Promouvoir l'ambition scolaire et l'orientation active avec le CLEE

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 op...

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.

The project was built in several stages, since it involved 4 groups made up of staff from 15 different schools and partners. The formation of the groups, first of all, was carried out by an operational committee (as planned on the application) after a call for applications from staff. Once the groups were formed, they were brought together (either in person or through videoconference meetings) with the European project partners in Italy and Portugal. After a reminder of the objectives, we established mobility programs together so that they met everyone's expectations. On site, the groups were led by European partners, with time devoted to summarizing the visits and meetings. Finally, a time of assessment and restitution was implemented to determine how each partner could reuse the contents of the project. This resulted in several Erasmus + accreditation drafts, since 4 new schools among the partners wanted to build their own project.

As part of this project, we wanted to develop a network of staff capable of embarking on the engineering of individual Erasmus + projects. It worked since 4 educational establishments embarked on their own accreditation. Exchanges and observations in Europe have also made it possible to develop strategies: to promote student guidance, to better take inclusion into account in the daily procedures of partner establishments. The choice of including different categories of staff in each group has made it possible to achieve these objectives more effectively: the number of learners in the region affected by Erasmus + mobility will be multiplied by 2 or 3 thanks to the opening of new accreditations. Several establishments were able to take advantage of this project to discover each other and engage in joint projects, to promote orientation paths, and build mutual educational approaches. Cooperation with the two European partners was particularly beneficial, reassuring participants about the quality of the preparation of learners' mobility.