• Create a transversal European dynamic. Initiated in 2015 with the implementation of the first inter-category European mobility programs, they have already mobilized 242 secondary and primary schools and enabled more than 850 staff to carry out observation mobility in Europe. They are now part of the identity of the academies and a growing number of staff aspire to participate. With the new Prisme3 project (Inter-category regional school program for European mobility), the PACA academic region has pursued, thanks to European mobility, both a collective network of its staff throughout its territory as well as a perspective of his pedagogical and organizational daily life. These programs lead to the consolidation of links with more than 10 European partners. • Multiply fields and impacts. Our various international actions simultaneously aim to promote the mobility of staff and students while structuring long-term policies. The academy has greatly increased the mobility of staff, but especially of students. • Consolidate a vast network of partners. This is growing, but above all, since October 2015, all partnership agreements have been signed at the level of the Academic Region (RA). RA PACA will thus have a dense network to build a multitude of cooperation. • Promoting European commitment. Erasmus+ programs are multiplying at the RA PACA level, making it possible to be solidly and fully prepared to support the strong rise in power of the programming 2021 – 2027.
PRISME is the third edition of the regional inter-category school mobility programme in Europe which contributes to developing the mobility dynamics of the academic region in its multiple components in an inter-category and networked way. PRISME gives meaning to European mobility by articulating it around a particular theme and in a logic of project production. This edition focuses on the relations that school structures maintain with cultural actors (culture in the broad sense of the term). Through the observation of the place given to culture in curricula and examinations for learners, but also in teacher's long-life training, and by questioning the role of social pacifier that cultural practices can play in multicultural, multi-ethnic and complex societies, participants will thus question their own practices and the place of cultural actors in the French education system. This experience in a different educational context encourages a better apprehension of the relationship to culture in French school structures while questioning the educational policies carried out in its regard. They established cross views at several levels. The mobility groups incorporates teachers, managers, representatives of the Délégation académique à l'éducation artistique et culturelle This inter-category configuration allowed them to establish transversal regards at multiple levels. Finally, PRISME gives the opportunity to future school leaders (management staff in their prime year of activity ), entrusting them with the coordination of the different mobility groups. In doing so, PRISME is a vector of initiation upstream of a career, of the need for European openness.