Develop academic ambition and the pursuit of studies, cooperation, innovation and the exchange of good practices in order to give new impetus to the professional culture of the teams (management/teachers/administrative staff); develop European identity; promote professional integration. For the Health (ASSP) and social (AEPA) sectors: Improve their professional skills, promote their access to employment, develop the ability to adapt in a changing sector, promote the pursuit of studies by developing their language skills. - For the GA section: Bring half of the pupils of the Euro section to participate in the project, increase their language results, the number of further studies, facilitate their access to reserved CPGEs, improve their psychosocial skills (CPS) for the access to employment - For the Fashion section: Appropriate an international culture in a highly globalized sector, facilitate the pursuit of studies, improve the CPS. - For the PSR section: Develop their autonomy, strengthen their self-esteem; allow better professional integration at the end of the CAP Develop equal opportunities for people in difficulty
The main objective for Les Ferrages vocational high school was to improve school perseverance, the level of qualifications and the language level of learners. Our establishment educates learners with significant learning and social difficulties. The discovery and immersion in another country has made it possible to vary teaching practices, to promote their intellectual and cultural openness. It was also about increasing the attractiveness of the school by developing mobility abroad, promoting the European section, making it sustainable while developing teaching in DNL. This project was an opportunity to diversify pedagogy and professional practices in order to acquire new technical tools and protocols. Recognition of training courses and diplomas co-evaluated by foreign structures has reinforced their meaning and value (Parcousup). The inclusion of allophone students (EANA) and students with disabilities in CAP PSR; guarantee social equity and gender equality to develop a real educational ambition among women (glass ceiling); the development of psychosocial skills is the 3rd point of this triptych.