The core of EEVEE project is based originally in car mechanics through the design and construction of one single and common Engineering Energy Vehicle for European Environment (EEVEE) as a prototype vehicle. The partner schools from France, Spain and Sweden are all vocational and polytechnical engineering secondary schools with grammar schools on site too, where a section trains to automotive car mechanics VET degrees. This allows collaboration between various vocational fields and general subjects in sciences such as mathematics and in humanities such as foreign languages. This vehicle design and manufacture is simultaneously aimed at crossing numerous subjects taught in school sections with respective curricula ranging from vocational fields to sciences and humanities. Doing so the three priorities chosen for this project are treated in many aspects. Horizontal: sustainable investment and performance are reached by targeting the new generation through students, young adults, in in their final years in school School: the vehicle is embodying a material support which is motivating for the students and enhances their motivation for school and acquisition of skills and competences in their fields. The European project brings them the added value of working with their peers in English as a foreign language opening their perspectives to other countries and increasing their employability in vehicle manufacturing and maintenance industries. VET: designing this vehicle in international groups of students give teachers opportunities to share efficient teaching practices accross boarders, introducing in their teaching a strong need of English as a foreign language to collaborate with their peers. This language skill is emerging as necessary for this generation and teachers are now volunteering to get trained in English. Therefore the added value of this project is clearly to provide VET teachers also with training vocational skills in English shared among peers. Moreover French national priority 2017 as "key competences and transversal skills , in litteracy and numeracy" are taken into account by teams of maths, sciences, foreign languages, humanities teachers. A second strong aspect of this project is the role played by general subjects connected to car mechanics. A majority of these students choosing to specialise in car mechanics also want to avoid more classes in maths and humanities. At each step of conception and manufacturing of the vehicle activities closely connected to vehicle and mobility issues will be carried out. In mathematics this will be the utility of shapes in geometry for a volume, the presentation of statistics based on self measured datas, algebra to practice functions used in electricity, the ohm law for example, algebra to calculate with powers and more. In foreign languages the image of the car through centuries could be described from a useful point of view in economy and also from an esthetic perspective when students choose "the mythical car" from the past. Foreign language shave this ability to open up the scope of the project to numerous cultural issues and thus forster open-minded future technicians. To guarantee both aspects of the project activities in car mechanics and related technical subjects on one hand and in maths and humanities on the other hand will take place in each mobility. The needs. Students from the three countries usually think only of finding a job in their neighbourhood, at most 30 km away from their parents’ home. They do not dare to move to another region nor to a foreign country with a foreign language. This project in their training aims at opening perspectives in their minds. Secondly most of these students are not motivated for school. Thus the idea of a real vehicle where one person could sit and drive in real increases their motivation for other subjects, espescially in mathematics. Mobilities allow to enhance autonomy among the students in transnational teams and doing so debunk the stereotypes among the citizens of Europe at an early stage in their lives. Additionally, in each country, students who never met before in their home school because of learning in separate sections and separate buildings will collaborate giving their skills from their fields since they will be joining in common tasks either when hosting the project learning meeting in their home school and/or when participating to professional mobilities abroad to the partner school. We already experienced in a previous project how these mobilities also debunk stereotypes among the students themselves in their home country, improving a better understanding and a better living together. The target groups are a total of potentially more than 500 students per school year which means approximately 1000 students for the whole duration of the project.
CONTEXT Three vocational and polytechnical engineering secondary schools from France, Spain and Sweden design and built together one single and joint car vehicle in this project called EEVEE for “Engineering Energy Vehicle for European Environment”. The project is cross-curricular by including academic subjects in Math, Sciences and Technology and foreign language besides the vocational sections of automotive car mechanics degrees. It combines vocational car mechanics and engineering classes with general subjects. The targeted car vehicle is planned at human size for one person with one seat and steering wheel and run by environment-friendly energy. Therefore, it motivates students to involve in cross-curricular activities in a transnational peer work in English as a foreign language for all participants. Etwinning is used as a common platform online to share and to interact towards the common goal. OBJECTIVES - Horizontal priority: educate the upcoming generation of workers to a sustainable environment for their professional choices, - Schools and VET: reinforce transversal skills in English, in digital numeracy, with increased European citizenship and critical thinking as a consequence, - Schools and VET: develop math science and technology skills for their future qualification as a technician or an engineer, - Schools and VET: professional development for teachers, to include a European project into their pedagogy in their subject, by exchanging best practices among peers TARGET GROUPS - Students aged from 15 to 19 from vocational schools in car mechanics and general education secondary schools, majoring in Engineering fields. - Teachers from vocational schools and general education secondary schools, to use their foreign language skills in English for their teaching, doing so exchanging best pedagogy practices in peers in Europe. ACTIVITIES - Online eTwinning platform to share contents from classes by students in their home schools, along the three years of the project. These activities are in car mechanics, technological fields and math. - 6 learning meetings for students: 2 per year over 3 years, 2 per country between 3 countries. Each learning event hosts 12 international students with local students. They collaborate on-site in workshops in car mechanics, technological fields, math centred on car themes, physics, English. - 3 transnational teachers’ meetings: one per year and per country. They meet to finetune the agreements and project coordination. Teachers in car mechanics also follow together teachers training sessions in their fields. RESULTS - A vehicle, fueled by hydrogen and an electric engine, which moves in real. - A public website, giving access to numerous pedagogical resources of collaborations in car mechanics, technology and math. It collects numerous students productions, videos and e-magazines. IMPACTS - Increased European citizenship among the students, - An increased number of non-participant students from the vocational school informed of the potential benefit for their studies and future work offered by the Erasmus program, - An increased readiness to travel abroad for their work among students, - An increased readiness to include transnational collaborations in their pedagogy or professional development among teachers, - Increased know-how for teachers, who can direct their students to have them produce expert videos and e-magazines, - An increased readiness of schools to develop strategies to offer an international experience to learners and staff, at the school level SUSTAINABILITY - Hybrid energy vehicles enter the car mechanics workshops in schools, - Training to innovative and sustainable fuel energy for cars, for teachers and students, - More equipment for teaching car mechanics classes, which could not be financed by the school only, - Cross-curricular activities between the fields of car mechanics from vocational school and general education secondary schools, - This project is an additional step towards the targeted quality label applied through the call 2020 for “accreditation for schools, Erasmus 2021”, and through the next call 2021 for the “VET accreditation, Erasmus 2021”. - This project is the first step towards participation in 2022 to the Eco Marathon Shell Competition. The goal is to build a vehicle, which will run as many kilometres as possible with the equivalent of one litre of fuel. It fosters among the young generations research and innovation for more sustainable mobility