The goals to be achieved for the consortium are to: - Promote training periods in companies abroad, valued when obtaining the vocational diploma by a specific certification: validation of the optional mobility unit from the official grids. - Strengthen the civic skills of our students, in particular by developing their knowledge of European cultures and tolerance. - Develop autonomy and risk taking. - Fight against dropping out of school by giving preponderant interest to the project in the context of all disciplines. - Promoting language learning, neglected by the public welcomed in our schools. - Increase the employability of students at the end of their schooling in a disadvantaged economic context by giving them the benefit of a unique experience. - Communicate on the concrete results of the project at both local and regional levels, by using tools like the press, radio, websites etc., by pooling the achievements and experiences of the students who benefited from it. - Respond to local economic needs: * in the field of tourism: In 2005, Unesco listed the city center of Le Havre as a world heritage site. The André-Malraux Museum of Modern Art (MUMA) has become the second in France for the number of Impressionist paintings. In 2017, the celebrations around the 500th anniversary of the city made Le Havre a cultural center from which the whole region was able to benefit. "A summer in Le Havre", "Les Dixie Days" "Normandy Impressionism" or even "Festival Mozaique" are among the major cultural events in the region. Not to mention the last 3 years which have been impacted by the health crisis, we can rely on the figures for 2019,
We have taken part in this project as a consortium. Our consortium is made up of 3 educational institutions registered in the ‘BEF’ (Education and Training Pool) of the city of Le Havre. They prepare their students for vocational high school diplomas in the tertiary sector and intervene in poor local economic backgrounds. Thus, throughout our 3 previous successful projects (ECM - DE and MOVE) we had the opportunity to pool the mobility of both staff and learners. It is a real network project for our high schools and our students who come from underprivileged, less mobile and less autonomous socio-professional categories. The majority of our students come from middle schools located in (high) priority education zones. Within the framework of these previous mobilities we could assess the impact of the valorization of the professional sector and prove that everything is possible if we give ourselves the means. The ERASMUS mobilities are therefore experienced as real victories over a future initially announced as fatal and without opportunities. This public is exposed to a very high risk of dropping out. As part of their training, students must complete 22 weeks of training periods in a professional environment, planned over the 3 years of the cycle. This represents a total of 770 hours of professional education in addition to the 1152 hours of theory provided in the high school. These periods in the company actively contribute to the acquisition of the skills of the training reference system. They are therefore regularly taken as an example during disciplinary and multidisciplinary activities in order to improve the representation of professions in the sector. The companies that welcome these students, both in the tourism and port sectors, need staff whose skills promote international openness. Language skills are essential for their development. Future graduates must therefore acquire a sufficient level to promote their employability.