We teachers are convinced that equality of opportunity must be effective and real for all students, regardless of their social or territorial origin. This is the goal of our institutions placed in priority education zone. Our schools are part of the priority projects at European, national, academic and local level. Through this project, we hope to contribute to the refoundation of priority education by trying to answer the following questions: - What should we change in our looks, our attitudes, our pedagogical practices to implement a quality education within the priority education network so that every pupil finds his place in school? - How to guarantee students a benevolent and demanding school? - What are the levers that allow to set up a school that cooperates usefully with parents and partners for academic success? - How to train and support the staff assigned to priority networks and promote the collective work of educational actors? -How to strengthen the management and animation of the networks? To do this, we have chosen to exchange our teaching practices and to meet our partners with similar problems in Bulgaria, Romania and Italy. We plan four transnational meetings (in France) over the two years of the project to address the implementation (project presentation, internal organization, organization of joint events, dissemination of the project, evaluation, sustainability). From the beginning of the project activities will be proposed to the school community: 1st year: around the theme - "The priority education network" 2nd year: around the theme - "Governance" The proposed activities will be as follows: -Conferences of specialists (researchers, specialized teachers, inspector in charge of priority education) - Workshops animated by educational advisers on different themes (Allophonie, school dropout) -Shops of exchange of good practices -Intervention of CASNAV (Academic Center for the Schooling of Newly Arrived Students and Children of Travel) - Support of classes by partner delegations. The forms that these actions will take will be decided and fixed definitively at the first transnational meeting. Each partner agrees to join in his establishment all stakeholders to a better understanding of the European Union, countries, culture and language of the partners. We hope this project will allow us to: -to develop and reinforce the skills of teachers and our students while also reaching out to the educational community (including parents, community, inspection) -to get pupils, teachers, parents out of their social and geographical isolation -to transcend individual qualities around a project that allow to give a new perspective, orientation in the care of children in priority education network. We also hope for a better knowledge of other educational systems and similarities that will inevitably strengthen the sense of belonging to a geographical, economic, cultural and historical environment; a united Europe.
Convinced that equal opportunities must be effective and real for everyone, regardless of social or territorial origin, we carried out a strategic partnership project between teachers with the aim of improving the monitoring of students in priority areas. Our project lasted two years, we were four partners from three different countries: Bulgaria, Romania, France; two gymnasium schools, a nursery school and an elementary school. We are part of the priority projects at European, national, academic and local level. The first year we worked on "Priority education networks" and the second year on "Governance". To do this, four joint training events took place, including three face-to-face and one remote on the following themes: - Operation and governance of priority education networks -Fight against early school leaving and promote social inclusion - Integrate cultural minorities from kindergarten or success for all despite the difference - Governance and organization for the success of all students The formalization of a training architecture at the start of the project ensured the relevance of each joint event: - academic knowledge: theoretical training (conferences, speeches by professionals, specialists in the topic addressed) - action knowledge: observation times of classroom practices, relevant or innovative devices followed by discussion time on what has been observed - time for reflection with stakeholders (students, parents, partners, municipality, institution, etc.) in the form of educational workshops These three times being balanced in relation to the overall hourly volume and the distribution over the week. Between each mobility, reinvestments of the practices observed and the concepts discussed during the conferences were carried out by the partners. Pupils aged 3 to 15 discovered partner countries through the project. Exchanges between students reinforced their involvement. They have thus been associated, like all the players, with a better knowledge of the European Union, the countries, the culture and the language of the partners. The association of educational advisers and Inspector provided expertise on educational implementations and increased the impact of the project. Knowledge of other education systems, operating methods and devices allowed each partner to take a step back from their practice in order to improve it. This project enabled better collaboration between school teams, the strengthening of the fight against early school leaving at school level and the increase in actions to promote inclusion. He highlighted the importance of good cooperation with parents and partners for academic success. Beyond these expectations, the richness of the differences and the commitment of each one to listen to one another, to share, to confront each other, have made it possible to put in place dynamics of co-construction and accountability. The partnership will continue beyond the duration of the project, in particular thanks to the pooling of educational and didactic supports and the maintenance of collaborative spaces. Good practices will continue to be reinvested. Together, we continue our actions to ensure a caring and demanding school for the success of each and a quality education.