Accredited projects for mobility of learners and staff are implemented by organisations holding an Erasmus accreditation. Each accredited project represents a step in the implementation of the organisation's long-term Erasmus Plan.

<< Background >>The teachers applied to this project in order to find ways to improve the learning atmosphere in their school. The idea came from the inspiring way schools work in Sweden.<< Objectives >>The aim was to inspire the entier school staff : we wanted to show that well-being did not depend on expensive costs but relied on a positive mindset shared with the pupils. This implied for us a big change of mindset.<< Implementation >>When we returned, we shared our experience with our colleagues. We proposed to work around different topics to determine how we could all change things: - positive education (responsibility, positive rules)- life skills- improved environment (reducing noise for better concentration power)- motivation (pleasure to learn) Due to Covid 19 and confinement measures, it has been difficult to do everything we planed. But, this new year sees the apparition of different clubs : ecological, reading sessions, English challenges, debate club... We also plan to start yoga and meditation sessions. Which shows some of our colleagues have already adopted the new mindset.<< Results >>We can not today evaluate the real progress in terms of numbers but we definitely can say there is a feeling of better well being in the school. Our school will this year be evaluated by a special committee and we will then be able to give more specific figures. The results of the evaluation will enable us to pursue those of our actions which show the best benefits.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

"This project proposes the mobility of 36 vocational high school pupils in Dublin, Ireland for the school years 2019-2022 for a period of three weeks. The pupils who are learning business will do a training in stores (Charity Shops), the pupils learning security will do their training at the fire brigade training center in Dublin.The vocational high school Émile Baudot, situated in Wassy in the Region Grand Est in France, offers different trainings:· in the business sector:- a vocational baccalaureat in ""Business"" (three classes of 35 pupils);· in the safety sector :- a vocational baccalaureat in ""Security Professions"" (three classes of 18 pupils)- a two-year diploma ""Security Guard"" (two classes of 12 pupils)- a one-year complementary Security training (one class of 10 pupils)• a two-year diploma ""Home Carer or Catering Assistant"" : (two classes of 12 students)• a class preparing to the General Certificate of Secondary Education (one class of 20)• a School Inclusion Unit (Ulis) (pupils in situation of handicap)• a teaching unit for non French speaking pupils.The school has about 209 pupils and thirty teachers. It is labeled ""Eco-Lycée"", ""Safety Professions School"", ""European Institution"", ""ETwinning school"".The main axes of the school project are the fight against school dropout, student success and openness to the international community. For this reason, in conjunction with the school project, the persons in charge of this project have set the following objectives for this mobility project:• Enabling the mobility of students coming from an environment that is often disadvantaged.• Improving the motivation of the pupils• Linking our different high school labels togetherFirst, one objective is to allow the mobility of the pupils stemming from an often disadvantaged social environment: the high school counts a rate of 67 % of pupils coming from a disadvantaged social background. Many of them choose their academic orientation according to the geographical proximity of the school with their place of residence or, more distressing still, did not choose it but rather did undergo it. This project can allow them to do a training period abroad without any financial selection. Furthermore, they will realize that it is not so difficult to travel and to go out of one's comfort zone.Then, a second objective is to allow the motivation of pupils who sometimes drop out of school: this federative project between the pupils and the whole educational community has for objective to motivate the most fragile pupils who may drop out of school and leave the school system without any diploma. It will enable them to improve their language skills and thus achieve a better bachelor’s degree or to complete it with an honour. Students will be able to take part in the baccalaureat mobility test. Their vocational skills will also be consolidated by comparing the country’s specific working methods. Motivating pupils also means allowing them to consider continuing their studies and promoting their employability, with a much more complete CV thanks to the mobility project. Moreover, to respond to the school project, the participants will develop their international awareness but also their European citizenship.The third objective is to link the different labels of our high school together : the label of the security jobs requires actions in relation with the international openness. The European label will be strengthened with this mobility. The choice of Charity Shops stores corresponds entirely to the values of the Eco School label.To carry out this project, a selection of candidates will be made on the basis of a cover letter followed by an interview, a knowledge test on basic English and on Ireland.The selected candidates will follow a specific preparation during the personalised accompanying hours, in particular for the improvement of language skills but also the discovery of Ireland and its culture, Dublin, as well as the use of different means of transport and the particularities of professional practices. Exhibits will be held throughout the year at the school library and different stages of the project will be published in the local newspapers.Four teachers will go with students to facilitate initial contact with partners, and regular exchanges will be established to ensure that the mobility is going on smoothly. At the end of the mobility period, teachers will go back to Dublin to evaluate the training in the workplace.Back to France, productions are expected: the language passport, the CV, exhibitions, conferences for the board of directors and students, but also for local elected officials, the general public and professional partners. A mobility brochure will be distributed to the Academic Inspectorate and to the English and Eco-Management Inspectors. To assess the expected results of this mobility, dashboards will be created at different stages of the implementation of the project."

We have students in Transport and Logistics doing a BTS Brevet de Technicien Supérieur (French equivalent of a British HND).They have to complete a work experience in order to pass their final exams. We try and encourage our students to complete this work experience in another country member of the EEC.Having an international professional experience is a big asset in their future professional lives. This year we sent 1 student away to Spain. She did a training period of 9 weeks with a company near Barcelona. This new partner works in the chemical industry.They were extremely pleased with the trainee and praised her serious and efficient approach to the tasks assigned. This work experience was a success. She improved her professional and her linguistic skills. She also developped her self confidence realizing she was perfectly capable of being a fully operational member of staff in a foreign environment.