"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."