youand candisabilities spend(SEND), organisationalthose supportfrom fundingdisadvantaged onbackgrounds, inand thethose pagesfrom forunderrepresented eachbackgrounds sector.

  Assessmentto scoringaccess placements and fundingsucceed allocation

  on them.

  ApplicationsWe willwant beto scoredmake againstsure applicants have the criteriaright byplans, independentpeople assessors.and Assessorssystems canin onlyplace scoreto basedrun onplacements thesmoothly informationand safely.

  This question helps us check that isprojects containedare withinwell-organised, thewith application,clear timelines, strong oversight and willtailored notsafeguarding. considerIt anyalso otherensures information.providers have thought through risks and how they’ll manage them.

  ForStrong 2025responses to 2026this therequestion will becover:

  • your atimeline limitand onkey milestones, and how muchyour fundingteam schoolsstructure, systems and FEexperience providerswill manage delivery effectively
  • the main risks to your project and how you will bemitigate awarded,them, inincluding additioncontingency plans and safeguarding tailored to newplacement granttypes ratesand student and apprentice needs
  • who is responsible for FEoversight providers.and Moredecision informationmaking, isand availablehow onyou thewill pagesensure foraccountability, eachtransparency sector.
    and quality monitoring

  If successful,you weplan expectto youwork with a third-party organisation to deliver theplacements, aimsyour andresponse intentshould setexplain outhow inboth your application,organisation includingand facilitating the proportionthird-party ofwill placementsmanage fordelivery. studentsAvoid fromsimply disadvantagedlisting backgroundsthe andthird-party’s withstandard SEND.policies Where– thisshow ishow notthese possible,will be applied in practice and how you needwill tomaintain telloversight usand why.accountability.

  Financial

  2. capabilityEnhancing andtransferable dueskills diligencefor checks

  life and careers

  WhenAssessment youquestion: apply,Tell weus willthe askstudent youand toapprentice summariseoutcomes your processesplacements aim to ensuredeliver valueacross the categories of transferable skills, intercultural learning and global awareness, personal development, and where relevant, subject-specific knowledge and skills. Describe why these matter for moneyyour students’ studies, lives and preventfuture fraudcareers, and error.how your placement design supports them to achieve these, including through structured, reflective and evidence-based activities.

  InThe complianceTuring withScheme funds placements that help students and apprentices enhance the guidanceoutcomes onthey managingneed publicto moneysucceed in life and careers across the Governmentfollowing Functionalcategories:

  • Transferable Standardskills for– grants,abilities DfEthat willcan verifybe whetherapplied yourin organisationdifferent hassettings, thesupporting necessarysuccess financialin study, employment and deliveryeveryday capabilitylife. Examples may include communicating clearly, solving problems, working collaboratively, adapting to meetnew thesituations conditionsand ofusing thedigital granttools byeffectively. conductingThese mandatoryskills duehelp diligencestudents checks,and apprentices adapt and thrive in proportiona tochanging theglobal sizeeconomy
  • Intercultural oflearning theand grantglobal awareness – understanding and risk.

    Forrespecting educationdifferent providers,cultures theseand includeperspectives, confirming: 

    and being able to engage confidently in diverse environments
    • eligibility, Personal throughdevelopment checks– withgrowth regulatorsin confidence, independence, resilience and governmentself-awareness fundingto bodieshelp students and apprentices manage change and overcome challenges. This supports students to become resourceful and confident in unfamiliar situations
    • financial Subject-specific viability,knowledge throughand checksskills of(where recentrelevant) financial– healthknowledge assessmentsor andskills inspectionsdirectly bylinked regulatorsto a student’s course or governmentfield fundingof bodiesstudy, –gained wethrough maypractical requestexperience furtheror documentsexposure to international approaches. This strengthens academic learning and professional readiness

    ForStrong otherresponses typesto this question will cover:

    • which specific student and apprentice outcomes your placements will deliver across each of organisationsthe actingabove ascategories consortium(subject-specific leads,knowledge only if relevant). Make these checksoutcomes include:
      clear and observable, and show what evidence or insight that informed your choice
      • eligibilitywhy checksthese outcomes matter most to confirmyour statusstudents forand non-profit,apprentices, membershipincluding organisationshow whichthey representwill educationsupport providerstheir current studies and training, and future careers and lives, and back this up with evidence
      • financialhow viabilityyour checksplacement ofstructure accounts orand bankactivities statements,are creditdesigned agencies,to financialhelp procedures,students and controlsapprentices achieve these outcomes, including how placements are sufficiently challenging, supportive and tailored, how you will build in learning, reflection and progression to confirmreinforce financialimpact, stability
      • forand registeredhow non-profityour membershipdesign organisations,is evidencebased ofon aevidence properor membershipproven structurepractice

      3. Widening opportunity

      ForAssessment allquestion: organisations,Tell weus maywho check:

      • legalwill statustake viapart Companiesin House,your Charityplacements, Commissionany orbarriers equivalent
      • thethey grantface, toand revenuehow ratio,you consideringwill theidentify, extentprioritise ofand yoursupport reliancestudents onand grantapprentices with special educational needs or disabilities (SEND) and otherthose governmentfrom funding,disadvantaged or underrepresented backgrounds to access placements and whethersucceed on them.

      You should read the valueTuring isScheme appropriatesector guidance on definitions for thedisadvantaged, outcomeunderrepresented deliveredand SEND students and sizeapprentices ofbefore yourcompleting organisation

    • yourthis financialsection.

      The historyTuring Scheme aims to confirmmake thatinternational placements accessible to students and apprentices who face additional barriers. Your response should show how your organisationplacements iswill nothelp operatingthese instudents aand patternapprentices take part and succeed, and why this matters. This supports the scheme’s aim of unmanageablewidening annualopportunity lossesand ensuring funding reaches those who need it most.

      Placements should prioritise students:

      • from disadvantaged backgrounds
      • yourfrom governance,groups includingunderrepresented checksin international placements
      • with SEND

      Strong responses to this question will cover:

      • an overview of ultimatethe beneficialstudents owners,and linkedapprentices companiesyou plan to fund from these groups and directorshow orthis trustees,aligns wherewith relevant,your organisation’s access and anyparticipation conflictsgoals ofand interestwider student population demographics, and back this up with evidence – for example, institutional data or equality monitoring
      • operations,the tomain confirmchallenges therethese arestudents adequateand internal,apprentices fiscal,face in accessing placements and administrativehow controls,additional Turing funding for disadvantaged and thatSEND yourstudents organisationand hasapprentices capacitywill tohelp deliver,overcome includingthese previousbarriers, performanceusing whenevidence managingor publicinsight moneywhere possible
      • whetherhow you havewill anyidentify, outstandingrecruit activitiesand relatingprioritise tothese previousstudents roundsand ofapprentices Turingfairly, Schemewhile grantprotecting fundsconfidentiality, and show how your approach is informed by evidence or proven practice
      • securityhow foryou riskswill tailor support to nationalthese securitystudents forand example,apprentices overseasbefore, ownership,during financingand after placements to make them inclusive and accessible, and show how this is based on evidence or linkedexperience entitiesof what works

      TheseYou checksshould arenot specificinclude toindividual personal details of your students and apprentices at the Turingapplication Scheme.stage.

      4. ReceivingDriving othervalue governmentfor fundingmoney

      This doessection notis guaranteedivided eligibilityinto 3 parts because value for money underpins every aspect of the Turing SchemeScheme. Public funding ormust thatbe used responsibly to deliver maximum impact for students and apprentices. Your response should explain why your destination choices represent good value for money, how you will passmanage duecosts diligenceeffectively, checks.and how you will measure impact to demonstrate benefits and inform future improvements

      4a. Destination justification

      WeAssessment mayquestion: requestExplain furtherwhy evidenceyou’ve chosen your destination(s) by showing how they support your student and documentsapprentice fromoutcomes, you,strengthen suchinternational aspartnerships, auditedoffer accountsbetter orvalue bankfor statements,money fromthan youother options, and minimise environmental impact.

      As a programme with global reach, we want to supportmake sure destinations are chosen for their ability to:

      • enrich learning
      • build long-term international relationships
      • offer value for money
      • minimise environmental impact

      Your response should show how your choices reflect these checks.principles Weand reservesupport the rightscheme’s mission to declinegive students meaningful opportunities in an applicantinternational basedcontext.

      Strong onresponses theseto checks.this question will cover:

      If

      • how your chosen destination(s) will help deliver the student and apprentice outcomes set out in the enhancing transferable skills section of your application
      • how isyour successful

      Wedestination(s) will lethelp youbuild knowor whetherstrengthen long-term partnerships with international host organisations

    • how you haveassessed beenthe successfulcost-effectiveness withof your applicationdestination(s) byand emailwhy inthey Juneoffer 2025.better Avalue fullthan listother options, considering factors such as travel costs, cost of successfulliving, applicantsand willoverall bevalue publishedof afterthe allexperience outcomesfor havestudents beenand confirmed.

      Ifapprentices

    • how you considered sustainability when choosing your applicationdestination(s), isincluding approved,the weenvironmental willimpact sendof youyour atravel grantplans fundingand agreementthe whichsteps you will needtake to signminimise beforeit

    Providers anywith fundsmultiple canprojects beshould released.describe Thetheir grantoverall approach rather than outlining each placement individually.

    4b. Cost effectiveness

    Assessment question: Explain how you will use funding agreementefficiently isand aresponsibly legallyto bindingdeliver documenthigh-quality outliningplacements. theShow roles,how responsibilities,you’ll termscontrol costs, achieve value for money (VfM), avoid duplication, and conditionsprotect thatlearner yousafety needand towellbeing followwhile supporting long-term benefits to receiveyour funds.students and apprentices, as well as institutions (where relevant).

    BeforeThe grantTuring fundingScheme agreementsis arefunded signed,by public money and must deliver maximum impact for students and apprentices while ensuring strong financial stewardship.

    Your response should demonstrate how you will receivemanage furthercosts informationeffectively, on:achieve value for money, and comply with principles of Managing public money and Government Functional Standard for Grants.

    We expect applicants to show practical steps that protect safety and quality, avoid waste, and support long-term benefits for learners and institutions.

    Strong responses to this question will cover:

    • paymenthow processesyou will ensure value for money and prevent misuse of funds, including clear internal checks, oversight, and – if using third party subcontractors – how you assessed and selected them through robust due diligence and value for money checks, and how you will monitor their performance
    • reportingthe strategies you will use to reduce costs and avoid duplication, such as sharing delivery, economies of scale, or using existing infrastructure
    • assurancehow requirementsstaffing levels (including accompanying staff for schools and FE) will support learners without overspending
    • timelineshow cost-saving measures will still protect safety and wellbeing, especially for SEND and vulnerable students and apprentices
    • how your approach supports longer-term savings or benefits

    Appeals

    4c. Measuring impact

    IfAssessment question: Explain how you arewill unhappyevaluate withyour theplacements outcometo ofshow thethey applicationdeliver assessment,value for money, including how you’ll measure student and apprentice outcomes, check if support is working for targeted students and apprentices, collect reliable evidence, and use your findings to improve future delivery and share learning.

    To deliver real benefits for students and strong value for public money, evaluation is essential to learn what works and maximise impact.

    Your response should show how you havewill themeasure rightsuccess in a way that is proportionate and reliable, check whether support for disadvantaged, underrepresented and SEND students is effective, and use findings to appealimprove future placements and share learning across the decision.sector.

    Strong Theresponses appealsto windowthis question will opencover:

    • how you will measure the outcomes described in the enhancing transferable skills section and track student progress before and after weplacements
    • how haveyou sharedwill check whether targeted students and apprentices (including SEND, disadvantaged and underrepresented groups – as identified in the results.
      widening opportunity section) are taking part in placements and achieving outcomes, and whether your support helped them
    • what data you will collect, how you will collect it, and how you will ensure evidence is meaningful, reliable and proportionate
    • how you will use and share findings to improve future delivery and inform how international mobility can be used to support wider goals (such as institutional or national priorities)