This partnership includes 6 establishments: 3 professional high schools in Bulgaria (Hotel/Tourism/Economy and Informatics), 1 in Croatia (Hotel/Tourism), 1 in Greece (experimental high school) and 1 in France (Management-Administration, coordinator). The federative idea was born from an observation shared by all. Our classes have a very heterogeneous audience because of the presence of pupils with specific needs: disability falling into the ULIS system or not (or equivalent, depending on the country), belonging to various ethnic groups, whether or not coming from immigration… In addition, there are those with learning disabilities ("dys" for disorders) and/or who have a default academic orientation, as well as those from families of modest socio-professional categories. Faced with this situation it seemed urgent to find a educational method to overcome these difficulties and meet the needs of a majority of them. The implementation of a European partnership seems to be suitable to achieve most of our objectives: through a game, students will discover and make discover each other’s city or region. During the first year, these exchanges will provide various activities: discovery of the local cultural heritage of each one, preparation of puzzles to present to other partners in order to make them discover one's cultural richness. This first step will make them aware of their adoptive origins or not. It will mobilize a team work respectful of the differences of each one. The use of the language of the country will be developed with a view to its appropriation or deepening. During exchanges, the obligation to communicate with correspondents implies the practice of a foreign language and the overcoming of the fear of the view and judgment of others. These meetings also aim at demystifying what is foreign and opening their minds. All that should help pupils to feel they’re citizens of the wide European community. At the end of the first year, the design of the game in its heritage version will have been tested: degree of difficulty of the questions: level 1,2 ,3 depending on the audience … Its marketing will be considered by all partners. During the second year the exchanges will resume, but this time, based on the gastronomic heritage. A menu including all the local products presented according to their seasonal availability!) will be prepared during the final meeting on May 2022 in order to close the subsidized period for this partnership. The objectives discussed during the first year’s exchanges will be deepened and consolidated. At the same time, still during the second year, we will consider how to make our project sustainable with its marketing. The aim being that each partner sells the game presenting all the versions: being an ambassador of his own region at the beginning, each partner will become the ambassador of all the other partners and, consequently a European citizen. In order to guarantee its impact and influence, such a project requires communication at various levels using various communication channels, from the most traditional to social networks: documents, testimonials, photos and videos of our working sessions will be posted on them. At the local level, each institution will promote and communicate about the partnership: to peers, to the whole educational community, and parents. Our respective educational institutions will also be informed at local, national and European levels. To ensure the promotion of our patrimony, we will need to involve local, national and international actors related to this sector. The resulting partnership will require close communication. Our communications will also be addressed to elected politicians in connection with these associated partners. Finally, participation in specialized fairs and test sessions will be organized to promote our game. Of course, Erasmus+ won’t be forgotten. This dissemination will strengthen our partnership and its sustainability. The benefits of our partnership will be felt in the long term with a change in the view on disability or any difference in a broader sense. The more or less partial achievement of our various objectives will give our students added value in terms of employability and mobility. In addition, creating links with correspondents will strengthen our students' access to European citizenship. Finally, this project is an exchange of good practice between European teachers wishing to respond to similar problems. This shared experience will enable them to familiarize themselves with other European education systems, to better understand the tools to contribute to the pupils ‘motivation and development It will strengthen their links for other partnerships and possibly "job shadowing".
.The search for professional and personal fulfillment is the basis of this partnership. The project-based teaching method enables the development of the transversal skills promoted by employers: autonomy, taking initiatives, teamwork, etc. Exchanges in English with European peers can, of course, only be a means of improving their language skills. They also strengthen their sense of belonging to the wide European community and thus help them to appropriate this wide citizenship. The employability of our young people is also at the heart of the concerns of the project participants. This partnership is a great lift to approach a number of professional skills mobilized in the participation in a project. Digital skills are also highlighted because of the different means used for the exchanges , among them : videoconferencing. Developing these skills allows our pupils to grow, to project themselves into the future and to contribute to the ultimate goal of inclusion for all, whether social or professional.
Our young people often experience failure when they are directed towards the vocational track in the second year of secondary school. Most of them come from low-income social classes or suffer from "DYS" disorders, or even handicaps, and are confronted with their academic failure, which has for years led to a lack of self-confidence. When they arrive in our schools, our teaching teams do their best to inculcate life skills, among other things, in order to contribute to their self-fulfillment and restore their self-esteem. We thought that approaching this work in a European context was a way of broadening the horizons of our pupils, as well as enriching their learning and allowing our teachers to benefit from the exchange of practices in order to develop their own skills. Finally, the involvement of the teaching staff in the success of the young people they are in charge of contributes to the reputation of our schools and makes them more attractive.