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Télémaque, Ikigaï and production schools: three initiatives for more inclusion in education



► With Télémaque, mentoring opens up new horizons

A graduate of a business school, on his way to a master’s degree, Élie Benureau, 21, would probably not have completed this career without the Télémaque association. When in fifth grade his French teacher in a priority education college in Grenoble talks to him about the mentoring program, his horizon is limited to the towers of his city: “Like everyone in my neighborhood, I wanted to work in sports or IT,” he remembers.

Raised by a single mother, a cook, Elie is a good student but skips a lot of classes to play video games. His meeting with Jean-Rémy Savel, an executive at the Atomic Energy Commission (CEA), will change the situation. Once a month, the two share a visit to the museum, a sporting discovery or a lunch. “We discussed my newsletter, he introduced me to his friends… He taught me to see further, to develop my sociability and my open-mindedness”, Elijah testifies.

“This relationship is built gradually, informally. It is up to each mentor to listen to the young person, whom he follows for a minimum of a year”, underlines Ericka Cogne, managing director of Télémaque, financed 80% by companies and 20% by public funds. Accompanied for six years, the beneficiaries – 1,600 this year, in seven French regions – also participate in collective activities (company visits, ski trips, etc.) and have grants to buy books, theater tickets, a computer or to finance a trip.

→ INVESTIGATION. “Mentoring turned my dreams into a goal”

“Upon arrival, 90% of them follow higher education, compared to 10% in their place of origin. And, for the first time since the creation of Télémaque, last year we achieved 100% success in the baccalaureate, including 87% of mentions”, welcomes Ericka Cogne. Which pleads for a “right to mentorship” for all, one “lever for fraternity”

► Ikigaï supports students with disabilities

Ikigaï (1) was born in 2015 from the observation of a handful of mothers of children suffering from neurodevelopmental disorders (autism, dyspraxia, hyperactivity, etc.). “Since the 2005 disability law, we thought we had access to an inclusive school”, retraces co-founder Aurélie Sigrand, whose 15-year-old daughter is a carrier of trisomy 9. “But we all found ourselves facing a fallow site with accompanying persons for students with disabilities(AESH)very poor and little trained in the specific profile of our children, even though they constitute the cornerstone of their schooling. »

These mothers have brought together specialists (psychologists, speech therapists, occupational therapists, specialized educators, doctors, etc.) to provide AESH with a “survival kit”. In addition to these training sessions organized outside school hours, there is regular supervision by a psychologist, in order to answer all questions. “Ikigaï allowed me to get out of isolation and to draw inspiration from the solutions that my colleagues had been able to put in place in the face of different situations”, testifies Clémence Izarn, responsible for a 13-year-old autistic schoolboy.

This fertile sharing of experience also allowed him to “take a step back from the pace and demands imposed by the school institution and thus be more attentive to the needs of the child himself”. Since then, she has launched, in partnership with Ikigaï, a group for the exchange of practices in her establishment. With other AESH, she plans to set up a personalized support booklet which would record the specificities of each child, the degree of effectiveness of the solutions already tested, his academic progress. A valuable tool for monitoring.

► Production schools to promote manual industries

It is a response to the scourge of dropping out of school. Production schools offer a pathway for young people aged 15 to 18 who do not find themselves in the traditional professional high school or apprenticeship system. “The first still involves long weeks of lessons, while the second is not very suitable for teenagers aged 15-16 who have neither the codes of the company nor the ability to evolve in an adult environment”, observes Patrick Carret, Director General of the National Federation of Production Schools. “Not to mention the reluctance of employers to hire minors. »

Created in 1882 by Abbé Boisard, these private structures make it possible to“learn differently” by favoring practice (two thirds of the 35-hour week, compared to one third in class). Above all, they reproduce real-life conditions: the workshops are equipped with high-performance machines, identical to those in the professional environment, and the young people are empowered by orders from partner companies. “You have to make sure you meet deadlines and quality controls. It’s not just training, we are in direct contact with the world of work”, rejoices Noam Tamine, student in the machining sector in Besançon.

In close correlation with local recruitment needs, the production schools (43 in France) provide training in industrial trades (boilermaking, wood, textiles, metal polishing for jewellery, etc.) but also services (catering, automobile repair, landscaping work, etc.) and soon photovoltaics (in Marseille from September 2022).

→ GRANDSTAND. “We, parliamentarians of the majority, want to support the development of Production Schools”

Noam, once angry with school, found a taste for learning there again within a group of twelve students headed by a professional teacher. Even before he had obtained his professional baccalaureate, a company in the region offered him a job.

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