The Lycée Professionnel Voltaire located in Nîmes, France, and the IPSSAR Angelo Berti, located in Verona, Italy, are two vocational public schools for teenagers and adults. Both provide trainings in the field of hospitality and catering: cooking, restaurant service, pastry baking and hotel reception.The aim of the project ENVOL, as imagined by the two schools and hopefully financed by Erasmus+, is to continue and develop their international actions in order to improve the quality of the available trainings. Both schools also hope to have more and more students be granted the chance to take part into such experiences that enhance the quality of their training as well as their personnal and professional exprience by being a doorway to foreing countries.This project consists in a sharing of professionnal practices and cultural knowledge based on a school year use of e-twinning website, and on two mobilties in each partner school. In France, it is meant for all volontary students of the first year of hospitality and catering field, and in Italy it is meant for all students having French as a foreign language lessons in the 4th year of their training. A group of 15 students in each school, will be chosen among all the participants to the project, to take part into a real mobility. Students are aged between 15 and 19 years old. Regarding the working methods, the project is based on several activities that are to supply the e-twinning sharings and prepare the mobilites to come, such as:- Inter-language units: Meant to have pupils learn professional vocabulary in the foreign language part of their training, bus also as an beginer's guide to the various native languages of the students.- Professional workshop units: Meant to teach students elements of their local products and specialties so that they can in turn pass that knowledge on to their peers from the other school.- Co-teaching units: Focused on the professionnal as well as general courses programs, these units are meant to have students work on subjects and knowledge they can then share with their penfriends during the exchange (on the artistic and tourism heritage for instance).All the produced work will be used for the e-twinning exchanges and sharings, that thanks to the material from these 3 types of units, will be part of a good relationship between the students of the two schools, and also will be used as a common thread for the project.Eventually the mobilities, that are the climax of the project, will give the students a chance to practice and/or share all their previous learnings, during the meetings with their penfriends. The expectec results for the project are:- Improve the learning skills of the students: With this project, students get in contact with new professional know-how and will have a chance to use and enhance their owns.- Improve their independance and self-esteem: Many of our students are of modest origins or social backgrounds, and as a consequence never really left their homes, families or region. This experience, thanks to the frame it offers, might tone down international (or even national) departure.- Improve foreign language skills: For the same reasons previously mentionned, our students often don't understand the real value of learning foreign languages, including in their professional field. An experience like this one, based on exchanges and meetings of foreign students is for them a chance to realise that learning a foreing language is nowadays mandatory and the inter-languages units will hopefully increase their awareness on this matter.- Better understanding of inter-cultural facts: Due to their lack of experience, many of our students think their family culture and habits of their neighborhood are of universal value, while having poor knowledge of their own local heritage. Having a sharing and mobily experience could help them change this attitude open to other ways of life, even next door.In the long run, this project, that is extended further in the training with the opportunity for some of them to have an internship abroad, should favor a better access for our students to the labor market, including abroad where there are a lot of business opportunities in hospitality and catering.This experience is also a good way for both schools to improve their reputation by communicating on the actions made in favor of the European cooperation and enhancement of the students trainings.

Historical heritage is often unknown or ignored by teenagers. This project will promote access to culture, especially for french and Spanish students who, for cultural, social and economic reasons, cannot benefit from these heritage sites. With the help of new technologies, we will implement activities that will promote public awareness of the existence of a cultural heritage and of common European values similarities and differences among nations. The 42 participants are aged 15 to 19 years old and are from very different cultural backgrounds. The objectives of our project will be to build a European identity and to better understand how to live together; to favour their geographical mobility; to build experiences allowing them to develop and strengthen their self-esteem; to master new technologies of digital tools witch they could use in their daily life. For teachers we aim at comparing our experiences and our ways of teaching, at enriching our professional teaching practices at increasing the cultural experiences of our school and making our carrer more attractive. Before the exchanges, students will complete a research work on their cities and their regions that they will introduce to others through videos, written travel diaries, and digital ones in their native and foreigh languages. They will show you the places that matter to them so, as producers, editors or readers they will have to gather, analyze the information and think about their presentation. They could thus carry on their language and digital skills, be more aware of their culyural expression and their social and civil duties. The eTwinning platform information and documents will be collected and will benefit the entire education community. Through this experience participants could realize what the European dimension means both in the emergence of new professions and in the need to share knowledge. Therefore the student will be able to study or work abroad with fewer tensions and unknown.

"The project “European students, future citizens: what challenges, what opportunities?'"" coordinated by the Antonin Carême vocational secondary school fonm Savigny-le-Temple, Île-de-France (France) is the result of a partnership with the higher vocational education high school in Rethymno, Crete (Greece) and is considered to be phase one of a partnership that we wish to see growing and perpetuating.Its main theme is the environment, and more particularly, sustainable development, with a particular interest in sustainable tourism and its trades, and English will be our language of exchange, communication and work.Although they come from geographically distant areas, under different socio-economic contexts (and that they present similarities such as the difficulty for the least qualified students to enter effectively the job market) our students have the same characteristics which are that most of them experience skills and academic, social, psychosocial difficulties and a large number is inconcerned with disability (sometimes physical and visible, often invisible such as regarding the several forms of dyslexia).So that inclusion is not seen as a burden but as a challenge, our main objective is to implement the conditions favoring it, by emphasizing the requirement of ""quality"", as stated in article 24 of the Convention on the Rights of Persons with Disabilities, with the aim of developing the students key skills. Thus, the project will be accessible to the 21 students who wish to participate in the two establishments, in order to have the full participation of the 42 participants.In order to be able to exchange good teaching practices, we will take into account everyone's experience and expertise, working in transnational multidisciplinary teams; this will allow us to vary them and to innovate by favoring experiential, detour and project approaches, for activities based on collaboration and cooperation and similar to situations in social and professional lifeIn order to develop the students sense of initiative, we approached the twinning committee, the international relations department and the environment department of the city of Savigny-le-Temple. in order to create synergy with actors who have similar objectives, youth, youth mobility, the environment.We will report on these experiences on the web pages that will be attached to the websites of each establishment. Likewise, to help students identify the key skills developed during the project, we will design an individual skills booklet that will include a self-evaluative part; issued at the end of the project, it can be used as support for the students at a later date (to attend an interview for example).For the pupils, one of the biggest missions will be to organize collectively, a virtual event on the Facebook page for Europe Day on May 9, 2021, but also, to organize this event physically each in his locality or in his region. And to help them, the manager will contribute by giving some recommendations in budgetary matters, our digital referent and our teacher in documentation too, for advice on graphics software, image design, etc .; reminders concerning rights on the internet, our referent for sustainable development to help with the presentation and promotion of the sites which will be visited, the French teacher, for guidance on editorial techniques, history, geography will be in fact, integrated into cultural and intercultural activities (including eTwinning virtual exchanges framing mobility).During exchange mobilities, they will investigate and compare real cases. Like the tourist guides, they will present the cultural sites, the tables visited on their routes, they will be brought to meet actors of the preservation of the environment and sustainable and responsible tourism, professionals of various types (craftsmen, hoteliers, restaurateurs) from both countries, they will respond to activity evaluation questionnaires. The Facebook page will follow the project and will be held by the students (supervised by the teachers) to share with a large audience, the richness of this exchange and to show the potential of the students who participate.We hope that participation in this project will improve their involvement in their education, that it will help them to dramatize their relationships with languages, that it will give them greater visibility on the diversity of professions, in particular those related to sustainable tourism, that it will give them the desire to learn and to undertake, the taste for other commitments, other mobilities, thanks to the meeting and the links forged between these young representatives of our two peoples and their teachers."

<< Objectives >>The concrete goal that the two partner institutes wish to achieve is the sharing of the educational curriculum in the respective courses of studies of the tourism sector: BTS TOURISM and TECHNICAL FOR TOURISM. The weaknesses of one education system could be bridged by the strengths of the other one, focusing on our students, and allowing them to reach (once they have finished school) a more complete educational, cultural and professional profile, educating them at integral ecology.<< Implementation >>The activities put in place are all connected and drop-downed: the activities of the control room are aimed at planning, activating and controlling the sharing of the educational curriculum, those of peer to peer, of CLIL educational modules activated online, and cross-border technical-practical experiences, in a green way. Another activity of the project will be the dissemination of the results achieved by the research/action, and the sharing, as final product, of an interactive brochure.<< Results >>The expected results of our project are: to improve the quality of the training process and to fill some obvious gaps in our learners and defining training aims and learning outcomes that will allow a more adequate preparation in the specific field, not only in the technical-professional field, but more widely also in the linguistic and humanistic field. The expected esult is that the school experimentation becomes operational.

Project summary The project to prevent drop-out and drop-out among students aims to: Identify the underlying causes of school dropout; Develop extracurricular curricula and educational programs designed to increase school attendance and facilitate the integration of school leavers; Identify a set of strategies to prevent and reduce absenteeism and dropout. Education is, for any society, a key area for its sustainable and competitive development. Investing in human capital, in a fair and equitable education system, is essential to the development of a knowledge-based society. In this perspective, the priority given to the initial and continuous training of the human resource is essential for the completion of a form of education and for the integration of graduates into the labor market, both in the country and in the country. In this context, the phenomenon of dropping out of school which tends to develop in certain communities and human communities constitutes a major risk for the development of society as a whole. This project is launched because it has been found that school dropout tends to become a phenomenon of great magnitude, with negative connotations on the professional development of young people and with major implications for their subsequent insertion into the labor market. Project Reasons Increased frequency and retention in a quality education system for students at risk of dropping out of school by involving them in catch-up activities and attractive advice. Identify the social, economic and psychological factors that contribute to school dropout; Develop and deliver educational programs that will lead to the formation of key skills among students at risk of dropping out; Develop specific activities to improve and promote social skills for the social integration of people at risk of dropping out of school; Involve parents in the school and social re-education of students at risk of leaving school; Dissemination of models of good practice to support the innovation of teaching practices in schools with students at risk of dropping out of school; Target group Students at risk of dropping out of urban and rural areas of the neighborhood; The lesson plans to prevent school dropout Parents of students at risk of leaving school Staff involved in preventing the phenomenon of dropping out of school;