Beruflich Dokumente
Kultur Dokumente
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Abstract
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Project background and aim
The Leonardo da Vinci “Building the Best” Partnership project was
essential for creating a foundation that is serving to increase the
quality of construction training across Europe. The construction sector
is a key economy growth driver in the European Union, improvements
in quality and innovation in VET practices and transferring them from
one country to another is a crucial element of European integration.
With the construction industry continuing to rapidly change and
expand, vocational teachers especially among new member countries
are greatly challenged in keeping abreast of current information and
updating their knowledge and skills pertaining to modern construction
technologies, machinery and training practices.
The aim of this “Building the Best” Partnership between VET schools,
enterprises, and educational institutions was to facilitate a transfer of
critical information through a combination of forums, workshops, and
visits for data collection during a 2-year period. Information was shared
among those with innovative industry knowledge and experience, and
for the concluding work we are disseminating best practices as an
important reference among institutions, construction industry experts
and VET construction teachers. This partnership has served to increase
information that will help to unify training delivery and further the
development of pedagogies and practices. The product of this
partnership is a CD that contains relevant country specific information
as: economic reports covering the project period 2008 – 2010;
construction industry statistics; best construction training practices as
decided upon by each partner and relevant supplemental information
for use by project participants among an expected subsequent broader
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audience of decision makers through disseminated in national
channels.
Country of Estonia
4
Specifically regarding the construction industry construction volume in
2008 showed an overall 12% decrease in total production of
construction enterprises both foreign and domestic markets combined
from the previous year 2007. The main cause of the decline at this
time was the decreased volumes in dwelling construction in the
domestic construction market. The recession and the restricted loan
terms hindered the start of new dwelling construction projects. By 3rd
quarter 2009, compared to the same period of the previous year,
Estonia showed a decrease in total production among Estonian
construction enterprises by 29%.
The overall Baltic construction market fell in 2009 to the same level as
10 years ago during this region’s previous major economic crisis. The
market fell fast in 2009 because the Baltic business market was mostly
domestic with only a small international market of 3% in Lithuania, 4%
in Latvia, and %8 in Estonia. Being that Estonia’s building market was
slightly more diversified, the economic crisis was the lightest in
comparison to the other Baltic States.1
1
Eesti Statistkaamet
http://www.stat.ee/31154
http://statistikaamet.wordpress.com/2010/03/15/baltimaade-ehitusturg-kumnendi-
madalseisus-3/
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while Latvia and Lithuania will trail Estonian developments by about a
year.2
Ascending 23 31 39 33 21
total 181 131 127 839 471
11
3rd quarter 7 233 9 521 9 381 5 810
689
10
4th quarter 6 764 8 689 7 852 5 129
149
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Number of
3 5 5
dwellings 720 619 1 135 2 435 3 105 7 073 3 026
928 068 300
total
http://www.stat.ee/34164
2
http://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-
construction- growth.html
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2007 2008 2009
http://www.stat.ee/34166
Statistical data is still unavailable for 2010 and reports could not be
found at other key building or road construction association websites.
Regional expert Hillar Takk, Department Head of Building and Road
Construction at Järva County Vocational Training Center, says that in
terms of road construction the market has improved since 2009 with
road contractor operational budgets increasing from 2 billion EEK in
2009 to 3 billion EEK in 2010. In terms of the building market, however,
the situation is actually worse in 2010 than the previous year as a
result of restricted government spending in road or building
construction projects.
Country of Germany
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4 percent (2009 the total turnover in the structural and civil
engineering was EUR 83, 3 billions). For enterprises, the situation has
been more painful but overall the building and construction industry is
performing better than most other industries.
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manpower squeeze prevented the upturn in the building and
construction field.
Country of Italy
9
During the first 9 months of 2009, according to the ISTAT survey on the
labour force, the number of employees in the building sector
decreased by 3,9% compared to the same period in 2008. This
downturn is higher than the National average rate of 1,5%. In the
region, between October 2008 and March 2009, about 49,100
employees lost their job. According to a survey made in September
2009 among the firms in the partnership, a prolonging of the crisis is
expected to develop with deeper intensity than in the other regions.
The estimated production downturn in 2010 is - 9%.
Country of Poland
Year 2009 was difficult for the building industry. Admittedly, the crisis
in Polish economy was considerably milder than in other European
countries, but the consequences of the crisis in the European market
did not omit the construction industry. A clear slowdown was recorded
after many years of high increase. Whilst in 2008, companies named
the lack of employment as a reason for obstacles in executing
contracts. In 2009, competition between companies, high operating
expenses and the lack of demand were to blame. Employment
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numbers in construction grew in 2009, but salaries decreased.
Current concrete data is not yet available from the Statistical Yearbook,
but a few figures that illustrate the optimistic trends follow.
Data illustrating that the economic crisis did have a negative impact
upon construction in Poland:
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Production of bricks (millions)
2008 - 329
2009 - 199
Production in cement (thousands)
2008 - 17017
2009 - 15347
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7-Point Building the Best Model
A solid model is crucial for knowing what data to collect, analyze, and
compare. This Partnership defined seven key attributes to use for
analysis in attempting to find best practices from among the tools,
methods and principles that are presently applied in vocational schools
and enterprises where students practice.
The seven (7) main points identified during our first conference and
listed below serve as the framework of our model with which we
observe and evaluated the system of vocational training of
construction trades in partnering countries. In using this model we
were able to do a comparative work between European countries for
determining best practices.
1. apprenticeship system
2. level of cooperation between schools and firms
3. connection with construction unions
4. training of enterprise trainers
5. teaching materials/curriculum
6. continuing education program for teachers to gain new skills
7. feedback loop
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7-Point Model Evaluation – Järva County Vocational Training
Center (JKHK)
1. Apprenticeship
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No formal contract exists between JKHK and enterprises and is instead
based on relationship. The reason being from unpredictability of job
contacts so that firms cannot guarantee student placements. Students
are responsible for finding their own placement, but the school does
advise students to approach specific larger firms in the road and
building sectors known for their consistency and reliability in taking
students for training. However, most firms are small or medium sized
enterprises (SMEs) and can only accept students if they have ample
projects or jobs on which to train students.
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participation in the elaboration of legislation concerning the
Association and its members (including expressing opinion);
generalization of construction and economic experience and
their distribution;
arrangement of marketing and economic research and
elaboration of the respective recommendations;
arrangement of construction associated refresher courses,
encouragement of the development of the construction
education by financing respective target programs;
distribution of information concerning construction activities,
including issue and distribution of advertisements and other
publications.
4. Enterprise training
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some companies give trainers a 10% wage increase to teach students.
Company management believes this system could be improved by
having the government to pay this amount, especially since the
company is already losing out because workplace trainers are unable
to do the job that they were hired for because their time is
monopolized in training students.
7. Feedback loop
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meetings do not take place between EEEL and the School or between
any other relevant stakeholders.
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have too many classes because the school cannot afford to hire
more staff. Schools need their teachers trained in enterprises
with advanced methods and technologies (preferably where
students are not also practicing) or in international vocational
schools. At present, the only updating of skills comes through the
Leonardo da Vinci VETPRO program. But even this is not
adequate because budget allowances are not enough to enable
long-term training at a firm, at least 2 – 6 weeks. Rather it pays
for teacher travel and use of a hosting service that develops
programs for organized 1-day site visits to various companies
and schools for a total of 1 week. Time and money does not allow
more in depth study of a specific technology or skill. Teachers
often use their personal holiday time for such study visits.
5. Needs improvement - no real structure or guidelines exists so it
is up to the enterprise and dedication of the trainer and ample
number of jobs on which to train students.
6. Needs improvement - teachers use curriculum authorized by the
Ministry of Education. Materials are lacking, but teachers use
what is available.
7. Needs improvement – Department Heads meet with enterprise
managers at least twice a year for discussing students’ progress.
No other meetings take place between the vocational school and
enterprise representatives, trade unions, and associations with
the specific intent of making sure the school is providing courses
and skills as demanded by the labor market. Only higher level
meetings take place, but there appears to be a disconnect
between the school and planning initiates and discussions made
at Ministry level between key decisions makers.
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Dual Vocational Training System
1. Apprenticeship System
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instruction that lasts several weeks and encompasses the entire period
of schooling to be completed at part-time vocational school. During the
period of instruction at part-time vocational school, they must do their
homework outside their daily training and classroom hours.
Training Company
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company is not able to teach its trainee. Enterprises, chambers, guilds
and the German government bear the cost of inter-company
vocational training.
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3. Connection to Unions
One so-called sovereign task –in other words, a task that has been
assigned by the state – is to support, regulate and oversee vocational
education and training. Employers who want to provide in-house
vocational training contact the training advisors at their local Chamber
of Industry and Commerce. These advisors come to the individual
enterprise and help in all matters regarding vocational training.
4. Enterprise training
The owner of a firm decides whether his company will provide in-house
initial vocational training, the occupations he will provide training in,
and how many youths his firm will take on for in-house initial
vocational training. He signs a training contract with each trainee and
ensures that the initial vocational training is conducted in accordance
with government regulations and legislation. Trainers are responsible
for planning training content and schedules and for conduction in-
company vocational training programmes. Only those persons who
have the requisite personal and professional qualifications may provide
vocational training.
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5. Teaching materials and curriculum
Period of training
Initial vocational training programmes in the dual vocational training
system last two, three or three and one-half years. The duration of the
training is stipulated in the training regulations for the particular
occupation. Each in-company training programme starts with a
probation period that lasts at least one month and a maximum of four
months. During this time, the persons responsible at the firm are also
closely examined whether the individual trainee is a good match for
the company. And the trainee should also consider one more time
whether he has made the right decision. Once the probation period is
over, a company can terminate a training contract only on serious
grounds. There is also the option of undergoing initial vocational
training.
Trainer Seminar
In trainer seminars (also known as “training for trainers”), trainers
learn everything they need to know in order to conduct vocational
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training in their own company. The content of trainer seminars is
based on the four areas of activity that are outlined in greater detail
in the framework plan set forth in the Ordinance on Trainer
Aptitude. Trainer seminars are conducted by the local Chamber of
Industry and Commerce, Chamber of Skilled Crafts and other
bodies. The instruction schedule varies from region to region. A
trainer seminar generally encompasses 115 hours of instruction.
Seminars are offered as all-day, weekend and evening courses.
7. Feedback loop
For trainees:
- No formal admission prerequisites: every school leaver has a
chance to learn a profession (but in fact the chances of being
accepted depend on pre-qualification)
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- income
- reputation
Others:
- interaction between different actors involved: tasks are not
rigidly divided: school is not reserved solely for teaching theory,
and in-company training involves more than simply practice –
joint educational responsibility and by this permanent training for
trainers
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- Possible cooperation problems between teachers at school and
trainers in the companies
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6. Strong – Company trainers attend Trainer Seminars conducted by
the local Chamber of Industry and Commerce, Chamber of Skilled
Crafts and other bodies. The instruction schedule varies from region to
region. A trainer seminar generally encompasses 115 hours of
instruction. Seminars are offered as all-day, weekend and evening
courses. The Chamber is very active in the process and decides which
enterprise are qualified to train students.
7. Strong – overall ongoing communication and strong involvement by
trade unions, schools, and enterprises that keeps a constantly updated
and learning system.
1. Apprenticeship system
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encouraged to train student because the State pays pension
contributions that are generally employers’ responsibility.
Duration
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The duration ranges from 18 months to 4 years (5 years in craft
companies), but not longer than the duration established by the
Collective National Contract of the Sector.
There is not a particular training for enterprise trainers and tutors. The
Department of Labour has basically determined the characteristics of
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the in-company tutor. He has to be a qualified employee, engaged in
the same field as the apprentice. He has to have the same or a
superior qualification to the one being obtained by the apprentice at
the end of his training. If possible, the tutor will have worked for at
least 3 years in the firm. The law has established the tutor’s role and
necessary skills, i.e. to guide and support the apprentice and to assure
a link between work and out-of-company training.
The tutor has to attend a period of training of at least 8 hours to
understand his role and its required skills.
5. Teaching materials/curriculum
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There are no national standards for trainers of apprentices or for
vocational training teacher. At the national level, there is only the
National Collective Contract for Trainers that establishes professional
requirements and relative skills. Every Regional Government can
decide upon special standards for trainers and the procedure for their
employment. Of course, every centre employs trainers according to its
own standards.
7. Feedback loop
The Building the Best project activities and transnational meeting gave
us the opportunity to reflect and observe the apprenticeship and
training systems in partner countries.
The outstanding principle emerging from our visits abroad is the
importance of “learning by doing” for our beneficiaries, and in general
for students who prefer practice to theory. Many young people, indeed,
benefit from learning away from a classroom atmosphere, and they
can develop their skills, not only technical, but also communicative and
social, in the ‘real life’ situations experienced in the programmes of
workplace learning.
All the partner countries seem to share this point of view and are
active in this field proposing a number of policy measures that could
speed up the further development of apprenticeship and practical
learning. This is because apprenticeship is considered to have a
considerable potential for promoting the economic development and
welfare of countries and for improving the life chances of young
people.
A second point to be underlined is the strong collaboration of social
actors in defining and contributing to the training programmmes. In all
the countries, employers and trade unions are strongly committed to
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this issue, in the awareness that they are fundamental to identify skills
needs in their sectors and plan how these can be met.
Associazione NET
It is, in fact, thanks to this strong cooperation that it was possible for
the students to practice and spend their practical training within a real
working context, where they are provided stimulation and motivation,
and besides that practical learning.
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1. and 2. – Strong from the high degree of involvement from the unions
and employers’ organisations. This is particularly evident in some
vocational training centres such as CPIPE, collaborating with NET,
where the representatives of companies and unions work together in
defining the training programmes, identifying professional needs and
skills and to support firms and employees.
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system of education should be changed, which can be done by
introducing a dual system of vocational education when pupils partly
gain theoretical knowledge in the school and practical knowledge in a
company or a practical training centre. Another solution is a module
teaching program where pupils receive theoretical basics in school,
then get training at practical training centres, after which they
continue practical education in a company. Of course, short-term, it is
more expensive for the government, but more effective overall as an
educational process and less stressful for pupils, because before real
training in a company they can see what the work “looks like” in
practical training centres. For companies it is also advantageous since
they can host pupils with at least basic professional experience gained
at practical training centres.
1. Apprenticeship
Some schools use its private connections and encourage well known
construction enterprises to invest in the equipment of the school
workshops. For companies it is also advantageous because they can
prepare students to use the company’s technology. They also carry out
training for vocational trainers to ensure that the student will be well
taught on proper use of machines and technologies. In this way they
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are sure to gain a qualified worker in the future without much
expenditure. The main aim of a firm’s existence is profit. Company
management usually decides to organize internships only if it is
profitable for them. The general principle is that a company’s profit
from a pupil’s work should be higher than the cost of time and efforts
needed to teach her/him practical skills. There should be a systematic
solution found such as a centralized or regionalized vocational training
fund (collected from taxes) or/and tax incentives for employers who
decide to organise vocational training for pupils. Companies can be
encouraged to organize internship for pupils if it will be profitable for
them (recommended solution) or is less expensive.
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Nowadays, cooperation between trade unions and vocational schools is
very limited and mostly involves advisory help given by trade union
specialists.
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5. Teaching materials/curriculum
Teachers who want to gain new skills, have only to apply for an
appropriate training course carried out either by a construction
enterprise or educational institution by filling out a form applying for a
school refund paid by local authorities, a minimum of 50%. This
continuing educational program can include courses of specialization in
specific professions, postgraduate studies, trainings organized by
practical training centers or other educational private and public units.
7. Feedback loop
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The new reform of education is going to be introduced in Poland in
2012. The committee working on the reform includes representatives
of various groups like; government, trade unions, schools, practical
training centers, teachers, companies.
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Synthesizing the main points about the educational system in the
building and construction area at a secondary school level in Poland is
worked out as a result of gathering the information from various Polish
institutions and specialists active in this sector:
• Vocational schools:
- Building Secondary School No. 1 in Krakow with Andrzej
Mielczarek – the Headmaster
www.zsbnr1.republika.pl
- Państwowe Szkoły Budownictwa from Gdańsk
www.psb.neostrada.pl
• Practical training centers:
- Practical Training Center in Krakow with the Headmaster
Marek Filipczyk and Vice Headmaster Piotr Pasternak
www.ckp.krakow.pl
• Trade unions:
- “Budowlani” Trade Union with the Head Andrzej Piotrowski
and Vice Head Jerzy Turchan
www.zzbudowlani.pl
• Enterprises’ representatives: Tomasz Czyszczoń, Stanisław
Antolec.
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3. Medium - historical relationships and involvement were strong so
the pattern exists. Cooperation levels have decreased, but unions do
serve an advisory role as specialists.
4. Needs improvement – difficult to attract and retain highly skilled
and pedagogically trained teachers with a professional skill.
5. Needs improvement – centralized decision making that is inflexible
and non-responsive to market needs.
6. Strong – State and regionally financed continuing education for
specific professions, postgraduate studies, trainings organized by
practical training centers or other educational private and public units.
7. Strong – continual gathering of information from various Polish
institutions and specialists active in this sector.
We propose that most important is the 7th point in the model, namely
the feedback loop that, if adequately carried out, could make the other
6 points work much more effectively. We understand the term
“feedback loop” as the information gained from regular evaluation of
the educational system (done either among all the stakeholders at the
same time or between two directly cooperating stakeholders). We
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know that the world/economy/labour market etc. is changing and the
educational system should react quickly and effectively in order not to
“lag behind”. Good feedback and evaluation is crucial in finding proper
changes that the educational system could develop in the right way.
The other 6 points from our model form the educational system. Each
of these 6 points is a very important factor of the system and the
system cannot function properly without any of these 6 working
effectively. But their effective work depends on the proper feedback.
This is one of the conditions for effective improvement of the system in
our proposal. The second is appropriate monitoring and prediction of
the economy and labour market.
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university level. Through this way government wanted to reduce high
unemployment rates, especially among graduates. The government
wanted to limit well qualified vocational specialists and increase the
number of people with a general education. Five years after
introducing the new reforms, Poland joined the EU. Most vocational
specialists who had been taught in the old system and had good skills
and experience decided to look for a job abroad. Being an EU citizen
gave everyone the possibility to find an official job in many West
European countries. Additionally, the jobs abroad paid much better
than similar ones in Poland. Moreover, a flow of European funds to
Poland initiated many investments in the country mostly in the
construction sector. These investments caused higher demand on the
labour market for good vocational specialists. Reformed schools after
1999 could not offer so many specialists as before the reform. It was
the reason why the cost of work increased drastically. The Polish
government tried to find a solution, by encouraging people from
Eastern Europe and even Asia to come to Poland to work on building
sites. Finally this crisis lessons and to some extent solved the problem.
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standardized in all of Poland, which is one cause for failure, as
labour markets in various regions are different and have different
needs.
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communication, discussions about the needs and obstacles and looking
for a common solution among stakeholders could be the basis for
increasing the operational level of the system in general.
Before
Before
45
Our first example of excellence came from the performance of
students pursuing a profession as Restorers.
During
During
46
After removal of old materials and old layers of paint we undertook
restoration and returned the interior to its original historic appearance.
47
The second example on the premises of Järva County Vocational
Training Center focused on the vacant and dilapidated barn that had
stood empty for twenty years and was in a very bad condition. We
decided to rebuild and make it functional for use as a horse stable.
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from the school’s property. The
School has a store of
demolished old buildings and
also materials available for
recycling.
This event gave great delight to students who saw that their efforts
went smoothly and had tangible results. Such activities that tie
together theoretical and practice serves to broaden the horizons of
young people by showing them that achieving results, even when
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faced with great obstacles is not impossible if you use your
imagination. During the 2010 school year we are continuing this
project in Stage 2 by reconstructing the other side of stables, after
which we will house 13 additional horses. Stage 3 will see the
reconstruction of an adjacent room for staff and supplies.
Finished work
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independent thinking and the ability to find sensible and practical
solutions in difficult circumstances. They know how to apply the
principles of sustainable renovation work and it embeds the acquired
knowledge in practical work.3
3
Written by IVAR KOHJUS, Practical Trainer – Järvamaa Kutsehariduskeskus
Translated by Tiina Kroll, Edited by Elizabeth Lenz
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For the German best practice we chose the Arwed-Rossbach Vocational
School Centre because of its wide range of specialities. The school can
be introduced along the following adjectives:
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The “Vocational Preparatory Year” (Berufsvorbereitungsjahr, BVJ)
is offered in the field of building technique and wood technique for
young people who have no training contracts with the any company.
After the successful completed of the BVJ, the certificate of secondary
education can be gained. Through this vocational preparatory year the
compulsory vocational school training is fulfilled.
Curricula: s. attachment
Multisided:
The curriculum of the Arwed-Rossbach Vocational School Centre is
divided in three segments. Depending on what year of training, there is
a different number of hours planned each year for theoretical
education and for practical training. In the first year of education the
number of hours for the theory is higher than the number of hours for
practice. According to the Dual Educational System vocational
education is focused on more delivery of practical knowledge, which
means that in the second and the third year the number of days spent
in companies actually increases. There are three actors which are
involved directly in the vocational education and training:
1. Training company – provides in-house initial vocational training.
The training companies must satisfy certain requirements
regarding the suitability of the training premises and must have
a sufficient number of qualified personnel. The competent body –
in other words, the chamber that is responsible for the particular
company (as a rule, the local Chamber of Industry and
Commerce or Chamber of Skilled Crafts) – determines whether a
firm is qualified to provide in-company vocational training.
2. Inter- company vocational training centre - provides those parts
of a trainee’s training that his company cannot. In addition,
trainees become acquainted with the latest technical
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developments in their field at such facilities. Inter-company
vocational training also serves a pedagogical function as a “third
learning environment” where practical and theoretical
competence is systematically taught. The duration of inter-
company vocational training depends on what the training
company is not able to teach its trainee. The enterprises,
chambers, guilds and the German government bear the cost of
inter-company vocational training.
3. Vocational School – has to offer the theory for the adequate
profession
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Yellow: Inter-company vocational training
Red: Vocational school
White: total number of days
Cooperative:
National Relations: The Arwed-Rossbach Schule has been cooperating
with different national partners since 1992 and organizes student
exchanges in Leipzig and in the partner countries which ensure a high
reputation of the school Saxony wide. In the region of Leipzig the
school works with diverse local and regional companies and institutions
responsible for the development and accreditation of curricula as with
the Chamber of Crafts, Chamber of Commerce and Industry Leipzig,
Corporate Training Centre and University of cooperative education.
International:
International Partners: Since 1990 the Arwerd-Rossbach Schule carried
out different bilateral projects with the Istituti Aldini Valeriani Bologna
(IT), Matthew Boulton College Birmingham (UK), Stredni Odborne
Ucilište Tradicnich Remesel Brno (CZ), Mustafa Kemal Atatürk Zespol
Szkol nr 7 Wroclaw (PL) and with the Stredné Odborné Ucilište
Stavebné Levice (SK).
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week and students are involved in the first year of apprenticeship to
motivate and encourage them for their further education.
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Best Practice Italy, Lepido Rocco
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cardiac arrest; hemorrhaging, a
case of concussion, and one of
burning. What follows are
simple and easy first aid
practices which could make the
difference between life and
death.
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construction and specifically regarding
the safety course are trained experts.
The duration of the courses depends on the training path they are
pursing: from 20 to 30 hours if the course is part of an initial education
path, or from a minimum of 24 hours to a maximum of 96 hours if it
belongs to a compulsory training course.
Although safety training is incorporated in most vocational training
programs, the possibility to attend such courses on-line makes it a
best practice, in allowing a wider number of employees to attend the
trainings.
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PLACE OF DEVELOPMENT: VILLA NIEVO BONIN LONGARE, MONTECCHIO
PRECALCINO, VICENZA
TARGET GROUPS
The training course, funded by Veneto region and ESF, is addressed to
young unemployed / jobless persons with a high school
diploma, persons about to graduate or with a degree in
restoration or preservation of Cultural Heritage.
For the ones attending a university, they can earn credits with this
course. Furthermore, the completion of such a course enables the
participants to have access to public State exams.
The participation was completely free and the trainees had an
attendance grant of 3.00 € per hour.
The course lasted 900 hours (560 theoretical and 340 onsite, including
a week of observation abroad).
CONTENT
Objectives:
o Restoration of the external façade of Villa Nievo Bonin
Longare, Montecchio Precalcino, Vicenza Learn innovative
restoration methods in order to be able to have access to this
particular labour market
o Have the necessary training to have access to the public
State exams
o Improve their knowledge in the field
o Learn also new and interesting tools and techniques
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The Nievo family of Montecchio Precalcino inherited this building in
1333 and they have been modifying, restructuring and restoring it
many times to arrive to the current neo-gothic palace in 1880-1882.
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After surveying the situation of the building they started with
restoration interventions guided by the restoration trainer:
o Poultices with an innovative method using soluble salts
o Stone cleaning
o Plasterworks removal
o Plasterworks redressing
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o Disassembling and re-assembling of the stone elements
o Pictorial retouch (spolvero technique).
Results:
o Beautiful restoration of the façade of the villa
o Evaluation of the situation of the building to restore before
intervention
o Access to the specific labour market related to restoration
SOURCE OF FINANCING
EUROPEAN SOCIAL FUND
The European Social Fund (ESF) is one of the funding tools of the
European Union aimed at promoting the economic and social cohesion
and reducing the existing differences between the countries and
regions of the Union. Within the framework of the cohesion policy, ESF
has the objective to improve the work possibilities, encouraging a high
degree of employability and new and better job places. It supports
actions to strengthen productivity and competitiveness and promote a
real economic growth and sustainable development.
The European Social Fund, implementing the Lisbon strategy, deals
with the education and training, combating social exclusion, promoting
equal opportunities and non discrimination.
The main priorities of the actions funded by this are:
o Increase the adaptability of workers to the new labour market
needs and situation
o Improve the employability to prevent unemployment
o Strengthen social inclusion of disadvantaged people
o Give potential to the human resources through quality
training
o Promote partnership, initiatives at transnational, regional and
local level to encourage reforms in the labour market.
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According to the European Planning 2007-2013, Veneto region focused
the Operative Regional Planning ESF on the Objective “Regional
Competitiveness and Employment” that defines the orientation and the
funding for Upper Training.
EVALUATION BY THE PARTICIPANTS
This project gave the trainees the opportunity to experience directly
the restoration and see the final result, and on the other hand learn
new and innovative restoration techniques and legislation related to
this field that will enable them to have access to this specific sector of
the labour market, that as many other suffer from lacking of public
funds.
As evaluation and positive outcome of the course I’d like to bring the
example of three of the trainees, what they are doing now, after the
completion of the course:
1. Adriana works for the restoration company they work with during
the course,
2. Giacomo started a PhD in Archaeology, his passion and
3. Giorgia is starting a new job for a restoration company
specialized in laser technology applied to restoration
The course was successful and gave them the opportunity to find a job
place in their field.
So this means that the course was a successful experience that
improved their knowledge and gave them the opportunity to find a job
placement in their field of expertise.
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Best Practice Poland
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producers, tool producers,
devices producers and their
direct users – executives in
construction market.
BRAAS
Cooperation with leading
companies turned out to be a
unique initiative to improve the
standard of our underinvested
workshops. We have been fostering
successful cooperation since 1997
with such companies as:
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GEBERIT
GEBERIT, BRAAS-MONIER, KNAUF,
FAKRO, JUNKERS, BOSCH, HETTICH,
ROCHWOOL, SANITEC KOŁO,
OTTIMO, COMAP, ATLAS, VELUX,
NIDA GIPS, SCHIEDEL, WAYNE
DALTON, APEKS, warehouses AL
KOR, FEMAX, ATM, ASP, which are
leaders in the construction market
not only in Poland but worldwide as
well.
KNAUF
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Cooperation with a vocational school can be the most effective way for
companies to ensure introducing their own technology into the
curriculum and gaining school graduates as employees knowing the
technology and materials used by them. Without a doubt we recognize
here the importance of an innovative way of widening the range of free
advertisement.
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Apart from the obligatory curriculum students gain additional
qualifications in specific technologies by attending different courses.
Continuing education is one of the necessities in the rapidly changing
labour market. Students taking part in professional courses get a
certificate issued by the company and the school, which confirms their
knowledge and skills in a specific technology. This fact has a significant
influence on their qualifications. Obtaining a certificate gives the
graduates the possibility of getting a better job on the executive
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market, because they are perceived by employers as qualified staff
and do not need additional investment in their training.
Concluding remarks
Website Links
Estonia – JKHK
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http://www.paidemek.ee/. Paide MEK AS, location of building company
operations.
http://www.eeel.ee. Estonian Association of Construction
Entrepreneurs.
http://www.hkk.ee. Archimedes Foundation, Center for Educational
Programmes
http://www.hm.ee. Estonian Ministry of Education and Research
Germany - Wisamar
Website links to the German Partners, which were visited during the
meeting in Leipzig:
Drees&Sommer: http://www.dreso.com/english/default.htm
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Berufliches Schulzentrum 12 "Robert Blum“:
http://www.bsz12leipzig.de/start.html
Italy NET
Padua) www.costruttoripadova.it
www.feneal-uil.it
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Fondo Ambiente Italiano (Italian Environment Foundation)
www.fondoambiente.it
http://www.ance.it/ance/jsp/home.jsp?sTipoPagina=HOME%20PAGE
http://www.cassaedile.it/
http://www.tv.camcom.it/
http://www.regione.veneto.it/Servizi+alla+Persona/Sanita/Prevenzione/
Salute+e+Sicurezza+nei+luoghi+di+lavoro/SPISAL.htm
POLAND - PSB
POLAND – BONUM
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Polska Izba Przemysłowo-Handlowa Budownictwa (Polish Construction
Chamber of Commerce and Industry) - www.izba.budowlany.pl
Stowarzyszenie Architektów Polskich (Association of Polish Architects) -
www.sarp.org.pl
Polska Izba Inżynierów Budownictwa (Construction Engineers Chamber
in Poland) - www.piib.org.pl
Polskie Stowarzyszenie Budowniczych Domów (Polish House-Builders
Association) - www.psbd.com.pl
Śląska Izba Budownictwa (Silesian Building Chamber) - www.izbabud.pl
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