SMUN Products

: SMUN Livrables

INTELLECTUAL OUTPUTS AND RESULTS / SHARED BY THE SMUN PROJECT HOLDERS

Zoom out to 50% and turn the phone to landscape mode to visit the site / open QUINTESSENCE in an external browser please

SMUN (2025 simplified partnership)

Simulation of United Nations conferences (to deal with environmental topics) - ERASMUS+ Key Action-2

in this section: results of the partnerships / REPORTS OF THE FRENCH STUDENTS in the School website named LegendE+ and devoted to European dissemination (click the "blue star" to access)

SMUN 2024-2-DE02-KA210-VET-000273770

Le partenariat simplifié SMUN est piloté par une école secondaire allemande (la "Käthe-Kollwitz-Schule") et est porté par quatre entités, dont la ligue internationale pour l'innovation et la coopération fait partie. Cheffe de projet : B. Golini.

The SMUN (simplified) partnership is coordinated by a German high school (the "Käthe-Kollwitz-Schule") and is supported by four entities, notably the international league for innovation and cooperation named ILARGIA. Students involved in SMUN as in the other partnerships held by the League, were chosen among Lycée Maurice-Ravel pupils, since the NGO is located in France and has headquarters in this secundary school.

Cofunded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

BEFORE THE FIRST MEETING:

Anticipation

PREPARATORY WORKSHOPS IN THE HOSTING SCHOOL

TO SUCCEED, YOU NEED TO:- Have previously studied how the United Nations works- Know the international community- Understand what global warming is, have studied its global effects on flora, fauna, populations, economic activities, etc.- Be informed about the issues specific to the country represented, know the objectives of this state, and the good and bad relationships it usually maintains- Have improved your language skills (fluent English) and rhetoric- Be able to listen and work in a team; know how to negotiate and have a culture of compromise

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SMUN-1 DESCRIPTION / external link

an abstract of the simulated debate made in Esslingen is available in the NBE+ site / coordination and-or review of European partnerships carried out by the Lycée Ravel EXTERNAL LINK

AFTER SMUN-1

Debriefing

Instructions by Teresa and Sophie

L'ONU expliquée aux apprenants

Le mode d'emploi de SMUN

What Learners are supposed to do during "SMUN-2" event (the transnational meeting to be implemented in Antalaya) ?

1. simulate UN debates on solutions to global warming

2. play the role of ambassador of one of the member states in the negotiations (as learners did simulate a local debate during SMUN-1 pretending to be the mayor or other actors in a municipal council)

3. propose resolutions in accordance with International Law and serving the interests of the state represented

4.negotiate counterparts and build alliances with a view to winning the majority vote

5. attract the attention of the media and obtain the support of international public opinion )

TO SUCCEED, YOU NEED TO:

- Have previously studied how the United Nations works
- Know the international community
- Understand what global warming is, have studied its global effects on flora, fauna, populations, economic activities, etc.
- Be informed about the issues specific to the country represented, know the objectives of this state, and the good and bad relationships it usually maintains
- Have improved your language skills (fluent English) and rhetoric
- Be able to listen and work in a team; know how to negotiate and have a culture of compromise

OPEN THE FILM IN YouTube for English subtittles>>

Passage de relais

CONCRETE INSTRUCTIONS GIVEN TO THE FUTURE REPRESENTATIVED BY THE FRENCH SCHOOL GUEST

A remotely implemented Conference

"Sustainable School <-> Installable Society"

A slide produced by the German coordinator / TUTORIAL in order to prepare a TCA and a Lecture implemented the 28th of May

AFTER SMUN-0

The remotely implemented meeting / hybrid formate : IRL in Germany and by videoconference for the partners. SMUN "Zero" like the second SDG goal: Zero Hunger.

Audios

Products putted on line

SMUN.RADIO

SOME PODCDASTS made in ENGLISH OR IN FRENCH and disseminated by Lycée Ravel:

A SUPPORT WORKSHOP

Activities in the framework of the ERASMUS MOB 2025 event to support the SMUN partnership and special courses on the 26th and the 28th of may / click THE BLUE POSTER below to open the school agenda (in French):

PLEASE CLICK THE ICON AND OPEN THE PROGRAMS:

FINAL RESULTS

RESOLUTIONS VOTED BY THE CONFERENCE IMPLEMENTED IN ANTALYA (SMUN-2)

> DISSEMINATION IN ILARGIA 11 / click the tab LIBRARY.ONLINE

> SMUN-2 REPORT IN THE NBE+ SITE / EXTERNAL LINK

COMMITTEE: United Nations Environment Programme (UNEP)

AGENDA: Climate Change: Lifestyle Change or Geoengineering? Discussing the issue of Third-world Climate Financing

SIGNATORIES: Afghanistan, Armenia, Azerbaijan, Brazil, Bulgaria, China, Croatia, Egypt, Finland, France, Germany, India, Israel, Italy, Japan, Kenya, Libya, Mexico, Netherlands, Nigeria, Portugal, Russia, South Korea, Spain, Sweden, Switzerland, United Arab Emirates, United Kingdom, USA,Venezuela.

To the General Assembly,

Deeply conscious of the escalating global surface temperatures and the profound, adverse impacts of climate change on ecosystems, human health, and socioeconomic stability worldwide,

Alarmed by the increasing frequency and intensity of extreme weather events, including typhoons, hurricanes, droughts, and floods, disproportionately affecting vulnerable populations and developing nations,

Recognizing that human activities, stemming from industrialization, population growth, and unsustainable consumption patterns, are the primary drivers of climate change, demanding urgent and concerted action,

Acknowledging the significant challenges associated with promoting lifestyle changes, including resistance to altering established habits, socioeconomic barriers to sustainable living, and a lack of public awareness regarding individual actions' impact,

Expressing its concern over the potential unintended consequences, ethical

dilemmas, and geopolitical tensions inherent in large-scale geoengineering interventions, such as Solar Radiation Management (SRM) and Carbon Dioxide Removal (CDR), whose long-term effects remain largely unknown,

Noting with deep concern the limited financial resources, capacity constraints, and bureaucratic hurdles faced by developing countries in accessing and managing climate finance for both mitigation and adaptation efforts,

1) Urges all Member States to implement comprehensive national strategies aimed at fostering sustainable lifestyles and behaviors,

Encouragingeducational campaigns and public awareness initiatives to highlight the tangible impacts of individual actions on climate change and promote eco-friendly practices, including reducing consumption, promoting public transportation, and adopting renewable energy sources,
Callingupon governments to address socioeconomic barriers by providing incentives, subsidies, and accessible infrastructure for sustainable alternatives, ensuring equitable access to environmentally friendly options for all citizens;

2) Recommends a cautious and evidence-based approach to geoengineering technologies, recognizing their potential risks and uncertainties,

Furtheremphasizing the need for extensive research into the potential unintended consequences, ethical implications, and long-term effects of any geoengineering intervention before deployment,
Requestingthe establishment of robust international governance frameworks and oversight mechanisms to ensure transparency, accountability, and equitable decision-making processes regarding geoengineering research and potential implementation, particularly preventing their misuse for geopolitical advantage;

3) Calls upon developed nations to fulfill and enhance their commitments to climate finance, particularly for third-world countries,

Stressingthe urgent need to mobilize additional financial resources from all sources, including public, private, and innovative mechanisms, to support climate change adaptation and mitigation efforts in developing countries,
Encouragingthe simplification of access procedures for climate funds, while simultaneously strengthening institutional capacity, governance structures, and anti-corruption measures within recipient countries to ensure the effective, transparent, and accountable utilization of resources;

4) Proposes the reinforcement of legal frameworks and international cooperation mechanisms to enhance public involvement and foster effective environmentally friendly practices,

InvitingMember States to develop and enforce environmental laws that promote sustainability, protect ecosystems, and encourage citizen participation in environmental governance,
Furtherrequesting UNEP to facilitate knowledge sharing, technology transfer, and collaborative research initiatives between developed and developing nations to accelerate the adoption of innovative and sustainable solutions;

5) Further encourages the integration of climate resilience and adaptation strategies into all development planning, particularly in regions most vulnerable to climate impacts,

Highlightingthe necessity of investing in resilient infrastructure, early warning systems, and climate-smart agriculture to protect livelihoods and minimize economic damage from climate-induced disasters,
Recommendingthe development of tailored national adaptation plans that address specific regional vulnerabilities and build local capacities for climate change response;

6) Supports to establish a working group to periodically review the progress on climate finance mobilization, the ethical considerations of geoengineering, and the effectiveness of lifestyle change initiatives, reporting its findings to the General Assembly to ensure continuous improvement and alignment with global climate goals;

7) Decides to remain actively seized on the matter.

IMPACTS: PARTICIPANTS' FEELINGS

REMINDER: OTHER DISSEMINATION TOOLS

(external links)

CULTURAL HIGHLIGHTS

presentations on the SMUN PADLET

CLICK ^^ THE BANNER TO OPEN ^^ THE TOOL

outlookPAD

CLICK the Green banner TO ACCESS TO THE TWINSPACE DEVOTED TO THE PARTNERSHIP:

FRENCH RESOURCES:

Mobility reports by Lycée Ravel in LegendE+ & MODEL PROJECTS background in NBE+ Notre Bureau Européen

FOLLOW UP

Suivi et Contrôle Qualité

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LES EFFETS POSITIFS DE SMUN SUR LA LIGUE ILARGIA ET SUR LE LYCÉE INVITÉ PAR ELLE

Le point, pour le partenaire français, des effets dynamisants du partenariat SMUN

-Quel impact le projet a-t-il eu sur les participants, les organisations participantes, les groupes cibles et les autres parties prenantes concernées ? Envisagez-vous d’exploiter davantage les résultats du projet ou de poursuivre certaines activités après sa conclusion ?

-Quel impact le projet a-t-il eu aux niveaux local, régional, européen et/ou international ?

-Comment avez-vous diffusé les résultats de votre projet au sein et en dehors de votre partenariat ? Quels étaient les principaux groupes cibles et quels canaux avez-vous utilisés pour partager vos résultats avec eux ?

- Comment avez-vous garanti la disponibilité et l'utilisation des résultats du projet par d'autres ?

4. COMMUNICATION INTERNE ET MÉDIATISATION

Comment avez-vous diffusé les résultats de votre projet au sein et en dehors de votre partenariat ?

La Ligue ILARGIA a publié les produits du partenariat sur son site tout en prenant sa part des comptes-rendus et activités partagés sur eTwinning. Au plan local, les informations concernant les apprenants ont été délivrées par des séances d'information directes, en classe ou en dehors des cours, en présence des familles. Ces dernières ont bénéficié de rapports publiés "au fil de l'eau" pendant les voyages d'étude, grâce au blogspot NBE+ (Notre Bureau Européen géré par la Ligue et le Lycée Ravel). La communauté a eu un aperçu des résultats grâce au website de la cité scolaire, à son site de podcasts et à l'affichage dans le "corner" ERASMUS+ de l'école.

Enfin la ligue ILARGIA a assuré la propagande du projet en sortant un numéro Hors-Série dédié à l'éducation à la citoyenneté de son magazine éponyme (numéro 11, visible en cliquant sur l'onglet LIBRARY.ONLINE).

Les informations destinées aux participants locaux ont été prodiguées par le biais des outils de communication de la Cité Scolaire, y compris les Journées Portes Ouvertes et autres manifestations publiques créées par l'école secondaire, tandis que celles destinées aux experts, aux autres partenaires et au grand public, ont été disséminées par la Ligue.

Comment avez-vous garanti la disponibilité et l'utilisation des résultats du projet par d'autres ?

la Ligue pour l'innovation et la coopération gardera ouvert l'accès aux résultats de SMUN (sur cette page) pendant quelques années (rappelons que le site ILARGIA est en fonction depuis 2015 ; il héberge les résultats du partenariat NUITS BLANCHES, clos en 2018. Tous les autres projets cofinancés par l'UE auxquels la Ligue a participé sont accessibles, soit sur ce website, soit sur d'autres (voir leur adresse sur LegendE+).

Plus d'Informations sur les coulisses du partenariat sont accessibles via l'onglet ILARGIA LEAGUE (partie PROJECTS / BACKGROUND)

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1. L'IMPACT DU PROJET

Quel impact le projet a-t-il eu sur les participants, les organisations participantes, les groupes cibles et les autres parties prenantes concernées ?

Il s'agit de mesurer les changements induits par le partenariat .

Pour ce qui concerne les participants, une remobilisation des cadres a été stimulée par le portage de la coopération SMUN. Ceci concerne en particulier Mmes Roques et Dris. (Mme Roques, en tant qu'enseignante, s'est souvent impliquée dans des échanges avec l'Allemagne au niveau collège mais, si elle avait pris part, dans le passé, à l'accompagnement de voyages européens faits par le Lycée Ravel dans le cadre d'Euroscola, cela remontait à une dizaine d'années. Tandis que Mme Dris, quoique désignée comme cheffe de projet déléguée pour les candidatures de l'association au programme ERASMUS+ elle n'avait eu l'occasion, avant 2025, que de participer à des mobilités scolaires de proximité (Angoulême, en France, et Pampelune). Le succès du partenariat a donc conforté ces adhérentes dans leur démarche de service bénévole au sein de la Ligue ILARGIA.

L'organisation "Ligue ILARGIA" a obtenu, grâce au soutien accordé par l'Agence allemande au dispositif SMUN d'être certifiée. Elle est donc désormais un organisme reconnu formellement, aux yeux mêmes de l'agence ERASMUS+ française, ce qui marque un progrès compte tenu des précautions prises par les financeurs à l'égard des capacités organisationnelles des associations répondant aux appels à projets.

Le groupe-cible était constitué "à parité" de lycéens de Premières, germanistes ou inscrits en section internationale franco-espagnole au Lycée Ravel (BFI). Cette école secondaire abrite en effet depuis sa création le siège de l'association, et a été invitée à ce titre à fournir les apprenants nécessaires à la mise en oeuvre du projet. La mobilité a renforcé les liens de convivialité existant -depuis, parfois, des années, entre les élèves de BFI - mais a en même temps une meilleure intégration dans la communauté scolaire.

La Direction du Lycée Maurice Ravel de Saint-Jean-de-Luz est sans doute plus encline à considérer la Ligue comme une entité autonome depuis que celle-ci a porté un partenariat ERASMUS+ dans lequel l'école secondaire n'était pas impliquée en tant que membre, mais seulement présente comme invitée. Globalement, la crédibilité de l'association a donc été renforcée auprès de ce partenaire de longue date comme auprès d'autres parties (notamment : la commune ou les établissements du réseau interscolaire ACMÉ coordonné par la Ligue). SMUN a contribué à améliorer ou intensifier les coopérations intersectorielles de chacun des acteurs.

2. SA PÉRENNISATION

Envisagez-vous d’exploiter davantage les résultats du projet ou de poursuivre certaines activités après sa conclusion ?

Concrétement, les produits du partenariat seront utilisés en France, au Lycée Ravel, en classe de Première et de seconde en 2025-2026 et elles pourront servir d'illustration ou de modèles (notamment les audios valorisés par le site de podcasts QUINTESSENCE.RADIO) en particulier pour les écoles qui sont engagées dans la coopération en distanciel co-pilotée par le Lycée et l'association baptisée : projet RESILIENCE (dont les fruits seront partagés, à partir de 2026, sur un eTwinning appelé PALDIES) ; SMUN sera également valorisé dans le cadre du colloque sur les coopérations transfrontalières (MUGA GENIUS) qui sera organisé au Pays Basque les 28 et 29 mai 2026. Par ailleurs, la Ligue n'exclut pas de renouer avec ses anciens partenaires pour conduire d'autres collaborations dans l'avenir : elle a notamment des projets en Pologne, avec une école secondaire sise près de Gdansk (donc, à proximité de Gdynia, où se situe l'une des écoles du projet SMUN). Le lycée souhaite pour sa part trouver un homologue de confiance en Allemagne pour intégrer davantages les germanistes dans l'ouverture internationale de ses enseignements.

3. SES EFFETS GÉOGRAPHIQUES

Quel impact le projet a-t-il eu aux niveaux local, régional, européen et/ou international ?

SMUN a aidé au développement local de thématiques environnementales que la Ligue et le Lycée Ravel ont mis en avant pendant les mobilités entrantes, dont la cité scolaire a bénéficié en mai puis octobre 2025 (délégations lettones puis portugaise). Il a servi de point fort dans la communication mise en oeuvre par la Ligue, comme elle fait chaque année, à l'occasion des ERASMUS DAYS et d'une semaine de propagande spécifique dite ERASMUS MOB, organisée en 2025, comme souvent, en mai ("Joli Mois de l'Europe").

Les produits du partenariat sont à la disposition des écoles du réseau ACMÉ RESISTANCE : au premier chef, les lycées du Pays Basque d'Espagne qui collaborent avec la Ligue et le Lycée Ravel (Beasain, Basauri, IES Plaza de la Cruz de Pampelune) : ils ont renforcé l'intérêt pour les sujets environnementaux manifesté traditionnellement par ces partenaires basques, plutôt focalisés jusqu'ici sur les questions politiques et historiques. mais ils intéressent aussi les lycées du réseau ACMÉ situés dans les PECO, dont certains ont déjà participé, dans le passé, aux côtés du Lycée Ravel, à des activités de simulation de conférences internationales sur l'écologie (notamment un partenaire de Cluj-Napoca, un autre de Dobrich). Un nouveau partenariat approfondissant la question est à l'étude, qui associerait la ligue ILARGIA à cette coopération innovante portée par le Lycée Ravel.

all the impacts are translated or described further : please see the Quality Reports made in English by the ILARGIA LEAGUE staff (SMUN FOLLOW UP & RECKONING posts)

(le Président et M Dris, cheffe de projet déléguée)

rappel du CALENDRIER / TIMELINE reminder

réunion préparatoire SMUN-1 meeting in Esslingen (TPM "USING VOICES FOR THE PLANET" 28-29 March, 2025)

ateliers hybrides SMUN-0 videoconferences and local workshops in Germany, the 28th of May

session de simulation SMUN-2 meeting in Antalya (ECO DIPLOMACY Simulation 20-24 October, 2025)

CROSSING BOARDERS: IMPRESSION FROM SMUN PARTNERSHIP PARTICIPANTS WERE SHARED WITH OTHER SCHOOLS AT A EUROPEAN WORKSHOP DEDICATED TO "FRONTIERS"

: SMUN Livrables

SMUN FOLLOW UP / Progress Reports by the League

Zoom out to 50% and turn the phone to landscape mode to visit the site / open QUINTESSENCE in an external browser please

SMUN (2025 simplified partnership) - Simulation of United Nations conferences (to deal with environmental topics) - ERASMUS+ Key Action-2

in this section: results of the partnerships / REPORTS OF THE FRENCH STUDENTS in the School website named LegendE+ and devoted to European dissemination (click the "blue star" to access)

SMUN 2024-2-DE02-KA210-VET-000273770

Le partenariat simplifié SMUN est piloté par un lycée allemand (la "Käthe-Kollwitz-Schule") et est porté par quatre entités, deux lycées (à Esslingen et Gdynia) et deux associations (basées respectivement à Antalya et Saint-Jean-de-Luz)

mention lgale

CONTRÔLE QUALITÉ DU PARTENARIAT PAR LA LIGUE ILARGIA / rapports intermédiaires locaux du partenaire français

REMINDER: OUR LAST BRIEF REPORT WAS MADE AT THE END OF THE PARTNERSHIP'S IMPLEMENTATION / COPY AVAILABLE IN THE "SMUN PRODUCTS" PART: Please see the Post "RECKONING for the League"

POINT D'ÉTAPE n°3 (THIRD REPORT PROGRESS BY THE ILARGIA LEAGUE - December, 2025 / PR3) - BRIEF PROGRESS REPORT – June to December, 2025 / THIRD LOCAL REPORT / made after the simulation session SMUN-2 / meeting in Antalya (ECO DIPLOMACY Simulation 20-24 October, 2025) / PR3

[Project holders meeting online: Brainstorming BS4, implemented the 2^nd of December]

Pour la ligue, la période finale (après la conférence d'Antalya) a été l'occasion de faire le bilan des effets du projets (globalement très bénéfiques pour la structure, voir PR4) et de vérifier la pérennisation probable des coopérations entre les entités parties au projet SMUN. Le dernier point entre coordinateurs a notamment porté sur la formulation du rapport final, que Mme Golini doit rendre prochainement. Les membres de la Ligue ILARGIA ont pu partager avec elle quelques retours d'expérience, ayant eux-mêmes rédigé d'assez nombreux rapports de ce type, encore qu'ils fussent tous adressés à l'Agence Française, et non à sa consoeur allemande, et que des partenariats de grande ampleur aient été concernés à chaque fois, et non pas des projets simplifiés comparables à SMUN (le volume des productions attendues est assez différent). Les liens sont maintenus avec les trois autres acteurs: Esslingen pouvant par exemple être un partenaire intéressant pour une coopération associant la Ligue à la section allemand du lycée Ravel, Gdynia un relais du projet interscolaire RESISTANCE et un point d'appui à notre collaboration avec la commune de Saint-Jean-de-Luz dans le cadre de la Mémoire de l'Opération Ariel durant la seconde guerre mondiale.

La satisfaction des participants suite à la mobilité en Turquie a été très grande et les travaux ont été jugés profitables (même si les élèves Français ont eu le sentiment de n'avoir pu dépasser les blocages lors de la seconde séance, où les projets de résolution avancés ont été souvent refusés par la majorité des votants). L'expérience a été jugée unanimement enrichissante et le seul regret de l'organisation française par rapport à SMUN-2 est de n'avoir pu augmenter la jauge (on a maintenu le nombre de dix apprenants fixés au départ par la candidature commune étant donné le coût des transports, de fait plus élevés pour nous que pour les autres partenaires, tant en raison des distances entre les pays que du fait de notre position relativement périphérique (à distance des grands hubs) sans parler du choix d'effectuer notre dernier déplacement pendant une période de vacances scolaires, de manière à marquer notre indépendance par rapport à l'établissement secondaire « nous prêtant » ses élèves.

PR3

For the league, the final period (after the Antalya conference) provided an opportunity to assess the project's impact (generally very beneficial for the organization, see PR4) and to verify the likely continuation of cooperation between the entities involved in the SMUN project. The last meeting between coordinators focused in particular on the drafting of the final report, which Ms. Golini is due to submit shortly. Members of the ILARGIA League were able to share some feedback with her, having themselves written numerous reports of this type, although these were all addressed to the French Agency, not its German counterpart, and each involved large-scale partnerships, rather than simplified projects comparable to SMUN (the volume of expected outputs is quite different). Links are maintained with the three other partners: Esslingen, for example, could be an interesting partner for cooperation between the League and the German section of the Ravel high school; Gdynia serves as a hub for the inter-school RESISTANCE project and a support point for our collaboration with the municipality of Saint Jean de Luz regarding the commemoration of Operation Ariel during the Second World War. The participants in the exchange program in Turkey were very satisfied, and the work was considered beneficial (even though the French students felt they were unable to overcome obstacles during the second session, where the proposed resolutions were often rejected by the majority of voters). The experience was unanimously considered enriching and the only regret of the French organization with regard to SMUN-2 is not having been able to increase the number of learners (we maintained the number of ten learners set at the start by the joint application given the cost of transport, which was in fact higher for us than for the other partners, both because of the distances between the countries and because of our relatively peripheral position (away from the major hubs) not to mention the choice of making our last trip during a school holiday period, in order to mark our independence from the secondary school "lending" us its students.

La Ligue a publié les résultats du projet (et de la conférence conclusive) dans son website (c'est-à-dire dans cette partie dédiée au partenariat SMUN) dès l'achèvement de la mobilité en Turquie et les a valoriss dans la publication ILARGIA 11 (numéro spécial centré sur l'éducation à la Citoyenneté, paru en novembre). C'est une photographie prise à Side qui illustrera par ailleurs la couverture du magazine ILARGIA 12 (daté de janvier 2026, il fait le bilan des actions et des projets en 2025 : à consulter en cliquant sur l'onglet LIBRARY.ONLINE).

The League published the results of the project (and the final conference) on its website (specifically in the section dedicated to the SMUN partnership) as soon as the mobility period in Turkey was completed. In November, ILARGIA 11 was edited: focused on Citizenship Education it was done to valorize SMUN deliverables. A photograph taken in Side will also grace the cover of ILARGIA magazine issue 12 (dated January 2026, it summarizes the actions and projects planned for 2025: available by clicking on the LIBRARY ONLINE tab).

Par ailleurs et s'agissant toujours de communication : le lycée Ravel a publié un compte-rendu photographique du voyage d'étude dans son site consacré à l'action européenne et internationale de l'école secondaire entre 2021 et 2027 : LegendE+ (onglet MODEL) mais aussi un billet dans la plateforme de la cité scolaire Maurice Ravel, tandis que parents et participants étaient informés en temps réel grâce au NOAH.blogspot et des ressources étaient mises à disposition des lycéens concernés en amont de la sortie, grâce au site de coordination NBE+

Lycée Ravel published a photographic review of the study trip on its website dedicated to the school's European and international activities between 2021 and 2027: LegendE+ (MODEL tab). They also posted a blog post on the Maurice Ravel school complex's platform. Meanwhile, parents and participants were kept informed in real time via the NOAH.blogspot, and resources were made available to the students involved in advance of the trip through the NBE+ coordination website.

PR02

POINT D'ÉTAPE n°2 (SECOND REPORT PROGRESS BY THE ILARGIA LEAGUE - BRIEF PROGRESS REPORT – April to May, 2025 / SECOND LOCAL REPORT / made after the hybrid workshops SMUN-0 / videoconferences and local workshops in Germany, the 28th of May / PR2

[Project holders meeting online: Brainstorming BS3, implemented the 25^th of May]

La seconde phase de mise en oeuvre du partenariat a été dominée par des activités menées à distance dont le point d'orgue a été une conférence hybride implantée à Esslingen au mois de mai (SMUN-0). Le calendrier retenu n'a pas permis une inclusion très satisfaisante des participants Français à la visioconférence compte tenu que le 28 mai était, en pratique, le dernier jour de cours (ou quasiment) au Lycée Ravel et qu'une modification des emplois du temps alors que les examens finaux se profilaient en Première comme en Terminale était impossible. On a mobilisé à titre exceptionnel un groupe différent du groupe-cible habituel (des Premières) et invité les deux élèves présentes dans SMUN-1 à s ejoindre au groupe, pour être tmalgré tout présents en ligne pendant que des élèves Allemands et Polonais échangeaient, et ce dans l'objectif de leur présenter les productions préparées préalablement en France. Aussi l'inconvénient d'un agenda imposé par les contraintes affectant le lycée professionnel de Gdynia (ZET) et l'école d'Esslingen (KKS) s'est-il transformé en opportunité pour médiatiser le partenariat simplifié SMUN à Saint-Jean-de-Luz, tant au travers de la conférence du 28 mai que par des ateliers mis en place au cours du mois (dans le cadre de l'évènement national dit "Joli Mois de l'Europe" et de la semaine d'animation organisée chaque année par la Ligue et le Lycée Ravel sous le nom d'ERASMUS MOB depuis le confinement et en réponse à la pandémie). Un atelier d'appui local à SMUN a notamment été mis en oeuvre par le Lycée Ravel le 21 mai, à l'occasion de la réception d'une délégation Lettone (venue de deux lycées de la municipalité de Kekava appelés à rejoindre le réseau d'écoles secondaires constitué par la Ligue ILARGIA autour de ses projets ACME RESISTANCE).

The second phase of the partnership implementation was dominated by remote activities, culminating in a hybrid conference held in Esslingen in May (SMUN-0). The chosen schedule did not allow for satisfactory inclusion of French participants in the videoconference, given that May 28th was, in practice, the last day of classes (or nearly so) at Lycée Ravel, and that modifying timetables with final exams approaching for both the penultimate and final years of secondary school was impossible. As an exception, a different group from the usual target group (Premières) was mobilized, and the two students present in SMUN-1 were invited to join the group in oder to participate online while German and Polish students interacted, with the aim of presenting the products they had previously prepared in France. The disadvantage of an agenda imposed by the constraints affecting the vocational high schools in Gdynia (SZET) and in Esslingen (KKS) has also been transformed into an opportunity to publicize the simplified SMUN partnership in the school complex situated in Saint Jean de Luz, both through the conference on May 28 and through dissemination workshops set up during the month (as part of the national event called "Joli Mois de l'Europe" and the animation week organized every year by the League and the Ravel High School under the name ERASMUS MOB since the lockdown and in response to the pandemic). A local support workshop for SMUN was notably implemented by the Lycée Ravel on May 21, on the occasion of the reception of a Latvian delegation (from two high schools in the municipality of Kekava called upon to join the network of secondary schools established by the ILARGIA League around its ACMÉ RESISTANCE educational system).

SUITE DU CONTRÔLE QUALITÉ / BRIEF REPORTS TO BE FOLLOWED: BELOW

Lire la suite : SMUN FOLLOW UP / Progress Reports by the League

: SMUN Livrables

RECKONING: SMUN IMPACTS for our NGO

Zoom out to 50% and turn the phone to landscape mode to visit the site / open QUINTESSENCE in an external browser please

SMUN (2025 simplified partnership) - Simulation of United Nations conferences (to deal with environmental topics) - ERASMUS+ Key Action-2

in this section: results of the partnerships / REPORTS OF THE FRENCH STUDENTS in the School website named LegendE+ and devoted to European dissemination (click the "blue star" to access)

SMUN 2024-2-DE02-KA210-VET-000273770

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BILAN DU PARTENARIAT POUR LA LIGUE ILARGIA / dernier rapport local du partenaire français

PR4

LAST REPORT PROGRESS BY THE ILARGIA LEAGUE - December, 2025 / PR4

PROJECT IMPACT: What impact did the project have on the participants, participating organizations, target groups, and other potential opposing parties?

It is about measuring the changes induced by the partnership.

For what concerns the participants, a remobilization of cadres has been stimulated by the portage of the SMUN cooperation. Mainly for two members of the NGO :Mme Roques, as a teacher, has often been involved in exchanges with Germany at college level and, if she had taken part, in the past, in the accompaniment of European trips made by the « Lycée Ravel » High School in the framework of Euroscola, this goes back ten years. While Mme Dris, who designated as head of project delegate for the association's candidatures in the ERASMUS+ program, prior to 2025, it had the opportunity to participate in proximity school mobility (Angoulême, France, and Pampelune).

The organization "Ligue ILARGIA" has obtained to become a certified NGO thanks to the support accorded by the German Agency to SMUN. The ILARGIA League is now a formally recognized organism, in the eyes even of the French ERASMUS+ agency, which marks a progress given the precautions taken by the financiers regarding the organizational capacities of the associations responding to calls for projects.

The target group was a mix of students in the « Première » level, Germanists or enrolled in the French-Spanish international section at Lycée Ravel (BFI). This secondary school has been since its creation the headquarter of the association ; reason for the high school has been invited as such to supply the students necessary for the implementation of the project. The mobility has reinforced the existing bonds of conviviality - since, sometimes, years, between the BFI élèves - but at the same time it provided a better integration in the school community.

The Management of the Lycée Maurice Ravel is without doubt more inclined to consider the League as an autonomous entity since it has carried an ERASMUS+ partnership in which the secondary school was not involved as a member, but only present as an invitee. Globally, the credibility of the association has therefore been strengthened by this long-standing partner as well as by other parties (notably: the municipality or the establishments of the ACMÉ interschool network coordinated by the League). SMUN Erasmus+ partnership has contributed to improve or to intensify the intersectoral cooperations of each actor and mainly the ILARGIA League.

PR06

SUSTAINABILITY: Do you plan to further utilize the project's results or continue certain activities after its conclusion?

Specifically, the partnership's outputs will be used in France, at the Lycée Ravel, in the first and second years of secondary school in 2025-2026, and they can serve as examples or models (particularly the audio recordings featured on the podcast site QUINTESSENCE.RADIO), especially for schools involved in the remotely made collaboration led by the Lycée and the ILAGIA League, called the RESILIENCE system (whose results will be shared, starting in 2026, on an eTwinning project called PALDIES). SMUN will also be highlighted at the symposium on cross-border cooperation (MUGA GENIUS), to be held in the Basque Country on May 28 and 29, 2026. Furthermore, the ILARGIA League does not rule out renewing ties with its former partners to pursue other collaborations in the future: it has projects in Poland, in particular, with a secondary school located near Gdansk (and therefore close to Gdynia, where one of the SMUN project schools is situated). The high school, for its part, hopes to find a reliable counterpart in Germany to further integrate German studies students into the international dimension of its curriculum.

PR03

GEOGRAPHICAL IMPACT: What impact has the project had at the local, regional, European, and/or international levels?

SMUN contributed to the local development of environmental themes that the ILARGIA League and the Lycée Ravel highlighted during the incoming student exchanges, which the school complex hosted in May and then October 2025 (Latvian and then Portuguese delegations). It served as a key element in the communication strategy implemented by the NGO, as it does every year, during ERASMUS DAYS and a specific promotional week called ERASMUS MOB, organized in 2025, as is often the case, in May (in the frameworl of a national celebration tje name is "Beautiful Month of Europe").

The products of this partnership are available to schools within the ACMÉ RESISTANCE network: primarily, the high schools in the Spanish Basque Country that collaborate with the League and the Lycée Ravel (Beasain, Basauri, IES Plaza de la Cruz in Pamplona). These schools have reinforced the interest in environmental issues traditionally shown by these Basque partners, who until now have focused more on political and historical matters. They are also of interest to ACMÉ network high schools located in Central and Eastern Europe. Some of which have already participated, alongside the Lycée Ravel, in simulations of international conferences on ecology (notably a partner from Cluj-Napoca and another from Dobrich). A new partnership exploring this issue in greater depth is under consideration, which would involve the ILARGIA League in this innovative collaboration led by the Lycée Ravel.

PR01

INTERNAL COMMUNICATION AND MEDIA COVERAGE: How did you disseminate the results of your project within and outside your partnership?

The ILARGIA League published the partnership's outputs on its website while also contributing to the reports and activities shared on eTwinning. Locally, information about the learners was delivered through direct information sessions, both in and out of class, with families present. Families also benefited from ongoing reports published during study trips, thanks to the NBE+ blogspot (« Notre Bureau Européen » managed by the League and the Lycée Ravel). The wider community gained insight into the results through the school's website, its podcast site, and the display in the school's ERASMUS+ corner.

Finally, the ILARGIA League promoted the project by publishing a special issue dedicated to citizenship education in its eponymous magazine (issue 11, available by clicking on the LIBRARY.ONLINE tab). As it was the plan according to the Applicant form, information for local participants was disseminated through the schools' communication channels, including « Open House » events and other public activities organized by the secondary school, while information for experts, other partners, and the general public was distributed by the ILARGIA League.

How did you ensure the availability and use of the project's results by others?

The League for Innovation and Cooperation will maintain free access to SMUN's results for several years (it should be noted that the ILARGIA website has been operational since 2015; it still hosts, more than seven years later, all the results of the NUITS BLANCHES partnership, which ended in 2018). All other EU-co-financed projects in which the ILARGIA League has participated since its creation are accessible either on the NGO's website (ilargia.franceserv.eu) or on other platforms (see their addresses on the Lycée Ravel portal, LegendE+ / legendeplus.franceserv.eu). Nothing was hidden.

PR05

FRENCH TRANSLATION IS EDITED IN THE POST CALLED "INTELLECTUAL OUTPUTS"

: SMUN Livrables

SMUN ACTIVITIES: OVERVIEW

Zoom out to 50% and turn the phone to landscape mode to visit the site / open QUINTESSENCE in an external browser please

SMUN (2025 simplified partnership) - Simulation of United Nations conferences (to deal with environmental topics) - ERASMUS+ Key Action-2

in this section: results of the partnerships / REPORTS OF THE FRENCH STUDENTS in the School website named LegendE+ and devoted to European dissemination (click the "blue star" to access)

SMUN 2024-2-DE02-KA210-VET-000273770

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DEUX MOBILITÉS / MEETINGS

Conferences in Germany then in Türkiye.

Here and right: two short videos by ZSET >>

Un aperçu ^^de la première mobilité ^^

SEE MORE DETAILS ABOUT THE CONFERENCES CLICKING THE (EXTERNAL) LINK: SMUN MOBILITIES by Lycée Ravel

DES COMPTES RENDUS / progress reports by eTwinners

OUR TWINSPACE BOOK (PRINTED VERSION OF THE CONTENT PUBLISHED ON THE ESEP / eTwinning PLATFORM)

CLICK ON THE BANNER BELOW

: SMUN Livrables

SMUN COORDINATION

Zoom out to 50% and turn the phone to landscape mode to visit the site / open QUINTESSENCE in an external browser please

SMUN (2025 simplified partnership) - Simulation of United Nations conferences (to deal with environmental topics) - ERASMUS+ Key Action-2

in this section: results of the partnerships / REPORTS OF THE FRENCH STUDENTS in the School website named LegendE+ and devoted to European dissemination (click the "blue star" to access)

SMUN 2024-2-DE02-KA210-VET-000273770

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DEUX MÉDIAS / ONLINE TOOLS

I - Project holders did create a devoted Twinspace in order to support the SMUN partnership' implementation

II - French High School teachers did edit some tutorials for learners to have instructions from peer-to-peer in the NBE+ site

Click the photograph below to enter in Notre Bureau Européen (NBE+) / external link