Improving academic ambition: through teachers, those supporting students with disabilities, administrative staff or management, it is the learners who benefit from everyone's open-mindedness to opportunities brought by Europe and by mobility. Improving the quality of guidance: these same actors rarely work together in the context of the operation of schools. The opportunities that this project allowed us to open up, these interprofessional meetings, allowed everyone to better understand the activities of the participating establishments, their constraints and their functioning. This made it possible to remove preconceptions - particularly about vocational studies - between staff. Promote inclusion without self-censorship: integration into AESH groups made it possible to specifically bring this issue into the project. The mobility of these adults allowed them to better design and anticipate the mobility that they will be able to put in place for their learners. Everyone was able to observe the efforts made in Italy and Portugal to promote access for all to training, whether academic or professional, and to reassure future editors.
We applied for this partnership project because it seemed relevant to us, allowing us to respond to various issues at a territorial scale: it therefore allowed us to integrate a significant number of schools with European partners who share our objectives. The ambition of our learners, the quality of the orientation, the facilitated inclusion of learners with disabilities or with fewer opportunities were the guidelines of the project, to which we responded thanks to intelligent cooperation between the partners, relevant observations and joint reflection on possible improvements. The development of a network, the underlying objective of the project, was effective because by bringing together professionals from several partners, we created a situation involving mutual trust and a desire to work together to explore the solutions that could be provided for each participant.