D1.

2 presentation of the body

What are the experiences and activities

Our establishment, Oehmichen high school is a comprehensive school that is containing a

general way, a technology track and a vocational track. It is located in the Greater East
Region (formerly Champagne-Ardenne), north-eastern France. In a medium sized town
(45,000 inhabitants), Chalons-en-Champagne, located in an agricultural and wine region, near
Reims

This is a large modern (rebuilt in 1998) extending over 9 ha, each pole discipline has its
specific building. 1240 students are enrolled and 239 people work there.

The educational structure is diverse we have within the institution:

- technological and scientific studies (biology, physics, mathematics, engineering, electronics,

information technology, energy and environment, architecture, medical and social sciences);

- vocational training (transport and logistics, truck driving, maintenance of industrial

equipment, maintenance, industrial, kitchen, hotel and catering service)

Our school prepares students of general and technology center to further studies in higher
education. Those professional pole can either go directly to the labor market or to engage in a
post-baccalaureate training. Our students can learn English, German, Italian and Spanish.
Most of them are studying two foreign languages, and English is mandatory. The foreign
languages are an important part of the national curriculum and our school encourages
students to practice as much as possible.

Our students and students from diverse social environments, but mainly workers and rural
families. They come from different villages and cities in the Northeast of the Champagne-
Ardenne. So we have a boarding school which welcomes 230 pupils and students during the
week.

The comprehensive school Oehmichen Etienne has two national labels "Lycée des Métiers"
in the fields of transportation, logistics and hotels and restaurants. This label has been granted
to us demonstrates the ability of the institution to work in partnership with the economic
fabric and professional sectors, and reflects its international openness of its communication
policy, but also of the quality process implementation artwork. It builds on qualeduc strips
with the European project qualep 2011.

We adapt our business practices, experimenting if necessary, so that our pupils and students
are in line with business demand and to guarantee them the best employability.

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Our establishment has been labeled (January 2018) by the University of Reims "European
Settlement". This academic label encourages the development of European and international
exchange programs with institutions of secondary and higher education, as well as teaching
many non-language subjects in English. The staff at our institution forms to English. Many
staff participated there two years in a mobility project K1. The goal is that teachers use their
language skills in their field and allow students to reach the B2 level required for their final
degree.

We put a strong emphasis on youth education for their understanding of the world around
them. We prepare them to be active citizens, as well as members of the European Union in its
own right. A European project like this is the right tool that will allow our students to have a
better understanding of European cultures, and to overcome self-censorship they impose in
communicating in English.

Experience of the organization in the areas inherent to the project

The project is interdisciplinary and cross, the disciplines of the teachers will be involved in its
implementation: English, Food, Service, Management, Science, Geography, History, French,
Documentation. We support our students so that they get all the necessary knowledge to
better integration in the workplace, and organize relevant activities in relation to these
objectives in consultation with partners.

The property acquired through European projects for many years experience in the field of
cooperation with international partners, including the home of the partners for the project
management, including its size financial, and organizational mobility. The results were also
positive for our students who have developed a European and linguistic openness, and the
educational community that is found energized. Now with an experienced team on which
have can rely, we would agree with our partners (less experienced in this field), take over the
coordination of the project.

Did you participate in a project Yes

Please indicate the

Cominus 2010 2010-1-RO1-COM06-07029 3 LEGT Oehmichen

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Cominus 2012 2012-1-FR1-COM06-35190 1 LEGT Oehmichen

Leornado 2013 2013-1-FR1-LEO01-48384 LP Oehmichen

Erasmus mobility K1 teachers wear by the Rector of Reims 2014/2016

Cooperation for innovation and the exhange of goods practices 2015-1-FR01-KA219-

014938_1 LEGT Oehmichen

Charters ECHE charters for extra lessons in 2017

D1.3 + D1.4 computer

D2 COMPUTER

D2.1 data processing

D2.2

Background:

This project addresses a specific issue related to vocational training in hotel and catering. We
are seeing a demotivation of students for periods of work-based training (PFMP). This results
in a negative attitude that pushes students, especially the most vulnerable, to adopt
inappropriate behavior in the school setting, as well as requirements in the workplace. So it
happens that the agreement (between high school and the company) is broken, if a student
drops out of school.

The teachers of the section, aware of these difficulties, to reflect better match between initial
training and the workplace. But the avenues explored so far have shown their limits.

Another element is the difficulty of our rural and students from very modest backgrounds to
project into professional mobility outside the Châlonnais labor pool.

The teaching team adopts a fatalistic behavior, and tends to give students certainly consistent
training places to the repository and the student's skills, but that adapt to specific and binding
requests from families do they promote professional ambition in the long term.

Teachers find that the training often becomes a set of rules for young people, a place of
fulfillment and confidence socket to fit into the workforce.

The project is based on European priorities:

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 - Citizenship, democracy and awareness

- Teaching and learning of foreign languages

- Issues related to the labor market, school dropouts, post-baccalaureate

hiring / stoppages youth.

The European Commission encourages the education sector to promote inclusion and to
ensure that youth develop the social, civic and intercultural necessary for active citizenship.
The main objectives are to show students that they are part of Europe, they can collaborate
and interact with other young Europeans.

The fight against school dropout is a national and European priority and goes into the
"Europe 2020" strategy, which is to reduce by 2020 the dropout rate in the 10% mark, and
improve capabilities 'occupational integration.

The objectives in this project are manifold:

Social Inclusion

- Help students develop further professionalism during their period

of training in the workplace, especially for the most vulnerable students.

o Improving the understanding between stakeholders in formal education

and the labor market

- Develop remediation tools after experimenting new practices,

methods and sequences

Strategic Objectives

- Acquire for students and teachers new skills, new skills from the
experience of each country in the field of restoration.

o Improving the foreign language skills

o Improve skills for employability

o Gain a more positive attitude vis-à-vis the European project and the
European Union of values.

o improve mutual understanding of teaching practices between partners

The project involves students from first terminal and professional marketing and catering and
food service as well as teachers involved in these sections.

CSP

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needs:

Activities implemented to achieve the objectives of this project refer to the curriculum of our
training catalog.

- Didactiser and test courses in the specialty related partners, test and
evaluate.

- Foreign languages: contact partners produce English media, make

basic conversation guide used during mobility.

- Language: read and search information, write articles and describe its
region, school etc ...

- ITC: videos, power point

- geography History: Working on the country.

How does this project innovative Is

the project aims to share our teaching practices, and organizational, but also to test those
partners. We will compare and assess their relevance to evolve our teaching to motivate
students to better our dropouts. Our youth is therefore invest in better training and better
understand the challenges of the workplace.

For Oehmichen high school, it may be necessary to file an experimental record to waive the
national regulations. Indeed, Article L 401-1 of the Education Code allows for
experimentation in a formal setting, after approval of the academic authorities. For example,
switching to PFMP two days a week instead of 8 weeks of one piece, fit into this framework.

Following this project, we plan generalization to other professional sections, if the results are
conclusive.

On the other hand, mutual presentation of the partners of training, will bring students to
consider pursuing post-baccalaureate study abroad.

Complementary:

- Focus on interdisciplinary work or co-hosting

- Acquiring language skills and strengthen the achievements

- Encourage mobility of our students

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 - positively and actively prepare our students to pursue research with a
European open

- Continue projects European nature

- Train teachers. Indeed continuous training offer is non-existent in this

area. (TNE)

How did you choose the partners and what their contribution to the project? Are
organizations that have never participated in similar projects concerned

we found the first partner on Etwinning database (Croatian). It invited the Portuguese partner
to participate in this project.

Partner selection was based on several criteria: sectoral partners (hotels and restaurants), the
students' age group (15-18 years), intercultural activity done at school, motivation of partners,
expertise in areas necessary for the implementation of transnational projects, the effectiveness
of communication during the preparation phase, the convergence of issues despite the
different training regimens (duration, workplace training period, various organizations) .

It seemed interesting to compare approaches with different European countries culturally and
geographically.

We communicated by email and a collaborative project management tool "Trello" to design

the project and to agree on the activities to be performed.

Moreover, these countries have very different dropout rates. In 2016, the rate was 14.0% in
Portugal, 8.8% in France, 2.8% in Croatia (source:Eurostat).

The France: Knowledge and experience in the management of European projects,

organizational skills, social skills (teamwork management, initiative, problem solving),
methodological tools in the areas of study of the project, the experience in the organization of
transnational meetings and extracurricular activities for students, the experience in the
financial management of European projects.

Croatia :

Portugal:

Ambition, innovation, critical thinking.

Creativity, ethics, insurance, flexibility

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Knowledge, credibility, transparency, customer orientation, entrepreneurship, sustainability,
social responsibility and experience in the use eTwinning

How the tasks and responsibilities they will be distributed among the partners?

France:

- Maintain regular communication with partner schools;

- Verification of compliance by each partner;

- Organizer of a transnational meeting in France at the beginning of the project;

- Monitoring the completion of the common products;

- Reports of meetings with colleagues from partner schools;

- Finalization of the intermediate and final version of the evaluation questionnaires

- Preparation of a partnership agreement to be signed in the first transnational meeting;

- Edition of reports to the National Agency;

- Management of organizational problems in partnerships. (??? here does that mean I do not
know?)

- Compliance Audit of expenditure supporting documents with respect to the specifications of

the European Union.

- Guarantor of traceability and archiving of all vouchers

Common tasks for all project coordinators from each partner school are:

- Maintain regular communication with the French coordinator and other partners;

- Monitor the progress of activities and the respect of all time;

- Organize a project monthly meeting meeting in school;

- Manage operating problems at local level;

- Ensure the management of budgets prepared by the coordinator with the help of the
school's manager;

- Be present necessarily transnational meetings (in France and?)

- Actively participate in the development of activities

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- Update TwinSpace and Erasmus + window on the school website;

- Organize transnational learning activities

- Organize dissemination, monitor and analyze activities.

- Submit all supporting documents requested by the accountant of the country coordinator
(Mr Faidherbe)

The distribution of tasks in each school will be made according to the skills and expertise of
its members.

Language:

English will be the language of communication used by the partner schools to facilitate
communication, we use modern technologies like TwinSpace, social networks, Trello app,
email and video conferencing.

Students and teachers communicate through email, social networks and TwinSpace to share
information and seek advice for the completion of activities.

What are the main topic addressed in your project?

- Dropout / combat school failure

- issues related to the labor market incl. Career / Youth unemployment
- Citizenship, democracy and awareness

What are the expected results during the project and after it achieved?

globally

Products made / the communication

results for students

- they improve their knowledge about other European countries

- they improve their language skills

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 - they improve their soft skills (work, teamwork, leadership and intercultural knowledge
...)
- they are more motivated to come to school and learn
- interest to continue their study abroad
- encourage young learners to communicate across europe
results for the teachers

- they improve their knowledge in project work

- it improve their organizational skills andcommunications
- they improvetechniqueslessons
- they improve their English
- they share teaching methods and innovations they bring to their classrooms.
Results for partners

- creating a network of partners for future project

- strengthen the European dimension of each school
- to implement new teaching methods to reduce early school leaving.
- implementation of different organization in the management of internships and
relationships with companies.
- Dissemination of results of the experiments at the regional level

E1 Participants

Please describe briefly how you will select and engage the project participants.

The students:We chose to engage students in 1st Bac Pro, for the three participating
countries work differently for the duration of the training: France and Portugal are over 3
years while Croatia over 2 years. The age range of the students also must match (15 to 18
years).

When mobilities only 12 students will leave.

The selection of students took the move will be done on several criteria:

- involvement in the project;

- Investment in foreign languages
- attitude and behavior in training
Involvement:

- Upstream Project presentation to students and legal representatives

- activity Realization "Icebreaker", simple and fun to discover partners.
- Realization of activities throughout theproject
- Communication and exchangewith the corresponding
- discovery of partner countries with mobility
- VALUATION students in their school report for France with a special mention
- Europass
- of theirAmbassador Hotel project breasts but also local

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companies:

Choice:

- companies represented in the data bases of the school

involvement:

- During the activities, company visits, to answer their questions on training (repository,
learning etc ...)
the teaching team :

choice:

- those who bring their skills in various disciplines so that the project is not carried out
by teachers of professional specialty.
- experiences and skills to the beneficiaries of the objectives of this project
involvement:

- formal and informal meetings, consultations

- Work on the collaborative tool
- implementation of interdisciplinary and collaborative activities

Participants with fewer opportunities: the project he integrates confronted participants to the
situation that would make their involvement more difficult

yes / No

How many participants fall into this category?

Computer

How these types of situations Delegates are facing

- academic difficulties
- Cultural differences
- Social obstacles
- geographical barriers

How will you support these participants in ways that they engage fully in the activities?

Most of our students come from a disadvantaged social class, students will then devalue that
"they have the skills .. We will support them to engage actively in the conduct of this project,
to open their personal and professional horizons to enable them to travel to the European
Union breasts. Specific support will be given on:

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 - the financial aspect
- of the ad hoc support during the project
- implementation tutoring

Approximately, how many people, not receiving specific subsidy, benefit or be targeted by
the activities organized as part of your project (eg members of the local community, youth,
experts, policy makers and other stakeholders)? thank you to fill in the number of people

30 (about 10 per partner)

Please describe what activities these people will be involved in what way:

All the students of the division will be involved in the project. For students who will not go on
the move, they will participate in all activities throughout the project, have identified
correspondents, participate in virtual exchanges. They will perform in pairs, work on a
feedback which will be a digital output (video, power point ...). They will help the educational
team swarm the project at different extra curricular events (forums, open houses etc ...).

They will participate in activities at the coming of our partners, themed meals organizations
etc ....

F: Preparation

Describe what will be done upstream by your bodies and your partner before the project
activities take place, for example, administrative provisions, the schedule of activities, the
selection of persons, trainers, involvement the involved parts so

the following works will be by all the partner schools:

project teams:

at the beginning of the school year in September 2018, each project coordinator participating
in this partnership will build a team to manage the project. The team will be composed of
teachers, administrators and account manager of the school. This team will organize
activities, work product to achieve, they will participate in the distribution, monitoring and
evaluation.

In France, we have a European project team who has worked on projects since 2010. Our
team has gained experience and expertise in project management and partnerships.

Students will participate in activities and implementation of products based on their skills and
abilities:

for students with language skills they will work on translations of English products for
distribution

to students who have artistic skills he participate for example in the development of video
with the region and the high school

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for students with methodological skills

students regularly communicate by email, skype and TwinSpace and participate in

transnational learning activities.

They will participate in language activities, information sessions, extracurricular activities and
project dissemination activities. teachers will coordinate all these activities.

Each member partners will or will develop the following skills:

- social skills (communication, cooperation, teamwork, respect for others' opinions)

- language skills (knowledge of English at B2 intermediate- each school will organize
during a conversation in English and cultural preparation for students and staff,
learning basic conversational words in the three languages of the partnership.
- computer skills
- organizational skills and management
tasks Distribution

tasks at school level (communication, product realization, the administrative formalities,

financial management of the grant, dissemination) will be distributed to each member
according to their area of expertise.

the team of each partner will organize an information campaign for the educational
community and the Parents of students at the beginning of each year scolair . e This
communication will be organized in two stages: at a general meeting at which personal place
in each school at the beginning of the year and during a meeting for parents of students. The
team will prepare a slideshow of the project partnership, subject, objectives, activities and
the planned timetable.

G implementation and management of the project

Please provide detailed information of the project activities that you will achieve with
the grant requested in the section "Management and implementation ofthe"

Please submit the methodology you plan to apply in the context of your project?

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Transnational Project meeting: please specify the frequency of these meetings,
place, participants and objectives

How will you communicate and cooperate with your partners?

How do you manage the risks that may occur during the project (eg time, on budget,
conflicts etc.)

How and by whom the monitoring of project activities will be carried out?

How will you measure the success of your project?

If necessary, allow you to use online platforms Erasmus + in the preparation,

implementation and / or after the end of your project?

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G Learning Activities / Teaching / Training

Do you plan to include learning activities, lessons or training in your project?

OUi

What is the added value of these learning activities, in achieving the project
objectives?

describe each learning activity, education or training that you will implement in the
project

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