Abstract
The European Espace of Education for 2025 designed by the European Commission considers education and culture the engines for generating employment and economic growth; The new Space proposes reinforce, at the same time, the identification processes with the European project. This approach has made teachers' mobility and the construction of collaboration and learning networks as essential pillars in the development of this goal. The success of the eTwinning and Erasmus + programs has encouraged them to focus on the confidence of consolidating an active and identity-oriented citizenship. We approach, first, to analyze the educational perspective that seeks to promote European identity, the European Dimension of Education and the promotion of key competencies being two decisive initiatives in the framework of European education policy. The following are some of the exprofeso proposals for the school context, highlighting the variety and breadth of specific possibilities. Finally we focus in the evaluation of the eTwinning and Erasmus + program. The analysis methodology focuses on a descriptive analysis of the budget data and the number of projects, provided by the Annual Reports of the Erasmus + Program and by the Intermediate Evaluation of the Erasmus + Program (2014-2020). As well as the analysis of data referring to the participation of the teaching staff of the schools, both in the mobility projects proposed by the Erasmus + program, and in the uniqueness that defines the eTwinning program. It can be concluded that the large budgetary investment, which emanates from a firm commitment to an identity construction based on education, is endorsed by the positive results; On the one hand, there are more teachers tan ever who participate in the different training proposals; On the other hand, those who participate increase their civic habilities and have a more Europeanist predisposition.
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