Winter school – Université de Lorraine
The legislative framework regarding inclusion – Plus career guidance training
A 3-day Winter school focusing on a ‘heavy’ subject – law – which will make teaching and training more “enjoyable” than an ordinary academic course. The integration of some soft skills offered by the career guidance service of Université de Lorraine (Service d’orientation et information professionnelle – SOIP) has this aim. Moreover, the winter school also plans some recreative activities, and students will have the opportunity to share lunch and dinner with the teaching team.
Program :
- First day: a) morning – International Normative Framework; b) afternoon – How to draw up a CV that matches the job profile;
- Second day: a) morning – Non-discrimination and Equal Opportunities; b) afternoon – How to draw up a compelling motivational letter
- Third day: a) morning – Law on Participation and Expression; b) afternoon – Creating your profile on the professional networks
- Fourth day: a) morning – Law on Inclusive Education; b) afternoon – How to prepare for a recruitment interview
As the students are already at UL for the first semester and once the winter school finishes, they will move to UCSC for the second semester, it is better to organize the school in Lorraine region. Thanks to the hybrid mode, the courses could be followed for the master 2 students too if they wish to revisit issues of inclusion in relation to the law.
Summer school – Milan, Neuchâtel, Vienna Universities
Mastering the Path: Crafting Your Inclusive Education Thesis Topic and Internship – Plus career guidance training
The summer school is organized by all MISEI consortium partners and associated partners (4 days). The aim is to enable Master’s students to understand how to develop a Master’s thesis that straddles academic and non-academic environments, and to open up avenues to the job market. The main objective is to help students make the link between the master’s thesis and the internship.
Program :
- First day – presentation of student’s master’s thesis projects that have been developed during the RPIL: 10’’ per students with poster or ppt, 15’’ collective discussion with teachers, associated partners and students.
- Second day – seminars about methodology to link master thesis to internship carried by MISEI teaching staff and associated partners: aims of the master thesis and aims of the internship, manage cases study, student as medium between academic supervisor and internship partner.
- Third day – face to face sessions between students, academic supervisors and internship partners
- Fourth day – the multidisciplinary approach: particular attention will be paid to the multi-disciplinary approach, which is now emphasized as an imperative when dealing with profoundly multi-dimensional issues such as the societal questions posed by inclusive education (European Research Council). To this end, a full day will be led by one of the most important specialists on links between social and genetic factors in explaining success and failure at school: Melinda Mills, Professor at Oxford University
During the summer school there will also be two half-days on soft skills organized in hybrid mode by the career guidance services of UCSC and Unine:
- How to set up your business (UCSC)
- Inclusion-related job positions in international organizations (Unine)
The Summer school also includes recreational activities, and students will have the opportunity to share lunch and dinner with the teaching team included the fourth day with professor Mills. The Summer school will be held in Milan, Vienna or Neuchâtel on an annual rotation basis.
Seminars with guest lecturers
A wide range of mandatory seminars led by guest lecturers, who may have the status of partners associated with the MISEI project, and who come from the academic and non-academic world.
This helps to :
- a) open up theoretical frontiers
- b) create connections between theory and practice
- c) get to know the multitude of actors working on inclusive and socio-educational education
- d) get suggestions for the topic of the master’s thesis and the internship
These seminars will take place in a hybrid format, making them accessible to students in all years of the Master’s program as well for all the students of the partners universities.
NB: there will be 2 weeks per year of each cycle of annual seminars which will corresponds to 2 ECTS (4 ECTS in total) that students can use to integrate into their semester’s credits, in agreement with the teaching staff.
Research Project Internship Line (RPIL)
The Research Project Internship Line (RPIL) will represent an innovation in the learning experience. It consists in preliminary work in S1-S2-S3 to establish the basis of a successful Master thesis in S4. All along S1, they will be offered thesis topics by the consortium, including also topics offered by APs. They can of course propose their own topic to be validated by the pedagogical team. Once topics are chosen, they will work in S2 to deepen their thesis. Students will present their initial thesis topics during the summer school beginning of September. S3 will serve to go deeper in the definition of the thesis scope and lines of research. Through this activity, students will (i) experience a collaborative work over a long period of time (ii) have the opportunity to report their work in a professional environment (oral presentation, written report) and adapt their roadmap to meet the objectives. This activity will be monitored by academic supervisors (professors) provided by the full partners.
The Personal Career Development Plan
The PCDP will boost an effective path to the Master diploma and job market integration. At their arrival in S1, an individual assessment of the competencies of the students will be jointly made between the local coordinators and the students. On the basis of this assessment, the students will build their PCDP together to ensure a successful personalized mobility plan in line with their career plan. There will be an update of the PCDP every 3 months. This plan will follow the EC template and include short term and long-term career objectives (2 to 5 years), Master thesis and internship objectives back-up with the RPIL work, the soft-skills training plan necessary for career needs and skills requirements for the chosen career.
Seminar program
| MISEI Seminar program for each cohort – Master 1 – to be repeated for each cohort[1] | ||||
| Topic | Speaker | Company | Time and mode OnlineHybrid on site/on-line | Nature AF (academic fundamental) AA (academic applied) NA (non-academic) |
| 1. The ‘humanity paradigm’ as a deep care and commitment to all living things including equity and equality in complex societies of the 21st century | Professor Michael Fullan | University of Toronto, Canada | Autumn (online) – 8h spread on two days | AF |
| 2. Les plans d’actions de l’UNESCO en matière d’inclusion sociale et éducative | Dr. Florence Migeon | UNESCO – Section de l’éducation en vue de l’inclusion et de l’égalité des genres | Autum (hybrid, Unine) – 8h | NA |
| 3. Les procédures et les dispositifs d’insertion des élèves nouvellement arrivés en France | Dr. Philippe Martin | Rectorat de Nancy-Metz – CASNAV service | Autum (hybrid, UL, Metz) – 8h | NA |
| 4. Comment changer les politiques éducatives européennes pour une société plus inclusive | Professor Serge Ebersold | Centre National des Arts et des Métiers – France | Spring (hybrid, UL, Metz) – 8h | AA |
| 5. Social justice aspects of inclusive education for the rights of students and families | Professor Roger Slee | University of Leeds – United Kingdom | Spring (hybrid, UW) – 8h | AF |
| 6. L’inclusion éducative dans les pays d’Afrique centrale | UNESCO | Chaire Education Afrique Centrale et des Grands Lacs / École Nationale Supérieure Brazzaville | Spring (on-line) – 8h spread on two days | NA |
| 7. Les actions de Handicap International | Hervé Bernard | Handicap International – Belgique | Spring (hybrid, UL, Metz) – 8h | NA |
| 8. Inclusion policies in Italy: an international reference made up of victories and failures. | Servizio inclusione scolastica | Ufficio Scolastico Regionale – Lombardia (Italy) | Spring (hybrid, UCSC) – 8h | NA |
[1] Provisional program
| MISEI Seminar program for each cohort – Master 2 – To be repeated for each cohort NB: in the third semester, the students are split between three different universities (UL, Unine, UW). In order to enable everyone to benefit of the seminars scheduled during this semester, they will be accessible both on site and by distance learning (hybrid mode). | ||||
| Topic | Speaker | Company | Time and mode OnlineHybrid (on site + on-line – Teams, Zoom) | Nature AF (academic fundamental) AA (academic applied) NA (non-academic) |
| 9. Multicultural and intercultural paradigms and their opponents, which strategy for the social inclusion? | Professor Cinzia-Pica Smith | Assumption University – USA | Autumn 2026 (hybrid, UL) – 8h | AF |
| 10. Limits and perspectives of an “inclusive talk toolbox” | Dr. Anna Ligabo | Inclusive Talk (Milan) | Autumn 2026 (hybrid, UCSC) – 8h | NA |
| 11. How conflict emerges from perceiving others as different? Management of diversity and the sense of belonging | Professor Verkuyten Maykel | Utrecht University – Netherlands | Autumn 2026 (hybrid, UW) – 8h | AF |
| 12. Structural and agentic perspectives to examine opportunities for deliberation and the purposeful role of managers in professional contexts highly socio-economic and socio-cultural diverse | Professor Martha Feldman | Paul Merage School of Business – USA | Autumn 2026 (online) – 8h spread on two days | AA |
| 13. L’inclusion socio-éducative dans un contexte interculturel: quelques études de cas suisses | Professor François Gremion | Hautes Ecoles Pédagogiques Vaud/BEJUNE | Spring 2027 (online) – 8h spread on two days | AA |
| 14. Actions et politiques inclusives pour les écoles du Sud. L’expérience du football féminin: du sport à l’école au marché de l’emploi | Professor Marie Thérèse Mengue | Université Catholique d’Afrique Centrale – Yaoundé | Spring 2027 (online) – 8h spread on two days | AA |
| 15. L’inclusion dans la transition enseignement secondaire – enseignement supérieur: les actions menées par la CPED | Dr. Véronique van de Bor and Dr. Pascal Tisserant | Conférence Permanente des chargé.e.s de mission Égalité et Diversité – Ministère de l’Enseignement supérieur et de la Recherche, France | Spring 2027 (hybrid, UL, Metz) – 8h | NA |
| 16. How to prevent hate and xenophobia speeches among East European teenagers? | Juozas Valciukas, Lithuania | European Commission against Racism and Intolerance (ECRI) – Lithuania representative | Spring 2027 (hybrid, UW) – 8h | NA |
