The objective of this Franco-Spanish project is to write the history of administrative practices in the region of the Pyrenees in the light of the royal deeds signed by the kings and queens of Navarre between 1484 (accession of the Albret family to the throne of Navarre) and 1594 (accession of Henri de Navarre to the throne of France under the name of Henri IV). French royal deeds produced in the Renaissance under the reigns of kings François I, Henri II and François II have already been catalogued and published, and they are often used in research on the first half of the 16th century. However, no thorough catalogue nor publication of royal deeds exists concerning the sovereigns of Navarre of the Foix-Albret-Bourbon families, whose history, stretching from the end of the Middle Ages to the beginning of the Early Modern period, is inseparable from that of their French cousins. The integration of archival data and a fuller understanding of the multiple aspects of stately administration and relations in research on French political history of the 16th century is rendered all the more difficult for the lack of such research tools concerning Navarre. No methodological repertory of these deeds – that is, royal patents (ordonnances, lettres de finance, de justice, de grâce et d’office) – produced by the kings and queens of Navarre has been undertaken as of yet, even though these documents are the reflection and the expression of a political will that had to articulate itself not only relative to French and Spanish pressures and influence, but also relative to the assemblies of states of countries whose masters in the Pyrenees were the sovereigns of Navarre. Previous research has indicated the existence of approximately 7,000 royal deeds produced between 1484 and 1594. These fragile manuscripts are largely unpublished and conserved not only in France but also in Spain. The identification of the documents will be possible through the use of inventories, accounting registers and an attentive analysis of archival documents, either originals or copies, produced by the royal authority or its agent, in privy or state Council or of its own volition, with the countersignature of an authorized officer (a secretary, superintendant of finances, treasurer, etc.). In parallel to this thorough research, a catalogue and a publication of historical documents will be created from the database of all royal deeds that may be found in the archives. Along with this database, other tools will be developed for the digital preservation of the documents and their accessibility online (using Omeka). In order to guarantee the interoperability and the permanence of storage of the data, this digital project will be based on open source environments and software. The catalogue will be available via open access on a dedicated website, accessible during its development, which will allow interested researchers to use the corpus in preparation for international conferences organized around the themes of constructing catalogues of medieval and early modern documents, the importance of royal deeds in institutional history, deeds as source documents of social and religious history in the 16th century (with an emphasis on the international dimension of the Court), as well as the utility of catalogues to the historian. Through the creation of the first catalogue and the first critical edition of royal deeds of Navarre produced from 1484 to 1594, this project crosses historical periods (covering both the end of the Middle Ages and the beginning of the Early Modern period) and crosses frontiers (as a result of the geographic distribution of the source documents, but also as a result of the participation of researchers from French and Spanish research centres). The project will contribute to a better understanding of the Renaissance, the Reformation and the French Wars of Religion, as well as to that of Franco-Spanish relations during a long 16th century.

In today's rapidly changing world of learning and work, young people need to acquire and develop the skills and competencies of the twenty-first century through all forms of learning (formal, informal and non-formal) in order to meet the many challenges of life. However, much of this learning remains unrecognized, especially by those who are excluded from formal learning opportunities. These learning outcomes need to be made visible, assessed and accredited, as recognized in a number of important policy reports, frameworks and guidelines of the European Commission, UNESCO, OECD, ILO, etc., and as a result of the need to ensure that learning outcomes are not only visible, but also assessed and accredited. The PEPPY project is the result of a reflection process involving different actors and operators in economics, training and education around a common issue. At the territorial level, we ask at how training and mentoring programmes for young people can be improved to enable them to acquire sustainable adaptation skills and to engage them in a process that continuously constructs, reinforces and develops their skills to meet the permanent challenge of employment.Identical questions and observations on the subjects of lifelong skills building, experimentation and the formalization of educational approaches, which link and feed the reflections of different European structures, most of whom have been partners for more than ten years, are aimed at ordinary inclusion and are based on an integrated approach to the pedagogical question.In order to support the possibilities of permanent progressive autonomy and to valorize the potential of resources and skills for all young people, the actors of the PEPPY project have decided to initiate a project approach combining research-action and direct support for the implementation of territorial initiatives for local youth.PEPPY is thus a two-pronged approach: working on the desire for creative freedom of young people in project mode to encourage and support their entrepreneurial skills and reveal their potential for skills acquisition and autonomy, also initiate a territorial, collaborative and proactive educational and pedagogical dynamic in order to reinforce the evolution of teaching and training professions on the subjects and positions of tutoring to strengthen each young person's autonomy skills.This pedagogical challenge involves the opening of a European digital platform for networking and resources for support in setting up projects by young people, which will combine the dynamics of collaborative workshops and idea incubators and on which young people will be supported and supervised in their efforts by multidisciplinary teams of educational professionals and actors in everyday life and local development.The PEPPY project will be aimed at young people aged between 18 and 25, most of whom have left the system, NEET, young people without diplomas, trainees in vocational training, enrolled in Pôle Emploi or in a higher or vocational training course to prevent them from dropping out, so that they can reveal their skills and enjoy spontaneous freedom of engagement, do something meaningful in society, accompany change and be recognized for their own identity and values.In view of the desired impact on pedagogical practices and dynamics, PEPPY will also address a second target group comprising pedagogical and accompanying adult actors working with young people, pedagogical staff, teachers, professors or trainers, and any other educational actor potentially able to accompany a young person both in his socialisation and in the determination of his project.Therefore, through PEPPYs, several operational objectives will be implemented:- Encourage young people in their personal projects to develop their skills and knowledge;- Reinforce/create pedagogical models to promote the autonomy and adaptability of young people;- Create a space for pedagogical innovation that favours informal learning as a factor in developing skills and stimulating young people;- Involve young people in public policies and in the construction of society through learning elements and developing skills in non-formal and informal education;- Innovate in the recognition and improvement of learning elements and developing skills in non-formal and informal education;- Promote connections and set up collaboration among all territorial actors in education and training;- Develop a framework of recommendations to improve the pedagogical/collaborative practices of the territorial actors of the sector.