"This Erasmus + school exchange project involves two agricultural high schools located in Macouria (FR) and Trondheim (NO). The state of play of our schools with students of common issues:- Absenteeism: beaded, recurring or its particular forms (absenteeism from the inside) 15-35%-The school difficulty: sharp drop in results-The school disinvestment: does not do his homework, does not have his equipment, etc.-The classroom behavior: aggression, agitation, sleeps in class-The attitude, the behavior in the establishment: apathy, the visible lack of motivation, the relationship to others, etc.-The social difficulties, family difficulties, even psychological-The report to the family during contacts-The average school dropout of 16%.The populations concerned by the dropout are heterogeneous, but the highest drop-out rates among the 2 partners are in last year of primary school and 1st in the secondary school, which are 13 to 15 years old; we will work with students of 1st year in secondary school. We will work on ways to fight school drop-out in agricultural education, try to prevent absenteeism and propose solutions to keep drop-outs ""passive"" in training. Indeed, our vocational training students need concrete cases to hold on to school in general and general subjects in particular.School dropout is a process that leads a young person in training to detach himself from learning. It can be done either inside the courses, the student gets out of learning while remaining in the class is the ""drop in"". The ""drop out"" is materialized, him, by a physical exit of the school system. The dropout is a learner who leaves the school system before obtaining a diploma (level 5).We will act on 3 targets:-Learning, at the center of the professionalization of learners. The link with the profession, the progress towards a professional integration are important factors of perseverance school for young people who perceive then their formation like a real factor of professional insertion-Socialization, by working on self-esteem, respect for others, cohesion, identity and culture of the community and its constituent groups within the institution-The empowerment, giving the opportunity to take responsibility, to position itself as an actor within the institution and its municipality. Non-formal acquisition of skills that will be transferable in professional and social life.Four activities will be carried out: 2 staff training (7 teachers / CPE / School life ...) and 2 student exchanges (20) in French Guiana and Norway. During these exchanges, the staff and students will be accommodated in the boarding schools of the partner institutions and will thus take part in the daily life of the establishment.b) A student exchange with each partner who will take different forms of workshop in groups of 8 students and 2 adults.Workshops 1 the reception: allowing the pupils of the 2 countries to know and to quickly identify the premises and the personnel, their functions, the different services offered, the rules of procedure ... To forge links with their comrades, their teachers and the educational supervision on a friendly and working way.Workshop 2 Heritage Day: the students will discover the heritage of their commune during an event aimed at promoting local products and know-how, reinforcing the legibility and visibility of the establishment (fair / market).Workshop 3 self-esteem: the team postulates that each student has qualities and potential. She wants to promote it so that the students are aware of it, and make their school report evolve. Gradually lead students to value their successes and failures. create the conditions to feel confidentWorkshop 4 the rules of living together: meetings to define ""live together what is it?""; construction of a questionnaire with the group and survey of young people and adults around 4 themes (atmosphere, violence, respect, communication); choice of 9 thematic axes to build a charter (against violence, solidarity, politeness, trust, tolerance, mutual respect, respect for places, punctuality and diligence, respect for the work of others).These 2 years of project will help to fight against the dropout by positive preventive pedagogical approaches used in each institution; capitalization of results and analysis will be available to all institutionsE-twinning will allow :- Students to get to know each other, to work remotely on a continuous basis, including those who do not leave for mobility.-Personnels to build the schedules, modify it, fix the tasks. And especially to agree, cats depending on the time difference."

"To help disadvantaged students or with learning difficulties by taking them out of their ordinary thanks to ambitious and resolutely up-to-date projects working harmoniously with a foreign partner !The International Cooperation is one of the five missions of the French Agriculture Department, included in the the Law from july 9th 1999, and the french College has integrated it in his school project. The portuguese College make it also a priority. ""From farm Fork to plate Fork"" seems to be a leading project in the way that knowledges are in direct connections with tranverse fields and in the moving of the current agro-ecological transition. Actually, ""producing differently"" is linked to ""eating differently"". To put into contacts learners in agricultural productions and learners in catering appears to be the best way to make the mentalities and practices change. The three main goals are : - to show that each learner is born to be a world citizen, with same rights to succeed during his studies, even if he is a disadvantaged child or in difficulty, - to improve practices in agriculture and techniques in collective catering, but also waste management and recycling,- to make our community aware of the importance of agro-ecology. The differet fields involved are : - ecological awarness - integrated farming - water management - integrated biological protection - study of biodiversity and preservation of living heritage- uncommon food consumption (flowers,...) of better quality (sanitary, organoleptic,...) and favourizing traceability - training of farmers-to-be to the learning and particing of farm strategies in France and in Portugal - make the students aware of the World they are living in and give them the opportunity to become relevant actors in our global society This project mainly concerns learners from both schools (600 students altogether) plus especially the disadvantaged ones, in difficulty or in farm production and catering or sports studies. The partnership will be focussed on annual or biennal exchanges between France and Portugal, including works, investigations or researches and diagnostics in both places all along the courses. The final aims are numerous : - to add value for learners (priority to disadvantaged ones, in difficulty) and teachers, - to change the way of proceeding to have better respect of environment and human health, - to open the mind of all the people included in this project and its community (family welcome, medias, conferences). Potentially through Erasmus plus, the continuation of the partnership should be settled down. Eventually the writing of a file Erasmus plus KA1 is planned to favourize the learner's mobility and to reenforce the existing links. Our both Colleges aspire also to integrate a third College in the next partnership in order to open up into the international."

In the course of the project our intention is to work on several subjects, aiming to cover all the relevant topics and trends related to the sector. An integrated learning experience that will give students an overview of what is happening now in the wine sector, both in Europe and worldwide.Sustainable Viticulture:Regarding sustainability and wine growing, we intend to develop a deeper understanding and knowledge of sustainable wine growing techniques and how they have developed over the time, analysing ecologically sound and socially supportive models. Practices that are no aggressive, neither with the environment nor with the workers involved in the winemaking process, and make possible to obtain healthier wines and integrate native plant species (vine varieties, groundcovers…) in a viticulture that will last.Authentic expressions of a region's terroir:In an increasingly globalized world, obtaining authentic expressions of terroir as we do in our region, is a competitive advantage and the right market positioning strategy. With this approach, we will prevent as well the use of methods or practices that would alter the expression of the terroir.International CommerceThere is no doubt about the need of searching for new markets abroad. As a wine producer country, we have faced a drastic drop in wine consumption. We need to expand the business, searching for emerging markets and targeting consumers keen to discover the wines. However, in order to succeed we need to know well the markets.Our wine´s production cost could be a barrier if we do not communicate properly the relation between price and origin. It is essential to prepare ourselves, mastering a series of commercial techniques and instruments that will guarantee the success. All changes in the way the European wine sector is understood nowadays imply in-depth changes in viticulture and Enology teaching methods. Professors and teachers must change their point of view, sharing with students new perspectives in tune with the news trends, as well as easing access to knowledge, essential to pursue a career in the trade.The educational project will cover the following topics: 1) Modern approaches to crops implementation, integrated and compatible with the environment in which they will develop.2) Sustainable farming techniques, working towards ecological procedures that respect fauna and are long-lasting.3) Strategies to analyse local vine varieties, for their development and enhancement.4) Development of models based on the concept of minimum intervention, acting as facilitators of normal natural processes, to achieve the maximum expression of terroir.5) Deepening in the conception and design of sustainable winegrowing facilities, with minimum consumption of water and energy, taking advantage of options such as the use of gravity, which also are less aggressive in conservative processes and hence quality.6) deepening knowledge of recycling techniques and appreciation of wine products.7) processing techniques based on respect and minimal interference with the application of natural techniques.8) Respectful with the characteristics of the raw material, enabling processes controlled micro-oxygenation and polymerization with minimal contribution of exogenous substances to the wine upbringings.9) Packaging and packaging approaches, consistent with all this philosophy, without superfluous consumption of raw materials, whose manufacturing processes are generated excess co2.10) Overall training in wines with knowledge of working taking place in various regions, as well as tastes and market trends, and techniques and strategies of international trade, needed to act in a market increasingly global and competitive.

"The ""agro-ecological transition"" project: exchange of practices between French agricultural high schools,German and Czech, to learn to teach differently"" was born from relationships between 3 institutions that areare met in 2015 and have started to maintain relationships of group mobility andindividuals, learners and staff.This theme is at the heart of the problems of the 3 countries and the 3 institutions, formingall 3 in initial and continuing training, from learners to agricultural and forestry professionalsthe environment.On the French side, the project would concern the STAV (Bac Sciences et Technologies de l'Agronomie etdu Vivant), which constitutes the ""core business"" of the EPL de Fontaines training courses.On the German side, we find the same vision in terms of synergy of the 2 activities of the DLR of Bitburg:agricultural production on the one hand, and rural development on the other, not in terms ofof competing activities, but in a more ongoing vision in Germany of a reportcomplementary between agriculture and the environment.Finally, on the Czech side, the Podebrady Agricultural High School, located in an intensive agricultural area 1 hour from Prague, trains students in ""agribusiness"" or animal production to become veterinary assistants. Agroecology is a little-known term in Eastern Europe, where the term ""organic"" is separated from ""conventional"".Two teachers, passionate about pedagogy and permaculture, introduce their students to the diversity of agricultural systems ""so that everyone can find what suits them best"".The general subject of the project ""Teaching to produce differently in Europe"" through agro-ecology, which is one of the most importantsince 2014 of the French Ministry of Agriculture and Food, has therefore found its way to theprivileged ground through this Franco-German-Czech exchange.Its objective is to create a reference framework of simple agro-ecological practices applicable in the 3 countries.The additional interest of this technical study project to carry it out as part of aEuropean cooperation, is a better and more effective pedagogy.The aim is to stimulate high school students, mainly from rural areas and until then quitelittle mobile, through their direct meeting with their European counterparts, and thus confront them witha different environment, thus creating a climate conducive to learning and development.development of new skills and competences (by putting them in a situation ""outside theircomfort zone"")"

<< Objectives >>La mise en œuvre du projet vise à promouvoir les pratiques agricoles. le rôle et les avantages économiques de ces pratiques. Aussi comme point essentiel des activités est la familiarisation des participants avec des solutions intelligentes applicables dans les exploitations agricoles et la numérisation active. dans les fermes.Autant de leviers qui conduisent à l'adaptation de l'éducation et de la formation professionnelle aux besoins du marché du travail et au développement continu de technique<< Implementation >>Les activités proposées dans le cadre du projet par tous les participants seront réalisées en fonction de celles proposées.Les avantages à long terme visent à transférer les résultats d'apprentissage dans la pratique, la croissancele prestige et la visibilité de l'école.<< Results >>Compte tenu du contexte européen actuel dans lequel l'éducation et la formation sont une composante prioritaire des politiques et programmes en Europe, notre école vise à améliorer les compétences des étudiants et des enseignants en matière de composante écologique et durable de l'agriculture.Le projet représente une opportunité d'améliorer les connaissances, les compétences et les attitudes de tous les participants, en raison de l'expérience dans le domaine des participants.