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Valorisation de l'enseignement professionnel par l'ouverture européenne
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

The French technical college Paul Belmondo welcomes 516 students every year and offers various trainings regarding the tertiary sector and the industry. It is located in the Paris region and includes a majority of students aged 15-21 who come from disadvantaged backgrounds and who fail at school. Our goal is to help those students recover a long-gone self-confidence by making them the actors of their trainings. The Section Européenne is part of this effort. We provide 30 students preparing the Professional Baccalauréat of "Commerce" and "Gestion Administration (GA)" belonging to the Section Européenne with the opportunity to go to Spain in order to get used to the requirements and evolutions of their future jobs. The main objectives of this trip are the following: - provide the students with a B2 level on the CEFRL. - help the students acquire the professional skills which the Professional Baccalauréat of "GA" and the Professional Baccalauréat of "Commerce" require alongside the skills regarding the Spanish workplace. - fit into the 2020 strategy which should allow any student to enjoy mobility once in his/her curriculum. - trigger a sense of European belonging in the students and help them pinpoint the specificities of the European Union. As Estepona is near Gibraltar, the students usually get aware of the limits of the European space. - make the students discover the Spanish culture. - promote higher education and enhance the labour market integration of the students. - help the students develop entrepreneurial skills thanks to a collaboration with the “Entreprendre pour apprendre” organization (since Septembre 2013) which will accompany the students throughout the creation and the management of a micro company (with an international dimension). This project allows the involvement of the two Sections Européennes in one common project thanks to their respective skills, and participates in maintaining a permanent link with our Spanish partners who can take part in the development of the micro company through their expertise and their providing logistical infrastructures. Therefore, our mobility project puts the students in a dynamic of valorization and success. Each actor in the college trains the students to one specific task and thus participates in the overall success of the project. Since the Section Européenne was created in 2005, around 120 students have enjoyed the mobility to Espona, a city located in Andalusia, Spain. We have acquired experience which enables us to improve our project year after year. This has, in turn, strengthened our partnership with the local actors (families, companies, colleges, local services). We have chosen the city of Estepona for the following reasons : - It is a human-size city (65,000 inhabitants), which represents a key factor of a successful mobility because the students find a comfy setting to live in. - It places its infrastructures at the students’ disposal (museums, cultural centres, schools, training places). The municipal services are really involved in the welcoming of our students. They provide them with trainings and improve their access to the cultural environment at a lower cost. In order to uphold the students’ professional and linguistic knowledge, we place only one student per company and per family. The host companies are very small structures which provide good monitoring and individualized apprenticeship. They favour communication and answer the needs of technological college students. The host families are part and parcel of this project. Beside fostering our students, they endorse an education role by raising their attention to the Spanish culture. We select the host families according to their motivation and their involvement. They represent an environment conducive to linguistic improvement and cultural acquisitions. The added value of our project relies on the setting up and the management of partners we monitor from prospection to evaluation and on our wish to improve the quality of our mobility. The tools for organizing and assessing that have been put in place vouch for this wish. With time and improvements, we have succeeded in creating a system organization which will enable the Section Européenne to last and to integrate any wilful teacher.
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