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Ecole Supériereure de Français S.A.R.L.

Country: France

Ecole Supériereure de Français S.A.R.L.

29 Projects, page 1 of 6
  • Funder: European Commission Project Code: 2014-1-IT01-KA102-000043
    Funder Contribution: 867,890 EUR

    IDEA originates from a study on the relationships between job and school education, carried out by the Italian Industrial Union, data by EUROSTAT concerning young unemployment in the UE, a McKinseys report on the italian economic situation and studies of the School of Management of Milan. Collectively these informations indicate the presence in Italy of a gap between jobs and school education, an aspect that is dramatically worsened by the large percentage of unemployment among young.The specific objective of this project - involving 27 schools located in Lombardia, Piemonte and Emilia Romagna - is to create a professional figure required by companies/firms that is not offered by the italian educational system. Additionally, the project will haver positive benefits on about 28.000 students and 3.800 teachers, and 1/3 of the total italian firms. Moreover, the professional figures predicted by the project will receive competences from i)advanced informatic knowledge, ii) ability to use the cloud computing system in a foreign language, both in the productive areas and in the commercial offices to facilitater their internationalization, and iii) increase the qualification on the commercial and informatic micro-languages related to: german, spanish, french and bulgarian that are, in this order, the most requested by the firms in the four regions involved in the project.318 students selected from the classes of the fourth and fifh year of 25 Technical, Professional Institutes and High Schools in Economics and Informatics specialization will attend a training stage of 5 weeks in firms located in Frankfurt, Vienna, Cadige, Valencia, Portmouth, Malta, Sofia, Cannes. The stage will be done during June, July and August 2015. In addition the students will receive, in their destination countries, 40 hours formation session dedicate to improve the specific commercial and informatic microlanguage.The departure will be preceded in Italy by an extracurricular formation period of 400 hours through e.learning sessions, in place learning and training stage in the firms. Twenty teachers will follow the same formation program as the students in the firms.In addition to the specific objectives, the project will have positive consequences on both the participant schools and the italian educational system as follow:1-to introduce into the schools the education for employment procedures, with a constant collaboration between school and firms on the territory connected with the Industrial Unions, Unioni Territoriali and Category partners, that will produce as outcomes an enhancement of the italian educational system, joining it with the professional figures emerging from the job market2-to increase employment among young people by promoting their hiring in the firms participating to the partner Category associations3-to start a constant international collaboration between schools and firms to I) introduce into the italian educational system a pragmatic approach to the international job market, and ii) gain a better knowledge of each other, and iii)strenght the teaching of the commercial and informatics micro-lanuages4-help the knowledge among the partner schools of the German dual formation system; this has the scope to promote the formation of an experimental program in the partner schools in collaboration with the firms willing to join this experimental program5-create a common procedure in the italian evaluating system based on ECVET, this for the coomprehension of the competences and knowledges acquired by the students, both in school and in the working area at National and International in order to facilitate the international mobility of the students to favour their employment.Finally this project aims to develop a data bank useful to the tracking of a participant student from the end of the project to the actual employment and working as data source for future analysis on the educational project integrated to the need of the job market.The ambitious scope of this project are justified by the web by involving partners that have competence, knowledge, and financial means to sn the project action. In particular, the fact that only the constant interaction between National and International education and work abilities, will allow the solution of the dramatic issues connected to the unemployment of the young people.The main actors in this projects are the partners schools, the Industrial Union in its territorial entities, the Goethe Institute collaborating with the British Council and Cervantes Institute for the linguistic formations and the ECVET in collaboration with Dr. Faggioli of INDIRE, the international partners for their connection to the firms on their territory, the Office XVI of MIUR-ER for the validation of the congruity of the project with the MIUR.The long term benefits are the enhancement of the interaction schoool-job

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  • Funder: European Commission Project Code: 2014-1-IT01-KA102-002242
    Funder Contribution: 275,308 EUR

    The THREE Project is set in a geographical context - called the Bassa Padovana area, in the Venetian region-, characterized by an economy continuously suffering from the shortage of job occupation due to the financial and economic crisis. What is more, really radical historical and cultural conditionings and the permanence of gender and ethnic stereotypes make difficult to change behaviours and organization models of small enterprises, and limit the necessary innovation processes.In this context the project offered important educational opportunities to the young people through the mobility by helping them improving the relationships with the others, considering the differences of gender, culture and place of origin as resources instead of limits. Together with the enhancement of linguistic and professional ?tools?, the project aimed at the intercultural awareness as one of the essential competences to start up revival processes for the employment driven by the touristic resources of the territory.The need of an innovative touristic offer, based on human level personalisation, requires the operators to master, together with some specific technical competences, some of the skills enhanced by the project: flexibility, openness towards the society, cooperation, self ?entrepreneurship, personal organization.The project, carried out by a consortium of four vocational and technical secondary schools, involved 111 learners who completed the 4th of 5 years (66 females ,45 males). Their mobility (FR, ES,DE, IE, UK) was of 5 weeks during the summer 2015, with 1 week of cultural, linguistic preparation and introduction to the internship and 4 weeks of full time workplacement in companies relevant to the professional profiles: tourism and related sectors (marketing and administration, ICT, hospitality&catering), agri-food and environment management.The different professional profiles shared the aim to acquire and enhance the ability to:1-communicate in foreign languages 2- face new cultural contexts, 3- adapt to unfamiliar situations, be flexible, show interest in new experiences and live them as a learning opportunity 4- practise personal autonomy by daily training in their self-organization and stress management5- build up constructive relationships and take on responsibilities at work. 6- acquire or improve some professional skillsThe activities were managed in every step within the Quality circle (planning, implementation, evaluation and review), enabling the success of all the actions and the achievement of the project goals.The degree of success of the project was assessed through final surveys among the participants, the school tutors, the receiving and hosting organisations. The positive outcomes were determined also by the careful linguistic and pedagogic preparation and the good practices shared for the selection. The Erasmus+ VET mobility is integrated in the learner?s pathway as equivalent to the school-work alternance system, so the implementation of ECVET procedures in the learning experience abroad enabled the recognition of credits. The Europass Mobility Document was issued to the participants as well as other certifications (language and workplacement).Thanks to the project the members of the national and international partnership have strengthened their collaboration and improved the shared practices to organise, manage and evaluate the mobility. The participants highlighted a relevant progress in their self-esteem, confidence, ability to manage difficulties, autonomy, self-awareness and open attitude. The improvement of social, civic and intercultural skills strengthened the feeling of belonging to the European community in all the actors involved; many participants imagine themselves to spend a period of further training abroad in the short or medium term. This is also due to the improvement of communication skills in a foreign language. Their personal portfolio will be more well-stocked when they will enter the labour market.Thanks to the stakeholders of the consortium, the project has strengthened the relationships of schools with the territory and the businesses, where many students will spend the experience outcomes soon.

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  • Funder: European Commission Project Code: 2018-1-IT01-KA116-006369
    Funder Contribution: 246,097 EUR

    S.M.I.L.E. (Students' Mobility In the Lands of Europe) is a project that involves the collaboration of 34 foreign partners from 10 different European countries. With some there is a relationship of reciprocity both in Erasmus+ mobility and in other international projects. The local stakeholders are: Xena for competence monitoring; Padova City Hall, the Province administration and Fòrema Confindustria for the training of the beneficiaries on private enterprise and the cross competences useful for the world of work, besides helping in the dissemination of the action in the local socio-economic context. The international network includes private companies, Chemistry labs, public institutions, training institutions, universities, museums, hotels and other bodies in the fields of tourism, culture and commerce. SMILE wants to offer a large number of students from IIS Scalcerle the opportunity for a new training experience in an authentic working environment of a foreign European country to contribute to the institutional activities of “work-related learning” with a wider training scenario, a larger look at diversity and its possible intercultural and intergenerational implications: leaving the school “shelter” to deal with international work situations and people other than the peers a student lives with every day. New professions will require updated digital skills, entrepreneurship and initiative; many key competences of citizenship can be found in the objectives of SMILE. We intend to reach the ambitious goal of developing creativity and the ability to find solutions to new problems in a working and entrepreneurial environment. At a European level, this objective is strictly connected with proficiency in foreign languages. The beneficiaries of SMILE are 110 students from IIS Scalcerle and XX members of its staff. The selection of the VET LEARNERS will follow the school’s quality procedures. The beneficiaries are in-training interns that will obtain their high school diploma corresponding to EQF Level 4. They have finished the 4th year of either the Foreign Languages School or the Technical School of Chemistry, Materials and Biotechnology. A high percentage of women and some immigrant students will be involved. The work placements will last from 2 to 4 weeks. The selection will be partly based on merit and personal motivation, but an adequate number of work placements will be reserved to students with minor opportunities. The work placements will be organized, monitored and evaluated partly using ECVET criteria. They will be conceived as adequate to acquire skills that can be developed in time and acknowledged in different national and international contexts. Besides cross competences and soft skills, the project aims at developing the following technical and professional competences: • Technical School: acquiring methodology and procedures in chemical, biological, biotechnological, environmental hygiene and healthcare analysis; interpreting results and writing reports; using instruments; performing qualitative/quantitative analysis with different methodologies. • Foreign Languages School: developing multilingual communicative skills in the tourism, artistic and cultural field in hotels, tourist offices, libraries, recreation/cultural centres, universities, museums; collaborating in the organization of events and exhibitions for the promotion of the cultural heritage; planning itineraries; managing reservations and quotations. • Childcare educational services: developing communicative skills not only multilingual but also fit for communication with the service’s beneficiaries, like kindergarten children or young people in community centres; collaborating in an educational team; planning activities relevant to the interests of the young beneficiaries. At the end of the school course and thanks to the mobility experience, many students will be in a position to apply for the certification of excellence called CERTILINGUA. The impact on the school and the staff that manage the project is very important. More and more teachers feel the need to be better trained to support the students effectively in these experiences. The comparison with different educational and work organizations triggers an effective cooperation also in the school’s departments, which update their learning objectives and curricula. For this reason, a group of XX people from the staff (teachers and administration) is involved in this training process on “work-related learning” activity management, the assessment of non-formal and informal mobility experience and the improvement of the linguistic competence in English. The beneficiaries will be selected according to their competence, their participation to other international school programs and their involvement in the management and evaluation of the skills acquired by the students during their mobility and the activities of “work-related learning”.

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  • Funder: European Commission Project Code: 2017-1-IT01-KA116-005869
    Funder Contribution: 243,165 EUR

    The consortium implemented all the actions planned in the Euroexp 2017 project as regards learner and staff mobility, both in numbers and quality.5-week internships for 96 students and 2- week Staff mobility for six teachers were organized.The mobility experience took place in different locations in the UK, France, Spain and Austria.With the goal of broadening the project internazionalization, as planned in the project strategy, two new partners in two new countries have been introduced.These are the Czech Republic (Prague) and Slovenia (Maribor)- countries that, as competitors in the wine market, can provide good quality training opportunities in the sector.As regards Learners, during the first week abroad they were involved in activities related to language preparation and cultural induction to the local working sector. In the following four weeks, the learners were involved in full time internships in local enterprises. These internships were organized following ECVET procedures in order to be recognized as a School-Work experience and to obtain the Europass Mobility certificate.The learners were students who had just concluded the 4th year of secondary education in the following fields: viticulture, enology and environmental management, tourism and reception, foreign languages, catering, administration &marketing.The learners’ profiles were representative of the actors that operate, in a strategic and integrated way, in the processes of production, transformation, sale and marketing of their territories’ enogastronomic products of excellence; in the quality reception services; in the fields related to administration-management, trade and marketing.As regards the learners, the main goals fulfilled by the project have been the following:-Development of professional competence in the related fields-Improvement of linguistic competence, also in the specific microlanguages-Evaluation of the personal skills and features necessary for employability, developing adaptability, flexibility and team work skills.In addition to this, the experience in a new and international context helped to promote and enhance the learners personal autonomy and responsibility, curiosity, personal initiative, problem solving and self- learning. Living abroad for five weeks has also helped the learners to improve their relational skills and develop cultural openness and a sense of belonging to Europe.The Staff involved in the mobility was composed of four teachers in the humanistic field and two teachers in the practical and technical field. In the UK, they were involved in a program of learning and job shadowing related to CLIL methodology.All the actors involved, learners and staff, sending institutions, receiving partners and firms, expressed a positive feedback of the project when in progress and a general appreciation of the results achieved.The learning results achieved add an extra value to the education of all the participants. As regards learners, these results integrate school education and enhance their employability in an economic environment that has become more and more international, with a strong export of high quality goods and that, in addition to this, attracts a significant share of foreign inbound tourism.As regards Staff mobility, the sending schools are now capitalizing the results as follows: an interschool Clil teamwork has been created; improvement of CLIL modules taught in the classes; the participants are training other colleagues and are preparing the teachers that will take part in the next stage of the mobility.As regards internazionalization, each school is working in order to enhance both its own educational offer and the cooperation with other European partners.In order to help the development of its internationalization plan, each school has increased the number of language certifications for students and teachers. It has also increased school exchanges, the hosting of foreign teachers in job shadowing and of learners for internships of two/three months in local enterprises, participation in projects with international relevance and with other funding sources.The project implementation has helped the consortium to further strengthen the existing bonds with the local productive, educational and institutional bodies, thus narrowing the gap between school and work.

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  • Funder: European Commission Project Code: 2015-1-IT01-KA102-004416
    Funder Contribution: 382,488 EUR

    The MELTEP Project 2015 (Mobility Experience for Learners in Technical Education Paths 2015) brought together in partnership six Technical Education High Schools, one VET Center in the Province of Bologna and a National Association of vocational training institutions and organizations. MELTEP 2015 aimed at giving an answer to the strong need for internationalisation of the productive area of Bologna, offering 177 young people (16-25 years) resident in Italy and attending Technical Education or VET-Courses the opportunity to experience an internship abroad for 3 weeks at companies in the European Union (France, Germany, Spain, Malta and the United Kingdom).The mobility experience in a company was mainly related to the specialisation areas of the schools involved, namely: Administration, Finance and Marketing, Tourism, Commercial Services and Advertising, Electronics, Business information systems, Administrative Assistant and Sales Personnel. The first and foremost goal of the project was the improvement of the chances of employability of young students, improving their transversal, language, citizenship, and technical skills.Special attention has been paid to the inclusion of teenagers and young adults in social needs or with disabilities.In addition, what made MELTEP project 2015 particularly innovative was that it reinforced the exchange of best practices in the field of validation of competences. In fact, it provided an opportunity for pilot testing of ECVET procedures for the evaluation, recognition and transfer of learning outcomes, with a focus on a group of about 20 trainees, trying to improve the international mobility of Technical High Schools Students.

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