In implementing this project, we have sought to meet ambitious academic and professional objectives by : - providing information on Europe (for each country: knowledge of languages, customs, etc.) and the possibilities of training and employment mobility: to apprentices, families, companies (by explaining the virtues of mobility: in terms of autonomy, adaptability, professional technical and language skills) and to educational and administrative teams, -offering mobility opportunities to all apprentices, in all specialities, with different destinations, and with funding. -We wanted to provide apprentices with the same opportunities for mobility as initial or university training, to as many people as possible, in order to "democratise" the use of foreign languages (and its usefulness) and to prove the possible employability of apprentices in Europe, -We wanted to make people discover and love Europe (for each stay: a cultural and/or educational and economic component) and develop European citizenship. -Opening minds (of young people, families, companies and educational teams) with the starting point of one's trade/professional activity. We wish to achieve mutual enrichment of the mobility actors. -We wanted to enhance the value of apprenticeship training. The viewpoint of the foreign actors allows apprentices to become aware of their acquired know-how and skills (recognition in the foreign company), to gain confidence in themselves and their ability to work outside France in Europe, -We wanted to develop an appetite for foreign languages by making learning them useful, with rapid results in mobility (with different tools and a different organisation due to regulatory constraints 35 hours and 3 course rotations with different levels and different sections). -We wanted to develop collaborative work skills, project management, foreign language and digital skills for our trainers. We wanted to engage in reflection (of training and innovation) on practices and to develop teaching tools and methods. -Indirectly, we wanted to make our apprentices ERASMUS ambassadors in our school, in the family and in companies, and then to make them future entrepreneurs open to the difference and to mobility in Europe. Ultimately, the mobility offered in apprenticeship training is a source of attractiveness and sustainable socio-professional integration in France and Europe.
The FDM EHC's school project includes an axis dedicated to international mobility ("Engage in European partnerships (...)") and the French law of 2018 institutionalises the offer of mobility in apprenticeship. Apprentices in Cannes work with an international clientele and they needed more foreign languages and European and international cultural openness. The FDM EHC has been welcoming young foreigners for years but has only sent a few level 4 and 5 apprentices abroad. The sandwich course complicates mobility because apprentices are employees of companies and mobility is not part of the "culture" of learners who have few financial resources and no mobility offers. The notoriety of the ERASMUS+ programme and the construction of "complete" mobility opportunities offered free of charge to apprentices was an opportunity to have a wide and ambitious mobility service offer. The application to the project was part of a dynamic of changes, restructuring in the FDM EHC and the needs of companies: in cultural openness and in developing the foreign languages of their staff. We were responding to the challenges (before covid) of developing a quality and complete learning pathway. We integrated this project into the range of actions in favour of the international opening of our organisation, in connection with our training courses and the valorisation of training for a quality and sustainable professional insertion in France as well as in Europe.