"Project summaryContext and project summary : Our school plan at Jean Mermoz aims at promoting geographical and professional mobility for pupils taking part in a European section and preparing a vocational certificate in management and administration.Motivation is a key element for our selected pupils to take advantage of a five-week language and professional-oriented stay in Dublin, Ireland (one week in a language school and four weeks in work placement). This stay is organized and managed by an organization chosen by our school. This stay allows them to develop the skills required to pass their exams and to get the Europass and the label ""European section"" on their diploma.Number and profile of the participants : There are usually 10 participants ages 17 to 20 for each mobility. They can sometimes come from disadvantaged backgrounds. We can notice a predominance of girls within this section. Self-willed and motivated, these pupils sometimes leave France for the first time. They are eager to know other horizons. They are aware of what this mobility can bring them in term of cultural opening, control of the English language, and personal enrichment.Activities : Cultural and linguistic preparation upstream 1-week English classes in a certified language school in Dublin, Irland 5-week accomodation in Irish host families, 4-week work placement in Irish companies Valuation of the project on the way back Project management methodology : Sélection of the partner organization by invitation to tender and inspection on site, Language, cultural and professional preparation by the concerned teaching staff Diagnostic assessment of pupils' skills in English on the phone prior to mobility Assembly pupils'individual files for their stay Search for work placements and host families with our partner organization, Administrative and educational management by the concerned supervisors, Temporary assessment by the partner organization and final assessment of the work placement by the teaching supervisors Personal improvement and better self-esteem after a successful experience abroad. Return of the stay on the site of the school, powerpoint and exhibition présented to the other pupils, ceremony of the EuropassResults and expected impact : Discovery of an English speaking environment Fight against early school leaving and orientation by default More motivation thanks to professional mobility experience abroad Improvement of oral and written language skills in English Personal enrichment and better self esteem after a decisive experience abroadLong term potential benefits : - The ""Europeen section"" indication on their vocational certificate favours the continuation of studies and make easier occupational integration (employment area close to Roissy Airport). - Promotion of our school image and of course quality of the training given by the European section staff."

For their Baccalaureat Professionnel certification in ‘Sales and Trade’, our pupils have to achieve training periods in companies in order to discover the demands of the professional world and to put into practice their skills and knowledge learnt in class. The professional integration of young people is subjected to the pressure of a difficult and increasingly competitive economic environment. In this context, the practice of a foreign language has become a leading criterion for employability. With this in mind, the Lycee des Metiers Florian wants to allow pupils of European sections to perform a training period in a company located in Spain or in the United Kingdom, during their final year.Recruited by a motivational interviewing and language tests, the pupils of the european section will have professional education courses in the chosen language (english or spanish) and strengthened language courses to get the ‘Section Europe’ mention on the Baccalaureat certificate. They will hence get more value out, from a future employer, of their professional skills, acquired in a country of the European Union.The training period abroad will provide an opportunity for pupils to professionally grow in a different linguistic and cultural universe. And for some of them, it will be the first experience of living in a foreign country and will make them be also aware of the reality of the European project construction.This training period will occur in November 2014 after one year spent in a European section class.We launched an invitation to tender bids to select contractors, both in Spain and in UK, according to specifications prepared by the teaching staff: full board accommodation in host families, a 5-week internship with a linguistic support and discovery of the environment.The Erasmus+ application of the Lycee Florian is the opportunity for the european section pupils to live a very fulfilling and beneficial experience, on a human and professional level. Furthermore, this application is part of a larger European project mobilizing all disciplines (a two-week internship for pupils in Hairdressing CAP is in project), creating a European pole and reinforcing the partnership with the city information and referral center, providing advice, information and incentives to mobility in Europe.This project is finally part of a wider policy of international opening that led the Lycée des Métiers Florian to engage in a partnership with hairdressing schools in Japan. And we receive each year fifty students of these schools.

The lycée Colbert is a vocational school which educates 300 students each year in Services and Sales. The students often come from families in financial, social or cultural difficulties. The certificates that we prepare the students for are the Professional Baccalaureate (level IV certificate –3-year course) and the “Certificat d’Aptitude Professionnelle” (level V certificate – 2-year course).On 1 September 2017, Colbert High School merged with Corneille High School forming a multi-purpose high school of 1200 students. The former Colbert site remained a tertiary center and hosted the technological sections. The projects objectives are to promote professional mobility, develop professional skills, improve fluency in English and Spanish and increase European cultural openness by this first experience of internship abroad.The establishment has been developing European mobility projects for the students for many years and members of the staff (the managers – old as new- and the teachers) were involved in organizing these projects. The 2017 one was based on a rigorous management which integrated regularly meetings of the steering committee. Our mobility project concerned the European section “Reception and Customer Relations” (ARCU) and “Management and Administration” (GA) and Bac Pro Commerce and Sales channels.It consisted of 32 pupils distributed like this:- 6 students in Management and Administration and 4 “Reception and Customer Relations” (final year) for the Ireland mobility (March 2017),- 6 students in Sales, 5 in Commerce and 1 in Reception and Customer Relations” (2nd year of a 3-year course) for the Spain mobility (June 2017), - 6 students in “Reception and Customer Relations and 6 in Management and Administration (final year) for the Ireland mobility April 2018.Students were selected based on motivation, seriousness and merit. Any financial difficulties of the often-modest families of our students have been studied in order to help them better.The activities proposed for these stays are as follows:- Before leaving for Ireland and Spain, mobility was largely prepared by the students with the support of their teachers as part of their training reference.-Students travelled to Dublin in Ireland to conduct an internship for a period of four weeks or to Estepona in Spain to conduct an internship for a period of three weeks.-During this period, students were staying with host families and were followed by a service partner, who were CEI and Internships Ireland in Ireland and Inforsys in Spain. They were chosen by our vocational school with specific objectives.- Two teachers were accompanying the students, some of whom are minors, at the beginning of the stay to implement the internship and in order to assist them in the discovery of the country. Two other teachers were coming from France at the end of the stay to conduct the internship evaluation.This internship counted for the continuous evaluation of the examination of students and enabled them to obtain a European reference when they passed their Baccalaureate (“Reception and Customer Relations” and “Management and Administration” Baccalaureate). All students got a Europass. Students on the move succeeded brilliantly in the optional mobility unit. These results are a real impetus for success at the baccalaureate.In the longer term, the expected results for the participants were as follows:- Develop perspectives with regard to international internships- Increase levels of success in exams- Develop access to higher education courses- Develop employability related to key skills and aptitudes developed during the project (autonomy, adaptability, openness to European culture…)Our high school has been developing its attractiveness with an increasing rate of students who studying in BTS. The school has also informed the Centre Ressources Europe, set at le Rectorat of Versailles, about the positive impact of the project Erasmus+ for our students. It has been increasing the European image of our Lycée.The actions carried out within the institution and focused on the international (Europe Day, Mini-company with the American sponsors AT & T, Erasmus + Projects, Professional training of staff in Europe ...) allowed us to obtain the 09 / 05/18 the label School Ambassador of the European Parliament.

The main goal of the project was to promote European education by empowering the existing active European Clubs in Latvia, Poland and Portugal and to set up new clubs in France and Germany, where such concept has not been developed yet. European Clubs are informal groups of teachers and students interested in the European Union, different countries and cultures in Europe and international cooperation. Clubs are voluntary extra-curricular activities schools offer to their students. Three partner non-governmental organizations had already worked with European Clubs for a few years before this project and we saw the need for strengthening the activities offered to clubs. We wanted to enable meetings of European Clubs, trainings for developing new skills and international and intercultural exchange between different clubs. Three other partners, also NGOs, joined the project with the purpose to promote the concept of European Clubs in their countries/regions which offered none or limited extracurricular European education in schools. Partners worked together on a transnational training course for teachers-Club Coordinators, two international meetings and three bilateral co-operation of European Clubs. During the training (July 2016, Portugal) nine teachers already leading European Clubs and nine teachers interested in starting such clubs met to (re-)discover the concept of European Clubs, compare educational systems, discuss procedures of starting a new club and learn about funding available to the clubs on the European level. As a result of the training six new European Clubs were established in France and Germany. New clubs were supported by active European Clubs from Poland, Portugal and Latvia. At the beginning of the school-year of 2016/2017 partnerships between active and new clubs were created. A Polish European Club from Kluczbork got in touch with a new club from Paris, a Portuguese club started cooperation with a newly established club from Angouleme in France and three clubs in Latvia (from Daugavpils and Adaži) communicated with two new clubs from Germany. With the support of the project partners European Clubs would get to know each other online and plan for new clubs to visit the experienced clubs. The clubs participated in 5-day exchanges (December 2016, January and February 2017) during which they got to know each other and their cities/countries better, and the active clubs could show the newbies some of the activities they think were useful. Non-formal learning methods were used, with the focus on group-building activities, group and individual working tasks, active participation through role-play, games, workshop sessions and intercultural exchange. New friendships arose while club members learned a lot about each other’s countries and discovered new things about the European Union. The clubs planned further activities together for the rest of the school-year. They would meet online or organize activities on the same topic at the same time informing each other of the effects.The first international meeting of European Clubs organized under the project brought together ten active clubs from Latvia, Poland and Portugal (October 2016, Poland). Students-members and teachers-leaders of clubs talked about their experience, good practices and solutions to challenges. Club members and leaders returned home equipped with valuable contacts, useful tools and practical ideas for further activities. Throughout the project we have collected opinions, ideas, tools, methods, and suggestions shared by the participants of the transnational and also local activities such as focus groups with teachers or national meetings of European Clubs organized by the project partners. We combined the material assembled during the project with research results and created a Manual about European Clubs. The 12th International Meeting of European Clubs was organized to present the information compiled in the Manual to schools interested in European Clubs and to general public during the celebrations of European Day 2017 in Warsaw, Poland. Ninety students and teachers representing 20 European Clubs and eight schools from 10 EU countries met for three days during which the Manual was launched. Its contents were presented through interactive activities inviting participants to not only read the material but also provide constructive feedback. Good practices were presented together with the Manual to around 5000 people that took part in the Schuman Parade, a positive manifestation of support for European integration in Warsaw. Some 1000 European Club members from all over Poland were invited to the Parade, take a look at the Manual and take part in activities prepared by European Clubs. The Manual was later adapted and the final result translated so it is now available in four languages – English, French, German and Polish – to young people, youth workers, teachers and educational institutions.

The project entitled “Sources of Europe at the House of Jean Monnet” aims to promote knowledge, reflection and discussion on variety of European issues by addressing specific audiences in appropriately adapted manners, and by enhancing interaction between the academics, policy makers and civil society. The aim of the project follows the main objective of our association’s work, i.e. to transmit legacy and lessons of Jean Monnet that constitute foundation of the European idea. Based in the House of Jean Monnet, a highly symbolic place for the common EU heritage where the idea of the united Europe took its first step toward reality, the Association Jean Monnet hosts over 200 conferences and debates a year aimed to a wide variety of audiences, such as secondary schools, multicultural groups, companies, as well as local, national and European policy makers.The project “Sources of Europe at the House of Jean Monnet” reflects our strong intention to increase our efforts in providing our target groups with a solid understanding of the EU issues. More particularly, our project aims to:• Carry out highly competent teaching activities in the field of European Studies• Promote excellence in debates on various areas of European Studies with a particular focus on History of the European Construction, European Institutions and European citizenship• Promote innovative teaching methods in trainings on European issues• Provide pupils at the level of primary and secondary schools with knowledge on the EU • Develop and implement highly innovative, attractive and efficient teaching tools appropriate for a specific audience of primary and secondary school pupils• Provide professional training on EU subjects for teachers • Bridge the gap between academics and policy-makers • Promote interaction between policy-makers and civil society