Project managment

  • Subpages below reflect the global monitoring of the project as a whole.

    Summary as it was first described in the application for the Erasmus grant

    September 2017

    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.