In the project of establishment we had entered a European section in clock industry. For four years of the English assistants have intervened within the high school with clock making pupils, the results are positive. The project evolved well: - The European section is open- the professor of clock industry which was in formation obtained to certification in 2014- Another professor of clock industry so obtained in 2016 - Several pupils carried out their internships abroad- an exchange was carried out with a German clock making formation (the English whole) This mobility allowed:- To improve the linguistic practice of framing- to open the European section - to facilitate the development of the exchanges between professionals- to open with international and to establish contacts - to discover the operation of another education system - to manage an English class- to work differently with the pupils (ideas of course, other supports) - to use resources multimedia and ludic: videos… - To increase the knowledge of the European Union In the future we intend to develop:- the opening and co-operation with schools of other countries- places of internship abroad- team work between professors - new devices of teaching

"Louis Armand High School is located in Chambéry is a General and Technological High School. It provides various educational paths in order to complete the Baccalauréat général, série ES (economic and social sciences), L (Literature), S (Sciences) and the technological Baccalauréat, STI2D (engineering) and STL (biochemistry and Physics/ Chemistry).Despite its location in an underprivileged urban environment, the high school gathers pupils of a large social diversity thanks to the course diversity.Before this project, Louis Armand High School has developed many international, cultural and professional actions in order to increase the motivation of its students and to limit the number of pupils who could drop out of school.Specific teaching activities have been promoted to reach this goal, including an audio-visual section, a European section with two CLIL (history-geography and physical sciences), and a ""citizenship and defense"" option, etc.However, these actions remained traditional methods developed in French schools.This ERASMUS+ project had been a great opportunity for the High School to develop another dimension of its pupils motivation being inspired by various European models. In order to meet these requirements, our team in charge of international development has set up a strategy of mobility and staff training directly link to these new needs :- Structured course offering a large part of observation and seminars on other European educational systems;- One week observation internshipThis project was a great opportunity to renew teaching and management practices leading to innovating educational methods.Up to 9 teachers plus the high school educational assistant were supposed to be involved in this project. However, 13 persons in total were able to take part of this project thanks to an appropriate budgetary management. During 2 years, this team has been completely involved in this project inside the high school but also in Chambéry area. In our school, participants were able to renew the course diversity by creating a new class ( 2nde Anglais) next year and by proposing a specific support program for students. These new courses are based on new educational techniques. Also broadcasting of their experiences among the educational teams (meetings, film presentation, DVD) was a real success as new teachers are ready to be part to a similar ERASMUS+ project or to be part to the innovating courses described just above. Finally, they also shared their experiences with a nearby school (meeting), parents ( school website, poster) and Chambéry area (local press).In the end, through a better commitment and a reinforced training of the teachers and the managerial crew, this project should help the students to be more committed to their education, thanks to the setup of innovative teaching and managerial practices, and would ultimately reduce the dropout of school. Ultimately, we would develop student mobility (through ERASMUS+ K2 project, cultural exchanges, participative works between several European schools, participation in international film festivals)."

"CONTEXT OF THE PROJECTIES Francesc Gil is located in Canals, a town in the region of Valencia, where the scourge of the crisis has caused a significant decline in the textile industry. Most of the large companies in the area have disappeared, leading many small businesses to close down as well, causing a tsunami effect. As a result of that, we can find many unemployed low-skilled people with little chance of finding a job. Many of them are looking forward to improving their situation and some are enrolled in the Administrative Management Training Course, which is the subject of this Erasmus + Project. The lack of alternatives, the promotion of employment, the promotion of social equity and inclusion are the main factors that have triggered the presentation of this proposal.NUMBER AND PROFILE OF PARTICIPANTSFor the IES Francesc Gil, the acceptance of practically all the activities of this proposal has led to the mobility of 6 students in the 2nd year of the Medium-level Training Course in Administrative Management. With regard to the host partners:- The Lycée Professionnel Notre Dame, in Castres (France). It is an institution with extensive experience in European projects, Comenius, Leonardo Da Vinci and Erasmus +. This educational centre has helped to IES Francesc Gil to establish relationships with companies in the administrative sector in which students perform part of their training. The Lycée is a partner we definitely rely on since we have jointly carried out previous European projects (Leonardo Da Vinci and Erasmus +).- The Lycée Professionnel Golf Hôtel in Hyères (France). This partner provides the contacts and the corresponding logistics to approach the realisation of the FCT (training at workplace) by the students. And it also contacts with the Reception Partners (companies) where the practices will be carried out. DESCRIPTION OF THE ACTIVITIES:Within the period of validity of the project there WERE two turns of students mobility, consisting each of 4 weeks of internship and cultural preparation at destination. The first of them WAS planned for the 2017/2018 academic year and the second one for the 2018/2019 academic year.Regarding the mobility of staff, the accompanying professors attended during their stay as observers mainly and, occasionally participating actively in one of the classes taught in the same professional branch by French teachers in the partner institution of Castres.ACHIEVED RESULTS AND IMPACT:ALL the students WERE evaluated with a ""pass"", this resultED in the partial validation of the FCT (training at workplace) module with the corresponding hours.In addition, it wAS also certified with Europass, diploma of language preparation as well as diploma and certificate of the IES Francesc Gil that testify the realisation of the students' residency.LONG TERM BENEFITS:- It is a differentiating element of the IES Francesc Gil compared to other schools in the area that offer courses of the same professional field, as regards the quality of its offer of FP (vocational training).- Promotion of the participation of various social agents of our region involved in issues of Youth and Employment.- Dynamic element to enhance the participation in other European projects in the future.- Integrating element with the rest of the Educational Community. This project brings together the wishes of the students' parents, the pupils themselves and the public authorities.- As a stimulus to the relationships between our School's Management Team and the teachers involved in the project. It is clear that the participation in this project will mean strengthening the ties of collaboration between all the agents involved."

Our high school, LPO Maillard-Joubert, is a secondary education public institution which accommodates a variety of audiences. 170 staff members work in the structure, 130 of whom teach some 1250 students towards vocational, technological and general degrees. We also host students following higher-education courses in Customer Relations, mature students who are changing career paths, students with disabilities and we also have a special structure to take care of students who are dropping out of school. Ancenis is virtually equidistant from two very dynamic major urban centres, Nantes and Angers, and is at the heart of a vast, mostly rural, geographical area. The families and students who belong to this area are generally very attached to their territory, which might sometimes constitute an impediment to thinking of mobility as a tool of success, particularly if it must be on such a large scale as that of Europe. Besides, the socio-professional profile of our area is predominantly composed of manual workers and economically non-active people, a situation which is often related to a difficulty for student in developing a successful and ambitious educational progress, taking into account high-achievement training possibilities and current and future opportunities of mobility. One of our major missions is to broaden the horizons for the actors of the educational chain in our school. In this perspective, we do our best to provide our staff with the best possible opportunities of international development and outlook, while always bearing in mind a central concern of both our school, our academy, our country and Europe: preventing young people from dropping out of the school system. This great theme develops many a question that we want to address: how should we tackle the growing heterogeneity of our students? How do we implement differentiated instruction? How do we consider the continuity between high-school education and higher education? How do we help our students to develop their ambition and create their own success in higher education and their professional life? We hope to enrol different profiles of staff in this mobility project. Some may need linguistic reinforcement and CLIL-oriented training in order to improve their CLIL teaching or so they may take the CLIL certification. Some staff may need specific training on the questions related to the prevention of students dropping out of education. Taking courses in foreign countries and in foreign languages will both open their eyes to other cultural approaches of the question and improve their linguistic and intercultural skills. Some staff may want to get involved in the already-existing relationship with European partners along collaboratively organised programmes and thus increase our European mutualisation and cooperation. As a consequence, our multiple objectives towards improving our students’ opportunities will have the best chances of being met. With these mobilities, we hope to improve the quality of the existing CLIL offer, to develop the CLIL offer towards new profiles of students who do not yet see how they could get involved in a European education process. We hope to improve the pedagogical and educational skills of the staff in relation with the objectives announced in our Plan for European Development. We aim at associating our European partners in our progress and at developing our European network. Ultimately, we want to increase the importance of Europe in ours school and in the minds of the educational staff, of the students and of the people from the local community. The impact of this project will be measurable at different levels. In class, the students who are already involved in European Sections will benefit from the improvement of the teaching they will receive. Hopefully, in the longer run, more students will be involved in European Sections. The students who are not involved in European Education will still benefit from the results of the project, particularly if their integration in the school system raises questions, through an improvement of how their teachers and educators tackle the problem. Indeed the scope of the mobilities will reach far beyond the staff members who will have benefitted from them directly. The latter will share their new knowledge and skill with their peers, through devices set up by the school, like intern training sessions or conferences. Ultimately, the whole Ancenis community will benefit from this project, since the young people who will have grown in the area and been educated in our school will get increased opportunities of success, both in their higher education and in their professional life.

This project was developed in order to allow wider access to school teachers in acquiring new skills, develop existing ones, as a necessity of the school at this time. Through this project, the school aimed training of 10 teachers in the course of two years, on topics identified as training needs of staff, and development needs of the institution. The objectives were: 1. increased motivation of teachers teaching to increase students achievement ( basic skills ) 2. increase students motivation for learning in order to prevent school failure and early school leaving prevention. For their achievement, the School has proposed to send staff for educational training for the following courses:MATH-Factor: Teaching and learning mathematics through mathematics communication activities, Language, Fun & Games - Methodology for Primary Level, Spice Up Your Teaching Ideas‐Methodology in Practice Today, Professional Communication Skills, Empowerment in ICT Skills –Making Use of Technology Tools, Creative Methodology for Teachers, Creativity in teaching and training & how to use music, art, ICT and sport in education, Innovative approaches to teaching.Teachers participating in training courses abroad were selected on objective and transparent criteria and became multipliers for other teachers in the school. To this end, the school planned to develop working groups to different thematic areas and was interested in developing such as:• Mathematics and science: teaching methods, supporting talented pupils, change in attitude towards teaching and learning• ICT in teaching and learning• Communication in the mother tongue and foreign languagesManagement team assumed the role of these activities to ensure maximum impact on professional developer of all staff, ensuring that as a result of mobility, skills acquired were effectively disseminated inside and outside the school and integrated into teaching and learning practice in an effective and innovative way. The estimated impact of the project was outlined on three levels:- the personal and professional development (change in attitude, the new method is effective in teaching and high motivation)- the student / teachers (high motivation, interest in European topics of education and participation in European educational programs)- the institution (teaching methods / approaches innovative school, the introduction of changes in organization management at the institution, increasing the European dimension of school work to establish partnerships / collaborations with schools / organizations represented at training events) One of the results of the project was provided by certification of learning outcomes for each beneficiary of mobility by Europass Mobility Certificate and experience was disseminated through participation in eTwinning platform. As a result of this project, the school was able to achieve the European dimension of education offered through active participation in the common European educational space (exchanges of views, practices, experiences, make new contacts, collaborations) the internationalization experiences and values. In conclusion, this project was a chance for the school to develop professional teachers in order to motivate students in higher learning and to support their successful integration into the school community they belong for these moment and into the one in which they will join after completing this level of education. In generally and long-term, this project contribute to their integration as active and motivated people, successfully integrated into the community will be part.