On an individual level, the objectives of this mobility project are to - to give everyone a chance to experience European mobility - to encourage the development of personal and professional skills in learners (autonomy, level of English, adaptation) English, adaptation) - broaden the learners' professional contacts - enable them to experience their Euro-citizenship - to enhance the value of the student's career through a unique experience - motivate pupils who are failing at school - give them a better chance of obtaining a diploma (bonus for the optional mobility test) - combat prejudice and discrimination through a unique intercultural experience - encourage students to continue their studies - increase the employability of the participants, thanks to a level of qualification more in line with the new requirements of the labour market. This experience is also a "plus" on the CV. At school level, this project is also an opportunity to - become part of a European network and develop sustainable hosting options for the students - give a positive image of the vocational school and its courses - in the long term, to build up a base of European "business" partners - to improve the skills of learners and their teachers - strengthen the dynamics of "project team" work - to limit school drop-out by offering students, even those in difficulty, a project likely to interest them - to perpetuate the international momentum at school level - motivate and stimulate the teams, through the observation of different and sometimes innovative professional practices, likely to change the professional practices of teachers and partner companies.
Vocational sections in France suffer from a degraded image: school dropouts, unmotivated teachers, insufficient level of qualification in the face of the new demands of the job market, lack of openness to international trade... however, the potential of the pupils is there and only needs to be revealed. This is what we are doing with the implementation of Erasmus mobility in Ireland and Malta in the vocational section since March 2018. Indeed, following COVID, the initial destination in Dublin was replaced by Malta. To ensure the success of this project, our school has many assets: - Motivated teachers with a solid international experience - An "international relations" department that has already managed Erasmus mobility (higher education) and strategic partnerships (Bac Pro) - Host companies contacted and selected by our project team, particularly for their benevolence towards their future trainees - A partner of choice for the selection of host families The project team also planned to set up agreements signed by the stakeholders of the project: the young person, the parents, the local company, the host family, the intermediary organisation (Envol espace), the partner school in Malta (AM Language), our school and the Erasmus Agency (Erasmus Mobility Kit, work placement agreement, partnership agreement, charter of good conduct). These documents will be used to ensure that the commitments made are kept. The participants were selected on the basis of their motivation, work, behaviour, dynamism in class, on placement and during mobility (teacher/tutor evaluation grids, individual interviews). They then prepared their mobility: - Basic notions about Europe were reviewed (partnership with the House of Europe) - Work was carried out to discover the destination, its history, its culture (films, presentations) - Finally, the question of autonomy during the mobility was addressed (charter of good conduct, exchanges with parents, exchanges with the partner organisation) The practical, logistical and organisational aspects of this mobility were also taken into consideration by the project team: - before departure: finalisation of participants' administrative files and agreements with the various partners - during the mobility, reception, placement and follow-up of the participants. On this last point, the referent teacher in charge of the professional follow-up planned 4 accompaniments per flow: a first one by 2 teachers at the beginning to see to the placement of the pupils in families and companies, and a second one at the end of the placement to have the evaluation documents and other attestations completed and signed. These same teachers were in weekly contact with the participants during the mobility period to ensure that it was going well and to encourage them to complete the documents that would enable them to prepare for their exams when they returned from the placement. The local partners (companies, families) were also valuable relays. Finally, on returning from the mobility, all means were deployed to share the experience of the participants with as many people as possible and to encourage young people to become mobile, starting at secondary school. The numerous evaluation tools (one-off and continuous) that we have put in place have also enabled us to ensure that the objectives set have been achieved and to make the necessary adjustments for the coming years.