GENERAL OBJECTIVES OF THE CONSORTIUM and its MEMBERS FOR LEARNERS 2. 1. Developing learners' competencies 2. 2. Promoting social and professional inclusion, restoring learners' appetite for learning, developing self-confidence and self-esteem FOR PERSONNELS 2. 4. Develop a culture of mobility and project management skills among staff FOR THE TERRITORY 2. 5. Develop partnership in the territories 2. 6. Contribute to a more inclusive society, greater social equity 3. THE BENEFITS OF THE CONSORTIUM MEMBERS 3. 1 Shared values: social equity, the fight against poverty, education for all, European citizenship, humanist values. 3. 2. The will to fight against a common problem (school dropout) by pooling developed tools 3. 3. Complementarities of competences: The CEMEA NPDC master the management of projects, the European mechanisms and their objectives. They are anchored in their territory (collaborative work with the DRAJES, the Regional Council, the local missions, the Rectorate, the schools, the actors of lifelong learning (member of AROFESEP whose organizations are part of the consortium), the voluntary sector (CRAJEP: Regional Committee of Associations of Youth and Popular Education-Leo Lagrange Federation-Fédération des Francas-Concordia-AREFI: Regional Association of Elected Representatives for Training, Integration and Employment. . . ). Schools are in control of the pedagogical relationship, have a strong knowledge of the public and experience of the mechanisms and means of education. combating early school leaving. Vocational training bodies are used to managing school-leavers and have since developed strategies and tools to re-establish an appetite for learning (digital, playful activities, short devices with individualised follow-up, etc. ). Finally, the CEMEAs are the founders of the Ready to Move platform and are still responsible for its coordination at the level of the Nord and Pas-de-Calais region, it is through it that we create synergies and a territorial network.
Our application for this project follows the regional context of our territory and the needs inherent to it: -Socio-economic context: “In the Hauts-de-France, integration into the labour market is difficult. Social fragility is pervasive in the mining basin and the south of the region” (INSEE). Our region faces the challenge of poverty reduction and social inclusion. -The Hauts de France region is one of those most affected by early school leaving, the trend is not positive and the disparities between cantons are increasing (The gap is widening between the basins where students are most successful (urban) and those where they are least successful (especially in suburban and rural areas: Boulonnais, Sambre Avesnois and Mining Basin). This dropout is correlated with the difficulties of social inclusion of our young people. 1. 2. The needs shared by the consortium members: -Still too little mobility for the JAMO (young people with fewer opportunities). The CEMEAs, through their consortia, share the observation that young trainees are not aware of and underused by European mobility schemes. -The diagnosis made by our network shows that teachers/trainers do not have this culture of mobility, do not think they are competent in language. These factors act as personal barriers to building European or international projects and impact the audiences they work with. Teachers, administrators and managers must develop their knowledge of European educational issues, develop their fluency in foreign languages, manage European projects and develop their ability to develop in a multicultural environment. Many training structures cater for people with a great diversity of cultures and deal with a growing number of people in great insecurity. Training centres have the function of creating social ties and living together. They would need more professionals who have experienced mobility and who have built a relationship with diversity, able to develop approaches that promote intercultural encounter and translate social skills into training objectives. Finally, the application stemmed from a common desire to build together a project involving different actors (formal and informal education).