prisme 6

2024-2025

Presentation of the programme

The PRISME programme is an innovative project proposed since 2015 by the international relations department (DRAREIC) of the Provence-Alpes-Côte d’Azur Academic Region in France, as part of the Erasmus+ programme.

It enables groups of cross-category education stakeholders (teachers, school administrative and management staff, inspectors, rectorat executives, etc.) from primary and secondary education (pupils aged 6 to 19) to spend observation periods (job shadowing) in schools in European countries in order to compare their practices with their colleagues in the target countries.

THE Cross-category groups

composed of the educational actors

  • A primary school staff member
  • Two college staff members (one teacher and one administrative personnel)
  • Two high school staff members (one teacher and one administrative personnel)
  • A member of staff from the inspectorate or the partner department (CASNAV, DRANE, DRAJES, DAAC, etc.).

11 destinations

from 8 european countries

Germany
Berlin
Düsseldorf

Austria
Vienna

Belgium
Liège

Spain
Madrid
Sevilla

 

Greece
Thessaloniki

Italy
Palermo
Naples

Malta
Valetta

Sweden
Helsingborg

A unique theme

The inclusion of refugee and migrant pupils in education systems: a European integration issue

Inclusion

Differenciation

Language learning

Career orientation

Administrative support

Observation at all levels

  • Primary school level
    (6 – 11 ages)
  • Middle school level
    (11 – 14 ages)
  • High school level
    (14 – 18 ages)
  • Meeting with external stakeholders
  • Meeting with institutions

MULTIPLE objectives

What role does the inclusion of refugee and migrant pupils play in the education systems of the European Union countries? How does it fit into pupils’ learning pathways? What challenges does the inclusion policies face?

  • Discover the country’s school system and organisation
  • Observation of educational actors (teachers, supervisors, etc.)
  • Meeting with external stakeholders (associations, local authorities, etc.)
  • Sharing good practice
  • Developping a project or partnership with one of the partner establishments visited
  • Development of expertise and teaching practices in the academic region