The Nouvelle Aquitaine region is the largest agricultural region in Europe and ranks first in France in terms of agricultural added value. It is also the world leader for appellation wines (Bordeaux, Cognac et Armagnac) and the first in France for quality/or certified origin products. The Nouvelle Aquitaine region also has the largest planted forest area in Europe - the Landes forestIn this context, a wide range of higher education programmes are offered by Bordeaux Sciences Agro (Post-Graduate diploma in Agronomy) and 8 vocational and technical agricultural schools (technician diploma in Agriculture - BTSA) in the field of life sciences. The consortium was initiated by the regional authority in charge of agricultural education. The vocational schools and Bordeaux Sciences Agro joined in order to improve the European mobility of their students in the framework of 2 to 12 month work placements which are part of the curricula, as well as through academic periods abroad.The consortium partners wish to offer their students another cultural and vocational experience in Europe and encourage the acquisition of transversal skills such as autonomy, adaptability as well as language skills, for an easier professional inclusion on the work market.This consortium aims at building closer links between higher education stakeholders and European partners, whether companies or universities, through a regional approach proposing a much better visibility, by offering a wide range of curricula at different levels and in different fields of the green sector.

The Nouvelle Aquitaine region is the largest agricultural region in Europe and ranks first in France in terms of agricultural added value. It is also the world leader for appellation wines (Bordeaux, Cognac et Armagnac) and the first in France for quality/or certified origin products. The Nouvelle Aquitaine region also has the largest planted forest area in Europe - the Landes forest.In this context, a wide range of higher education programmes are offered by Bordeaux Sciences Agro (Post-Graduate diploma in Agronomy) and 8 vocational and technical agricultural schools (technician diploma in Agriculture - BTSA) in the field of life sciences.The consortium was initiated by the regional authority in charge of agricultural education. The vocational schools and Bordeaux Sciences Agro joined in order to improve the European mobility of their students in the framework of 2 to 12 months work placements which are part of the curricula, as well as through academic periods abroad.The consortium partners wish to offer their students another cultural and vocational experience in Europe and encourage the acquisition of transversal skills such as autonomy, adaptability as well as language skills, for an easier professional inclusion on the work market. This consortium aims at building closer links between higher education stakeholders and European partners, whether companies or universities, through a regional approach proposing a much better visibility, by offering a wide range of curricula at different levels and in different fields of the green sector.

The Nouvelle Aquitaine region is the largest agricultural region in Europe and ranks first in France in terms of agricultural added value. It is also the world leader for appellation wines (Bordeaux, Cognac et Armagnac) and the first in France for quality/or certified origin products. The Nouvelle Aquitaine region also has the largest planted forest area in Europe - the Landes forestIn this context, a wide range of higher education programs are offered by Bordeaux Sciences Agro (Post-Graduate diploma in Agronomy) and 8 vocational and technical agricultural schools (technician diploma in Agriculture - BTSA) in the field of life sciences. The consortium was initiated by the regional authority in charge of agricultural education. The vocational schools and Bordeaux Sciences Agro joined in order to improve the European mobility of their students in the framework of 2 to 12 months’ work placements which are part of the curricula, as well as through academic periods abroad.The consortium partners wish to offer their students another cultural and vocational experience in Europe and encourage the acquisition of transversal skills such as autonomy, adaptability as well as language skills, for an easier professional inclusion on the work market.This consortium aims at building closer links between higher education stakeholders and European partners, whether companies or universities, through a regional approach proposing a much better visibility, by offering a wide range of curricula at different levelsand in different fields of the green sector.

LEARNING BUBBLES is a strategic project for innovation lasting 24 months. The consortium of partner organizations includes REPLAY NETWORK (IT), PISTES SOLIDAIRES (FR) which are non-formal education organizations dealing with young people and adults, SOCIAL FARMS AND GARDENS (UK) the British network of community gardens, secondary schools ISS PIAGET -DIAZ (IT), INSTITUT JEAN ECCART (FR) and BROCKHILL PARK PERFORMING ART COLLEGE (UK) and the UC LEUVEN-LIMBURG (BE) university with its department of Psychology and Educational Sciences.The Covid-19 crisis made it necessary for teachers from all over Europe to acquire IT tools and methodologies in the shortest possible time and according to the health emergency, which they often had to put into practice without being able to access the temple of formal education, the school. For students, on the other hand, new conditions of difficulty in accessing the educational offer have arisen, which in some cases risk even causing their exclusion from the right to education. However, this impressive step forward in the integrated use of technology in teaching has highlighted two very relevant aspects:• the inability in many cases of families to be able to provide quality and individual technological equipment to (all) their children, as well as to be able to adapt their working time structure to support them• the significant commitment of other civil society actors, who enter the life of young people on a daily basis, in assisting the school and its teachers in providing individualized educational support to those most in difficulty. A difficulty that is often neither visible nor certifiable, because it is determined by the changing conditions and contained at homeLearning Bubbles is an intervention project to support the secondary school and its most vulnerable students, which aims to respond in an innovative way to the needs that emerged during the pandemic, but considering it only one of the risk factors to be taken into account and to be addressed by bringing back the student at the center of an Educating Community that varies spaces, actors, approaches and timelines to guarantee access to quality education.It is proposed to:• develop and test a methodological system aimed at re-establishing the conditions of equity in students' access to teaching, with a cooperative pedagogical approach between different educational actors and involving complementary and outdoor learning spaces such as urban community gardens• develop an innovative ecosystem that facilitates the co-planning and co-creation of educational paths between schools and non-formal education organizations for more effective and efficient use of digital content, tools, and services specially adapted for personalized learning• continue to provide a training offer generally aimed at everyone, but able, even in a blended learning mode, to support single pupils in difficulty or with special needsThe learning context from the students' point of view is the intersection of formal and informal spaces, a dynamic hybrid learning environment in which synchronous activities meet in both virtual and face-to-face dimensions. Individual spaces to access distance learning activities offered by the school to groups of students, having an adequate educational support on-site, while being immersed in the green environment of urban community gardens. These are places of proximity, naturally dedicated to socialization, participation and growth of individuals and where students can experiment, deepen and expand the contents proposed by teachers, making creative use of the digital applications supplied through the Learning Bubbles, searching for their own way of learning and strengthening their key competences.3 intellectual products to be made in 2 years:• I.O.1 - an operational guide that outlines the pedagogical framework of the intervention, also making available a training format for the actors involved in its implementation, tested by teachers, educators and gardenisers during the international training (C1)• I.O.2 - a toolkit that will develop operational and immediately usable tools for communication and synergy at multiple levels in favour of students at risk of exclusion• I.O.3 - will feed a research-action path on 3 countries where the pilot projects will be carried out, from which to elaborate and analyse the impact that this intervention has on the inner readiness of students and teachersAn experimentation of collaboration between very different worlds: school, community urban gardens and the digital world. A proposal that seeks to combine the beauty of the natural environment, technological innovation and tradition to promote the well-being of its local communities.