1) Context : Einstein and Lappia are 2 secondary vocational schools, which both teach a Car Mechanics course and have a partnership with PSA (Peugeot Citroën french car consortium). French students will sit for the Euro Mention course for which they need to develop a European experience. Considering that they come from low income families, they also need to open their minds on foreign cultures and to gain in self-confidence. Finnish students want to discover a country in which tire industries are developped. They also want to experiment the consequences of car over-development on environment and urbanism. 2) Objectives : - Extending and developing educators and students' competences (Professional and language skills). - Supporting innovation and creativity through partnership and transdisciplinary approach. - Gaining in self-confidence for the students - Creating of a twinning between two rural and isolated schools 3) Number and profile of the participants : 10 French B-tech national students in car mechanics and 2 Pro-Audiovisual students. 10 Finnish students in car mechanics. French team, 4 members : Miss Druart, Responsible for the board of Education. Mister Fery Deputy Headmaster. Mister Sacré, Car Mechanics teacher. Mr Malaval, Technical English teacher. Finnish team, 5 members : Mr Markku Toratti, Mr Tarmo Niska and Mr Hannu Ohenoja, teachers in car department. Mrs Outi Eerikkilä, student counsellor and member of international team of VC Lappia. Mrs Marja-Liisa, coordinator of international affairs in VC Lappia. 4) Description of activities : - Peer to peer teaching between students on Winter servicing - January 2018 : Einstein's students fly to Helsinki to discover environmental protection in a capital city. Then, in Lappia's college, students and educators will be taught "Engine preparation for cold weather" for 5 days. The Audio-Pro students will direct a video tutorial "Winter servicing". - January 2019 : Lappia's students will meet members of the Andros Trophy Rallye team to experience the management of race tires in competition. They will also study Michelin and Dunlop tire plants, located in Clermont-Ferrand and Montluçon. At the end of the day, they will share with the French team the animation of the conference on Winter Servicing. 5) Methodology : Connecting the partners : - constant communication between the two partners by emails, Skype meetings and e-Twinning - peer to peer teaching between students Distributing the various responsibilities for the project : - car mechanics teachers for the pedagogical part, both Finnish and French - Mr Malaval and Mrs Outi Eerikkilä for the project advancement - Ms Druart on the self-confidence tuition activities - Mrs Marja-Liisa Tyystal and Mr Fery, project management Planning the activities : - transnational meetings to prepare the mobilities - planification of students' work experience 6) Result and impact : - development of a long-term partnership between two European schools - developing new skills and abilities for students : technical skills, improvement in language fluency, gain in self-confidence - dissemination of a new know-how among students and professional partners : video tutorial and public conference 7) Long term benefits : European Collaboration for students in car mechanics. Creation of a new tutorial on Winter Servicing and dissemination of innovative pedagogies between teachers. This project will allow our schools to escape a feeling of isolation and open the doors of European exchanges in the minds of staff and students.
The project "Winter Servicing, a way to boost self-confidence", was born from the desire to revitalize the European section of the school. The framework of the Erasmus project seemed to us particularly suitable: - it allows a real international opening for our students who for the most part have never traveled - the pairing with another technical high school of the automobile allowed to lay the foundations of the work in common: "WInter servicing" - The focus on self-esteem has become apparent in view of the problems encountered by our students, who have often been destabilized by chaotic school backgrounds Participants: - French team: 12 students from 5 different classes and 5 adults (3 teachers, 1 CPE and 1 management staff) - Finnish team: 5 students from 2 different classes, 3 teachers, 1 education consultant and 1 international relations coordinator Jobs done : - Mobility 1 Montluçon -> Kemi: 2 major axes with the preparation of cold weather engines (production of a technical video on the subject) and self-confidence with real-life activities of students and questionnaires - Mobility 2 Kémi -> Montluçon: two technical axes, with the new propulsion energies (Natural Gas Engines Vehicle, Electric and Hybrid) and the ground connections ("tire in Auvergne": Dunlop company visits Montluçon, Procar Recygom in Joze and the Michelin adventure in Clermont-Ferrand). The benefits for the students are numerous. The first is to have traveled and borrowed transportation such as the plane, the night train, the tram, the boat, while some students had never left their home department. A second, which combines self-confidence and technical skills, is the fact of having participated in an international exchange in a second living language. On the human level, they all had confidence in themselves, which resulted, for example, in: - a continuation of higher education for some students who did not even imagine it, including in IUT for two of them, which is exceptional for students from Bac Pro and is almost a first for the institution - the realization of internships in companies and the hiring for the summer of two students, thanks to the video they realized - we had taken the risk of bringing into mobility a difficult student, involved in delinquency problems. He gave us the confidence of opening up again to adults and getting back to work for the end of his schooling The adults have created a real team that goes beyond the time of Erasmus. The contacts established with the Finnish team continue. The project could be a second wind for some participants and a real opening to a different education system for all. At the school level, he helped to enhance the image of the school outside and opened doors to other experiences: this Erasmus simply showed that it was possible for a small school to carry out large-scale projects. Since then, colleagues have dared to embark on ambitious projects.