What we wanted to achieve with the implementation of this project is 3 points: FOR LEARNERS =>Developing learner skills =>Foster social and professional inclusion, restore learners’ appetite for learning, develop self-confidence and self-esteem FOR STAFF Developing the culture of mobility Improve project management skills Train them in intercultural pedagogy Equip them with language facilitation techniques, training in citizenship, living together, managing the group and individual within the group, to project pedagogy FOR THE TERRITORY Developing partnership in the territories Contributing to a more inclusive society, more social equity Develop collaborative work in the territory to bring synergy and sharing of skills Share our resources through the communication that has taken place, the knowledge of each other, to allow reception (incoming mobility) Sharing our network of partners to achieve our objectives: at the local, regional and international levels, by ex:partnership with Le Foyer des Jeunes Travailleurs Béthanie in lille, which allows us to host our partners and training and evenings. Some of the members of the consortium have internant which allows us to pool our hosting needs.
We had applied for the regional context of Hauts de France. Indeed, the territory has several needs: -Socio-Economic Context: In Hauts-de-France, integration into the labour market is difficult (unemployment high above all for young people: 28% of young people without jobs). Income before redistribution is lowest of metropolitan France. Social fragility is pervading the mining basin and the south of the region” (INSEE). Our The region is facing the challenge of fighting poverty and social inclusion. -Our region is one of the most affected by dropping out of school and disparities between cantons are increasing (the gap is widening students are the most successful (urban) and those where they are the least successful (suburban and rural: the Boulonnais, the Sambre Avesnois and the Mining Basin). The drop-out is correlated with the social inclusion difficulties of our young people. The consequences are, at the individual level, the loss of self-esteem, at the social level, the high risk of inactivity (unemployment) and at economic level, a cost in terms of social transfers =>Our shared needs: -young people and families (even in urban areas) not inclined to open up to the world and to travel -a lack of knowledge and underutilization by young trainees/pupils of European mobility-too little mobility for JAMO (young people with fewer opportunities). -Many teachers/trainers do not yet have this mobility culture, do not feel competent in language. These personal obstacles limit European/international projects and impact the audiences with whom they work. Pedagogical, administrative and management staff must develop their knowledge of the issues development of their foreign language skills, their ability to manage European projects and their ability to operate in a multicultural environment. -Many training structures welcome people of great cultural diversity and have to deal with a growing number of highly precarious people. Training centres have a function of creating social ties and living together. They would need more professionals who have experienced mobility and have built a relationship to diversity, capable of developing approaches that foster intercultural encounter and translate social skills in training objectives -Dropping out of school is a problem that affects both the pro schools and the training centres. The the first signs are “presenteeism” (passive presence) and absenteeism. Quickly identify these learners and find a way to hang them up is paramount For all these reasons, we decided to apply and propose a project to meet these needs.