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Start date: Jun 1, 2015, End date: May 31, 2016 PROJECT  FINISHED 

Pierre LESCOT secondary school is a state school. It was given a “European school” seal of approval. It is located in the first district of Paris. It is a vocational business school providing training courses in the service sector within the Académie de Paris. Its pupils prepare a vocational Baccalaureate either in “trade”, “sales”, or “reception and customer relationships”. Pupils are expected to become shop-assistants, marketing people, or receptionists. The school is composed of 16 forms, and a total number of 390 pupils; 54% are boys, 46% are girls. The pupils all come from secondary schools; some of them were already in a vocational class previously. Most of them had to go to a vocational school because they failed in their previous school career; so, they did not really choose this course. The educational staff faces high percentages of absentees all through the school year. Due to their absences, some pupils drop out, and not many pupils carry on higher education. For more than ten years, the Head of school and the teachers have implemented some quality course which includes training periods in other European countries. This present project plans to help 32 pupils, who will be selected among our four European forms, benefit from Mobility in Europe, in Bristol, Cork and Seville. Mobility will enable our pupils to do a three-week training period which is part of the degree they prepare. They will train as shop-assistants or receptionists in companies or organizations ( shops, hotels, offices…) The main tasks they will have to carry out will be those they study at school: welcoming customers, selling goods in a shop or online/on the phone, merchandising, managing stocks, using a till, speaking English or Spanish. This project suits perfectly the European, national and academic orientations, and it can easily be achieved because the school has turned itself towards Europe for more than ten years. Also, it has stable, solid, fully skilled, experienced educational and administrative resources. The participants are teenagers who come from disadvantaged backgrounds. They are not open onto culture enough, especially onto the European culture. Thanks to this mobility and to their work experience abroad, they will get broader and better professional skills and knowledge, enhance their cultural awareness, and improve their language skills and fluency. Thus their social integration will be made easier. They will be able to apply to very specific jobs in companies dealing with foreign countries. They will feel more self-confident and may carry on higher education in relation with international business. Some may even go and work abroad. Mobility will reinforce one of the school’s assets which are its European forms. It will enhance the school’s attractiveness and its international dimension. It will make it easier for our pupils to find work placements afterwards: tourism, sales and trade are privileged fields of our economy and French companies, branches of English and Spanish companies settled in France appreciate this double curriculum our pupils get both in foreign languages and professional learning. For these reasons, the school is aware that professional and social mobility is at stake for the participants. That is why the choice of the local partner organization and of the companies in which the pupils will do their training periods will be made carefully and with great strictness. The teaching staff has got the right tools of checking and rating so as to give this mobility the best possible framework and to optimize it. Europe will thus mean something to our pupils. They will feel that they belong to it and that they are European citizens.
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