In the context explained above and within the framework of mobility and international cooperation, we are pursuing an ambitious policy of European openness. The opportunity for each of our students to go on a mobility programme abroad allows them to broaden their professional horizons: a major asset in a training programme. This mobility helps to develop professional skills, adaptability and know-how, open-mindedness and self-confidence, language skills and cultural knowledge. These are all assets for social and professional life, as is the transferability of the experience acquired (a guarantee of success for professional integration). Indeed, we are convinced that these mobilities enable the development of specific professional skills, thus strengthening employability, including in a European dimension. Staff mobility is also formative as it allows for a diversification of working methods. Thus we have named our project I MOVE: Inciting Mobility for Openness and as a Vehicle of Equality and self-Esteem. Annex 1
Our Consortium is made up of 3 schools : Collège Les Fontanilles and Lycée Germaine Tillion (French Ministry of Education) and Lycée P.P.Riquet (French Ministry of Agriculture), all located in Castelnaudary (Occitanie). Our "département" is one of the poorest in France: the pupils don't belong to privileged families (growing number of applications for grants). These students aren't familiar with mobility. These learners also suffer from so-called invisible disabilities (DYS) and requests for exam accommodations are increasing exponentially. All these learners are in vocational training. The SEGPA pupils undertake vocational training courses to find their career path. These placements are an opportunity to enhance their self-esteem because the major difficulties they've at school tend to foster a weakened self-esteem. Added to this is the image that the pupils who follow these courses 'carry': that of young people who are failing. The vocational baccalaureate pupils also undertake many work placements. But they also experience a 'complex' linked to the fact that vocational training still conveys the image of 'backstreet' training, with 'sub-diplomas'. Moreover, they've a significant lack of self-confidence, inherent to adolescence.