1. the implementation of a project-based entrepreneurial pedagogy. The Transformation of the Vocational Baccalaureate in 2019 has changed the course reference frameworks and our practices without providing us with the related training: project management, co-intervention are arrangements combining two or more teachers and subjects. An entrepreneurial project-based pedagogy seems appropriate to us. 2) Diversify our European partnerships with other countries and schools with whom we can exchange good practices, strengthen our skills in interculturalism, and develop our organisational learning for the implementation of this pedagogy. 3. increase the number of European placements for our students in order to prepare students for a working life in an international environment. However, 3 work placement places (2020) seem to us insufficient. 4. a more stable teaching team 5. improve our language skills, and at the same time create links with other teachers in order to expand our proposals for international cooperation.
The High School Marcel Gimond is the largest EPLE in Aubenas and southern Ardèche, a rural sector, far from the main roads. It has a small vocational section (VS). The vocational baccalaureate public: over-representation of CSP-, high level of scholarship holders, forced orientation. In order to revitalise the VS, work has been initiated on internationalisation (European labels, internships for students abroad, teacher training). -2008: first major Erasmus+ project (labelled "Good practice"): all the teachers in the VS went following the same training in Portugal. Objective: the use of ICT, better motivation of pupils, standardisation of practices. -2019-20: The reform of the Bac Pro in 2019 (masterpiece, co-intervention) obliges us to work on several multidisciplinary projects in parallel, but we do not have the necessary skills and abilities to carry out those projects properly. -Needs: ENTREPRENEURIAL PEDAGOGY: bringing school and company closer; innovative practices for efficient, organised and structured management of multidisciplinary projects; better collaborative work in class; language reinforcement for better international collaboration.