Our objectives are to develop school perseverance and ambition in order to offer broader future perspectives, better professional and intercultural integration adapted to each profile. It is also important to strengthen and increase the socio-economic and cultural relations of the institution from a local, national and international point of view. In order to initiate this mobility project, we have first selected a training course for the final year of the Baccalaureate: in the hotel and catering sector; this will involve waiters and cooks. Once the first feedback from the mobility project has been received, we will be able to open up the mobility project to students from other industrial and service sectors in the school. Considering the needs of the school: opening up to others and to the world, developing knowledge, know-how and interpersonal skills at school and outside of school, encouraging ambition for the pupils and for the region, giving meaning to learning in order to prevent disruption are all objectives that this mobility project has been able to support and develop. The mobility of the learners has highlighted deserving, motivated, competitive students who are keen to evolve and adapt to an environment that is unfamiliar to the local associative, political and economic sectors, as well as at regional, national and international levels. It is an experience that students will be able to put forward both in their Curriculum Vitae and during a recruitment interview, which will favour their professional integration in sectors that are very competitive and complex for the employability of under 25s. It also means highlighting language skills certified by recognised diplomas for young people from vocational backgrounds, for whom this is often a weak point, whether in the context of post-bac studies or in the employment sector. This project will promote the development of local partnerships (communities, associations, companies) with an added value in the framework of reciprocity which will allow a dissemination of knowledge from partner countries, and regional (with the specific services of the rectorat: the DAREIC, partnerships with the cultural affairs of the region and with other schools within the framework of the sharing of experiences), and finally partnerships at the international level with intermediary structures as well as with schools which are our relays in the host countries, and with the companies which will welcome our pupils in training.
Located in the rural area of the Périgord Noir, the vocational school is facing the same socio-economic difficulties as many of our countryside : decreasing demography, tourism and industrial dynamism under constant pressure, complex professional integration rate. With this in mind, we know that withdrawal is detrimental to the development of a territory and that it is essential for its survival that its inhabitants add value by creating jobs through the establishment of new companies, local crafts, and by bringing in new experiences and skills acquired elsewhere, within companies already established. Our ambition is to encourage our learners to go to larger cities or even abroad for their post-secondary studies, in order to acquire new technical skills, new expertise or to deepen existing expertise. This mobility has opened up their perspectives and developed their creativity so that, in a second phase, they return to the territory and participate in its economic development. It is therefore our duty to include in their curricula the possibility of opening up to others and to the international arena, in order to encourage their ambition. It is one of the tasks of the school to enable the younger generation to discover cultural and geographical perspectives, when the family environment does not provide them. On the basis of this diagnosis and the school's policy the project of learners' mobility of was imposed to us to carry out an internship in a company in a country of the European Union. Axis 4 of the 2016-2020 school project, under the heading "Developing cultural and international openness", commits the school to mobility, openness and the creation of virtual and physical partnerships with European establishments. In the context of vocational training, we want students to have the ambition and opportunity to gain professional experience abroad. The Erasmus project meets our expectations in every respect. We have started writing a first draft with a Welsh partner. We first received these four Welsh students, which allowed us to assess all the benefits of such a mobility. Brexit has changed our opportunities. After looking for partners, we then drew up our own project, and this year made it possible for seven students to go on a company trip to a country in the European Union. 4 students went to Ireland, and 3 to Spain.