- Project sponsor
- Project leader
- High school
Cross curricula project with sessions outside lesson time in relation to the various syllabuses.
- To exchange knowledge and expertise through practical work in kitchens and front of house.
- To make Senegalese and French specialities using local produce from Senegal but also from France to develop cultural awareness.
- To learn about different professional practices, in relation to the supply and use of local produce in the North and the South, food security as well as how a restaurant works.
- To share everyday experiences with Senegalese families.
- To develop cultural awareness by learning about a region and a country with different cultural, educational, social and economic references from our way of living in France.
- Involvement in different activities on the topics of sustainable development, distribution of wealth and being a responsible consumer, by taking an active role in the learning process. (ADM, ADOS, etc.)
- Discussions over Skype, penpal exchange between pupils and the teaching team.
- Work based on topics in common to encourage 'different perspectives in gastronomy', such as local distribution networks, regions and their specialities, how a canteen and a restaurant work and celebratory meals, to encourage the French and Senegalese pupils to work together.
- 12 French pupils visited the Vocational Training centre in Podor, northern Senegal (region of Saint Louis, administrative department of Podor, town of Podor):
- The programme for the trip to the training centre was organised with the partner from the South, namely:
- Practical exercises in pairs, matching a supervisor and a learner from the North and the South, encouraging the exchange of knowledge and expertise as part of continual professional development, using different approaches offering a rewarding experience
- Making Senegalese and French specialities using local produce from Senegal but also from France: cultural awareness
- Learning about different professional practices, in relation to the supply and use of local produce in the North and the South, food security as well as how a restaurant works.
- Sharing everyday experiences with Senegalese families and exchange partners
- Fundraising with a tombola, baking and selling macaroons and muffins at the market, sale of bread rolls in the school, providing service for a charity dinner for 200 people ('the wine fair') in Tain, organisation of cookery workshops, organisation of themed party nights.
- An evening event organised by the pupils and the teaching team: 'Different perspectives on gastronomy':
- Personal accounts by pupils of their exchange with Senegal.
- Buffet with Senegalese specialities.
- Opening of the exhibition presenting photos and a film to families, partners (local authorities, businesses, banks, associations) and staff at the school.
- The press were involved in every event and key moment
- Exhibition at the school library
- Celebratory presentation of the project with a Franco-Senegalese buffet. Invitations were extended to the press, the regulatory authorities, partners, colleagues, parents and friends.
An interest and willingness in class, in the school, as well as indifference.
- Technical problems in communications with Senegal
- Time management and organisational issues when working with pupils from 2 different classes.
- Issue of work placements (pupils regularly away from school and at different times)
This experience broadened pupils' and supervisors' cultural and professional outlook, offered an intercultural exchange and raised awareness about the existence of other political, economic, social and cultural realities.
- Awareness raising about sustainable development through a 'locavore' fundraising dinner.
- Awareness raising about fair trade through activities with Artisans du Monde.
- Awareness raising about production and consumption methods through topics covered between Senegalese learners and French pupils.
The pupils were all on a hotel-catering course. We tried to include an equal number of cooks and waiters, as well as boys and girls, although we prioritised pupils who were motivated, committed and had the right frame of mind, as well as those who were keen to learn and develop their cultural awareness.
The final outcome, which was a success in terms of the involvement of pupils, adults, the number of participants (around 100 people) and their representation (regulatory authorities, politicians, the press, the teaching community, parents and friends) provided means of assessing the impact of the project.