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== History ==
+
===infos===
Over the past decade, the erg has established a series of partnerships with institutions in Europe and around the world. These bilateral exchanges allow students to broaden their artistic knowledge while continuing their studies and for teachers to re-examine their practice from new perspectives.
 
Erg's teaching is characterized by its transdisciplinarity and collaboration with numerous institutions and practices. These educational priorities are worked on with the Erg teaching team in conjunction with a program of invitations to personalities from the artistic, scientific and humanities fields, whose presence at the school takes the form of workshops, seminars and public interventions.
 
These partnerships contribute to positioning the school as a flagship institution for teaching and artistic research in Europe, and to setting up and promoting projects that reinforce the erg's recognition as a pedagogical laboratory. The choice of partners is therefore based on the possibilities of working on innovative and complementary practices, thus aiming to enhance the crossbreeding of cultures, to develop a transversality between the mediums offered in the erg curriculum and to deepen the questions naturally raised by an artistic cooperation between different cultures. Thus, we are attentive to developing together, through these numerous exchanges within and outside the EU, a reflection on an alternative to Eurocentrism (by privileging a plural and non-ethnocentric point of view), thus building a transcultural contemporary pedagogical artistic project. Partnerships can therefore be set up according to different timeframes: in the very long term, thus perpetuating student and teacher mobilities in a constant flow; sometimes in the medium term when it is a question of setting up specific and punctual teaching structures. Thus, our long-standing bilateral agreement with Besançon has made it possible, among other things, to initiate and develop the European project Teaching To Transgress Toolbox, in the framework of strategic partnerships, in consortium with the University of Gothenburg.
 
The teachers are fully involved in the bilateral agreement process and ensure the greatest possible diversity, thus including in the erg's pedagogical project the know-how and good practices implemented within our partner institutions.
 
In collaboration with its academic advisors, the Erg strives to offer all students an education that implements measures aimed at eliminating or reducing the material, pedagogical, cultural, social and psychological barriers encountered. Here again, the partner's position on these issues is essential and is the subject of constant vigilance.
 
As far as student mobility is concerned, the erg has always fully integrated academic recognition and the application of ECTS rules, thus guaranteeing great fluidity and optimization of exchange stays, whether for courses or internships. Students are selected on the basis of their ability to develop their personal artistic project in the host institution and to confront practices that are situated in theoretical and formal risk zones. The erg being in essence a place of research, it can only be anchored in a sustainable way in the Erasmus+ program, by decompartmentalizing pedagogies and by stimulating continuous interaction with other places, spaces, institutional or not.
 
  
== Incoming students ==
+
===°[[erg fact sheet]]===  
  
In order to take part to the Erasmus+ program and study at erg, you need to meet the following requirements :
+
===°[[Incoming students|incoming students]]===
  
A/ To be a student registered in a higher education program leading to a recognized diploma (including doctorate) in one of the participating countries.
+
===°[[Étudiant.e.s sortant.e.s / Outgoing students|étudiant.e.s sortant.e.s / outgoing students]]===
  
B/ To be a citizen of those countries (or hold a continuous (“A”) or permanent (“P”) passport)
+
===°[[Mobilité du personnel académique|academic staff mobility]]===
  
C/ To have successfully completed at least the two first years in your institution.
+
===°[[Partners|partners]]===
  
If you wish to spend a semester at erg as an international / Erasmus student, please contact your school’s Erasmus coordinator to ensure there is an agreement between erg and your institution.
+
===°[[Projets internationaux|international projects]]===
  
== Application Documents ==
+
===°[[Inclusive teaching at Erg|inclusive teaching at erg]]===  
  
*[[Fichier:INCOMING APPLICATION FORM 2021-2022.odt|vignette]]
+
===°[[Erasmus Experience|experiences]] ===
  
*Portfolio (digital only)
+
===°[[Sammy Del Gallo|contact ]]===
  
*[[Fichier:LA -Incoming.odt|vignette]]
+
===°[[Taux applicables|taux applicables]]===
  
*Curriculum Vitae
+
=== °[[Green tips|green tips]]===
  
*2 ID photos
+
===statement on Erasmus international strategy===
  
 +
Since its creation in 1972, erg has defined itself as a '''place of research''' where the activation of modes and spaces of production leads the student to learn by doing. The articulation of the courses is a zone of convergence that gives rise to the unexpected, the exchange, the collective, the hybrid form, thus contributing to the training of '''artists- citizens in relation to the world''', well beyond the training period. Participation in the Erasmus + programme will reinforce the international, transdisciplinary perspective of our practices and our pedagogy. The "modernisation" of our institution involves asking the question of the present. A present to be subjected to gender, colonial, environmental, economic and social analyses. The crisis that we are going through and will go through calls into question our tools, our means, the very idea of economic growth, and moreover "the health crisis is embedded in what is not a crisis but a lasting and irreversible ecological mutation" (Bruno Latour, April 2020). Our participation in the construction of a '''European space of education''' is to question, at all levels of school, and with our partners, the references and tools mostly used for teaching in art schools. We defend an artistic practice based on innovative and experimental thinking that situates its references and objects in a geopolitical context. No practice in an international and civic perspective is independent of its places, its form, its technique, its time, its links with other artists, arts and situations. The Erasmus + programme will allow us to develop this learning, and a conscious participation in these diverse realities.
  
-All documents must be signed and approved by your school and sent '''by email only''' to [[Sammy Del Gallo]] - International Relations : [mailto:erasmus@erg.be email me]-
+
One of the first objectives of participation in the Erasmus + programme is '''the development of social skills, adaptability, curiosity, encounter with the other, with other spaces, languages, practices'''. This objective is already in action at the erg in non-formal learning activities, in participation in the active life of the school. And also in the participation in activities of social cohesion, experimentation, in meeting places that allow both to promote intercultural understanding while acquiring relational and technical skills. These activities will also be places for sharing with our partners on digital platforms. Care for the other, respect for his or her culture is essential. How to welcome them? How can we avoid the traps of nationalism that are spreading in Europe? This is also one of the foundations in which we believe and which we will implement: the equitable sharing of knowledge and good practices and the aspiration to a more efficient, more fluid, fairer and more open education system.
  
== Deadline for admission ==
+
Another objective is the '''learning of other references than those often dominated by the only western, male, majority representation'''. These references alone have a direct impact on who identifies with an artistic career. As a result, the origins of students in art schools are not very diverse, and ultimately diversity is not well represented in cultural institutions and in the teaching staff. Through the exchange of practices and knowledge made possible by the mobility of teachers and students supported by Erasmus +, the fight against discrimination begins in education. Our school is already aware of this, it organises seminars, working groups, exchanges of references but this often remains at a local level and/or at the level of a single school. These emancipatory practices could be supported transnationally and between schools. For example, it is as a result of teacher and student exchanges that this particular issue has become the subject of a Strategic Partnership project initiated in 2019: Teaching To Transgress Toolbox. The Erasmus+ programme will allow, among other things, to share the results of this Strategic Partnership and, above all, to extend the network of research, mobilisation on these issues and the implementation of '''inclusive pedagogies'''.
  
'''1st of May 2020''' for 1st semester ( September - January ) or full academic year (no incoming students in 2nd semester only)'''
+
The development of skills adapted to the current and future context is also an essential objective. The economic growth mentioned in the European Area of Education desired by the European Commission should also be thought of in terms of exchanges, sharing, care, sustainability, respect for people and the environment, important values in the European Union. What artistic economies are possible? In the field of art, where teaching is considered open to the conception and application of new critical frameworks, tools of analysis and creative practices, we can imagine new forms of life, of growth in the sense of growing and not of surplus, of recycling, of objects and people in the sense of changing one's path. These new forms of life involve learning to be aware of and to use digital tools and social networks in a responsible manner. Our experience of a horizontal and digital school in recent months could learn from exchanges at a European level. Within the framework of Erasmus + we propose, among other things, to develop a digital platform for the exchange of content, courses, conferences and references, favouring the use of free software and licences to guarantee open access and respect for the authors. In addition, the digital development in free software can be shared, and serve as a '''common place of learning'''.
  
 +
'''Thinking about the world and skills of tomorrow ultimately involves the dissemination and transnational experimentation of environmentally conscious and sustainable economic practices'''. Just as initiatives on gender and discrimination issues are local or European initiatives based on informal exchanges of common interests, one of our objectives in the framework of the Erasmus + programme is to be able to share and grow experiences, research, practices and references on recycling issues but also on the issue of short circuits and sustainability for food. Because the alternative economy, of proximity, of short circuit is not only that of recycling, we also experiment at the erg the creation of a cafeteria based on these same principles. The mobility of the teams and students involved in these issues will allow for the exchange of good practices and knowledge, particularly during internships.<br>
  
- For non-French speaking students: CEFR level B1 is recommended as most of our courses are taught in French -
 
  
== [[Guide for incoming students|Download the Guide for incoming students]] ==
+
[[Fichier:Charte EES erg 2022-2027.pdf |400px|thumb]]
  
 +
[[Fichier:Logoerasmus+.jpg|no_frame]]
  
----
+
__NOTOC__
 
 
== Étudiant.e.s sortant.e.s / Outgoing students ==
 
 
 
Les étudiant.e.s peuvent partir en échange international en Bac3 et Master1. En Master 1, les étudiant.e.s peuvent postuler pour une année complète à l’étranger. En Bac3, l’échange doit impérativement s’effectuer lors du 1er quadrimestre (septembre-février). Les étudiant.e.s conviennent avec l’erg d’un projet d’étude précis dans l’établissement d’accueil. A la fin de leur séjour ils doivent avoir validé le nombre d’ECTS demandés. Tout.e étudiant.e ne peut bénéficier qu’une seule fois de la bourse ERASMUS au sein d’un même cycle d’études, quelle que soit la durée du séjour. Les candidat.e.s Erasmus doivent également adresser à leurs enseignant.e.s d’Atelier Pluridisciplinaire et d’orientation une lettre de candidature détaillant leur motivation à partir en séjour d’échange, un portfolio artistique de leurs travaux récents et un descriptif de leur projet personnel. Après avoir examiné les dossiers de candidatures des étudiant.e.s, les enseignant.e.s d’orientation et d’AP, réunis en commission, marquent ou non leur accord à la demande d’échange et, en cas de candidatures multiples à un même établissement, sélectionne le/la candidat.e autorisé.e à postuler.
 
Si le relevé de notes de l'étudiant.e présente après la session de janvier plusieurs échecs ou 1 échec supérieur à 2 points de balance (en-dessous de 8/20), la demande de candidature est automatiquement refusée.
 
 
 
étape 1 : télécharger, compléter et remettre le formulaire de candidature interne
 
 
 
étape 2 : soumettre par email un portfolio, accompagné d’une lettre de motivation et d’un descriptif du projet artistique personnel
 
 
 
étape 3 : après autorisation de la commission d’enseignant.e.s, envoyer l’ensemble des documents requis à l’institution choisie, dans les délais impartis
 
 
 
étape 4 : mise en ordre du dossier administratif à l’erg (remise de la fiche de réinscription et du plan d’études 2019-2020, paiement du minerval annuel)
 
 
 
'''---------------------------------------'''
 
 
 
Students can go on an international exchange in Bac3 and Master 1. In Master 1, students can apply for a full year abroad. In Bac3, the exchange must take place during the 1st quarter (September-February). Students agree with the erg on a specific study project in the host institution. At the end of their stay they must have validated the number of ECTS requested. All students may only benefit from the ERASMUS grant once in the same course of study, regardless of the length of their stay. Erasmus candidates must also send their Multidisciplinary and Orientation Workshop teachers a letter of application detailing their motivation to go on an exchange stay, an artistic portfolio of their recent work and a description of their personal project. After examining the students' application files, the guidance and AP teachers, meeting in committee, decide whether or not to approve the exchange request and, in the case of multiple applications to the same institution, select the candidate authorized to apply. If the student's transcript presents several failures or 1 failure greater than 2 balance points (below 8/20) after the January session, the application is automatically rejected.
 
 
 
step 1: download, complete and submit the internal application form
 
 
 
step 2: submit by email a portfolio, accompanied by a cover letter and a description of the personal artistic project
 
 
 
step 3: after authorization by the teacher board, send all the required documents to the chosen institution within the prescribed time frame
 
 
 
step 4: putting the administrative file in order at the erg (submission of the re-registration form and study plan 2019-2020, payment of the annual fee)
 
 
 
== Partenaires / Partners ==
 
 
 
===Albanie / Albania===
 
 
 
– [http://www.epoka.edu.al/home.html Epoka University]
 
 
 
===Allemagne / Germany===
 
 
 
– [https://www.adbk.de/de/ Akademie der Bildenden Künste München]
 
 
 
– [https://www.hbk-bs.de/en/ Braunschweig University of Art]
 
 
 
– [http://kd.hfg-karlsruhe.de/index.php?lan=en HFG Staatliche Hochschule für Gestaltung Karlsruhe – Faculty of Communication Design]
 
 
 
– [https://www.hfbk-hamburg.de/en/ Hochschule fur Bildende Künste Hambourg]
 
 
 
– [https://www.merz-akademie.de/ Merz Akademie - Stuttgart]
 
 
 
– [http://www.kh-berlin.de/ Weißensee Kunsthochschule Berlin]
 
 
 
===Autriche / Austria===
 
 
 
– [http://www.dieangewandte.at/ University of Applied Arts of Vienna, Master Art & Science]
 
 
 
===Belgique / Belgium===
 
 
 
– [http://www.luca-arts.be/ LUCA, School of Arts]
 
 
 
===Brésil / Brazil===
 
 
 
– [https://ufmg.br/ Universidade Federal de Minas Gerais]
 
 
 
===Canada===
 
 
 
– [http://www.concordia.ca/fr.html University of Concordia]
 
 
 
– [https://uqam.ca/ UQAM]
 
 
 
===Chili / Chile===
 
 
 
– [https://www.pucv.cl/ Pontificia Universidad Católica de Valparaíso]
 
 
 
===Danemark / Denmark===
 
 
 
– [https://kunstakademiet.dk/en/search/english The Royal Danish Academy of Fine Arts, Schools of Visual Art]
 
 
 
===Espagne / Spain===
 
 
 
– [https://www.ehu.eus/eu/home Universidad del País Vasco, Facultad de Bellas Artes]
 
 
 
– [http://www.upv.es/ Universidad Politécnica de Valencia, Facultad de Bellas Artes ]
 
 
 
===Finlande / Finland===
 
 
 
– [http://arts.aalto.fi/en/ Aalto University School of Arts, Design and Architecture]
 
 
 
– [http://www.uniarts.fi/en Uniarts ]
 
 
 
===France===
 
 
 
– [https://www.ecv.fr/ École de Communication Visuelle (ECV)]
 
 
 
– [http://esadmm.fr/ Ecole supérieure d’art & de design  Marseille-Méditerranée]
 
 
 
– [http://www.ebabx.fr/fr/ École d’enseignement supérieur d’art de Bordeaux]
 
 
 
– [http://www.eesi.eu/site/index.php École européenne supérieure de l’image, Angoulême et Poitiers]
 
 
 
– [http://www.eesab.fr/ École européenne supérieure d’art de Bretagne]
 
 
 
– [https://www.ensad.fr/ École nationale supérieure des arts décoratifs]
 
 
 
– [http://www.ensa-dijon.fr/ École nationale supérieure d’art de Dijon]
 
 
 
– [http://www.ensba-lyon.fr/ École nationale supérieure des beaux-arts de Lyon]
 
 
 
– [http://www.ensa-nancy.fr/ École nationale supérieure d’arts de Nancy]
 
 
 
– [http://www.ensapc.fr/fr/ École nationale supérieure d’arts de Paris Cergy]
 
 
 
– [http://www.esad-gv.fr/fr/ École supérieure d’art et design, Grenoble / Valence]
 
 
 
– [http://www.esba-talm.fr/ École supérieure des beaux-arts, Tours / Angers / Le Mans ]
 
 
 
– [http://www.hear.fr/ Haute école des arts du Rhin (HEAR)]
 
 
 
– [http://www.isba-besancon.fr/ Institut supérieur des beaux-arts, Besançon ]
 
 
 
– [https://www.villa-arson.org/ Villa Arson]
 
 
 
===Hong Kong===
 
 
 
– [http://www.hkdi.edu.hk/en/ Hong Kong Design Institute]
 
 
 
===Hongrie / Hungary===
 
 
 
– [http://www.mome.hu/en/ Moholy-Nagy University of Art and Design Budapest]
 
 
 
===Islande / Iceland===
 
 
 
– [https://lhi.is/en/node/12295 Iceland Academy of the Arts, Department of Design & Architecture]
 
 
 
===Italie / Italy===
 
 
 
– [https://www.abaq.it/ Accademia di Belle Arti dell’Aquila]
 
 
 
– [http://www.ababo.it/ABA/ Accademia di Belle Arti Bologna]
 
 
 
– [https://www.accademiadibrera.milano.it/ Accademia di Belle Arti di Brera, Milano]
 
 
 
– [http://www.isiaurbino.net/home/ ISIA Urbino]
 
 
 
– [http://www.naba.it/ NABA Milano]
 
 
 
– [https://www.unirufa.it/en/ Rome University of Fine Arts ]
 
 
 
===Lituanie / Lithuania===
 
 
 
– [http://www.vda.lt/en/ Vilnius Academy of Arts]
 
 
 
===Mexique / Mexico===
 
 
 
– [https://www.esmeralda.edu.mx/ Escuela Nacional de Pintura, Escultura y Grabado «La Esmeralda»]
 
 
 
===Monaco===
 
 
 
– [http://www.pavillonbosio.com/ Pavillon Bosio, École Supérieure d’Arts Plastiques de la Ville de Monaco]
 
 
 
===Norvège / Norway===
 
 
 
– [http://www.kit.ntnu.no/en/ Trondheim Academy of Fine Art]
 
 
 
===Pays Bas / Netherlands===
 
 
 
– [https://www.kabk.nl/ Koninklijke Academie van Beeldende Kunsten]
 
 
 
- [http://www.pzwart.nl/experimental-publishing/ Piet Zwart Institute ]
 
 
 
===Portugal===
 
 
 
– [https://www.ulisboa.pt/ Universidade de Lisboa, Faculdade de Belas Artes]
 
 
 
===République Tchèque / Czech Republic===
 
 
 
– [https://www.vutbr.cz/en/ Brno University of Technology]
 
 
 
===Suède / Sweden===
 
 
 
– [http://www.khm.lu.se/ Malmö Art Academy, Lund University]
 
 
 
===Suisse / Switzerland===
 
 
 
– [https://www.hkb.bfh.ch/ Bern University of Applied Sciences]
 
 
 
– [https://www.hesge.ch/head/ HEAD Genève]
 
 
 
- [https://www.edhea.ch/ Edhea]
 
 
 
== Bourses de mobilité ==
 
 
 
[[Fichier:FN2019 taux.pdf|vignette]]
 
 
 
[[Fichier:TAUX ERASMUS+ 2018 (1).pdf|vignette]]
 
 
 
 
 
== Mobilité du personnel académique ==
 
 
 
Procédures OUT enseignants
 
 
 
Missions d’enseignement (STA)
 
 
 
Cette action permet au personnel enseignant dans un établissement d'enseignement supérieur et au personnel invité d'entreprise* d’effectuer une période d’enseignement dans un établissement d'enseignement supérieur d’un autre pays participant au Programme.
 
 
 
Les objectifs de la mobilité :
 
 
 
• encourager les établissements d’enseignement supérieur à élargir et enrichir l’éventail et le contenu des cours proposés
 
 
 
• permettre aux étudiant·e·s qui ne sont pas en mesure de participer aux programmes de mobilité de bénéficier des connaissances et de l’expertise d’enseignant·e·s et d’expert·e·s d'autres pays européens
 
 
 
• promouvoir l’échange d’expertise et d’expériences concernant les méthodes pédagogiques
 
 
 
• créer des liens entre établissements d'enseignement supérieur ainsi qu’avec les entreprises
 
 
 
 
 
Modalités:
 
 
 
• La sélection du personnel mobile relève de la compétence des institutions et doit être opérée de façon transparente, équitable et cohérente. Dans le cas d’expert·e·s du monde de l’entreprise, la mission de mobilité est lancée par une invitation de l'établissement d'enseignement supérieur à l’expert·e.
 
 
 
• Documents:
 
 
 
Les établissements d’enseignement supérieur, les entreprises partenaires et l’enseignant·e/expert·e conviennent à l'avance du programme des cours dispensés: programme d’enseignement. A la fin du séjour, l’institution d’accueil délivre à l’enseignant·e/expert·e une attestation de séjour. L’enseignant·e/expert·e conclut sa mission en rédigeant un rapport de mobilité.
 
 
 
• Aspects financiers :
 
 
 
La bourse est gérée par l’établissement d’enseignement supérieur d’origine dans le cas d’enseignant·e·s et par l’établissement d’accueil dans le cas d’expert·e·s invité·e·s, elle peut couvrir les frais de voyage et de séjour. Les modalités liées au financement de la mobilité doivent être précisées dans un contrat de bourse.
 
 
 
 
 
 
 
[[Fichier:ECHE Template FR-erg.jpg|vignette|Erasmus Charter]]
 
 
 
[[Catégorie: English]]
 

Version actuelle datée du 5 février 2024 à 15:36

infos

°erg fact sheet

°incoming students

°étudiant.e.s sortant.e.s / outgoing students

°academic staff mobility

°partners

°international projects

°inclusive teaching at erg

°experiences

°contact

°taux applicables

°green tips

statement on Erasmus international strategy

Since its creation in 1972, erg has defined itself as a place of research where the activation of modes and spaces of production leads the student to learn by doing. The articulation of the courses is a zone of convergence that gives rise to the unexpected, the exchange, the collective, the hybrid form, thus contributing to the training of artists- citizens in relation to the world, well beyond the training period. Participation in the Erasmus + programme will reinforce the international, transdisciplinary perspective of our practices and our pedagogy. The "modernisation" of our institution involves asking the question of the present. A present to be subjected to gender, colonial, environmental, economic and social analyses. The crisis that we are going through and will go through calls into question our tools, our means, the very idea of economic growth, and moreover "the health crisis is embedded in what is not a crisis but a lasting and irreversible ecological mutation" (Bruno Latour, April 2020). Our participation in the construction of a European space of education is to question, at all levels of school, and with our partners, the references and tools mostly used for teaching in art schools. We defend an artistic practice based on innovative and experimental thinking that situates its references and objects in a geopolitical context. No practice in an international and civic perspective is independent of its places, its form, its technique, its time, its links with other artists, arts and situations. The Erasmus + programme will allow us to develop this learning, and a conscious participation in these diverse realities.

One of the first objectives of participation in the Erasmus + programme is the development of social skills, adaptability, curiosity, encounter with the other, with other spaces, languages, practices. This objective is already in action at the erg in non-formal learning activities, in participation in the active life of the school. And also in the participation in activities of social cohesion, experimentation, in meeting places that allow both to promote intercultural understanding while acquiring relational and technical skills. These activities will also be places for sharing with our partners on digital platforms. Care for the other, respect for his or her culture is essential. How to welcome them? How can we avoid the traps of nationalism that are spreading in Europe? This is also one of the foundations in which we believe and which we will implement: the equitable sharing of knowledge and good practices and the aspiration to a more efficient, more fluid, fairer and more open education system.

Another objective is the learning of other references than those often dominated by the only western, male, majority representation. These references alone have a direct impact on who identifies with an artistic career. As a result, the origins of students in art schools are not very diverse, and ultimately diversity is not well represented in cultural institutions and in the teaching staff. Through the exchange of practices and knowledge made possible by the mobility of teachers and students supported by Erasmus +, the fight against discrimination begins in education. Our school is already aware of this, it organises seminars, working groups, exchanges of references but this often remains at a local level and/or at the level of a single school. These emancipatory practices could be supported transnationally and between schools. For example, it is as a result of teacher and student exchanges that this particular issue has become the subject of a Strategic Partnership project initiated in 2019: Teaching To Transgress Toolbox. The Erasmus+ programme will allow, among other things, to share the results of this Strategic Partnership and, above all, to extend the network of research, mobilisation on these issues and the implementation of inclusive pedagogies.

The development of skills adapted to the current and future context is also an essential objective. The economic growth mentioned in the European Area of Education desired by the European Commission should also be thought of in terms of exchanges, sharing, care, sustainability, respect for people and the environment, important values in the European Union. What artistic economies are possible? In the field of art, where teaching is considered open to the conception and application of new critical frameworks, tools of analysis and creative practices, we can imagine new forms of life, of growth in the sense of growing and not of surplus, of recycling, of objects and people in the sense of changing one's path. These new forms of life involve learning to be aware of and to use digital tools and social networks in a responsible manner. Our experience of a horizontal and digital school in recent months could learn from exchanges at a European level. Within the framework of Erasmus + we propose, among other things, to develop a digital platform for the exchange of content, courses, conferences and references, favouring the use of free software and licences to guarantee open access and respect for the authors. In addition, the digital development in free software can be shared, and serve as a common place of learning.

Thinking about the world and skills of tomorrow ultimately involves the dissemination and transnational experimentation of environmentally conscious and sustainable economic practices. Just as initiatives on gender and discrimination issues are local or European initiatives based on informal exchanges of common interests, one of our objectives in the framework of the Erasmus + programme is to be able to share and grow experiences, research, practices and references on recycling issues but also on the issue of short circuits and sustainability for food. Because the alternative economy, of proximity, of short circuit is not only that of recycling, we also experiment at the erg the creation of a cafeteria based on these same principles. The mobility of the teams and students involved in these issues will allow for the exchange of good practices and knowledge, particularly during internships.


Charte EES erg 2022-2027.pdf

no_frame