Accredited project for mobility of learners and staff in vocational education and training

Summary

Lycée Senez is a “Lycée des Métiers” offering programmes across various fields of study in both the service and industrial sectors. Its longstanding expertise in European mobility and project work has been recognised multiple times, earning distinctions such as the Good Practices Label, the Prix Hippocrène, and the Euroscol label. These awards reflect the dedication and passion of the entire school community- teachers, non-teaching staff, and learners alike. The school promotes the values of responsible citizenship, encouraging a deeper understanding of one’s environment, the wider world, and others.

"This is one of the best experiences I have ever had in my life."

Topic(s) addressed

• Social and emotional education
• Anti-bullying strategies
• Importance of indoor and outdoor activities through projects encouraging involvement
• Support, collaboration and personal development

Target group(s)

Level IV/V (BTEC N D /NVQ's) learners in the fields of industrial and service sector studies

Methodologies used 

Lycée Senez maintains a constant focus on supporting learners through activities that develop key competences for both professional life and everyday social interactions. A central objective is enhancing employability. Preparing students for their workplace training placements - an integral part of their final examination - helps bridge the skills gap and align learning outcomes with the needs of the labour market.

The school’s strategy fosters self-esteem, personal growth, and curiosity by promoting cooperation with external stakeholders, including economic, healthcare, and international partners. This collaborative approach introduces diversity and multidisciplinary methods into teaching, learning, and outcomes. It also reflects the school’s commitment to inclusion, embracing participants of all backgrounds and profiles.

Innovation environment

All profiles and fields of study are actively involved in the projects. Learners and teachers are encouraged to collaborate across disciplines, without distinction between specialisations - whether in service sectors such as catering and hospitality, reception, logistics, security, management, and commerce, or in industrial sectors like car mechanics and metalworking.

Adapting and modifying the learning environment is seen as a strength. Classroom spaces have been redesigned to foster a more positive school climate, for example through the creation of flexible classrooms. Student–teacher relationships are built on flexibility and trust, which benefits both groups by creating a more respectful atmosphere and reducing the frequency of conflicts.

Teachers’ role

Teachers’ involvement in the project contributes both to their continuous professional development and to personal growth through job-shadowing and training courses. By engaging in these experiences, they develop greater resilience and become more effective in addressing key educational challenges such as early school leaving, bullying, violence, and intolerance.

Exposure to different teaching methods encourages creativity and positions teachers - not only for colleagues but also for school leadership. Their contributions include developing course collections, creating support and monitoring strategies, and designing practical tools such as ECVET evaluation grids. They also implement complementary actions to reduce the fear of participating in mobility opportunities abroad, thereby promoting teamwork and peer exchange.

Impact and output

The implementation of the project has had a strong impact on both learners and teachers, creating new momentum - particularly through European mobilities and valuable partnerships with other schools and companies. The recognition and visibility of these international activities, both within and beyond the school, have served as powerful incentives, encouraging the majority of learners and teachers to engage. As a result, mobility has become an integral part of the school’s strategy and culture. This success has also strengthened parents’ trust in the school and its programmes.

Learners with fewer opportunities are especially motivated to apply, knowing they will receive strong support and close monitoring. Similarly, teachers with limited English skills are increasingly willing to accompany students abroad and to explore tools such as eTwinning, further contributing to the school’s European engagement.

Learn more about the project

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