The implementation of this project has made it possible to reaffirm the commitment of the institution to be part of an international approach. The Covid period has resulted in long lockdowns especially for vocational schools. The end of international mobility was one of the consequences. The aim of this project was to rebuild a policy of international openness by promoting periods of vocational training abroad. The lockdown period has resulted in increased social and educational inequalities for many of our students. Encouraging a dynamic of openness and mobility helps to stimulate school appetite, develop many social skills and participate in the acquisition of basic knowledge.
Located in Montereau-Fault-Yonne, the Flora Tristan high school has always promoted the international opening of its school in order to promote, through mobility, the development of skills not only technical but also citizen of its students. The participants are all students from the European vocational baccalaureate sections of the Mode and Tertiary streams for which the mobility objective is a motivational support. The international mobility is fully in line with the school’s establishment project, reflecting the four axes of Créteil’s academic project: - Mastering and sharing knowledge - Federate actors to build success paths - Engage students to open up to the world - Increase the quality of life of staff in their work International mobility promotes the mastery and sharing of knowledge. They promote the acquisition and development of the skills and knowledge of the common foundation. They reinforce the mastery of comprehension and oral expression in a foreign language. Mobility participants significantly increase their language average during the school year. They also promote the development of autonomy, self-confidence and self-esteem, which are essential for success. They sharpen curiosity and develop the critical mind of our students. International mobilities bring together actors to build successful pathways. In fact, they deepen relationships with families by increasing their trust in the institution. They also allow each student to project themselves into their professional future through concrete experiences by developing links between students and the professional environment. International mobility encourages students to open up to the world. In fact, they promote knowledge of others, citizenship, culture, intellectual curiosity, open-mindedness and critical thinking and enable our young people to understand the world through a prism of openness and tolerance. The reinforcement of civic values of tolerance and mutual understanding results from this, a successful insertion will be the result. Promoting mobility creates the conditions for retreat and distance to stimulate critical thinking. The ability to open up to the world and the mastery of one or more languages are major assets, with a stake in personal, cultural and linguistic enrichment.