rear window transparent qualifications in the engineering sector i/06
Transcript
rear window transparent qualifications in the engineering sector i/06
REAR WINDOW TRANSPARENT QUALIFICATIONS IN THE ENGINEERING SECTOR I/06/B/F/PP-154099 - WORK PACKAGE n° 1 output 1 ANALYSIS OF THE QUALIFICATION SYSTEMS & FINAL RESULTS IMPRINT This report was developed in the course of the LEONARDO DA VINCI pilot project “REAR WINDOW Transparent Qualifications In the Engineering Sector” (project number: I/06/B/F/PP-154099). This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. For non-commercial purposes, a download version of this publication is available at: www.rear-window.org © 2007 IAL Emiglia Romana, Bologna REAR WINDOW TRANSPARENT QUALIFICATIONS IN THE ENGINEERING SECTOR 3 PARTNERSHIP The following partners had been working on this report: IAL Emilia-Romagna (IT) Cristina Ferrari Promotor and co-ordinator ANUP – Association of Romanian Popular Ileana Boeru Universities (RO) Roxana Mihail BEST Training (AT) Helmut Kronika Work package leader (WP1) Wolfgang Eisenreich Margot Fraßl CEDIT - Centro Diffusione Imprenditoriale della Gianfranco Corrieri Toscana – Confartigianato Toscana (IT) Raquel Jara Romero CNFPA - Consiliul National de Formare Profesionala Ana Elena Costin a Adultilor (RO) Catrinel Gagea Elena Halalai Dan Bajan Fundación Red Andalucía Emprende (ES) Rafael Gonzalez Martos KTP Spolecnost pro kvalifikaci na trhu práce (CZ) Dagmar Berkova Imke Troltenier 4 TABLE OF CONTENTS IMPRINT 2 PARTNERSHIP 4 TABLE OF CONTENTS 5 1 INTRODUCTION 7 2 ANALYSIS AND COMPARISON OF THE NATIONAL/ REGIONAL QUALIFICATIONS SYSTEM IN THE ENGINE ERING AREA OF THE COUNTRIES INVOLVED 9 Analysis of the Qualification System in Austria 9 Analysis of the Qualification System in the Czech Republic 17 Analysis of the Qualification System in Italy 22 Analysis of the Qualification System in Spain 29 Analysis of the Qualification System in Romania 34 3 SCREENING OF THE ENGINEERING AREA PROFESSIONS DESCRIBED IN THE ANALYZED QUALIFICATION SYSTEMS 45 Engineering area professions in Austria 45 Engineering area professions in the Czech Republic 50 Engineering area Professions in Italy 53 Engineering area Professions in Spain 55 Engineering area Professions in Romania 57 4 ANALYSIS AND COMPARISON OF PROFESSIONAL STANDARDS USED IN DESCRIBING THE PROFESSIONAL FIGURES OF ANALYZED NATIONAL/REGIONAL SYSTEMS 61 Austria 61 Czech Republic 66 Italy 67 Spain 73 Romania 75 5 5 VALIDATION OF FORM AL AND INFORMAL LEARNING 78 Austria 78 Czech Republic 79 Italy 80 Spain 82 Romania 83 6 DEFINITION OF COMMON CRITERIA FOR CHOOSING THE PROFESSIONAL PROFILE TO BE DEEPLY ANALYZED 84 ANNEX: NATIONAL REPORTS IN ACCORDING NATIONAL LANGUAGES 88 Austria 6 89 Czech Republic 106 Italy 115 Spain 130 Romania 139 1 INTRODUCTION The “Rear Window” project will create methods and instruments for the comparison of the national/regional qualifications systems in the engineering area. In order to achieve these objectives, the first work -package comprised an overall analysis of the qualification systems in the participating countries, i.e. in Austria, the Czech Republic, Italy, Romania and in Spain. In particular, the following steps were undertaken: ? Analysis and comparison of the National/Regional qualifications system in the engineering area of the countries involved ? Screening of the engineering area professions described in the analyzed qualification systems ? Analysis and comparison of professional standards used in describing the professional profiles in the analyzed National/Regional systems ? Definition of common criteria for choosing the professional profiles to be deeply analyzed ? Identification of seven professions within the engineering area for comparing and translating the relative qualifications in the subsequent work-package. For each participating country, a National Report was elaborated that contains the following aspects: ? Analysis of the National/Regional qualifications system in the engineering area ? Screening of the engineering area professions ? Analysis of professional standards used in describing the professions ? Validation of informal and non-formal learning These findings, the synthesis and the subsequent analysis form the content of this report. General situation Many people undertake learning activities outside their own country. The appeal of this kind of mobility is nonetheless limited by various factors, in particular the absence of provisions for the transfer, validation and recognition of learning outcomes acquired abroad. The same applies to the transition from one system of vocational education and training to another, or from an informal learning situation to a formal training context. With regard to the promotion of a " European Workspace", it is generally agreed among European policy makers to enhance European cooperation in vocational education and training. Therefore transparency of certificates, diplomas and qualifications, 7 transferability of competencies as well as accreditation and recognition of non-formal and informal learning are necessary. The notion of lifelong learning is based on the idea that people learn throughout all stages of their life and that formal systems of education and training, as well as inform al and non-formal activities organised around these systems, all have a crucial part to play. Lifelong learning reflects the necessity of building a “learning and knowledge society”. It is about employability and adaptability, as well as about personal development and fulfilment, and it recognises the existence of a variety of learning needs and learning forms that cannot be standardised but should rather be combined. In other words, lifelong learning emphasises that there is a need for a broader knowledge base, a need to reconcile the qualities of specialised teaching in education and training institutions and the qualities of experienced-based learning from practical working as well as life situations. By definition, the concept of lifelong learning enlarges the scope of learning to include a wide range of organisational structures, processes and methods outside formal education and training institutions, as long as they contribute to enhancing the possibilities of self-development and skill formation of the individual. From this point of view, the implementation of this concept also challenges the traditional forms of work organisation, requiring the development of more learning-friendly work environments. This is necessary to meet the individual’s need for continuous and varied renewal of knowledge and the enterprise’s need for a broad array of knowledge and competencies. Using learning outcomes as a key element in qualification frameworks implies a lesser need to be prescriptive in relation to the input s to the learning process. It is the level of competence achieved at the end of the process that is looked at. In this report, we will refer to questions on standards and qualifications in the participating countries Austria, Czech Republic, Italy, Romani a and Spain. 8 2 ANALYSIS AND COMPARISON OF THE NATIONAL/ REGIONAL QUALIFICATIONS SYSTEM IN THE ENGINEERING AREA OF THE COUNTRIES INVOLV ED ANALYSIS OF THE QUAL IFICATION SYSTEM IN AUSTRIA Secondary and Post -Secondary Non -Tertiary Education: Objectives Secondary school (Hauptschule) Hauptschule is to convey basic general education and to prepare pupils for occupational life and/or for a transfer to an intermediate-level and higher-level school. Pre-vocational school (Polytechnische Schule) Polytechnische Schule (pre-vocational school) is to prepare pupils in the 9th year of compulsory schooling for practical life, in particular for the labour market, by adequately expanding and enriching their general education, by preparing them for career choices through vocational orientation, and by conveying a basic vocational education. Pupils are to be best qualified consistent with their interests, talents, gifts and abilities for taking up an apprenticeship andpart -time compulsory vocational schools. Part -time compulsory vocational school (Berufsbildende Pflichtschule / Berufsschule) The Berufsschule has the task of providing supplementary specialised instruction and offering persons who have to complete compulsory vocational schooling basic theoretical knowledge, promoting and complementing their company -based training, and to improve their general education. “Supplementary" means: in addition to the work in the training-company (apprenticeship or trainee contract). Medium-level technical and vocational schools (Berufsbildende mittlere Schulen) The Berufsbildende mittlere Schulen have the task of imparting the basic specialist knowledge and skills that qualifiy students to immediately take up a profession or trade in the domain of technology, arts -and-crafts, domestic science, or any other economic or social area. Thus, the Berufsbildende mittlere Schulen offer training for certain professions and an appropriate measure of general education with a particular emphasis on personal development and key competence. Training in practice firms, 9 school workshops, laboratories and other facilities forms an essential part of the respective course. Most of the disciplines require the students to acquire work experience in companies during the summer holidays Secondary techni cal and vocational colleges (Berufsbildende höhere Schulen) The Berufsbildende höhere Schulen have the mandate to impart a higher level of general and specialist education, qualifying students for direct entry into higher-level professions in the areas of commerce, technology, arts-and-crafts, home-economics, or any other economic or social area, and at the same time lead to the qualification to take up university studies. The qualifications offered are equivalent to those acquired through post -secondary vocational training in other EU-member states. Personal development, communicative competence, mobility, flexibility, creativity, social commitment and ability to work in teams are major objectives of the training courses. Practice-oriented working methods are trained in practice firms, school workshops, laboratories and other facilities. Most of the courses require periods of work -experience during the summer holidays (number and duration given in the curricula). Secondary and Post -Secondary Non -Tertiary Education: Types of Institution Secondary school (“Hauptschule”) The general secondary school follows the 4th year of primary school and comprises four years (grades 5 - 8). Its task is to convey basic general education and to prepare pupils, according to the ir interests, talents, and skills for occupational life and/or for a transfer to an intermediate-level and higher -level school. The general secondary schools belong to the “Allgemein bildende Pflichtschulen” (general compulsory schools) and are operated by a different provider than the “Allgemein bildenden höheren Schulen” (academic secondary schools). Secondary schools are therefore often situated in close vicinity or in the same building as other academic secondary schools. They are run by local communiti es or municipal associations. Pre-vocational school (“Polytechnische Schule”) The pre-vocational school is a one-year school primarily attended by pupils aged 14-15 as their 9th year of schooling, who want to take up vocational training immediately after the statutory schooling period via the dual system (part -time compulsory vocational school). 10 Part -time compulsory vocational school („Berufsbildende Pflichtschule / Berufsschule“) Apprentices within the meaning of the "Berufsausbildungsgesetz" (Vocational Training Act) and persons being trained in an apprenticeable trade in special independent training institutions are subject to part -time compulsory vocational schooling. Attendance is either all year round, in courses or seasonal, in addition to training in a company. This type of vocational training is called “Duales System” (dual system). The tasks of part -time vocational schools are laid down in § 46 of the "Schulorganisationsgesetz" (School Organisation Act). They are to convey to persons undergoing part -time compulsory schooling the basic theoretical know-how through specialist technical education in addition to company -based training, to support and assist their training on the job and to widen their general education. Currently, there are some 250 apprenticeable trades. The ratio of time spent on company -based training to time spent on vocational-school training is approx. 4:1. About 40% of all compulsory school leavers take up an apprenticeship, one third of which is female. Most apprentices are found in the trades and crafts, ahead of commerce, industry, tourism and leisure, transport, banking and insurance. Apprentices are entitled to a remuneration that is governed by a collective tariff agreement and amounts to approx. 25 - 40% of the initial wage of a skilled worker in the first year of apprenticeship and then rises annually. Medium-level secondary technical and vocational schools (“Berufsbildende mittlere Schulen”) After 8 years of schooling young people have the choice, apart from further training in a general education school, among 300 technical and vocational training variants. There are the following major categories: ? Part-time compulsory vocational schools ? Medium-level technical and vocational schools: Grades 9 – 12 max. Berufsbildende mittlere Schulen take 1 to 4 years and give pupils the qualification of a skilled worker or medium-level employee. In the area of Berufsbildende mittlere Schulen longer training courses are predominant; moreover, a tendency away from medium-level to higher level schools can be noted. ? Secondary technical and vocational colleges: Grades 9 – 13. Berufsbildende höhere Schulen take 5 years and lead to the Reife- und Diplomprüfung (matriculation and diploma examination). Specialisation of Studies concerning the Engineering and Mechanical Sector Part -time compulsory vocational school („Berufsbildende Pflichtschule / Berufsschule“) The approx. 250 appreticeable trades are classified by the duration of training. Apprenticeships taking 2 years and 2.5 years (predominantly crafts): e.g.: cleaner of monuments, facades and buildings, confectioner, beautician, masseur, textile pattern designer (2.5 years). 11 Approx. 70% of apprenticeable trades take three years of training: e.g. office clerk, retail trader, wholesale trader, industrial clerk, auto electrician, hairdresser and wigmaker (stylist), cook, restaurant manager, plumber and fitter, carpenter, joiner, bricklayer, painter and decorator, tailor (for men or women), disposal, waste and waste water manager. Apprenticeab le trades with a 3.5-year training (frequently technical trades): e.g. car mechanic, electrician, fitter mechanic, communications technician, machinery fitter, photographer, optician, chemical laboratory technician Four-year branches: e.g. dental technici an, plant electrician, mechanic, tool mechanic, electrical technician specialising on process technology. There are technical Colleges (Fachschulen) for: construction technology, electrical engineering, electronic enginieering, aviation engineering, mechanical engineering, carpentry Higher-level technical and vocational schools (“Höhere technische und gewerbliche Lehranstalten”): ? construction technology (various special focuses), ? interior design and woodwork , ? chemistry (various special focuses), ? electrical engineering (various special focuses), ? electronic engineering (various special focuses), ? applied electronic data processing and organisation, ? chemical engineering, ? mechanical engineering (various special focuses), ? mechatronics, ? materials engineering, ? industrial engineering, ? art and design, ? environmental engineering The mechanical engineering branch is divided into schools for ? general mechanical engineering ? building technology and energy planning ? automotive engineering ? automation technology 12 Training at technical schools has a tree -like structure. The disciplines correspond to a tree trunk from which, from the third year onward, "specialisations" branch out. I.e. the first two years of all disciplines have the same curriculum. F rom the third year on the curricula differ according to the specialisation. Continuing Education and Training for Young School Leavers and Adults: General Objectives Although the objectives of general and vocational adult education differ, they have many aims in common. In general, adult education is supposed to endow people with the knowledge and skills they need to meet private, social and professional demands. As a contribution to lifelong learning, adult education and continuing vocational training aim to promote the readiness and ability of the Austrian people to make sound judgements, to act responsibly and to develop their personal potential. Adult education and continuing vocational training are supposed to help people acquire additional know-how, skills and social competences, which are to improve career prospects and to put people into the position to take responsible political action. Vocational adult education may take the form of short - or medium -term training courses or of full-fledged vocational training programmes. To meet the objectives of life-long learning, access to adult education for all is to be facilitated inter alia by a further expansion of the educational counselling and career information system and by heightening motivation to tak e part in further education programmes. This high priority which Austria is according to life-long learning is reflected in an increase of the budgetary appropriations for "General Adult Education" by 28% in 2005. Skill-upgrading measures funded by the Labour Market Service usually aim at quickly re-integrating individuals into the labour force. The fundamental objective of these training courses is to redress the imbalance between demand and offer on the labour market by endowing individuals with vocational or career-related skills and know-how, as well as with personal skills and social competences. These measures are not supposed to prepare people for one specific position but to increase their overall, longterm chances of finding a job which suits their qualifications and abilities. Objectives also include helping women to overcome gender-specific disadvantages and dealing with changing social structures. Labour-force training caters to individual needs and is mainly directed at population groups and ind ividuals who are affected or threatened by unemployment. The general objectives of vocational schools for working adults are described in the following: Medium-level technical and vocational schools for working adults provide a wide range of initial vocational training courses leading to officially recognised certificates. Additionally, they offer people who have already completed some form of vocational training (e.g. apprenticeship training) the possibility to deepen their knowledge in their fields. Master craftsman classes/schools are primarily supposed to prepare students for the master craftsman examination. Foremen's schools/courses are to train students for medium-level management positions in the engineering sector and to give them the possibility to acquire qualifications which permit them to work as trainers of apprentices in enterprises. 13 Secondary technical and vocational colleges for working adults lead to(matriculation and diploma examination which carries professional as well as university entrance privileges (double qualifications). In accordance with the Commission Directive 95/43 EC of 20 July 1995, training at secondary technical and vocational colleges is equivalent to post secondary vocational training in other EU member states. Continuing Education and Training for Young School Leavers and Adults: Types of Institutions In Austria general and vocational adult education is provided by various institutions, mainly by non-profit institutions and by special types of public schools (secondary schools for working adults). As the average formal education level of Austria's population is rising, universities and Fachhochschulen (non-university tertiary education institutions with a strong vocational and technical orientation) are of growing significance for the adult education sector. In the area of in -service staff training organised by companies, commercial organisations, many of which are relatively small, provide a major share of adult training courses. Non-profit providers Outside the area of company -based training, non-profit providers have traditionally played the most important role in general adult education and continuing vocational training in Austria. The history and structure of these providers reflect Austrian politics and religion as well as the development of the Austrian adult education associations. Together, the major providers of adult education form "KEBÖ", the Austrian conference of adult education institutions. Schools for working adults All certificates awarded upon completion of apprenticeship training and of intermediate and upper-secondary courses can also be acquired through second-chance education at a later point in life. The major share of certificates acquired in the course of secondchance education is awarded by Berufsbildende höhere Schulen (secondary technical and vocational colleges) for working adults (nearly 1,300 each year). The areas covered by special training programmes for working adults correspond to those taught at ordinary schools and comprise technical trades and other vocational fields. Berufsbildende mittlere Schulen (medium-level technical and vocational schools) for working adults have more students who complete courses in technical fields (foremen's schools, building trade schools, master craftsman schools) than in commercial areas. Allgemeinbildende höhere Schulen (academic secondary schools) for working adults produce a little less than 500 graduates every year. There are also college courses for working adults 14 Second-chance education Secondary school-leaving certificate (“Hauptschulabschluss”) Passing year four of general secondary school is a prerequisite for students who wish to attend a medium -level technical and vocational school, a secondary technical and vocational college or an academic secondary school. Without a secondary school leaving certificate the chances of finding an apprenticeship training place or employment are relatively low. Persons trying to effect the validation (nostrification) of school-leaving certificates acquired outside of Austria may also have to take some exams which are part of the secondary school curriculum. It should be emphasised that this important certification confirming successful completion of grade 8 (=year 4 of Hauptschule) is not automatically granted upon completion of compulsory schooling. This is why several adult education institutions offer courses which prepare students for a special examination procedure in front of a board of examiners leading to the award of the secondary school-leaving certificate. Such preparatory courses are usually offered by adult education institutions against a fee. Vocational maturity examen (“Berufsreifeprüfung”) In September 1997, the act regulating the vocational maturity examen came into force. Since then, adolescents/adults have had the possibility to take a special matriculation examination, based on practical know-how acquired through work experience. Initially, these regulations only applied to persons who had previously completed a "Lehrabschlussprüfung" (apprentices hip certification exam) or a medium -level technical and vocational school of at least three years' duration, and to graduates of schools for nurses or of paramedical schools of at least 30 months' duration. Since 1 September 2000, when a pertinent amendment came into force, persons who have completed apprenticeship certification exams ("Facharbeiterprüfung") in the fields of agriculture and forestry have also been entitled to take the vocational maturity examen.This special matriculation examination is equi valent to the maturity examen taken at higher-level secondary schools in as far as it entitles its holders to take up studies at Austrian universities, and as it also leads to the same grading in civil service salary schemes. With the introduction of the vocational maturity examen know-how acquired through practical work experience was, for the first time in Austria, declared formally equivalent to theoretical school -based education. Special admittance to the apprenticeship certification exam ("Lehrabschlussprüfung"): Under certain circumstances, persons who have completed apprenticeship training (as defined by the Vocational Training Act – "Berufsausbildungsgesetz") but have not taken an apprenticeship certification exam ("Lehrabschlussprüfung") and persons who work in a position which corresponds to the professional profile of an apprenticeable trade are allowed to sit for an apprenticeship certification exam ("Lehrabschlussprüfung") and, thus, to acquire official vocational qualifications. Against a fee, preparatory courses for this exam are offered for some apprenticeable trades. These courses for example may cover the subjects usually taught at part -time compulsory vocational school. The number of relatively small providers is growing in both the general and the vocational adult education sectors. This is not only true for providers of in-service staff 15 training for companies, 37% of all external training sessions financed by business enterprises are provided by small organisations but also for individual general -education activities. Small providers tend to focus on IT-related topics and language courses, personality development or cultural education. 16 ANALYSIS OF THE QUAL IFICATION SYSTEM IN THE CZECH REPUBLIC Secondary and Post -Secondary Education: Objectives General objectives for particular types of secondary education are described in the following chapters. Public high schools (strední školy) ...provide their pupils with four years of general education as well as with broadly conceived technical education with the possibility of specialisation depending on the type of school and the field of study. Through their educational activities, the schools nurture the pupils' personal, intellectual and moral qualities. They provide for aesthetic, health, physic al and ecological education and also offer religious education. They provide pupils with qualifications to perform activities in all areas of the national economy: industry, agriculture, civil service, culture, health care and social services. They also prepare pupils for further studies. The studies end with a school leaving examination (maturitní zkouška). The school leaving examination certificate is evidence that the graduate has completed full higher professi onal education (úplné strední odborné vzdelání). It is a professional qualification in the relevant field and is also a precondition for seeking admission to a higher education institution. Secondary training colleges (strední odborná ucilište) ... offer two- and three-year courses (ISCED 3C) preparing pupils for manual work related and similar professions, and four-year courses (ISCED 3A) providing education and training for demanding work -related occupations and some technical functions of an operational nature. Most courses last for three years with a smaller number being for only two years. 17 Secondary training colleges provide both general and vocational education related to the relevant branch of training. The important part is dedicated to professional training where pupils acquire practical skills necessary to carry out a job. Their educational provision seeks to develop the pupils' personalities and nurtures their intellectual and moral qualities. The schools also ensure the aesthetic educ ation, health care, physical and environmental education of their pupils. Pupils get qualifications for the performance of certain professions and skills and they are also prepared for further education (with the exception of two year courses). Through st udy courses offering full higher professional education (úplné strední odborné vzdelání), pupils develop their potential to study at higher education institutions. Secondary and Post -Secondary Education: Types of Institution Upper secondary schools are divided into the following types: Secondary vocational schools (strední odborné školy) and secondary training colleges (strední odborná ucilište). Apart from the above schools, the law provides for training schools (ucilište) which are not termed "secondary schools". Training schools (ucilište) ... provide training for various professions primarily for pupils who ended their compulsory schooling below the ninth year of a elementary school or who failed to complete their ninth year of a elementary school. Training in these centres ends with the successful passing of a final examination (záverecná zkouška). Secondary vocational schools (strední odborné školy) On the basis of their specialisation in particular fields, secondary vocational schools (strední odborn é školy) are divided into technical schools (prumyslové školy) (e.g. mechanical engineering, construction, chemistry, electrical engineering), business academies, secondary agricultural schools, secondary forestry schools, secondary medical schools, secondary pedagogical schools etc. Secondary vocational schools provide education in some 90 core fields of study in the four-year courses and about 20 core study fields in the three -year courses. S econdary vocational schools may introduce new fields if the Ministry of Education approves them. The fields often differ only slightly. Fields of study at s econdary vocational schools (strední odborné školy) are broken down into the following groups according to their core branches: ? ecology and environmental protection, ? mining and mining geology, metallurgy and foundry industry, ? mechanical engineering and metalwork, ? electrical engineering, telecommunication and computers, ? chemical engineering and chemistry of glass and ceramics, ? food industry and food chemistry ? etc (22 other sectors) 18 The Ministry of Education provides registration and accreditation of educational programmes. This institutional breakdown, however, has had its day and there are only a few schools offering education in one field only. Institutions are increasingly concentrating on offering various educational programmes. Schools can provide education of different levels and in one or more branches depending on their capacity, staff and equipment. Conservatory (konzervator) One specific type of a s econdary vocational school is a conservatory (konzervator ) offering a full higher professional education (úplné strední odborné vzdelání) and/or secondary professional education (vyšší odborné vzdelání) in the arts: either dance (eight years of study) or singing, music and drama (six years of study). In the lower years of eight -year conservatory the pupils are completing their compulsory school attendance. Secondary training colleges (strední odborná ucilište) ... are not divided into various types. Even the fact that some of these schools provide theoretical education, practical training and extra curricular activities, while others provide only theoretical and extra curricular activities to some pupils does not justify the existence of several types of these schools. It is only when training requires facilities that a particular school does not have that it is not offered to pupils. In such cases practical t raining is provided by centres for practical education (stredisko praktického vyucování) or by sites for practical education (pracovište praktického vyucování) - the former established by companies, the latter by individuals. Secondary training colleges offer more than 43 two-year training courses, about 120 three-year training courses and about 40 four-year study courses. The majority of courses are for three years. Secondary training colleges may offer other courses if the Ministry of Education approves them. Apprenticeship courses are divided into groups according to core branches, in the same way as the fields at secondary vocational school. The Ministry of Education registers and approves educational programmes. Continuing Education and Training for Young School Leavers and Adults: General Objectives Adult education organised by schools aims to provide a second chance for people who need it. It provides education to a defined level, with aims that are identical to those of fulltime study. The crucial number of persons is at the ISCED level 3A and 4A (mainly in vocational and technical branches, not in general branches) and ISCED 5. This is because the overwhelming majority of young people successfully complete compulsory education so that the number of those at the ISCED level 2 preparing under the second chance is very low. ISCED level 3C was always on a large scale available, that is why the number of those preparing at this level under the second chance is also 19 insignificant. The post -grammar school studies (pomaturitní stadium) (ISCED 4C) is a special sub-category of one-year language study at language schools. Retraining is one of the tools of active employment policy. In general, it focuses on the adaptation of the labour force to changes in the labour market. Most participants are employment seekers registered with Labour Offices and in these cases the general objective is employability, with the concrete aim of preparing them for a certain job, of supplying them with certain skills required by the labour market. Thus two types of retraining can be distinguished: ? for gaining a new qualification; ? for extending existing qualification. Specific provisions for young people or for fresh school leavers, for those who re-enter the labour market after an interruption caused by maternity leave or other reasons, as well as measures which should stimulate the demand for further education are still in their early stages. Since the beginning of 2004 all Labour Offices have launched the "First opportunity" programme intended for young job seekers up to 25 years of age before they reach 6 moths of unemployement, and the "New start" programme intended for adults over the age of 25, before they are unemployed for 12 moths. Sectoral training with a high level of obligation for workers is typical in some sectors where there is continuous innovation (traditional examples are medicine and the health service as a whole) or for some employers (in education, the judiciary, banking, public administration). Compulsory training takes place in the cross sectoral fields of occupational safety and fire protection and also in some occupations, for example special technical professions. In-company training is aimed at improving current performance or at the introduction of new tas ks within the organisation. It is usually divided hierarchically (for management and for employees). Civic and recreational education helps people to adapt to historical and social changes (e.g. joining the European Union) and offers general education. Continuing Education and Training for Young School Leavers and Adults: Types of Institution Adult education is provided by: ? schools including universities (vysoké školy) and educational institutions, which offer education at a defined level and organise various courses, including retraining; ? firms/organisations (enterprises, institutions, government departments, etc.), which provide education primarily for their employees, either by their own lecturers/institutions or (mainly) by purchasing this training from specialised lecturer or institutions (schools, non-profit or commercial organisations); 20 ? non-profit organisations: sectoral educational institutions, foundations, churches, trade unions, professional associations, political parties; ? commercial educational institutions; schools can also organise educational courses on a profit basis. The majority of organisations of all the above types are small. Generally speaking, it is not possible to connect a type of institution with a particular field. The exception is schools that maintain a general profile and by sectoral or professional institutions. A special group of institutions are retraining establishments, i.e. institutions which were granted accreditation from the Ministry of Education, Youth and Sports. Th ey are: ? establishments accredited as institutions; ? educational or health establishments which have accreditation for educational programmes; ? educational purpose units of employees. Labour offices play a significant role in the organisation, orientation (and financing) of some aspects of further education. Firms and schools may also organise educational activities in cooperation with labour offices and receive financial contributions from them. There are also some non-governmental or international associations that participate in the development and co-ordination of adult education. 21 ANALYSIS OF THE QUAL IFICATION SYSTEM IN ITALY 1 In the last years (starting from 2000 ) the Italian education system, with specific reference to secondary education, has been revised and reformed several times, and an important debate is still going on since the majority of government has just changed (april 2006), which will probably lead to other reforms. The debate focuses mainly on the 2 hypothesis of reform of the “secondo ci clo schools ”, in particular on the relationship between education and training paths and on the possibility to pass from one path to the other, as well as on the early choice required at the end of the primo ciclo and on the position of technical education. What follows is therefore based on law n. 53 of 28 March 2003 and Legislative Decree no. 59 of 19 February 2004, which is the last reform legislation, which introduced compulsory education up to 14 years of age and compulsory training up to 18 years of 3 age . Therefore, young people must complete compulsory training within upper secondary education system (see paragraph A.1), through apprendiceship or within the basic sistema di istruzione e formazione professionale (see paragraph A.2). Analysis of the National/Regional qualification systems in the engineering area A.1 Secondary and Post -Secondary Non -Tertiary Education A.1.1 Objectives Lower secondary education Through its subjects, it is aimed at fostering the ability to study autonomously and at strengthening the pupils' attitudes towards social interaction. School organises and increases, also through ICT literacy and study in depth, knowledge and skills also related to the cultural tradition as well as to the social, cultural and scientific evolution of the contemporary reality; it is characterised by the different teaching and methodology approaches according to the development of the pupils' personalities; it progressively develops choice skills and abilities according to the pupils' attitudes and inclinations. It provides adequate instruments to continue education and training activities; it introduces the study of a second language of the European Union; it helps to orientate oneself in the future choice within education and training. It is a secondary compulsory school Vocational Upper Secondary Education (Istruzione Secondaria Superiore Professionale) Technical education aims at preparing to carry out technical and administrative functions as well as some professions in the trade, services, indust ry, building, agriculture, navigation and aeronautics sectors. Vocational education aims at providing a specific theoretical and practical preparation to carry out qualified functions in the 1 See law n. 30 of 10 February 2000 regarding the reorganisation of school cycles. Actually, law n. 291/2006 (15 December 2006) introduced compulsory education up to 16 years of age, therefore other changes will be implemented in the next months. 2 For students from 15 to 19 years of age, as foreseen in law n. 53/2003. 3 See also law n. 94/1999. 22 trade, services, industry, artisanship, agriculture and navigation sectors. Art education aims at preparing to artistic work and production according to the local industry tradition and typical row materials. Post-secondary non Tertiary Education (Istruzione Post Secondaria Non Superiore) nd Post-Secondary Vocational Train ing Courses – 2 level Post-secondary training courses aim at acquiring vocational skills with a high theoretical, technical and managerial content, also through practical work and stages in enterprises. Istruzione e Formazione Tecnica Superiore (IFTS) These pathways aim mainly to develop professional specialisations at post -secondary level which meet the requirements of the labour market, both in the public and private sectors, in particular for what concerns the organisation of services, local bodies and productive sectors undergoing deep technological innovations and by the markets internationalisation according to the priorities indicated by the economic planning at regional level. Starting from academic year 2002/2003, 37 professional specialisations have been defined at national level. A.1.2 Types of Institution Lower secondary education The scuola secondaria di primo grado lasts 3 years and is part of the primo ciclo di istruzione together with primary school. There are no different types of scuole secondarie di primo grado. Vocational Upper Secondary Education (Istruzione Secondaria Superiore Professionale) Schools offering vocational secondary education are the following: ? ? ? istituti tecnici: their duration is subdivided into a basic two-year cycle and a three-year cycle with more branches of study and specialisations; istituti professionali: their duration is subdivided into a three-year cycle, leading to th th obtain a diploma di qualifica and a post-qualification two-year cycle (4 and 5 years) that grants admission to the university; istituti d'arte: they foresee courses lasting for three years and structured in sections depending on the art specialisation's Law no. 53/2003 modifies also the education and training system, which includes paths that will be progressive ly defined through implementation decrees. These paths will permit to obtain titles and vocational qualifications at different levels; if they have a fouryear duration, it will be possible to attend a fifth year to be granted admission to the university or non-university tertiary education. Students have to make their choice at the end of scuola secondaria di primo grado a transition is however possible between the two systems. nd Furthermore, law allows 15 to 18 year-old students to attend 2 level courses through alternation of study and work periods, under the responsibility of schools or training 23 institutions, on the basis of agreements with enterprises or associations of professional classes, public or private bodies, or to attend integrated courses organised at vocational education and training institutes offering study programmes planned by the two systems together. Post-secondary non Tertiary Education (Istruzione Post Secondaria Non Superiore) nd Post-Secondary Vocational Training Courses – 2 level They are organised and managed directly by the Regions or, more often, by provincial or municipal administration through delegation from the Regions. The courses last 6-12 months and can be destined to young people who have obtained the certificate of upper secondary leaving examination diploma di superamento dell'esame di stato and are no longer subject to compulsory training, and want to obtain a second level qualification. Istruzione e Formazione Tecnica Superiore (IFTS) They are organised and managed directly by the Regions and last 2 years. Professional figures are outlined according to ISTAT and ATECO classifications, respectively on technical professions and economic activity sectors. The outli ned figures correspond to different professional areas, which offer, on their turn, further professional developments. 46 professional figures have been defined at national level. For each professional figure, its reference economic sector, its features and activities at national level have been defined. These figures are outlined by the Regions and the Autonomous Provinces, on the basis of a previous experimentation, and according to the outcomes of the research on the formative requirements as well as the work carried out by the sectors committees instituted by the National Committee (Agriculture, Environment, Building, Industry and Handicraft, Social services, Insurance services, Transports, Tourism, ICT) on purpose. The broad-area professional figures can be articulated into more regional professional profiles in order to guarantee correspondence between the courses and the actual requirements of the labour market of the Regions. The Regions and the autonomous Provinces of Trento and Bolzano can promote pilot projects referred to professional figures not foreseen at national level which correspond to documented needs of the territorial labour markets. IFTS courses are planned and carried by minimum four educational subjects: school, vocational training, university, enterprise or another public or private subject, formally associated in the form of a consortium. A.1.3 Specialisation of Studies concerning the Engineering and Mechanical Sector Vocational Upper Secondary Education (Istruzione Secondaria Superi ore Professionale) The most widespread engineering and mechanical specialisation of Istituti tecnici, all having a five-year duration, are listed below: ? Industry sector - specialisation: mechanics, electrical engineering, electronics, industrial physics, chemicals, textiles, etc. ? Nautical sector - specialisation: machinery operator, shipbuilder. Regarding the Istituti professionali, t he following three-year sectors and branches of study specialisation's in the engineering and mechanical sector are offered: 24 ? Agriculture-specialisation: agroindustrial ? Industry and crafts-specialisation: building, mechanical and thermal, electrical and electronic After the three-year period of specialisation, two-year courses can be instituted to offer cultural and practice education at upper secondary school level. Post-secondary non Tertiary Education (Istruzione Post Secondaria Non Superiore) nd Post-Secondary V ocational Training Courses – 2 level The range of formative offers is quite wide and different from region to Region, since, as already said, these course are organised and managed directly by the Regions/Provinces. The Emilia Romagna Region offers the following specialisation regarding the engineering and mechanical sector: Draughtsman, Industrial designer, Industrial automation technician, Technologist for mechanical product/process. The Toscana Region offers the following specialisations regarding the engineering and mechanical sector: Production engineer, Licensed aircraft engineer, Micromechanical engineer, Thermal engineer and thermohydraulic construction site manager. Istruzione e Formazione Tecnica Superiore (IFTS) IFTS courses refer to professional specialisations which require a training at post secondary level. The professional profiles regarding the engineering and mechanical sectors are the following: tecnico superiore di disegno e progettazione industriale, tecnico superiore di produzione, tecnico superiore di industrializzazione del prodotto e processo, tecnico superiore conduzione/manutenzione impianti, tecnico superiore di automazione industriale A.2 Continuing Education and Training for Young School Leavers and Adults Civil, social and economic development, as well as technology progress required the promotion of permanent education and training. As for young people, the strongest effort was aimed at fighting school dropout, a phenomenon which affects post compulsory school age. In order to combat dropout, compulsory training up to 18 years of age has been introduced, as described at the beginning of this chapter. Therefore, young people must complete compulsory training within upper secondary education system (see paragraph A.1), through apprendiceship or within the basic sistema di istruzione e formazione professionale, that will be dealt within this chapter, togheter with adult education. 25 A.2.1 Objectives st Vocational Training Courses – 1 level st Vocational courses (1 level) aim at the learning of specific professional theoretical and practical skills, also through exercises and stages in enterprise. They last two years and are subdivided into cycles that can be certified. They are made up of reception, guidance and tutoring modules and offer the possibility to attend a third year at the end of which it is released a specialisation certificate. The structure of these courses will be modified according to recent legislation which is progressively changing. At present, these course are organised and managed directly by the Regions/Provinces, and the range of formative offers is quite wide and different from region to region. Centri Territoriali Permanenti (CTP) The general objectives of the Centri Territoriali Permanenti – CTP are a higher level of education, through higher cultural education and the related communication abilities; it will give the possibility to increase the abilities related to language, communication and culture and will help to develop the attitudes for a full participation in the social life. The CTP are committed with boosting the cultural development of adult population in the education system and favouring social integration of particular groups. These obj ectives are reached through differentiated organisations and programs according to the types of users and their requirements, taking into consideration their literacy level, employment or unemployment state, geographical provenience. Apprenticeship path Three different paths are regulated and foreseen: ? apprenticeship for accomplishment of the diritto-dovere to education and training according to law 53/2003, aimed at attaining a qualification and fulfilling compulsory training through alternating training; ? professionalising apprenticeship, not aimed at attaining a qualification, but at increasing the technical abilities of the students in order to make them qualified workers; ? apprenticeship for the attainment of a diploma or for high training path, aimed at attaining an upper secondary school title, a degree or a specializzazione tecnica superiore (IFTS). The content of this external training includes transversal, technical, scientific, and operational skills and knowledge, which are differentiated on the bas is of the professional profiles. In some sectors (construction, heavy engineering, services, fabric/footwear, tourism), the training objectives of occupationally-based course contents have been defined by various groups of sectoral experts. The document drafted identifies the occupational skills that the apprentices of each group must attain by the end of the external-training pathways, these represent the training objectives on which such external pathways are to be designed. For each group of professional profiles, the educational qualifications considered “suitable” are indicated. These are the educational qualifications for which national collective contracts may acknowledge a reduction in the external-training commitment. 26 The contents of the supplementary module for apprentices, subject to compulsory training concern three types of skill: a) language skills; b) mathematical skills; c) IT skills. A.2.2 Types of Institution st Vocational Training Courses – 1 level st Vocational courses (1 level) are destined to young people from 15 to 18 years of age and to adults, falls within responsibility of the regions and are regulated by their respective legislations. It is important to point out that all subjects and structures will be completely revised under the broader new structure of the education and vocational education and training systems, as the reform is being progressively implemented. The courses destined to young people last for 2-3 years, depending on the region, while those destined to adults last 1 y ear. Centri Territoriali Permanenti (CTP) The CTP are destined to young people from 15 years of age and adults, and are under the responsibility of the State, being regulated by Ministerial Orders. The Centri Territoriali Permanenti provide for reception, listening, guidance as well as for primary functional and post literacy programs, for language learning as well as for recovery and development of cultural and relational skills necessary for a full participation in the social life. The CTP take on the role as service centres of the educational and training system for adults, these centres are supposed to organise the integrated training offer, through agreements among schools of different education level. As a general rule, they operate at district level and have the task of co-ordinating the educational and training offers planned in their area. The centres, through the work of the co-ordinators, private bodies involved in education and training. It interlocutors for the organisation of adult education present the changes that have occurred in the type of interlocutors to include local government bodies, workers (case del popolo), parish churches, etc. keep up relations with public and must be remembered that the first courses were the trade unions; at of users have extended the number associations, recreational clubs for Apprenticeship path According to the outline of the decree approved by the Council of Ministers on 31/07/03, the task of regulating the training profiles of the apprenticeship for fulfilling the right/duty to participate in education and training is assigned to the Regions and Autonomous Provinces, in agreement with the Mi nistry of Labour and Social Policies and the Ministry of Education, University and Research, after consulting the employers’ and workers’ associations.The Regions and Autonomous Provinces are also responsible for regulating the training profiles of the occ upationally -based apprenticeships, in agreement with the employers’ associations. Lastly, the regulation of the training profiles of the apprenticeship for acquisition of a diploma or for higher education pathways is the responsibility of the Regions and, only for the training profiles, in accordance with the local employers’ and workers’ associations, the universities and 27 other training centres. Transversal and technical -scientific training must be undertaken in the structures accredited by the Region. A. 2.3 Specialisation of Studies concerning the Engineering and Mechanical Sector st Vocational Training Courses – 1 level At present, these course are organised and managed directly by the Regions/Provinces, and the range of formative offers is quite wide an d different from region to region. The Emilia Romagna Region offers the following specialisation regarding the engineering and mechanical sector: Machine tool operator, Installer-erector -assembler electrical and electronic systems, Fitter, Metal worker. The Toscana Region offers the following specialisation regarding the engineering and mechanical sector: Metal construction worker, Machine tool operator, Vehicle body sheet-metal worker, Tyre-shop operator, Fitter and maintenance operator thermofluid plant, CNC machine operator Centri Territoriali Permanenti (CTP) The CTP take on the role as service centres of the educational and training system for adults, these centres are supposed to organise the integrated training offer, through agreements among schools of different education level. As a general rule, they operate at district level and have the task of co-ordinating the educational and training offers planned in their area. The centres implement the following type of interventions: ? literacy adult education courses, to obtain the certificate that allows to enrol in scuola secondaria di primo grado; ? courses to obtain the certificate of istruzione secondaria di primo grado (150 hours); ? upper secondary education courses (in the evening) for working students; ? courses of functional alphabetisation; ? integrated paths (education and training) provided for weak population and weak labour market also in the mechanical sector. They allow to obtain a degree and certification of credits that can be used for vocational training or a vocational qualification as well as the certification of credits that can be spent in the education system; ? pilot projects to integrate training system, to promote a new integrated system of lifelong learning for adults. Apprenticeship paths Apprenticeship paths are regulated and organised by regions, therefore the formative offer is wide and different from region to region. The Emilia Romagna Region offers the following specialisat ion regarding the engineering and mechanical sector: Machine tool operator, Installer -erector-assembler electrical and electronic systems, Fitter, Metal worker, Draughtsman, Industrial designer, Industrial automation technician, Technologist for mechanical product/process. 28 ANALYSIS OF THE QUAL IFICATION SYSTEM IN SPAIN Secondary and Post -Secondary Education: Objectives Lower Secondary Education The Educación Secundaria Obligatoria as established in the 1990 Ley Orgánica de Ordenación General del Sistema Educativo, LOGSE (Organic Act on the General Organisation of the Education System), constitutes the first tier of Secondary Education and the final stage for completing basic education. It encompasses four school years, in most cases between the ages of 12 and 16. According to the Ley Orgánica de Calidad de la Educación, LOCE (Organic Act on the Quality of Education),the "ESO" has the following purposes: endowing all pupils with basic cultural skills, especially humanistic, artistic, scientific and technological aspects; reinforcing students' study and work habits to promote autonomous learning and the development of their skills; training students to assume their responsibilities and exercise their rights; and preparing them for further studies or work. Upper Secondary Education: Vocational Branch Vocational Training comprises the set of educational actions preparing for the proper performance of the different professions, the access to employment an d the active participation in the social, cultural and economic life. It includes the initial Vocational Training, those actions addressed to the integration of workers in the labour market, as well as those aimed at in-service training in companies that allow the acquisition and permanent updating of professional skills. This section will only address official Vocational Training under the education system. This is the case of Specific Vocational Training, as established by the Ley Orgánica de Ordenación General del Sistema Educativo, LOGSE (Organic Act on the General Organisation of the Education System), which is divided into two educational levels or tiers: Intermediate and Advanced Vocational Training (also known as intermediate and advanced ciclos form ativos which lead to the award of vocational certificates. The vocational provision leading to the Technicians and Upper Technicians must be aimed at: ? - Acquiring the vocational competence attached to each of the certificates and qualifications and to qualify to perform the corresponding professional duties. ? - To understand the organisation and the characteristics of the relevant socialproductive sector, as well as the socioeconomic realities of the field of each authority where the activity of that sector is to be found, in such a manner that this provision always correlates with the needs of its context. ? - To acquire the specific language competences required to perform professional duties in languages of Member States of the European Union. ? - To acquire the competence required to use and make the most of information and communication technologies. 29 ? - To acquire competences in order to join work teams and the knowledge and abilities required on the subject of prevention of work-related risks. ? - To be aware of the learning opportunities and the mechanisms that grant access (and reaccess) to employment, in accordance with both personal and professional expectations, as well as Spanish basic labour legislation and the rights and duties resulting from work relationships. ? - To promote the entrepreneurial spirit and to be provided with the training required to perform activities as a self-employed person and also in companies, especially in those related to social economy. ? - To foster lifelong learning and to stimulate prospective learning through training pathways adapted to citizens' personal and professional situation. Intermediate Specific Vocational Training consists of ciclos formativos covering different occupational families. Up to now there are 22 occupational families and 64 intermediate specific "ciclos formativos ". The specialisation of studies concerning the Engineering and mechanical sector are: ? Mechanical Production: casting, jewelry, mechanisation, welding and boiler making, surface and thermal treatments ? Maintenance of Motor Vehicles: bodywork, vehicle electro mechanics ? Production Maintenance and Services: installation and electromechanical maintenance of machinery and conduction of lines, railroad maintenance, installation and maintenance of cooling, air conditioning and heating systems Advanced Specific Vocational Training Vocational Training comprises the set of formative actions that enable the qualified performance of the diverse professions, access to employment and active participation in economic, cultural and social life. It includes the specific teachings of Vocational Training, in which the Specific Vocational Training stated by the 1990 Ley Orgánica de Ordenación General del Sistema Educativo, LOGSE (Organic Law on the General Organisation of the Education System) is also included; the labour integration and reintegration of workers as well as the actions intended to in-service training in companies, which lead to the ac quisition and continuous updating of professional competences. Within the levels in which the Specific Vocational Training is organised can be found the Advanced Vocational Training framed within the Spanish higher education system. The main objectives of these studies are: the acquisition on the part of pupils of the professional abilities that are characteristic for each certificate as well as of an understanding of the organisation and characteristics of the corresponding productive sector and the mechanisms for their professional insertion; the acquisition of the necessary knowledge and abilities in order to work in safe conditions and to prevent risks. Lastly, the aim is for the students to forge a professional identity and maturity which will motivate them for further learning and allow them to adapt to eventual changes in qualifications. 30 Advanced Specific Vocational Training as well as some advanced studies of Plastic Arts and Design are organised into ciclos formativos of variable length (one or two years) and broken down into different occupational families. The specialisation of studies concerning the Engineering and mechanical sector are: ? Mechanical production: metallic constructions, development of mechanical projects, optical designer, casting and powder metallurgy production, mechanized production ? Maintenance of motor vehicles: technical motor knowledge, aeromechanical maintenance, aircraft maintenance ? Production maintenance and services: development of projects for fluid, thermal and maintenance Installations, maintenance of industrial equipment, maintenance and mounting of building and process installations, prevention ofpProfessional risks Continuing education and training for young sc hool leavers and adults Adult Education, one of the actions of Spanish education system whose aim is to make possible the principle of equality of opportunities, responds to the educational necessities of the citizens, facilitating its integral development in the different aspects of basic, professional, cultural and personal training. It is based on the principle of permanent education and its main purpose is that of facilitating the incorporation of these people to the different types of education within the Spanish education system. The Ley Orgánica de Calidad de la Educación, LOCE (Organic Act on the Quality of Education)considers the following basic objectives within Adult Education: the acquisition and updating of Basic Education, thus facilitating the access to the different levels of the Spanish education system; professional development or the acquisition of specific training which allows the developing of certain professional careers; the development of adult participation skills in the social, cult ural, political and economic spheres of life; and the development of programmes and courses that respond to the particular and specific needs of under-privileged social groups. Adult Education has the following main objectives: ? - To acquire a basic training, to increase and renew knowledge, abilities and skills on a permanent basis, and to facilitate access to different provisions within the education system. ? - To improve professional qualification and acquire a preparation required to perform other professional duties. ? - To develop expressive and communicative personal abilities, as well as those linked to interpersonal relationships and knowledge construction. ? - To develop the ability to participate in social, cultural, political and economic life, and to exercise the right to democratic citizenship. ? - To develop programmes to correct the risks related to social exclusion, especially in most disadvantaged sectors. ? - To meet adequately the challenges brought about by gradual population aging brings, ensuring the opportunity of increasing and updating competences to elderly people. 31 ? - To foresee and solve peacefully personal, family and social conflicts; to foster effective equality of rights and opportunities between men and women, and to analyse and appraise the inequalities from a critical point of view. Finally, the Education Bill stipulates that adults may follow their training both through formal and non-formal educational activities and via experience acquired in work or social activities. Therefore , some links between these two channels have to be set up and measures have to be taken in order to validate this kind of learning. Types of Institution Educación Secundaria Obligatoria. (E.S.O.) Secondary Education establishments providing the Educación S ecundaria Obligatoria may also teach the "Bachillerato" and Specific Vocational Training courses. Secondary Education establishments may be publicly or privately funded. In most Autonomous Communities, public -sector establishments are known as Institutos de Educación Secundaria In general, the establishments providing the "ESO" must teach both cycles (the four academic years) and have at least one class unit per grade and facilities such as a workshop classroom, a laboratory, a library, a gym, and music, c omputer and plastic art classrooms, as well as all other facilities needed for educational, managerial or administrative activities, etc. Furthermore, no more than 30 students may be enrolled per teacher. All establishments regardless of ownership and source of funding must meet such minimum requirements, which are compulsory throughout the whole of Spain. Moreover, the venues in every establishment, where teaching is put into practice, must have natural light and be provided with good ventilation; the architectural conditions must facilitate physically and psychologically disabled pupils' access, circulation and communication. Upper Secondary Education: Vocational Branch Intermediate Specific Vocational Training may be provided in establishments exclusively devoted to teaching Specific Vocational Training, or in establishments dealing with other stages. The most frequent case is that this provision is offered along with the Educación Secundaria Obligatoria and the Bachillerato in establishments known as Ins titutos de Educación Secundaria in most of Autonomous Communities. In these cases, Vocational Training is organised independently of the other types of provision, but they may have common human and material resources. All these educational establishments must meet a series of requirements which are applicable throughout the whole of Spain. Some of these requirements consist of offering at least two ciclos formativos and establishing the maximum student -teacher ratio in 30/1. The 2002 Ley Orgánica de las Cualificaciones y de la Formación Profesional, LOCFP (Organic Act on Qualifications and Vocational Training), determines the category of Centros Integrados de Formación Profesional for those establishments providing all 32 types of vocational training provision included in the National Catalogue on Vocational Qualifications. Advanced Specific Vocational Training Both Advanced and Intermediate Vocational Training (see section 5.5.3. ) can be offered in Secondary Education or Bachillerato establishments or in those centres exclusively devoted to the provision of this type of Education. Nonetheless, in some Autonomous Communities, Institutes of Advanced Specific Vocational Training are being established. Continuing education and training for young school leavers and adults The public provision of the class attendance mode is fulfilled in both ordinary establishments and specific Adult Education establishments. In the case of the former, courses are given in the so-called Adult Education classrooms, usually in publ ic Primary Education schools and in Secondary Education establishments. Nonetheless, other establishments, property of the Town or Municipal Council, etc. may also be used. These courses are part -time and usually are run in the evening. On the other hand, the network of public specific Adult Education establishments comprises more than 2.000 centres distributed all over Spain; about 1.500 of them are specific Adult Education establishments in which full time courses are provided. Moreover, these establishments are used to stimulate the social environment and thus are also available for social and cultural activities of the community. The internal functioning of the usual specific Adult Education establishments follow the same set of rules applicable to all ordinary educational establishments, which are then adapted to their particular characteristics. 33 ANALYSIS OF THE QUAL IFICATION SYSTEM IN ROMANIA A. Analysis of the National qualifications system in the engineering area A.1 Secondary and Post -Secondary Ed ucation Until the year 2003, lower secondary education comprised only the gimnaziu See 2.4. General Structure and Defining Moments in Educational Gui dance. Starting with the school year 2003/2004 compulsory education was extended to 10 years. Consequently, lower secondary education includes now the gimnaziu, but also the subsequent two grades (IX and X) – provided in two alternative educational routes: the high school lower cycle and the "arts and trades school" (VET). In the new structure the gimnaziu is considered as the "first cycle of lower secondary" and grades IX and X (regardless the educational route) as the "second cycle of lower secondary". The gimnaziu education covers grades V to VIII and is provided for pupils aged 10(11)14(15). It constitutes the second stage of basic education, following the "elementary education" accomplished during the first four grades, and consequently is provided as general or comprehensive education. The comprehensive character is ensured through the structure and the content of the National Curriculum: approximately 90% of the teaching-learning time is allocated to the common core curriculum. The gimnaziu education can be organised in various types of educational units, but most frequently is organised altogether primary education in schools covering grades I to VIII (the sequence of compulsory education until the year 2003). Mostly in urban areas can also be encount ered schools offering both primary and all secondary education (grades I to XII/XIII) or only secondary education (grades V to XII/XIII). In each county are also organised a number of schools providing education with complementary or integral arts/sports programme. These schools function according to a specific curriculum that ensures both accomplishment of the finalities and educational objectives specific to the educational level See 5.4.1. Lower Secondary Education] and intensive arts/sports training. The number of classes per week for this type of schooling is bigger than for the normal programme. Regarding the "second cycle of lower secondary" (grades IX and X) that has been introduced as part of the compulsory education beginning with the school year 2003/2004, it is organised in two alternative educational routes: the "high school lower cycle", and the "arts and trades school" (VET) See 5.5.3. Upper Secondary Education and 5.5.2. Vocational Education and Training respectively. Post-Secondary non-Tertiary Education Post-secondary non-tertiary education ensures further specialised technical vocational education and training for the high school graduates in order to obtain a level 3 professional qualification. According to the in-force legislation (Decision of the Government 721/2004), post secondary non-tertiary education provides level 3 professional qualification for the following domains: 34 ? Post-high school: o Mechanics (7 professional qualifications); o Mechatronics and informatics (7 professional qualifications); o Electronics (5 professional qualifications); o Energy (4 professional qualifications); o Buildings, installations, architecture and systematisation (17 professional qualifications); o Transportation (6 professional qualifications); o Wood industry (5 professional qualifications); o Agriculture and alimentation (8 professional qualifications); o Protection of the environment (5 professional qualifications); o Services (13 professional qualifications); o Tourism (3 professional qualifications); o Textile and leather (5 professional qualifications); o Text and image processing (7 professional qualifications); o Economics (7 professional qualifications); o Social and pedagogical assistance (7 professional qualifications); Foremen school: o Mechanics (9 professional qualifications); o Electricity (5 professional qualifications); o Chemistry (7 professional qualifications); o Mines, petrol and gases (14 professional qualifications); o Energy (10 professional qualifications); o Metallurgy (9 professional qualifications); o Building materials (6 professional qualifications); o Buildings montage (6 professional qualifications); o Wood industry (8 professional qualifications); o Transportation (5 professional qualifications); o Textile-leather (7 professional qualifications); o Agriculture and alimentary (13 professional qualifications); o Artistic (3 professional qualifications). ? For most of the professional qualifications provided through post -high school and all the professional qualifications provided through foremen school the duration of the studies is of 2 years for day classes. For evening classes and special education the duration of the studies is extended according to the frame curricula established by the Ministry of Education and Research. Upper Secondary Education – Vocational schools The structure of the technical and vocational education As part of the pre -university education, whose recent change means extension of compulsory education to 10 years, the technical and vocational education is organized on three education levels: - lower secondary education (the last two study years of the level ISCED 2, part of the compulsory e ducation) upper secondary education (ISCED 3) post-high school education (ISCED 4). Within the lower and upper secondary education, the technical and vocational education is 35 organized in two education routes: 1. 2. the high school technologic route, consisting of the lower cycle (2 study years) and the upper cycle (2 study years) of high school – the technologic route the progressive professionalizing route, consisting of the trades and arts school (2 study years), the completion year (1 study year) and the upper cycle of high school (2 study years). Arts and Trades Schools (SAM) is the name of the new education level included in the compulsory education, which replaces from the point of view of the vocational qualification the apprenticeship school and the vocational school for which schooling was organized until 2002-2003. From the point of view of the qualification levels adopted in Romania according to the European Council Decision 85-368-EEC, the pre -university technical and vocational education assures the first 3 qualification levels, as follows: 1. 2. 3. qualification level I through the arts and trades school; qualification level II through the completion year; qualification level III through the upper high school cycle – technologic route and through posthigh school education. The structure of the technical and vocational education As part of the pre-university education, whose recent change means extension of compulsory education to 10 years, the technical and vocational education is organized on three education levels: - lower secondary education (the last two study years of the level ISCED 2, part of the compulsory education) upper secondary education (ISCED 3) post-high school education (ISCED 4). Within the lower and upper secondary education, the technical and vocational education is organized in two education routes: 3. 4. the high school technologic route, consisting of the lower cycle (2 study years) and the upper cycle (2 study years) of high school – the technologic route the progressive professionalizing route, consisting of the trades and arts school (2 study years), the completion year (1 study year) and the upper cycle of high school (2 study years). Arts and Trades Schools (SAM) is the name of the new education level included in the compulsory education, which replaces from the point of view of the vocational qualification the apprenticeship school and the vocational school for which schooling was organized until 2002-2003. From the point of view of the qualification levels adopted in Romania according to the European Council Decision 85-368-EEC, the pre -university technical and vocational education assures the first 3 qualification levels, as follows: 4. 5. 6. qualification level I through the arts and trades school; qualification level II through the completion year; qualification level III through the upper high school cycle – technologic route and through post-high school education. Download from: www.tvet.ro (the Romanian TVET official website) 36 ? VET gives to the pupils the opportunity to continue their general education and to acquire at the same time vocational competences. More specifically, VET is designed as a route with two major learning outcomes: general education – ensuring for the pupi ls the possibility to continue their education, and vocational training – ensuring for the pupils the possibility to acquire a vocational qualification. Consequently, besides the general finalities of education as established by the law, the following spec ific finalities are envisaged for VET: ? To facilitate the insertion of the youngsters into the active life (transition from school to work); ? To increase the work productivity and the economic development of the country; ? To provide workers capable to understand technological evolution and to contribute to the adaptation of the technological structures to the changes taking place in the socioeconomic environment; ? To promote democracy in enterprises; ? To reduce social tensions; ? To provide youngsters the necessary competences in order to organise entrepreneurial activities on their own initiative, according to the provisions of the law; ? To ensure mobility and flexibility on the labour market and the conditions necessary for professional re-conversion following changes of the labour market requirements. The curricula (frame curricula, syllabi, textbooks, curricular auxiliaries) and the corresponding educational objectives for VET are designed based on the "training standards", constructed on units of competences. In Romanian TVET the curriculum is module based (modular curriculum) The training standard ensures the correspondence between the training programme and the requirements of one or more occupational standards. The occupational standard specifies the as sembly of competences and the performance levels required in order to exercise a certain profession on the labour market. The training standard presents the competence units of the specialisation (that can correspond to more than one occupational standard) and within each competence unit the competences to be developed through the VET process – structured in Key competences, General Technical competences and Specialised Technical Competences The reform of the compulsory education that has begun in the school year 2003/2004 has brought significant changes in VET. First of all, VET has become one of the two alternative routes offered to gimnaziu graduates to accomplish their compulsory education. Consequently, the double learning outcome of the VET has been r einforced: VET has to ensure acquisition of the key competences established for the "second cycle of lower secondary education" See 5.4.1. Lower Secondary Education and the acquisition of the vocational competences required by the qualification acquired. Secondly, VET is now provided within a coherent educational sequence ensuring a progressive professional qualification: the "arts and trades school" (2 years of study leading to a level 1 professional qualification), the "completion year" (a "class de passage" leading to a level 2 professional qualification), and the last two grades of the TVET high school (leading to a level 3 professional qualification). Upper Secondary Education - High school, Liceu According to the provisions of the Education Law (Law 84/1995), high school education is provided in three different branches of study: theoretical, TVET and specific education and training (military, theological, sports, arts and pedagogical). Each branch of study is further divided into educational profiles and specialisations – as presented in the table below. 37 Branch of study Educational profile Humanities ( uman) Theoretical Sciences ( real) Educational specialisation Philology Social sciences Mathematics-informatics Natural sciences Telecommunications, electronics, automatics and electro-techniques Technical Mechanics Public works – buildings Textile and leather Tourism and public alimentation TVET Services Administrative Postal services Economic Natural resources Food industry Protection of the environment exploitation and protection Industrial chemistry of the environment Agriculture, agro-mountain and veterinary Forestry and wood processing Military music Military Mathematics-informatics Social sciences Orthodoxy Cultural patrimony Catholic Evangelic-Lutheran Theological Baptist Pentecostal Adventist Specific education and training Unitarian Reformed Moslem Sports Various sports specialisations Architecture, ambient arts and design Fine arts and decoration Arts Choreography Music Theatre Pre-primary and primary teacher Pedagogical Librarian, animator, instructor for after school activities, school pedagogue Graduates of the TVET and specific education and training can obtain a level 3 vocational qualification in certain specialisations – as established by the Ministry of 38 Education and Research in cooperation with the Ministry of Labour, Social Solidarity and Family and set through Decision of the Government. The nomenclature of the specialisation domains and the corresponding professional qualific ations provided through TVET and specific education and training was established for the school years 2002/2003 and 2003/2004 through the Decision of the Government 844/2002 (amended through the Decision of the Government 1555/2003), and for the school year 2004/2005 is established through the Decision of the Government 721/2004. The duration of the high school studies is of 4 years for day classes. For evening classes the duration of the studies is extended by 1 year. Following the reform of compulsory education, starting with the school year 2003/2004 grades IX and X of the high school are included in the educational offer for the last two grades of compulsory education. According to the new provisions (2003) of the Education Law (Law 84/1995), grades IX and X of the high school constitute the "high school lower cycle" and are part of the lower secondary education. A.1.1 Objectives According to the Education Law (Law 84/1995), education in Romania pursues the free, integral and harmonious development of the human individuality, and the development of the autonomous and creative personality (the "educational ideal"). The development of the personality is seen as the general finality of education and is accomplished through: ? Acquisition of the scientific knowledge and of the national and universal cultural values; ? Development of the intellectual capacities, affective availabilities and practical skills through assimilation of humanistic, scientific, technical and aesthetical knowledge; ? Assimilation of the intellectual work techniques necessary for instruction and self-instruction during the whole life (lifelong learning techniques); ? Education in the spirit of respecting the basic human rights and liberties, dignity and tolerance and free exchange of opinions; ? Favouring sensibility towards general human issues and moral-civic values, towards respect for nature and environment; ? Harmonious development of the individual through physical education, hygienic-sanitary education and sports; ? Professional development of the young generation in order to carry on useful activities. Education of all levels has to foster the love for the country, for the historical past and for the traditions of the Romanian people. The general finalities of education are accomplished through instruction and educational strategies and techniques, supported by the educational sciences and scholastic practice, according to the specific finalities of each educational level. Education is equally provided for all youngsters, including the ones with special educational needs or the ones that need recovering/rehabilitation and integration – either in units of special education or in mainstream educational units. Please refer to the subdivisions for more details. 39 A.1.2 Types of Institution Seconda ry and post -secondary non -tertiary education in Romania is organised and functions in several types of educational institutions (units): ? General education schools with grades I to VIII (primary education and gimnaziu – the compulsory sequence until the year 2003) or grades V to VIII (gimnaziu); ? Vocational education and training (VET) schools: Schools of Arts and Trades (two years of study leading to a level 1 vocational qualification) and Completion year (one year of stydy for those graduating The School of Arts and trades leading to a level 2 vocational qualification) organised by qualifications. ? High schools (grades IX to XII/XIII) organised by branches of study: theoretical, TVET and specific education and training (military, theological, sports, arts and pedagogical). Part of the theoretical and most of the sports, arts and pedagogical high schools are organised together with gimnaziu and primary education; ? Cluster schools concentrating TVET high schools, VET schools and in some cases post-secondary non-tertiary educational units – all of them of the same or similar profiles. Cluster schools are organised and function as single educational units (with a single management and a single budget, etc.); ? "Post-high schools" and "foremen schools" as post-secondary non-tertiary educational institutions. A.2 Continuing Education and Training for Young School Leavers and Adults The Education Law (Law 84/1995) states that the Ministry of Education and Research cooperates with the Ministry of Culture and Cults and other interested ministries, as well as with the media, religious cults, popular universities, cultural foundations and other bodies and institutions in order to facilitate access to culture and science of all citizens, irrespective their age. Lifelong learning is part of the national educational system and is considered as a mean to facilitate citizens to deal with the major changes occurring in the social life. Adult education and training through the educational system is accomplished through specific pr ogrammes initiated and organised by public and private institutions in the spirit of the social partnership and using interactive methods focusing on a multimedia approach: distance education, video-conferences, computer assisted training, etc. Adult education and training through the educational system ensures completion of the basic education, vocational training, and civic education – including education for active citizenship. The criteria and methodology for the accreditation of the institutions providing adult education and training, as well as the final examinations, the certificates issued and the certification procedures are established by the Ministry of Education and Research, the Ministry of Labour, Social Solidarity and Family and/or the Minister of Culture and Cults – depending on the type of the programme provided. According to the established rules and procedures, the institutions providing adult education and training can issue educational diplomas and graduation certificates recognised on local and/or national 40 level. The same authorities are responsible for establishing the methodological norms for the organisation and the duration of the adult education and training programmes through the educational system. Adult education and training through the educational system is ensured by trainers, specialised by domain, from the country or abroad. Specifically regarding completion of the basic education, the Ministry of Education and Research approves organisation of courses for individuals older than 14 that did not complete primary education ("second chance" education). For individuals exceeding with more than 2 years the normal age of the grade, education within the compulsory sequence can be provided in other forms – evening classes, part -time ed ucation, distance learning – according to the rules established by the Ministry of Education and Research. Evening classes can be organised by the County School Inspectorates for VET, high school education and post -secondary non-tertiary education – according to the existing resources and local demand. In this type of programme the number of classes per week is reduced (24-25) and the number of years of study is increased by one (high school ends with grade XIII). Evening classes, part-time education and distance learning are organised in higher education according to specific rules and conditions. According to the specific legislation regarding adult vocational training (Law 375/2002 approving and amending Ordinance of the Government 129/2000), adults are defined as persons old enough to establish work relations and to participate in vocational training programmes. Adults are ensured equal rights in accessing vocational training without any discrimination regarding age, gender, ethnical origin, political orientation or religious beliefs. The law on equal chances for women and men (Law 202/2002) reinforces the equal right of both genders to access vocational training, as well as vocational counselling and guidance. Access of adults (employed or unemployed) to vocational training is a right guaranteed by the Labour Code (Law 53/2003). Vocational training is considered as a mean to increase employability, altogether with vocational information and guidance, work mediation, consultancy and assistance in starting an independent activity or to initiate a business, salaries incentives, and stimulation of the work force mobility. The individuals seeking employment can participate to the vocational training organised by the National Agency for Employment or other vocational training providers authorised according to the provisions of the law. Unemployed persons even have the obligation to attend vocational training programmes, as recommended by the local agency for employment where they are registered, otherwise their unemployment financial aid is withdrawn. Pre-dismissal services that have to be accomplished by the employers include, among others, facilitation of the employees to participate in short -term vocational training. Certain categories of employed or unemployed individuals can benefit free of charge of vocational training and other facilities. Overall, employers have to take all the necessary measures in order to ensure access of their employees to vocational training; the rights and obligations of the employers and employees during the period when employees participate to vocational training have to be stipulated in the collective or individual work contract. In order to train their own employees, employers have to consult the trade unions or, where applicable, the employees’ representatives in order to elaborate training plans in accordance with development programs and with sectorial and territorial strategies. Access to vocational training programmes is preceded by vocational information and guidance. Adult voc ational training is organised for initiation, qualification, improvement, specialisation or re-qualification and functions on the basis of a system of transferable credits – meant to prove and certify newly acquired professional competences. Vocational training programs are organised for occupations, trades, specialisations and 41 professions included in the Classification of Occupations in Romania (COR), for qualifications included in the List of Qualifications, as well as for those professional competences c ommon to several occupations. The authorised training providers organising programs leading to nationally recognised qualification certificates have the obligation to conclude vocational training contracts with the trainees. The model of the contract is approved through Decision of the Government 522/2003. The participants in vocational training programmes and the persons qualified through apprenticeship at the workplace must pass graduation examinations upon completion of their training. The graduation ex amination represents a set of theoretical and/or practical tests that indicate the acquisition of competences specific for the vocational training programme. The certification methodology for adult vocational training is elaborated by the National Council for Adult Vocational Training and approved through joint order of the Minister of Labour and Social Solidarity and of the Minister of Education and Research. The qualification or graduation certificates (in the case of qualifications acquired by the Post High schools, in initial training) accompanied by descriptive supplements are issued depending on the type of programme. The descriptive supplement (Europass model) identifies the acquired competences specified by the related occupational standards or vocational training standards. The competences acquired in non -formal and informal learning contexts are assessed and certified (nationally recognized competences certificates) through competences assessment centres authorised by the National Adult Training Boa rd (Law 375/2002 approving and amending Ordinance of the Government 129/2000, and Joint Order 4543/468/2004 of the Minister of Labour and Social Solidarity and of the Minister of Education and Research ). Adult vocational training programmes are financed from the employers’ own funds, the unemployment insurance budget, sponsorship, donations and external sources, and/or fees paid by the individuals participating in the training programs. Commercial companies, national companies, co-operative enterprises, st ate-owned monopolies and other institutions may pay for the vocational training of their employees, the expenses being deducted from the profit taxes or, depending on the case, from the income taxes. The institutions financed from the state/local budgets may spend funds for the vocational training of their employees out of budget sources or out of other sources. The authorised training providers are exempted from paying VAT for the vocational training operations. A.2.1 General Objectives Adult education and training through the educational system is accomplished through specific programmes initiated and organised by public and private institutions in the spirit of the social partnership and using interactive methods focusing on multimedia approach: distance education, video-conferences, computer assisted training, etc. Adult education and training through the educational system aims to ensure access to culture and science of all citizens, irrespective their age, in order to facilitate dealing with the major changes occurring in the social life. General objectives of adult education and training through the educational system are as follows: ? 42 Completion of the basic education through recurrent or compensatory education (including "second chance" education) – addressed to young school leavers and certain "at-risk" population segments; ? Vocational training through: improvement of the professional training and acquisition of new professional qualifications – addressed to employees, persons seeking employment, young graduates with or without a qualification, etc.; ? Civic education for the acquisition of the competences and attitudes necessary for exercising the ghts and assuming the social responsibilities by each and every citizen – addressed to the entire adult population; ? Education and cultivation of the aptitudes and individual interests for active citizenship – addressed to the entire adult population. Continuing vocational training (CVT) is considered as a mean to increase employability, altogether with vocational information and guidance, work mediation, consultancy and assistance in starting an independent activity or to initiate a business, salaries incentives, stimulation of the work force mobility. The main objectives of adult vocational training are as foll ows: ? To facilitate the social integration of individuals, in accordance with their professional aspirations and with the needs of the labour market; ? To train human resources able to contribute to the increase of competitiveness of the labour force; ? To update knowledge and to improve the training in the main occupation, as well as in related occupations; ? To change qualifications, as a result of structural changes in the economy, of social mobility or of modifications in a person’s capacity to work; ? To acquire advanced knowledge, modern methods and proceedings needed for carrying out job assignments. Specific educational objectives are established according to the type of programme provided, the occupational standard addressed (or, within the new developm ents in T/VET the training standard). According to these, study of foreign languages and use of ICT can be part of the training programme. E.g. the Strategy of the Government regarding the use of ICT in public administration (Decision of the Government 1007/2001) establishes as a national standard the ECDL (European Computer Driving Licence) for all public employees. A.2.2 Types of Institution Adult education and training through the educational system (Law 133/2000 approving and amending Ordinance of the Government 102/1998) is provided by public or private institutions, as follows: ? Educational units and institutions (high schools and higher education institutions); ? Folk-arts schools, popular universities, community culture centres, libraries, museums, houses and clubs of the youth and of the trade unions, other public or private institutions – providing mainly non-formal education for the adults; ? Centres for continuing vocational training belonging to the system of the Ministry of Education and Research, the Ministry of Labour, Social Solidarity and Family, the Minister of Culture and Cults, other ministers or subordinated to the local public administration authorities; ? NGOs and professional associations. The criteria and methodology for the accreditation of the institutions providing adult education and training, as well as the final examination and certification procedures are 43 established by the Ministry of Education and Research, the Ministry of Labour, Social Solidarity and Family and/or the Minister of Culture and Cults – according to the type of the programme provided. The same authorities are responsible for establishing the methodological norms for the organisation and the duration of the programmes. Adult vocational training is organised in two major categories of training providers: public and private. The public providers are units of technical and vocational education (subordinated to the Ministry of Education and Research) or centres of vocational training for adults (subordinated to National Agency for Employment), which offers courses of vocational training for adults, adapted to the employers’ requirements and with targeted curriculum. The centres offer continuing training for unemployed as well as for employed persons. Some of the training centres operate in specific fields (e.g. banking, tourism, cinematography, aviation, port workers, teacher training, etc.). Competences assessment centres are public or private organizations, authorized by the National Adult Training Board for assessing and certifying the competences acquired in non-formal and informal learning contexts. Employers may organise training programs for their employees, and may award, on this basis, graduation certificates, recognised only within their own organisations. The certificates by a given institution are nationally recognised only if the institution is authorised as vocational training provider. During the recent years the network of accredited ECDL centres (accreditation procedure established by ECDL Romania) has developed significantly – including a large number of high schools and higher education institutions. The same situation is encountered in the case of training centres specialised in foreign languages (including ones providing training for standard international foreign languages tests). 44 3 SCREENING OF THE ENGINEERING AREA PROFESSIONS DESCRIBED IN THE ANALYZED QUALIFICATION SYSTEMS ENGINEERING AREA PROFESSIONS IN AUSTRIA ref. No. German denomination English translation Apprenticeship professions 1 BaumaschinentechnikerIn Construction machinery engineer 2 3 4 5 BlechblasinstrumentenerzeugerIn BüchsenmacherIn ChirurgieinstrumentenerzeugerIn DreherIn Brass instrument maker Gunsmith Surgical instrument maker Lathe operator 6 7 8 9 10 FahrzeugtapeziererIn (FahrzeugsattlerIn) FormerIn und GießerIn (Metall und Eisen) GießereimechanikerIn Gold- und SilberschmiedIn und JuwelierIn Gold-, Silber- und MetallschlägerIn Vehicle upholsterer (Vehicle saddler) Molder and caster (Metal and iron) Foundry mechanic Goldsmith, silversmith and jeweler Gold, silver and metal beater 11 12 13 14 15 HarmonikamacherIn HolzblasinstrumentenerzeugerIn HüttenwerkschlosserIn KälteanlagentechnikerIn KarosseriebautechnikerIn Harmonica maker Woodwind instrument maker Smeltery mechanic Refrigerating plant engineer Carbody manufacturing engineer 16 17 18 19 20 KarosseurIn (bis 31.12.2007) KlavierbauerIn KonstrukteurIn KraftfahrzeugelektrikerIn KraftfahrzeugtechnikerIn Carbody mechanic (until Dec. 31st, 2007) Piano maker Draftsman/Draftswoman Motor vehicle electrician Motor vehicle mechanic 21 22 23 24 25 KupferschmiedIn LackiererIn LandmaschinentechnikerIn LuftfahrzeugtechnikerIn MaschinenbautechnikerIn Coppersmith Varnisher Agricultural machinery mechanic Aviation mechanic Mechanical engineer 26 27 28 29 30 MaschinenfertigungstechnikerIn MaschinenmechanikerIn MesserschmiedIn MetallbearbeiterIn MetalldesignerIn Machinery production engineer Machinery mechanic Cutler Metalworker Metal designer 31 MetalltechnikerIn - Blechtechnik Metal engineer - sheet metal 45 32 33 34 35 36 MetalltechnikerIn - Fahrzeugbautechnik Metal engineer MetalltechnikerIn - Metallbautechnik Metal engineer MetalltechnikerIn - Metallbearbeitungstechnik Metal engineer Metalltechnikerin - Schmiedetechnik Metal engineer MetalltechnikerIn - Stahlbautechnik Metal engineer - vehicle manufacture - metal construction - metalworking - blacksmithing - steel construction 37 38 39 40 41 OberflächentechnikerIn OrgelbauerIn PräzisionswerkzeugschleiftechnikerIn ProduktionstechnikerIn RohrleitungsmonteurIn Surface technology engineer Organ maker Precision tool polishing engineer Production engineer Pipeline construction assembler 42 43 44 45 46 SchiffbauerIn SchilderherstellerIn SonnenschutztechnikerIn Streich- und SaiteninstrumentenbauerIn UhrmacherIn Shipwright Signboard manufacturer Anti-glare engineer Bowed and string instrument maker Watchmaker 47 48 49 50 51 UniversalschweißerIn VergolderIn und StaffiererIn WaagenherstellerIn WaffenmechanikerIn WärmebehandlungstechnikerIn Universal welder Gilder and blindstitcher Scale manufacturer Weaponry mechanic Heat treatment engineer 52 53 54 55 56 WerkstoffprüferIn WerkzeugbautechnikerIn WerkzeugmaschineurIn WerkzeugmechanikerIn ZerspanungstechnikerIn Materials tester Toolmaking engineer Tool machinist Tool mechanic Chipping engineer 57 ZinngießerIn Tin molder Secondary technical and vocational college professions 58 AnlagenbautechnikerIn, MaschinenbautechnikerIn im Bereich Anlagenbau 59 AnwendungstechnikerIn, TechnischeR Applications engineer, technical staff in the AngestellteR im Bereich Anwendungstechnik applications engineering area 60 ArbeitsvorbereiterIn/Produktionstechnik, ProduktionstechnikerIn im Bereich Arbeitsvorbereitung Work study engineer/production technology, production engineer in the work study area 61 AutomatisierungstechnikerIn Automation engineer 62 BaumaschinentechnikerIn, BautechnikerIn im Bereich Baumaschinentechnik Construction machinery engineer, construction engineer in the construction machinery area 63 BerechnungstechnikerIn/Fahrzeugtechnik, FahrzeugbautechnikerIn im Bereich Berechnungstechnik Design analysis engineer/automotive engineering, vehicle construction engineer in the design analysis area 64 BetriebstechnikerIn, ProduktionstechnikerIn, Factory engineer, production engineer, MaschinenbautechnikerIn im Bereich mechanical engineer in the factory and Betriebs- und Produktio nstechnik production engineering area 46 Plant construction engineer, mechanical engineer in the plant construction area 65 BetriebstechnikerIn, WirtschaftstechnikerIn, Factory engineer, economic engineer, TechnischeR AngestellteR im Bereich engineering staff in the factory and Betriebs- und Wirtschaftstechnik economic engineering area 66 BüromaschinentechnikerIn, FeinwerktechnikerIn im Bereich Büroautomatisierungstechnik 67 68 Office equipment engineer, precision engineer in the office automation technology area CAM-TechnikerIn, ProduktionstechnikerIn im CAM engineer, production engineer in the Bereich CAM computer-aided manufacturing area Designer, project engineer/metal design:wrought-iron crafting amd metal DesignerIn, ObjektdesignerIn/Metalldesign: sculpture (wrought-iron Kunstschmied und Metallplastik craftsman/caftswoman and metal (KunstschmiedIn und MetallplastikerIn) sculptor/sculptress) F&E-TechnikerIn/Fahrzeugtechnik, FahrzeugbautechnikerIn im Bereich Forschung, Entwicklung, Konstruktion R & D engineer/automotive engineering, vehicle construction engineer in the research, development, drafting area FahrzeugbautechnikerIn Vehicle manufacturing engineer 71 FeinwerktechnikerIn Precision engineer 72 FertigungstechnikerIn, MaschinenbautechnikerIn im Bereich Fertigungstechnik Manufacturing engineer, mechanical engineer in the manufacturing technology area 73 FertigungstechnikerIn, ProduktionstechnikerIn im Bereich Fertigungstechnik Manufacturing engineer, production engineer in the manufacturing technology area 74 FlugbautechnikerIn, Maschineningenieurwesen im Bereich Flugtechnik Aeronautical construction engineer, mechanical engineering in the aeronautical technology area 75 FlugzeugbautechnikerIn, FahrzeugbautechnikerIn im Bereich Flugzeugbau Airplane construction engineer, vehicle construction engineer in the airplane construction area 76 HaustechnikerIn (TechnikerIn für Hausinstandhaltung) Building services engineer (Engineer for building maintenance) 77 InnovationstechnikerIn, TechnischeR AngestellteR im Bereich Innovationstechnik Innovation engineer, engineering staff in the innovation technology area 78 KlimatechnikerIn Heating, ventilation and air-conditioning engineer 79 KonstrukteurIn/Fachrzeugbau, FahrzeugbautechnikerIn im Bereich Konstruktionstechnik Draftsman-draftswoman/vehicle construction, vehicle manufacturing engineer in the drafting technology area 80 KonstruktionstechnikerIn, FertigungskonstrukteurIn Drafting engineer, manufacturing draftsman/draftswoman 81 KraftfahrzeugbautechnikerIn, FahrzeugbautechnikerIn im Bereich Kraftfahrzeugbau Motor vehicle construction engineer, vehicle construction engineer in the motor vehicle manufacturing area 82 83 KühltechnikerIn, KältetechnikerIn KunsthandwerkerIn 84 MaschinenbautechnikerIn, MaschinenbauingenieurIn, MaschinenbautechnikerIn im Bereich Allgemeiner Maschinenbau 69 70 Cooling systems engineer, refrigeration engineer Artisan Mechanical engineering technician, mechanical engineer, mechanical engineering technician in the general mechanical engineering area 47 85 MetallbaukonstrukteurIn, KonstruktionstechnikerIn im Bereich Metallbau Metal construction draftsman/draftswoman, drafting engineer in the metal construction area 86 MetalldesignerIn, KunsthandwerkerIn im Metal designer, artisan in the mtalworking Bereich Metallbearbeitung (MetallplastikerIn, area (wrought-iron craftsman/caftswoman KunstschmiedIn) and metal sculptor/sculptress) 87 MetalldesignerIn, ObjektdesignerIn/Metalldesign: Gold- und Silber; Gold- und SilberschmiedIn Metal designer, project designer/metal design: gold and silver, goldsmith and silversmith 88 MetalldesignerIn-Gravurtechnik, ObjektdesignerIn/Metalldesign: Gravur (GraveurIn) Metal designer - engraving technology, project designer/metal design: engraving (Engraver) 89 MetallverfahrenstechnikerIn, Metallurgic processing engineer, processing VerfahrenstechnikerIn im Bereich Metallurgie engineer in the metallurgy area 90 MikromechanikerIn, FeinwerktechnikerIn im Bereich Mikromechanik Micro-mechanic, precision engineer in the micro-mechanics area 91 MikromechanikerIn, MikrotechnikerIn im Bereich Mikromechanik Micro-mechanic, micro-technolo gy engineer in the micro-mechanics area 92 MikromedizintechnikerIn, MikrotechnikerIn im Bereich Medizintechnik Micro-technology medical engineer, microtechnology engineer in the medical technology area 93 MikrotechnikerIn im Bereich MolekularTechnik, Nano-Technik, Quanten-Technik Micro-technology engineer in the molecular technology, nanotechnology, quantum technology area 94 MikrotechnikerIn/Medizintechnik, FeinwerktechnikerIn im Bereich Medizintechnik Micro-mechanic/medical technology, precision engineer in the medical technology area 95 Molekular-TechnikerIn, NanotechnikerIn, Quanten-TechnikerIn Molecular engineer, nanotechnology engineer, quantum engineer 96 OptotechnikerIn, FeinwerktechnikerIn im Bereich Optotechnik Optical engineer, precision engineer in the optical technology area 97 98 Production planning and control engineer, PPS-TechnikerIn, ProduktionstechnikerIn im production engineer in the production planning and control area Bereich PPS ProduktionstechnikerIn Production engineer 99 QualitätstechnikerIn/Fahrzeugbau, FahrzeugbautechnikerIn im Bereich Qualitätskontrolle Quality control engineer/vehicle construction, vehicle construction engineer in the quality control area 100 SchiffbautechnikerIn, Shipbuilding engineer, vehicle construction FahrzeugbautechnikerIn im Bereich Schiffbau engineer in the shipbuilding area 101 SchmuckdesignerIn, SchmuckherstellerIn, KunsthandwerkerIn im Bereich Schmuckdesign und -herstellung Jewelry designer, jewelry manufacturer, artisan in the jewelry design and manufacturing area 102 ServicetechnikerIn im Bereich Maschinenund Anlagenbau, MaschinenbautechnikerIn im Bereich Servicetechnik Maintenance engineer in the mechanical and plant engineering area, mechanical engineer in the maintenance technology area 103 ServicetechnikerIn, TechnischeR AngestellteR im Bereich Servicetechnik Maintenance engineer, engineering staff in the maintenance technology area 48 104 SportgerätebautechnikerIn, MaschinenbautechnikerIn im Bereich Sporttechnik und Sporttechnologie Sports equipment engineer, mechanical engineer in the sports engineering and sports technology area 105 UmwelttechnikerIn/Maschinen- und Anlagenbau, MaschinenbautechnikerIn im Bereich Umwelttechnik Environmental engineer/mechanical and plant engineering, mechanical engineer in the environmental technology area 107 VerkaufstechnikerIn im Bereich Sales engineer in the mechanical Maschinenbau, MaschinenbautechnikerIn im engineering area, mechanical engineer in Bereich Verkaufstechnik the sales te chnology area VerkehrstechnikerIn, FahrzeugbautechnikerIn im Bereich Traffic engineer, vehicle construction Verkehrstechnik engineer in the traffic technology area 108 WaffenbautechnikerIn, MaschinenbautechnikerIn im Bereich Waffentechnik 106 Weaponry manufacturing engineer, mechanical engineer in the weapons technology area Materials technician, materials engineer in the plastics and environmental technology area 110 WerkstofftechnikerIn, WerkstoffingenieurIn im Bereich Kunststoff- und Umwelttechnik WirtschaftsingenieurIn 111 WirtschaftsingenieurIn/Maschinenbau und Fertigungstechnik Economic engineer/mechanical engineering and manufacturing technology 112 WirtschaftsingenieurIn/Maschinenbau, Wirtschaftstechnike rIn/Maschinenbau, MaschinenbautechnikerIn im Bereich Wirtschaftsingenieurwesen Economic engineer/mechanical engineering, economic technician/mechanical engineering, mechanical engineer in the economic engineering science area 109 Economic engineer 49 ENGINEERING AREA PROFESSIONS IN THE CZECH REPUBLIC ref. No. Czech denomination English translation Metall processing - Apprenticeship 1 hutník neželezných kovu 2 3 hutník ocelár hutník vysokopecar metallurgist (iron metallurgy) metallurgist - furnaceman 4 5 6 7 8 kovár tavic zušlechtovac kovu klempír nástrojar smith melter 9 10 11 12 13 soustružník kovu strojní zámecník tažec valcír kovu vrtar metal-turner engine locksmith 14 brusic kovu metal grinder 15 umelecký kovár a zámecník artistic smith and locksmith 16 17 18 umelecký kovolijec a cizelér automechanik dulní zámecník artistic metal-founder and metal chaser car mechanic locksmith -> mining industry 19 20 21 22 23 frézar galvanizér hodinár chemik výroby neželezných kovu chirurgický nástrojar miller 24 25 26 27 28 instalatér izolatér karosár konzervár lodní strojník plumber 29 30 31 32 33 mechanik mechanik bánské záchranné služby mechanik geologicko-pruzkumných zarízení mechanik chladírenských zarízení mechanik hudebních nástroju mechanician 34 35 mechanik motorových lokomotiv a motorových vozu mechanik opravár 36 mechanik optických prístroju 50 metallurgist (nonferrous metallurgy) tinsmith toolmaker metal roller drill man watchmaker body builder ship engineer mechanician - serviceman 37 38 39 mechanik polygrafických stroju montér anténních zarízení montér bleskosvodu 40 41 42 43 montér kabelových telekomunikacních sítí montér kotlár montér nadzemních telekomunika cních sítí montér ocelových konstrukcí 44 45 46 47 48 montér potrubár montér tocivých stroju montér výtahu montér vzduchotechniky zámecník montér 49 50 51 52 53 nožír cutler zámecník zemedelských stroju pasír potrubár pipe fitter provozní zámecník 54 55 56 57 58 rytec kovu serizovac slévac smaltér stavební klempír 59 60 61 62 63 stavební zámecník obsluha stavebních stroju strojník sklárských zarízení strojvedoucí tratový strojník 64 65 66 67 68 umelecký pasír umelecký pozlacovac umelecký štukatér strojní výrobce sklenené bižuterie zámecník kolejových konstrukcí 69 70 71 72 zámecník kolejových vozidel zlatník a klenotník zlatotepec mechatronik 73 mechanik a operátor NC stroju a prumyslových robotu 74 puškar lightning conductor engineer metal engraver founder engine-driver goldsmith and jeweller goldbeater mechatronician gunmaker Building sector 75 stavební klempír metal worker Electric engineering 76 elektromechanik electrician 51 77 hodinár watchmaker 78 letecký mechanik aircraft mechanic 79 lodní strojník engineer/greaser 80 81 82 mechanik mechanik chladírenských zarízení mechanik hudebních nástroju Mechanic Kühlmechaniker Mechaniker - Musikinstrumente mechanik motorových lokomotiv a motorových vozu 83 84 85 86 87 mechanik opravár mechanik zarízení pro prenos dat montér antikorozní ochrany montér tocivých stroju mechanic - serviceman 88 89 90 91 92 montér výtahu serizovac strojvedoucí tratový strojník zvukar Aufzugsmonteur setter/monteur engine-driver Eisenbahnmechaniker sound engineer 93 mechatronik Mechatronician 52 ENGINEERING AREA PROFESSIONS IN ITALY B.1 Mechanical sector qualifications in Emilia Romagna Region – Italy The below list of Italian professions regarding the mechanical sector has been chosen under the following criteria: focusing on vocational training qualifications which refers to EQF level 1-4 considering qualifications of the Emilia Romagna regional system since: ? a national qualification system does not exist in Italy; an interregional institutional group of experts is actually working at national level in order to define a national qualification system (and which will be involved in the project activities both for dissemination and validation of outputs and results) ? in Italy the regions are the institutions competent for vocational training matters ? the Emilia Romagna qualification system can be easily referred to the EQF because each qualification has been described in terms of ‘learning outcomes’ (what a learner knows, understands and is able to do – i.e. professional competences), as the EQF envisages. Since qualifications are described in terms of professional competences of a profile/professions, they (professional competences) can be referred to as objectives of training courses and for certification processes. ? the Emilia Romagna qualification system refers to the ATECO codes which is the Italian classification of economic activities (NACE – Nomenclature générale des activités économiques) • focusing on the professional area “Mechanical and electronic designing and manufacturing”, as agreed with Emilia Romagna Region • • Qualifications Mechanical and electronic designing and manufacturing Area ITALIAN NAME Costruttore di carpenteria metallica Costruttore su macchine utensili Disegnatore meccanico ISFOL PROFESSIONS ENGLISH NAME Metal worker Machine tool operator Draughtsman Saldatore 6.2.1.2 Salatori e tagliatori a fiamma Montatore/Installator e Disegnatore progettista con sistemi CAD CAM MontatoreInstallatore 7.2.1.1. Operai addetti a macchine utensili automatiche e semiautomatiche industriali Verniciatore 7213 Lattonieri, lamieristi e assimilati 7142 Verniciatori e assimilanti Installatore – montatore Installer-erectordi sistemi elettricoassembler elettronici electrical and electronic systems Montatore meccanico di Fitter Operaio alle sistemi macchine utensili Operatore dell’autoriparazione Operatore delle lavorazioni di carrozzeria ISTAT CODE Car mechanic Carbody mechanic 3.1.2.6. Disegnatori industriali ed assimilati 7.2.7.2 Assemblatori e cablatori di apparecchiature elettriche 7.2.7.3 Assemblatori e cablatori di apparecchiature elettroniche e di telecomunicazioni 7.2.7.1 Assemblatori in serie di parti di macchine 7.2.7.4 Assemblatori in serie di articoli vari in metallo, in gomma e in materie plastiche 7.2.7.9 Altri operai addetti all’assemblaggio ed alla produzione in serie di articoli industriali 6.2.3.1 Meccanici artigianali, riparatori e manutentori di automobili ed assimilati 53 Responsabile della Progettista meccanico Industrial designer progettazione Tecnico Industrial dell’automazione automation industriale technician Tecnologo di Technologist for prodotto/processo nella mechanical meccanica product/process B.2 2.2.1.1 Ingegneri meccanici 7.1.7.1 Conduttori di catene di montaggio 3.1.2.1 Tecnici meccanici 3.1.2.9 Altri tecnici in scienze ingegneristiche ed assimilati Tuscany Region - Repertory of professional profiles concerning the mechanical and metallurgical sector compared with ISFOL Code The list of Italian professions below regarding the mechanical sector has been chosen under the following criteria: ? focusing on vocational training qualifications which refers to EQF level 1-4 ? considering qualifications of the Toscana regional system since a national qualification system does not exist in Italy (see introduction to IAL list), and the regions are competent for vocational training matters ? focusing on the professional area “Mechanics and metallurgy” ? excluding those qualifications which are not relevant in terms of job opportunities ITALIAN NAME ENGLISH NAME Addetto alla conduzione di macchine a controllo numerico Addetto alla costruzione di strutture di carpenteria Addetto alla saldatura Addetto alle macchine utensili CNC machine operator ISFOL code 0504011 Metal construction worker 0508081 Welder Machine tool operator 0507231 0503011 Addetto carrozziere Vehicle body sheet-metal worker 0509241 Addetto gommista Tyre-shop operator 0509242 Montatore manutentore di impianti termofluidici Riparatore di autoveicoli e autoarticolati Tecnico lavorazione orafa Fitter and maintenance operator thermofluid plant Car and truck mechanic Goldsmith 0506101 Tecnico qualificato di produzione Production engineer 0512162 Tecnico qualificato per la manutenzione di aeromobili Tecnico qualificato per la micromeccanica di precisione Tecnico qualificato in termotecnica e coordinamento di cantiere termoidraulico Licensed aircraft engineer 0508262 Micromechanical engineer 0503072 Thermal engineer and thermohydraulic construction site manager 0506102 54 ENGINEERING AREA PROFESSIONS IN SPAIN The legislation that regulates vocational training in Spain together with the qualifications are: ? ? ? th Organic Law 5/2002, from 19 June, of Qualifications and Vocational Training. (Ley Orgánica 5/2002, de 19 de junio, de las Cualificaciones y de la Formación Profesional (BOE de 20 de junio de 2002)). rd Organic Law 8/1985, from 3 July, regulating Rights to Education. (Ley Orgánica 8/1985, de 3 de julio (BOE del 4), reguladora del Derecho a la Educación). rd Organic Law 2/2006, 3 May, of Education. (Ley Orgánica 2/2006, de 3 de mayo (BOE del 4), de Educación (LOE)). The different professional itineraries are developed from this fundamental or organic law. For instance, for mechanical manufacturing qualification is developed in two orders: ? ? Spanish Royal Order 2417/94 establishing the qualification and the minimum requirements. (RD. 2417/94 por el que se establece el título y las enseñanzas mínimas) Spanish Royal Order 2428/94 establishing the curricular itinerary. (RD. 2428/94 por el que se establece el currículo) The following list has been extracted from the Ministry of Education and Science web site (Ministerio de Educación y Ciencia): Spanish English translation FABRICACIÓN MECÁNICA Operaciones auxiliares de fabricación Mechanical manufacturing assitance mecánica. operations Mecanizado por arranque de viruta Machine tooling Mecanizado por abrasión, electroerosión y Grinding, electrical discharge machining and procedimientos especiales. special procedure Mecanizado por corte y conformado Cutting and shaping machining Soldadura Welding Tratamientos superficiales Surface treatment Diseño de productos de fabricación mecánica Mechanical manufacturing design Diseño de útiles de procesado de chapa. Tools design for metal-sheet manufacturing Diseño de moldes y modelos Casts and models design INSTALACIÓN Y MANTENIMIENTO Montaje y mantenimiento de Instalaciones Assembly and maintenance cold-storage frigoríficas. plant. Mantenimiento y montaje mecánico de equipo Assembly and maintenance of industrial industrial equipment TRANSPORTE VEHÍCULOS Y MANTENIMIENTO DE 55 Chapista y pintor de vehículos Sheet-metal worker Mantenimiento de estructuras de carrocerías Maintenance of bodywork structures de vehículos Mantenimiento de elementos no estructurales Maintenance of non-structural elements of de carrocerías de vehículos. vehicles Mantenimiento de sistemas de transmisión de fuerza y trenes de rodaje de vehículos Maintenance of vehicle power transmissions and driveline automóviles Mantenimiento del motor y sus sistemas auxiliares Motors and auxiliary systems maintenance Planificación y control del área de carrocería Bodywork area controller Planificación y control del área de electromecánica Electromecanical controller 56 ENGINEERING AREA PROFESSIONS IN ROMANIA In Romania one is operating with two concepts: qualification and occupation. Qualification has a larger meaning and allows practice of more occupations. Qualifications can be achieved via initial training or via continuous training. At present two Qualifications lists (rom. Nomenclatoare de calificari ) are in place, both approved by common orders by the minister of Education and Research, and by the minister of Labour, Social Solidarity and Family, containing all qualifications achievable by initial training, and by continuous training, respectively. Some qualifications are present in both lists, some other are specific. Occupations are regulated by The Classification of Occupations in Romania (COR) approved by common order by minister of Education and Research and by the president of the National Institute of Statistics. The programmes for initial training are organised only for qualifications, while continuous training programmes may be organised both for qualifications, and for occupati ons. For the purposes of this project, only qualifications from the COR have been selected, as being considered the most comprehensive document concerning the identification of professions, for all educational and qualification levels. The selection for M echanical sector has been operated by „Sector Committee Machine Building, Fine Mechanics, Equipments and Machinery” Romanian name English translation Occupational list in the machine building field Ambutisor, presator la cald moulders, forging-press workers acoperitor metale metal cover worker Ascutitor laminate la cald polishers for hot-rolled laminars ascutitor laminate la rece polishers for cold-rolled laminars ascutitor scule, instrumente medicale si obiecte ce uz tool, medical instruments and casnic household utilities sharpeners brosator broach worker cazangiu recipiente sheet-metal workers for containers cazangiu tevar sheet-metal workers for pipes calitor prin inductie sau cu flacara metal heat-treating-plant operator calitor scule metal heat-treating tools operator knives,rasors,bracelets,knitting needles,broches,rings handicraft confectioner cutite, brice, bratari, andrele, agrafe, inele work ers confectioner plase din sârma wire net-makers constructor - montator de structuri metalice structural-metal builders and erectors conformity checker in the machine controlor de conformitate în industria de masini industry curatitor sablator sandblast cleanner ungreasing optical pieces and curatitor, degresator piese si aparate optice equipment worker debitator semifabricate material dividing workers 57 debitator - ebosator depanator ascensoare electromecanic auto fierar finisor ace si accesori forjor arcurar forjor manual forjor matriter forjor mecanic formator tevi prin sudare frezor la masini roti dintate frezor universal frigotehnist gauritor filetator gravor manual gravor mecanic gravor placi metalice honuitor lacatus constructii metalice si navale lacatus mecanic lacatus mecanic de întretinere si reparatii universale lacatus montator dividing, rough-machine worker elevator fitters motor vehicle mechanics blacksmiths structural-metal finisher forging worker manual forging worker forging-press worker mechanic forging worker plumbing pipe shaper metal toothed wheel-grinders milling -machine operator refrigerator fitters drill and thread worker manual engraver mechanic engraver metal plate engraver honing worker structural-metal and ship preparers mechanic fitter services and fitting mechanics mechanic fitter for power sets and lacatus montator agregate energetice si de transport transportation lacatus montator pentru utilaje industriale, de industrial, building and agricultural constructii si agricole machinery assemblers lacatus revizie vagoane wagon mechanic fitter Lacatus SDV maintenance mechanic Lepuitor lepping worker lipitor de placute la scule aschietoare cutting tools welders maistru cazangerie boiler shop technician maistru electromecanic electromechanic technician maistru frigotehnist refrigerating machines technician maistru instalatii navale vessel equipment technician maintenance and fitting toolmaistru întretinere si reparatii masini-unelte, utilitati, machines,equipments,services,protot service, prototipuri ypes technician metal -structure mechanical maistru lacatus constructii metalice technician maistru lacatus mecanic mechanical technician maistru mecanic mechanical locksmith maistru mecanic auto motor vehicle mechanical technician building machines and equipment maistru mecanic masini si utilaje pentru constructii mechanical technician maistru mecanica agricola agricultural mechanical technician maistru prelucrari mecanice mecanical treatment technician maistru presator metale metal pressing technician maistru sculer matriter pressman technician maistru sudura welding technician maistru termist tratamentist heat treatment technician 58 maistru termotehnist masinist la confectionarea ambalajelor metalice masinist la fabricarea acelor si accesoriilor masinist la linii automate aschietoare masinist la masini speciale de aschiere masinist la masini speciale fara aschiere mecanic agricol mecanic auto mecanic aviatie metrolog modelier meta modelier naval modelor prototipuri auto nitrator polizator presator metale la rece rabotor mortezor roti dintate rabotor mortezor universal rectificator dantura caneluri rectificator universal reglor benzi montaj reglor masini unelte reglor montator sculer matriter strungar la masini de alezat strungar la masini de prelucrat în coordonate strungar la masini de strunjit roti cai ferate strungar la masini orizontale strungar la strung carusel strungar la strung paralel si de detalonat strungar la strung revolver strungar universal sudor sudor cu arc electric acoperit sub strat de flux heat engineering technician operator for metal empties building operator for needles and accessories building operator for automatic cutting tools line special cutting machine operator special non-cutting machine operator agriculture mechanic motor vehicle mechanic aircraft engine mechanic metrologist metal moulder vessel moulder motor vehicle protoipes moulder nitrator metal wheel-grinder cold-rolled metals press worker toothed wheel planer and shaper general planer and shaper mortise teeth grinder general grinder assembling belt setter machine-tool setter assembling setter tool-maker boring machine turner coordonated working-machine turner wheel shaping-machine turner horizontal machines turner turning and boring lathe turner / worker backing -off lathe turner capstan lathe turner general turner welder welder with electric arc under flow layer sudor cu arc electric cu electrod fuzibil în mediu de gaz welder with electric arc and fusible protector electrode in gas protecting medium welder with electric arc and nonsudor cu arc electric cu electrod nefuzibil în mediu de fusible electrode in gas protecting gaz protector medium sudor manual cu arc electric sudor manual cu flacara de gaze r Sanfrenato slefuitor metale stantator tehnician constructii navale electric arc manual turner gase flame manual turner chamfering worker metal grinder pressman vessel buiding technician 59 tehnician determinari fizico- mecanice tehnician electromecanic tehnician frigotehnist tehnician masini si utilaje tehnician mecanic tehnician mentenanta mecanica industriale tehnician prelucrari mecanice tenician proiectant mecanic tehnician sudura tehnician tehnolog mecanic termist - tratamentist tinichigiu carosier tinichigiu industrial tinichigiu structurist de aviatie trasator tubulator naval vopsitor auto vopsitor industrial physico-mechanical determinations technician electromechanic technician refrigerating machines engineer machines ,equipment technician mechanic technician echipamente industrial equipment maintenance technician mechanical processing technician mechanical designer technician welding technician mehanical technologist technician metal heat-treating-plant operator sheet-metal body worker industrial sheet-metal worker aircraft sheet -metal worker marker-off technician vessel fauceting worker motor vehicles painters industrial painters Fine mechanics specific occupations giuvaergiu common metals jeweller giuvaergiu de meatle pretioase precious metals jeweller ceasornicar watchmaker Sudor mecanica fina fine mechanics blacksmith Maistru mecanica fina fine mechanics technician Metrolog si reparator mecanica fina,tehnici digitale si metrologist and fine mechanics analoage repairer, digital and analog technics Metrolog checking metrologist Slefuitor metale pretiose mechanic shaper for precious metals Fierar AMC AMC blacksmith Bijutier goldsmith Occupations situated between two sectors, "electric and mechanic" Electrician auto Electrician de mentenanta si echipamente Electrican naval Mecanic electric auto si de echipamente electrice 60 motor vehicle electrician maintenance and equipment electrician vessel electrician motor vehicles and electric equipment electrical mechanics 4 ANALYSIS AND COMPARISON OF PROFESSIONAL STANDARDS USED IN DESCRIBING THE PROFESSIONAL FIGURES OF ANALYZED NATIONAL/REGIONAL SYSTEMS AUSTRIA Professional standards used in describing the professions - brief description of qualification / professional picture duration – years of apprenticeship “Lehrjahre” professional activities according year of apprenticeship skills and knowledge according year of apprenticeship indication of evaluation and examination regulations requirements concerning the firm where apprentices are trained Examples of training profiles: car mechanic and toolmaker The following examples of training profiles reflect the development within the apprenticeship training syst em. Whereas the former definitions focus on training areas, work activities, skills and knowledge (e.g. toolmaker) the recently revised ones add key skills like social skills and skills for lifelong learning (e.g. car mechanic). In Austria, the units of competence “Lehrjahre” are not clearly separating training contents. The training contents often overlap two or three of the Austrian “units of competences” – some contents are just defined to be part of the whole qualification period. TOOLMAKER Extract of the Federal Law Gazette Austria Regulation 335: Vocational training regulation on car body mechanic (apprenticeship) according to BGBl. Nr. 73/1972, BGBl. I Nr. 15/1980 Vocational picture The according skills and qualifications of the vocational training have to be thought latest within the year of apprenticeship mentioned below. st 1 year of apprenticeship nd 2 year of apprenticeship rd 3 year of apprenticeship th 4 year of apprenticeship 1 Handle, maintain and recondition establishments, tools, machines, assets ... utilized 2 Knowledge about materials and adjuvants, their characteristics, handling alternatives 3 measuring measuring measuring measuring 4 marking marking marking marking 61 5 stamping - - 6 filing filing filing 7 grinding grinding grinding grinding 8 paring - 9 polishing 10 carving 11 sawing sawing 12 drilling and countersinking drilling and countersinking drilling 13 adjusting adjusting 14 rubbing 15 riveting 16 truing and folding truing and folding 17 hand-tapping threads tapping threads via guide screw 18 soldering soldering and brazing brazing - 19 - sticking - - 20 - basic turning turning 21 - basic milling 22 - planing - - 23 - winding springs - - 24 thermo handling hardening hardening - 25 - 26 - milling via according machineries aftertreatment after hardening production of workpieces reflecting according norms 27 deconstruction, rebuiling 28 basic welding electrowelding drafting drafting 29 30 31 32 62 - drafting deconstruction, rebuiling, repairing and adjusting reading production drawings knowledge of coordinate drilling basic knowledge of technical regulations 33 basic knowledge of pneumatics, hydraulics and electro techniques 34 Knowledge about entered commitments concerning apprenticeship contract 35 Knowledge of according safety regulations and other regulations on protection of life and health 36 Basic knowledge concerning employment law CAR BODY MECHANIC Extract of the Federal Law Gazette Austria Regulation 335: Vocational training regulation on car body mechanic (apprenticeship) according to BGBl. Nr. 142/1969, BGBl. I Nr. 100/1998 §1 car body mechanic apprenticeship Within the framework of metal technologies the period of the car body mechanic apprenticeship is determinated to 3,5 years. The apprenticeship certificate has to indicate the gender of the apprentice. §2 vocational profile Within the vocational training the apprentice has to learn to perform the following types of work independently 1. 2. 3. 4. 5. Read and use technical documentations and work drawings Define single steps, equipment and methods of work Plan and steer procedures of work, assess results, conduct quality control Select, purchase and control the required and appropriate material in a professional way Deal with different kinds of material (metal, plastic, glass, wood) respecting regulations on work security and ecological standards 6. Produce and modify superstructures and trailers 7. Maintain, reconstruct and repair car bodies and chassis frames 8. Mount and demount car accessory, vehicle components and equipment 9. Conduct function checks, performance tests and quality control in a professional way 10. Apply varnish and priming coat in means of embellishment and conservation of surfaces 11. Collect and document technical data concerning the processing and the results of work 12. Customer oriented behaviour and counselling § 3 vocational picture The according skills and qualifications of the vocational training have to be thought latest within the year of apprenticeship mentioned below. st 1 year of apprenticeship nd 2 year of apprenticeship rd 3 year of apprenticeship th 4 year of apprenticeship 1 Handle and maintain establishments, tools, machines, assets ... utilized 2 Knowledge about materials and adjuvants, their characteristics, handling alternatives 3 Basic handling skills concerning measuring, marking, cutting, sawing, grinding, drilling, cutting, tapping threads, riveting 4 - Handling skills concerning measuring, marking, cutting, sawing, grinding - Handling skills concerning measuring, marking, cutting, grinding Handling skills concerning measuring, cutting oxyacetylene cutting 5 cold finishing 6 producing detachable and non-detachable connections 7 8 handling of measuring and controlling instruments and tools - - running and attaching electrical power 63 supply 9 10 - repairing plastic material mount and demount car accessory, vehicle components and equipment 11 - mount and demount glass material 12 - 13 reading simple work drawings assessing damages of car bodies 14 reading work drawings generating work drawings 15 - Knowledge about simple failures of electric systems and removal o f disturbances 16 - Realizing simple failures of electric systems and removal of disturbances 17 18 19 Knowledge about car construction cover and shield components - - proof and handle subsurfaces and grounds - 20 application and grinding filling, grounding and masking material 21 Mixing ready made material 22 - 23 - shading samples and colours according presettings polish and issue - 24 - Knowledge about natural and artificial dehydration 25 - Apply varnish according templets, draw and paint simple decorations, letters, lines 26 basic knowledge of technical regulations 27 basic knowledge of quality management Apply varnish according templets, draw and paint simple decorations, letters, lines also airbrush technique knowledge of the companies quality management, conducting quality controls 28 Customer oriented behaviour 29 Knowledge of English technical terms 30 Knowledge of according safety regulations and other regulations on protection of life and health 31 Knowledge about according measures and regulations on environmental protection 32 Knowledge about entered commitments concerning apprenticeship contract Basic knowledge concerning employment law 64 - During the training of the technical knowledge and skills there should be put emphasis on the personal development of the apprentice, according to the company’s requirements. This serves putting across the key qualifications needed concerning social competences (openness, teamwork, conflict management etc.) self competence (self-esteem, independence, ability to work under pressure etc.), methodological competence (presentation, rhetoric, basic understanding of English language) competence according self-directed learning (readiness, knowledge of methods, skills on selecting appropriate media and materials). 65 CZECH REPUBLIC Professional standards used in describing the professions - - brief description of qualification knowledge skills indication for evaluation Example of training profile: car mechanic Car Mechanic 72311 nákladních automobilu 3 years Diagnosis and assessment of damages by utilizing diagnostic instruments and ensuing planning of the appropriate repair procedures Judging the degree of abrasions and assessment of vehicle performance capability, valuation of the capability of single components in the means of optimal functioning, capability of load and recommendations on precaut ionary repair. Repair and replacement of single components as well as of sub-assemblies and assemblies of vehicle components Adjusting and setting work steps according the different mechanic, hydraulic and pneumatic vehicle components Adjusting and setting work steps according sub -assemblies and assemblies of vehicle components ( for example processing of engine, geometry of axes etc.) . Manufacturing and fabricating single components, renewal of single components Mounting of component parts of automotive accessory Controlling of the work conducted Production of prototypes and specialized vehicles, repair and examination of prototypes and specialized vehicles by co-operation with the department of construction development as well as the according inspection unit. Testing proto types and models. Knowledge: principles of electrical engineering Technical drawing in the areas of engineering and metal working Principles and processings concerning repairing and maintenance of apparatuses and mechanisms Machin e parts and und semi -finished products as well as their parameters (measurements, surface quality etc.) machine mechanisms Practical skills: Manufacturing and mechanical handling of metals and plastics Working according norms and technical documentations of vehicles Defining work processing, appropriate diagnostic instruments, measurement tools as well as facilities and spare parts for conducting repairs and adjusting vehicles and their aggregates. Assessing the technical condition of the vehicle as wel l as controlling and testing its components and aggregates. Diagnosis and assessment of damages of vehicles. 66 ITALY C Analysis of professional standards used in describing the professions EMILIA ROMAGNA REGION For each profession mentioned under B.1, there is a profile that contains and describes 4 the following aspects , as shown in the example below: ? brief description of the profession ? professional area ? job profiles associated with or which could be associated with other profession classification ? learning outcomes in terms of : competence, skills (know how to), knowledge (know) ? indications for evaluation of competence in terms of: object of observation, indicators, expected results, method ? standards of courses which result in the qualification, with reference to: • • • • • level of qualification characteristics of participants admission requirements duration (hours) indication for teaching methods METAL-WORKER BRIEF DESCRIPTION The metal-worker is able to construct finished metal products, using specific techniques, using appropriate machinery, tools and equipment for cutting, shaping, welding and finishing. PROFESSIONAL AREA Mechanical and electromechanical design and production JOB PROFILES – ASSOCIATED WITH OR WHICH COULD BE ASSOCIATED WITH THIS FIGURE Reference system Name ISTAT classification system 6.2.1.1 Welders and welder fabricators 6.2.1.3 Sheet metal workers and boilermakers, including markers 6.2.1.4 Fitters 6.2.1.7 Specialists in electric welding and ASME standard 621200 Welders and welder fabricators 621800 Sheet metal worker 4.04.02 Welders, cutters, fitters 4.04.08 Finishers of metal tools and products 7212 Welders and cutters 7222 Workers producing metal tools and products 7224 Finishers of metals, polishers, tool grinders Metal-working - Welder Italian Ministry of Labour professional code system EXCELSIOR information system ISCO classification system ISFOL professional repertory 4 Sistema Regionale delle Qualifiche – SRQ – Emilia Romagna Region 67 COMPETENCE SKILLS (know how to) KNOWLEDGE (know) 1. Set-up of machinery, equipment and tools for metal-working ? ? the work cycle: phases, activities and technologies. ? ? ? 2. Cutting metals identify the machines, the equipment and the tools to be used in the various work stages and the relative regulations. ? physical, chemical, mechanical and identify the operating parameters of the machinery for metal-working by reading the technological characteristics of metal worksheet and the technical drawing. materials. recognise the conformity of the operations ? type and functional carried out by the machine tools, mechanism of the principal identifying any operational faults. equipment and machinery keep the workstation in order and maintain for metal-working. the machinery correctly. • recognise the principal characteristics of the metals to be cut. • use measuring instruments to identify the dimensions of the metals to be cut, noting any faults/defects • apply cutting techniques to the metal, using appropriate tools and/or with traditional machines and/or nc machines, respecting the safety procedures. 3. Shaping/welding metals ?techniques for cutting metals ? metal equipment techniques (drilling, burring, threading) ? techniques for shaping and welding of materials • identify and evaluate any faults in the cut metal in order to report them in the notes accompanying the cut pieces and/or carry out corrective action. • identify the dimensional and functional characteristics of the materials to be transformed according to the indications on the sketch and/or the drawing ? techniques for finishing and assembling metals • choose the machines and tools for shaping and welding metal materials according to their characteristics and properties. ? safety regulations for working of metals • use the tools and apply the techniques for shaping and welding of the metals, in accordance with safety procedures • note the items on the worksheet to be checked and carry out the planned checks and tests. recognize the characteristics of the worked 4. Finishing and assembly of metal • pieces in order to carry out the correct finishing pieces and groups process. • apply finishing and adjusting techniques to metals, in accordance with safety procedures. • use the machinery and tools necessary for fitting the metal pieces, according to their technical, functional and aesthetic characteristics, in accordance with safety procedures. • evaluate finished products highlighting any faults or defects. 68 ? tools for measuring metals ? principal IT tools and supports ? principal functions of the man/machine interactions ? fundamentals of company regulations concerning the contract INDICATIONS FOR EVALUATION OF COMPETENCE COMPETENCE OBJECT OF OBSERVATION INDICATORS EXPECTED RESULTS Set-up of machinery, equipment and tools. ? adjustment of machinery, equipment and tools ? tooling-up ? execution of ordinary maintenance ? checks on the state and functioning of the tools and equipment Machinery, equipment and tools functioning, in compliance with regulations and efficient. 2. Cutting metals Cutting operations on metals. ? measuring the metals to cut ? cutting the metals ? noting nonconformity of cut metals Metals cut according to the worksheet in conformity with the sketch and/or drawing. 3. Shaping/welding metals Shaping/welding ? shaping/welding operations on metals. operations on metals ? checking worked metal pieces Metal materials transformed into size and shape foreseen. 4. Finishing and assembly of metal pieces and units Finishing and assembly of metal pieces and units. ? execution of finishing work on metals ? assembly of metal pieces and units ? checking the quality of the finished piece Practical tests in the situation being assessed 1. Set-up of machinery, equipment and tools for metal-working METHOD Metal pieces and units finished and assembled in accordance with technical specifications. 69 METAL WORKER STANDARD relates to courses which result in the qualification of “METAL-WORKER” This qualification can be considered both a qualification that gives access to the professional area and as a technicalspecialisation qualification. As such, the professional standards can be reached both by (young-adult) persons without previous knowledge or skill, and by persons with basic knowledge or skill in the field, which will be developed and extended during the course. This knowledge-skill may have been acquired through professional training, education or through professional experience in companies working in the sector. The variation in the duration of the courses is therefore due to the differing aims/qualifications of the users. In any case, the participants who possess knowledge/skill corresponding to the content of the course are granted the relative formative credits. The qualification can be attained through: • 600 hour course These courses aim to offer young people who have completed compulsory schooling a professional qualification, they must be unemployed at the time they take the course.* The course must include a certain number of hours work experience, which will be between 30% and 40% of the total number of classroom hours. • 600 hour course These courses aim to offer unemployed adults a professional qualification.** The course must include a certain number of on-site training, in workshops or situations that r eproduce the processes and activities that occur in working contexts. This quota will be between 30% and 40% of the total number of classroom hours. The definitive duration is to be considered approximate: it may be reduced according to the characteristics of the participants. It will not, however, be less than 400 hours. • 300 hour course These courses aim to offer employed young people and adults a professional qualification.*** The course must include a certain number of on-site training, in workshops or situations that reproduce the processes and activities that occur in working contexts. This quota will be between 20% and 40% of the total number of classroom hours. The definitive duration is to be considered approximate: it may be reduced according to the characteristics of the participants. It will not, however, be less than 200 hours. • 70 300 hour course These courses aim to offer unemployed young people and adults a professional qualification.**** The course must include a certain number of on-site training, in workshops or situations that reproduce the processes and activities that occur in working contexts. This quota will be between 20% and 40% of the total number of classroom hours. The definitive duration is to be considered approximate: it may be reduced according to the characteristics of the participants. It will not, however, be less than 200 hours. NOTES: As far as the classification of the users by age and employment situation is concerned, reference is made to the indications in the regional planning documents and in particular to the “Complemento di Programmazione” and subsequent amendments. * These courses offer young people who have completed compulsory schooling, unemployed at the time of the course and without previous knowledge-skill in the professional area a professional qualification. **These courses offer unemployed adults without previous knowledge-skill in the professional area a professional qualification. *** These courses offer young people-adults currently in employment, with basic knowledge-skill in the professional area the opportunity to develop/extend their professional skills. **** These courses offer unemployed young people-adults, with basic knowledge-skill in the professional area the opportunity to develop/extend their professional skills. TOSCANA REGION For each profession mentioned under B.2, there is a profile that contains and describes the following aspects, as shown in the example below: ? brief description of the profession ? learning outcomes in terms of : knowledge and competences ? standards of courses which result in the qualification, with reference to: • • • • • • admission requirements criteria for selection of participants occupational outlets duration (hours) characteristics of teachers teaching materials CNC machine operator Description A professional operating mainly in the field of production of machinery and mechanical equipment. Responsible for the assembly and set -up of the tools used by the machine and positioning the workpieces. Sets the computer, checks that programs are functioning correctly, starts the work cycle, monitors functioning and carries out initial checks on workpieces. Operates with relative independence, reports to technical superior. 71 Knowledge Basic principles of mechanical drawing; basic principles of electrotechnology/electronics; machine tools: types and operation; production techniques; basic principles of industrial logistics; elements of programming for production; principles of IT and NC programming languages; basic knowledge of Computer Integrated Manufacturing (CIM); work contract and legislative principles regulating the work contract; health in the workplace; prevention; first aid Skills Set up and tooling up of the machine tool according to the work process; maintenance; positioning of the workpiece; use of computer, loading of tapes/floppy disks and control of the work cycle; superficial diagnosis of problems; quality checks on products; interpersonal relationships up/down with the levels of responsibility; forecasting of evolution of own professional role. Requirements Compulsory schooling: high school diploma for first cycle of secondary education – those who have not yet completed the twelve years ‘right-duty’ school attendance foreseen by Italian Law 53/2003 must have att ended at least one year of secondary school; or hold an elementary school diploma + three years work experience. Criteria for selection Curriculum vitae and any work experience; evaluation of motivation; testing of: attention span, precision, mathematical -logical reasoning. Employment opportunities NC work centres, workshops and the mechanical engineering industry. Duration 2400 hours Lecturers’ qualifications Diploma or degree preferably in the industrial sector; experts in the field; tutors. Teaching equi pment and aids Classroom equipped with overhead projector and paper board, audiovisual and computer equipment; workshop equipped with NC instruments and machines necessary for the trade. 72 SPAIN For each profession mentioned under B, there is a profile that also contains links to the respective educational regulations and examination procedures, as is shown in the following example: For each profession mentioned under B, there is a profile that also contains links to the respective educational regulations and examination procedures, as is shown in the following example: Qualification: Machining Operator. 5 Competences: ? Carry out different machining operations; check over the manufacture products, setup, operation pauses and proper working conditions. Assuming responsibilities over first level maintenance, assuring productions in required quality, time and safe conditions. Professional skills: ? Reading drafts, tech specifications, manufacturing orders and other specifications associated to production. ? Operation and control over the different equipments, machines and tools, independently and in safe conditions. ? Identify working and control parameters involved in the efficiency of machines and equipments to obtaining the highest performance. Proposal of improvements in machining processes under quality and safety conditions. ? Set-up and programming of control equipment. Control over the working conditions of machines and tools assuming responsibilities and resolution of incidences under the established quality and safety conditions. ? Expertise on Poseer una visión de conjunto y coordinada de las fases del proceso de fabricación por mecanizado, comprendiendo la función de los diversos equipos y máquinas, con objeto de alcanzar los objetivos de la producción. ? Good understanding of the information provided by control instruments to ensure measures within tolerances. ? Ability to detect defects in the production as well as a good understanding of their causes to carry out corrective actions. ? Knowledge to carry out established control quality operations in machined pieces. ? Follow-up of tasks carried out by the operators team, checking tech features of production under safety conditions. 5 www.mec.es/educa/jsp/plantilla.jsp?id=31&contenido=/formacionprofesional/catalogo/gm/fabricacion/mecanizado.html&area=formacionprofesional 73 ? Carry out of processes strictly, reliably and in clean conditions, according to documentation and general instructions, preventing risks from machine operation and materials manipulation. ? Ability to take over different positions in the manufacturing line and to carry out different task in the machining process. ? Establish and keep fluid relations with other members of the team, active participation in the organization and the development of tasks. ? Establish contacts with other departments to the supply of raw material. Produce of application forms to request for maintenance or repair operations. ? Management of different departments (commercial, financial, administration) of a SME or small production facility. ? Problem resolution and individual decision-taking, following established rules and defined procedures. Requirements of autonomy in working situations: ? Set-up of machines and machining equipments. ? Programming and set-up of machining parameters. ? Machining of single pieces and small lots. ? First level maintenance of machines and equipments. ? Handle of materials and products needed for machining operations. ? Quality control of machining pieces. ? Destructive and non-destructive tests. ? Gathering of data related with the machining process. 74 ROMANIA Analysis of professional standards used in describing the professions For each profession mentioned under B, there is a profile that also contains links to the respective educational regulations and examination procedures. Both initial training, and continuous training are competence-based. Initial training is based on Training Standards, and continuous training is based on Occupational Standards. Since the number of occupational standards validated up to date is insufficient (419), for qualification programmes the Training Standards are also used. Both types of standards – the Occupational Standards (approved by the National Adult Training Board), and the Training Standards (approved by the Ministry of Education) are national documents. Both types of standards are validated by Sector Committees. The structure of an occupational standard is the following: ? the description of the occupation; ? the units of competence; ? the elements of competence within each unit of ompetence; ? achievement criteria, for each element of competence; ? the range of variables, for each unit of competence; ? an assessment guide, for each unit of competence. Example of an occupational standard: The welder The welder is the worker who performs the welding operation by using specific procedures. The welding is the joint of metal goods, which needs heating sources to melt the metal in the joint area. There are two procedures function of the heating source: gas welding and electric welding. Specific knowledge needed -Operation and maintenance mode of devices, machines and equipment that are used. -Notions about metal goods welding. -Technical conditions that have to be complied with. -Welding procedures. -Welding parameters. -Ad-mixture and welding protection materisls. -Technological documentation. I. Gas welding is the technological operation of jointing metal pieces, which uses heat generated by burning gas fuel and oxygen. The gase fuels mostly used are: acetylene, hydrogen, pit gas and liquefied petroleum products (propane and butane). Welding may be done manually using specific welding set equipment or mechanically using cutting/welding machines (with one or more sets). Main equipment the welder uses: 75 ? Acetylene generator with safety relief valve (if the fuel gas used is acetylene) or cylinders for fuel gas storing with pressure reducer; ? Oxygen cylinder with pressure reducer; ? Welding set (blow pipes, cutting device and a set of bulbs of different sizes); ? Pressure hoses made up from rubber woven around with wire for gas transportation; ? Accessories (glasses with protection lens, brushes made of soft steel wire, welding hammer, gloves). Operations performed by using equipment specific to gas welding are: ? Cutting up the metal materials; ? Welding on (the filling) with metal ad-mixture of the pieces with molding defaults or used up. ? Metal and non-ferrous alloys soldering, ? Superficial hardening of pieces, ? Metal covering of metal surfaces, ? Stick welding of hard tips on cutting tools, ? The spot or continuous welding, jointing the metal materials. Main operations performed by the welder: - Taking the technical documentation of the pieces/semi-finished materials that must be jointed; ? Studying and respecting the technical documentation condition; ? Preparing the automatic machines, equipments and the necessary materials. ? Fixing and assembling the parts for welding/cutting; ? Preparing the alloys for jointing, choosing the fusing agents and the fluxes (deoxidants); ? Using the additive material; ? Handling the containers/gas cylinders; ? Carrying out the welding operation; ? Adjusting and supervising the automatic machines; ? Cleaning the slag from the joint; ? Depositing the additive materials, fluxes, welding and jointing paste; ? Identifying the main defaults; settling causes and prevention measures; ? Delivering the technical documentation and the products. II. Electric welding is a technological operation of jointing the metal pieces that uses heat of the electric arc formed between the electrode (graphite or metal) and the piece that must be welded or of the resisting force the pieces set-back when electric current passes through. Arc welding can be done : with covered or uncovered arc, with shielded carbon arc welding or slag bath. The equipment used for the manual welding with electric arc: ? Welding outfit : welder or converter, ? Soldering tweezers, ? Electric cables, ? Accessories (face shield, brushes made of soft steel wire, welding hammer, gloves, legs shields and leather apron), The equipment used for semi-automatic or automatic welding: ? Direct-current generator, ? Automatic truck for cutting and moving the additive material along the joint, ? Guide rolls and automatic equipment to bring the welding place in front of the additive material, which is cut by the burner tip. Materials used : Electrode metal with protective shield, graphite electrode, welding wire, carbon shield The incandescent welding uses specially and adequately built machines for different operations. Operations using specific equipment for electric welding : ? Fix jointing of metal materials in spots or in line, ? Cutting-out and shape cutting of metal materials, ? Build-up welding (filling) with additive materials of the pieces with defective casting or used up. 76 Main activities -Taking the pieces/semi-finished materials and the technical documentation, -Studying and applying the technical documentation, -Preparing and verifying the equipment, machines, necessary materials, -Fixing and assembling the parts, -Handling the containers/gas cylinders, -Carrying out the welding operation; -Depositing the electrodes and the additive materials, -Cleaning the slag from the joint; -Adjusting and supervising the automatic and semi-automatic machines, -Identifying and repairing defaults, -Delivering the technical documentation and the welded pieces. Metal wheel-grinders Metal wheel-grinders are the workers who perform the operation of grinding the metal materials. Grinding is the operation of fine or very fine working of flat or round surfaces; can be done manually or mechanically by means of equipment, tools, facilities and specific materials. Grinding is an operation done in order to prepare surfaces (to cover them with paint or other materials including metallic ones) or a final operation (to obtain a low roughness or a brightening effect of the surfaces). Equipment used by the metal wheel-grinder: ? ? ? ? ? ? Fix or portable grinding machine, Special grinding equipment/machines, Wire brushes, Abrasive stones, wheels and belts, Emery paper and cloth, Felt brushes and wheels, sponge and cotton, abrasive powders and emery paste. Activities carried out by the metal wheel grinders, polishers: i. ii. iii. iv. v. vi. vii. viii. ix. Taking and studying the technical documentation, Taking the pieces that must be processed, Preparing the abrasive materials, filling up the machines, Preparing, checking, adjusting, using and maintaining the equipments/machines, Depositing, and delivering the processed goods, Identifying and repairing errors, Following up the technological process and the sequence of operations while grinding, Assembling and removing tools, equipments and materials that must be grinded, Check the grinded surfaces. 77 5 VALIDATION OF FORMAL AND INFORMAL LEARNING AUSTRIA Work and discussion on methodologies for validating non -formal and informal learning in Austria is still at an early stage of development. Relatively few methodologies have been developed and are applied; the responsible central government department (the Federal Ministry for Education, Science and Culture - BMBWK), while recognising the importance afforded to the issue by debates on lifelong learning at EU level, currently has no personnel dedicated to advancing work on validating non-formal and informal learning. There are several reasons for the relative scarcity of validation methods. The BMBWK does not have competence over matters of continuous training and has therefore not been very active in promoting the validation of non-formal and informal learning. The Austrian dual system of vocational training, which provides a mix of in -company and school -based training, is sometimes seen as reducing the need for alternative recognition methods as it reaches most young people and provides a sound educational basis. This must be seen in the context of a labour market which is characterised by regulated occupations. Occupations are usually based on occupational profiles which include information on where and how the requried compentences should be acquired. Usually they are also linked to entitlements, responsibilit ies and wages. Although in private industry wages and salaries are increasingly linked to task descriptions, salary systems are still often based on formal qualifications, in particular within the public sector. The occupations listed in the Gewerbeordnung , as well as others defined in the Berufsausbldungsgesetz (Vocational Training Act), form the basis for the areas of apprenticeship training (currently more than 250 occupations). These also provide the framework for fully school-based VET and thus ensure recognition of the qualifications acquired. Importantly, the social partners, as well as trade bodies, are closely involved in setting training standards in the dual system. This makes them reluctant to accept methods for validating non-formal and inform al learning as these could infringe on their competencies and potentially make the dual system of vocational training redundant. Finally, Austrian business culture places great emphasis on degree certificates and diplomas issued by recognised providers as proof of professional competence and skills. This means that other certificates, including those identifying or recognising skills acquired through non-formal and informal learning, tend to be regarded with scepticism. However, it could be argued that non -formal and informal learning is inherent to the Austrian apprenticeship system where workplace learning is anintegral part of formal learning. This scepticism encompasses both concerns about a narrowing down of vocational training as a result of validation and loss of stakeholder influence over training standards. As a result, the three main initiatives to validate non-formal and informal learning have come out of EU-funded projects and have entailed minimum stakeholder involvement. 78 CZECH REPUBLIC Validation of informal and non-formal learning is a new issue on the Czech policy agenda. At present there are no systemic provisions for identification, assessment and recognition of skills and competencies acquired through informal and non -formal learning or through work experience. Implementation of the system of validation is constrained at the policy and legislation level. The system of formal initial education and certification is not linked to continuing training and informal learning. There is a general lack of legislation on continuing training of the adult population. The absence of a comprehensive qualifications framework and the so far limited legal provision for modular training create further obstacles in implementation of the validation system. At the same time many examples of good practice in both summative, and especially, formative validation of informal and non-formal learning exist at the level of individual initiatives supported by social partners, branch organisations, regional authorities and by the European Union on a project basis. The process therefore has so far been supply -driven. The public authorities, however, have started to place the issue of validation and recognition of informal and non-formal learning on the policy agenda as a response to numerous private initiatives and projects. Generally speaking the Czech labour market is rather liberal from the point of view of the required qualifications for the job performance. Except for the professions and trades which are covered by specific laws and regulations, the acceptance of a candidate for a job is a matter of their competences being recognised by the employer. Qualification requirements at the start -up of a new business are only a consideration for those activities and occupat ions which are covered by specific laws and regulations. According to various surveys among employers, the informal/key competences and skills (e.g. communication, leadership, team spirit) are often preferred over formal qualifications. Since the beginning of the transformation period, the Czech labour force has also demonstrated high levels of professional mobility, where about 38% have changed their occupation at least once. This would not have been possible without recognition of informal and non-formal learning in the world of work. Therefore, prior learning and competences of the labour force in the Czech Republic are far more recognised in an informal way, rather than via an established national system of validation. Having said that, it is important to note that the legal requirement for many trades and professions to possess certain qualifications in practice creates many problems for businesses and often is satisfied by the nominal employment of a person whose qualification meets the requirements. As long as there is no accessible and flexible system of validation of prior learning, such a solution is much easier for an entrepreneur than entering education for the full qualification cycle or passing the comprehensive set of exams for the qualification. Assessment of competences in the workplace is subject to the employers will and internal rules and procedures of the company, unless specifically regulated by the sector. The same is true for the assessment of knowledge and skills acquired in CVT courses provided by employers or in courses undertaken at the participant’s will, which are subject to the employer’s wishes, or subject to the procedures used by the training organization. 79 ITALY All social and political stakeholders, irrespective of their institutional aims and background (Ministries, Regions, Trade Unions, Employers Representatives, VET system providers, Universities, Youth Association and voluntary sector), actually agree regarding the need of validation of non formal learning through formalized recognition pathways or certification procedures. At the present, however, nothing comparable to the APL programme in the UK has been put in place in Italy, due to different factors. First of all, two historical -cultural factors must be taken into account: the relevant formal and legal value of educational qualifications obtained through formal education pathways and the traditional weakness of short -term and adult education and training. The combined results is that the economic and social value of VET, independently from formal qualification released, is not culturally perceived. Moreover the professional and occupational regulations are largely based on the legal status of formal qualification and on the juridical values of education or academic titles. Such a crucial role of formal recognition is reinforced by the low level of institutional trust at a national level, especially as far as VET providers and employers representative bodies are concerned. The bridging process between formal education and training and non formal and informal learning in different contexts is at present involving many different actors and stakeholders: social partners, companies, third sector association and enterprises. Nevertheless, as a result of the polit ical awareness about the basic principles underpinning the validation of non-formal learning, a relevant number of national agreements and regulations dealt with this topic have been defined and undersigned (IFTS, Adult Education and Training, Certification of Competence), envisaging the opportunity of validation of non formal learning, although not concretely defining a system (assumed as a whole organizational and resources framework composed of standards, tasks and funding). It can be stated that there are several interesting practices in the above mentioned contexts, but they remain as local experiences not constituting a real validation system. This is mostly due to two elements: o the lack of national standards regarding qualifications and competences represents the main hindrance to the adoption of the emerging European perspective on formal and informal learning; o In Italy there is not yet a common concept about how the .Validation of non formal and informal learning. should be defined and what is the role of the institutions in order to offer or to legitimate this kind of service. From this point of view the Italian situation reflects many of the open issues raised at an European level in the process and Documents regarding the common principles for the validation of non formal and informal learning. The Emilia Romagna Region is currently experimenting a “Regional System for Formalising 6 and Certifying competences (SRFC )” which not only considers the competences acquired as a result of formal training, but also those acquired in informal and non-formal contexts. This system considers the “competences acquired in any manner” suitable for formalisation and 6 See Regional Council Decision N° 1434 dated 12/09/2005, Regional Council Decision N° 530 dated 19/04/2006; Regional Council Decision N° 841 dated 19/06/2006. 80 certification, and takes as professional reference standards the competences present in the list of the “Regional System of Qualifications” (see paragraph C). The system defines both the phases of the formalisation / certification process, and the subjects responsible for this process. The process is therefore organised in the following stages: ? acquisition of the request for formalisation/certification; ? verification by means of evidence; ? verification by means of testing/examination; ? administrative procedures linked to the issue of the formalisation / certification documents; ? individual consultations. And is finalised in the issue of the List of knowledge and skills, or the Certificate of competences or the Certificate of Qualification. The system will be enacted by the “Accredited Subjects” of the training system and, in cooperation with the Provinci al Authorities the possibility of organising the competence formalisation process at the employment services will be evaluated. Non-accredited bodies which have developed training activities that comply with the SRQ standards can also manage the process, if they have received from the Regional Authorities or from the Provincial Authorities specific authorisation for “formalisation and certification of competences” with regard to their activities. 81 SPAIN Spain has a positive attitude towards the introducti on of systems and methodologies to validate informal learning. This favourable attitude is observed both at a public and private level, which are aware of how this type of learning is positive and valuable for the professional potential of a certain worker. During the past years, Spain has given impulse to initiatives that seek the recognition or even the validation of informal and non-formal learning. EU encouragement has been very positive, and various Leonardo and Grundving actions, within the Socrates programme, has stimulated partnerships and ideas that are gradually being established in Spain. From the public administration side, the reform of the vocational training system is giving impulse in general to all that concerns professional skills and workers. The inclusion of the social actors in the public initiatives, which is an automatic practice at present, either fixed by law, as in the case of the Law on Qualifications and Vocational Training, or by Convention, such as the Tripartite Agreements for Continuing Training, is very positive, as it guarantees a social acceptance of this initiatives, which will also be more likely to be closer to the employment market. There is an enormous potential for the validation of informal and non formal learning. At present, the main initiative is the one undertaken within the context of the Law on Qualifications and Vocational Training. The development of the National Catalogue of Professional Qualifications is being done at present. The initiatives done in the private sector are important as they outline an increasing interest of Spain in recognising skills that have been obtained through informal and non formal means. This growing interest could be influenced by the growing importance that is given at European policy level, to lifelong learning, and the existence, in Spain of an important group of population that would benefit from the recognition of competencies that have not been obtained through the traditional formal way. It is difficult to find informat ion on private experiences, which reveals a lack of interest of disseminating different practices (formal or informal), which are developed in the private or third sector. This, could be seen that there is no real interest on institutionalising official practices to validate it. It could also be that the private sector relies on the National Catalogue of Professional Qualifications Project, as being the official system to validate informal and non formal learning. 82 ROMANIA In order to develop a lifelong learning culture in this country and also follow the EC action guidelines, Romania has adopted a national policy for lifelong learning and has taken concrete steps for its implementation, this national chapter aims at providing aspects on validation of non-formal and informal learning. The practices reveal the increasing awareness of the need for a global approach to foster validation of both nonformal and informal learning. As key action points in this area, priority has to be given to: ? Support for non-formal and informal learning by social and managerial recognition, extension and diversification of learning provision; ? Promotion of training and education incentives within economic, social and regional programs; ? Provision of an increased and diversified number of training opportunities to stimulate a greater demand; In spite of the general efforts and obvious progress made in Romania for implementing the EU Memorandum on lifelong learning, there are still many drawbacks, difficulties and constraints, which have to be tackled and solved in time appropriately. In the near future further policies and measures are necessary to breakdown the existing divisions between formal initial and continuing (vocational) education and training, as well as non-formal and informal learning. One of the locally accepted tools to achieve this goal is a common National Qualification Framework (NQF). In order to ensure the labor market value of the NQF, the development needs to be facilitated through a social dialogue taking into account sectoral interests. This implies measures to strengthen sectoral representation of social partners . A much needed policy to enforce is to increase accessibility of guidance and counseling services for adults and members of the local community, as well as the need for these services to extend beyond the strictly vocational and educational dimension and to include also more and more social and citizenship aspects. 83 6 DEFINITION OF COMMON CRITERIA FOR CHOOSING THE PROFESSIONAL PROFILE TO BE DEEPLY ANALYZED Professional profiles to be deeply analyzed English term AUSTRIA 1. Car mechanic KraftfahrzeugtechnikerIn 2. Toolmaker WerkzeugmacherIn CZECH REPUBLIC SPAIN automecha nik nástrojár soustružník ITALY ITALY Emilia Romagna Toscana Mecanico del vehiculo ligeros/mecani co de vehiculo pesados /meca nico de dos y tres ruetas Operatore dell’autoriparazione Riparatore di autoveicoli e autoarticolati Mecanic auto Preparadorprogramador de maquinas herramientas con CNC Costruttore su macchine utensili Addetto alla conduzione di macchine a controllo numerico Sculer matriter Addetto alle macchine utensili Strungar/Frezo r Addetto alla costruzione di strutture di carpenteria/a ddetto alla saldatura Sudor Tecnico qualificato per la manutenzion e di aeromobili Mecanic aeronave Addetto carrozziere Lacatus constructii metalice Tecnico lavorazione orafa Bijutier 3. Lathe operator DreherIn 4. Welder SchweisserIn / MetalltechnikerIn 5. Aviation mechanic LuftfahrzeugtechnikerIn letecký mechanik 6. Carbody mechanic KarosseurIn karosár Chapis ta pintor de vehiculos 7. Goldsmith Gold- und SilberschmiedIn und JuvelierIn zlatník Joyero 84 svárec Tornero Fresador Constructorsoldator de estructuras metallicas de acero/soldator de estructuras metalicas ligeras Costruttore di carpenteria metallica Mecanico de motores de aviation Operatore delle lavorazioni di carrozzeria ROMANIA Common Terms AUSTRIA CZECH REPUBLIC SPAIN ITALY Emilia Romagna ITALY Toscana ROMANIA Beruf Povolání Profesion Qualifica Qualifica Calificare Profession Profese Kvalifikace Profession Qualification Qualification Qualification Berufsbild / Berufsprofil Profil povolání Perfil professional Descrizione sintetica Descrizione Definire Professisonal Krátký profesní profil Profesisonal profile Brief descritpion Description Qualification definition 1. Lehrjahr 2. Lehrjahr 3. Lehrjahr (4. Lehrjahr) Ucební rok Unidad de competencia Unita’ di competenza Unitate de competenta Described as a matter of time / duration of apprenticeship 1./2./3. /(4.) year of apprenticeship Vyucení trvá Unit of competence Unit of competence Unit of competence TECHNICAL SKILLS AND COMPETENCES (including “general skills” such as those regarding quality, health, security, etc.) Fertigkeiten und Kenntnisse / Grundfertigkeiten und - kenntnisse Schopnosti a znalosti / Základní znalosti a schopnosti Capacidad y conocimiento Capacità (essere in grado di) e Conoscenze Capacità e conoscenze Competente Skills and knowledge Technické schopnosti a znalosti Skills and knowledge Skills (To be able to) and Knowledge Skills and knowledge Competence (to use knowledge and skills to do sthg) SOCIAL SKILLS AND COMPETENCES (referring to living and working with other people, such as communicating, team working, negotiating, etc.) Soziale Fähigkeiten und Kompetenzen Sociální schopnosti a dovednosti Contenido de Profesionalidad Capacità e conoscenze Competente cheie COMMON TERMS QUALIFICATION BRIEF PROFILE DESCRIPTION profile / picture UNIT OF COMPETENCE 85 Professional standards Country Italy, Emilia Romagna Region Italy, Toscana Region Romania Professional standards - Spain - - - - 86 brief description of qualification professional area comparison of job profiles with professions competence skills for each competence knowledge indication for evaluation of competences standards for training courses brief description knowledge skills admission requirements criteria for selection for admission employment opportunities duration of courses lecturers’ qualification teaching equipment and aids level (which gives indication regarding characteristics of training courses) brief description of qualification unit of competences: keys, general and professional competences competences/elements of competences (for each unit of competence) achievement criteria (for each competence/element of competence) range of variables (depending on materials, tools, etc.) level duration of course references to the productive system o professional profile: general competences, professional skills, unit of competences o evolution of professional skills: changes in technology, economics and organization o changes in professional activities o changes in training position in the productive process o professional and working environment o technology environment teaching standards o general objectives o teaching unit for Professional skills associated with unit of competence o teaching unit for Basic and transversal skills (key skills) o work experience o professional guidance teacher standards requirements for classrooms and facilities access to higher level of education/training Czech Republic Austria - brief description of qualification knowledge skills indication for evaluation brief description of qualification / professional picture duration – years of apprenticeship “Lehrjahre” professional activities according year of apprenticeship skills and knowledge according year of apprenticeship indication of evaluation and examination regulations requirements concerning the firm where apprentices are trained 87 ANNEX: NATIONAL REPORTS IN ACCORDING NATIONAL LANGUAGES 88 ? AUSTRIA ? CZECH REPUBLIC ? ITALY ? SPAIN ? ROMANIA AUSTRIA Work Package 1 Report Austria Analyse des Bildungssystems in Österreich A Analyse des nationalen/regionalen Bildungssystems im technischen Bereich A.1 Sekundarbereich und postsekundärer, nicht-tertiärer Bereich A.1.1 Allgemeine Ziele Hauptschule Die Hauptschule dient dem Erwerb einer grundlegenden Allgemeinbildung sowie der Vorbereitung auf das Berufsleben und auf den Übertritt in mittlere und höhere Schulen. Polytechnische Schule Die Polytechnische Schule hat im Besonderen die Aufgabe, Schüler/innen im 9. Jahr der allgemeinen Schulpflicht auf das weitere Leben - insbesondere auf das Berufsleben - dadurch vorzubereiten, als sie die Allgemeinbildung der Schüler/innen in angemessener Weise zu erweitern und zu vertiefen, durch Berufsorientierung auf die Berufsentscheidung vorzubereiten und eine Berufsgrundbildung zu vermitteln hat. Die Schüler/innen sind je nach Interesse, Neigung, Begabung und Fähigkeit für den Übertritt in Lehre und Berufsschule bestmöglich zu qualifizieren sowie für den Übertritt in weiterführende Schulen zu befähigen. Berufsbildende Pflichtschule / Berufsschule Die Berufsschule hat die Aufgabe, in einem berufsbegleitenden, fachlich einschlägigen Unterricht den berufsschulpflichtigen Personen die grundlegenden theoretischen Kenntnisse zu vermitteln, ihre betriebliche Ausbildung zu fördern und zu ergänzen sowie ihre Allgemeinbildung zu erweitern. Berufsbildende mittlere Schulen Die berufsbildenden mittleren Schulen haben die Aufgabe, den Schülern/innen jenes fachliche grundlegende Wissen und Können zu vermitteln, das unmittelbar (!) zur Ausübung eines Berufes auf gewerblichem, technischem, kunstgewerblichem, kaufmännischem, wirtschaftlichem oder sozialem Gebiet befähigt. Die berufsbildenden mittleren Schulen bieten somit eine Ausbildung für bestimmte Berufe sowie ein entsprechendes Maß an Allgemeinbildung mit besonderem Augenmerk auf Persönlichkeitsbildung sowie den Erwerb von Schlüsselqualifikationen. Wesentlicher praktischer Bestandteil der Ausbildung ist die Arbeit in Übungsfirmen, in schuleigenen Werkstätten, Labors und anderen Übungsräumen. In den meisten Fachrichtungen müssen die Schüler/innen in den Sommerferien Pflichtpraktika in einschlägigen Betrieben ablegen. Berufsbildende höhere Schulen Die berufsbildenden höheren Schulen haben die Aufgabe, den Schülern/innen eine höhere allgemeine und fachliche Bildung zu vermitteln, die sie zur Ausübung eines gehobenen Berufes auf technischem, gewerblichem, , kaufmännischem, erzieherischem oder wirtschaftlichen Gebiet befähigt, und sie zugleich zur Hochschulreife zu führen. 89 Die vermittelten beruflichen Qualifikationen entsprechen jenen, die in anderen EUMitgliedsstaaten an die Absolvierung einer postsekundären Ausbildung geknüpft sind. Wesentliche Ziele der Ausbildung sind Persönlichkeitsbildung, berufliche Mobilität und Flexibilität, Kreativität, soziales Engagement, Teamarbeit und Kommunikationsfähigkeit. Praxisgerechte Arbeitsmethoden werden u.a. in schuleigenen Übungsfirmen, Werkstätten, Labors sowie anderen Übungsräumen vermittelt. In den meisten Fachrichtungen müssen die Schüler/innen in den Sommerferien Pflichtpraktika in einschlägigen Betrieben ablegen (Anzahl und Dauer ist in den Lehrplänen festgelegt). A.1.2 Arten von Bildungseinrichtungen Die Hauptschule Die Hauptschule schließt an die 4. Volksschulstufe an und umfasst vier Schulstufen (Jahrgangsstufen 5 bis 8). Die Anzahl der parallel geführten Klassen und somit die Anzahl der Lehrer/innen und Schüler/innen variiert u. a. aus regionalen und demographischen Gründen. Hauptschulen zählen zu den allgemein bildenden Pflichtschulen und weisen einen anderen Schulerhalter als die allgemein bildenden höheren Schulen auf. Hauptschulen befinden sich daher oft in unmittelbarer Nähe oder in einem Haus mit einer anderen allgemein bildenden Pflichtschule. Ihr Schulerhalter ist die Gemeinde oder der Gemeindeverband. Polytechnische Schule Die Polytechnische Schule erfasst als einjährige Schule primär 14 bis 15-jährige Schüler/innen der 9. Schulstufe, die unmittelbar nach der allgemeinen Schulpflicht über das duale Berufsausbildungssystem (Duales System, Berufsschule) einen Beruf erlernen wollen. Berufsbildende Pflichtschulen / Berufsschulen (10. bis max. 13. Schulstufe) Für Lehrlinge im Sinne des Berufsausbildungsgesetzes sowie für Personen, die in einem Lehrberuf in besonderen selbständigen Ausbildungseinrichtungen gemäß § 30 des Berufsausbildungsgesetzes ausgebildet werden, besteht Berufsschulpflicht. Der Schulbesuch erfolgt ganzjährig, lehrgangsmäßig oder auch saisonmäßig neben der betrieblichen Ausbildung. Diese Art der Berufsausbildung wird als "Duales System" bezeichnet. Die im § 46 SchOG beschriebenen Aufgaben der Berufsschule sind, den berufsschulpflichtigen Personen in einem berufsbegleitenden, fachlich einschlägigen Unterricht die grundlegenden theoretischen Kenntnisse zu vermitteln, ihre betriebliche Ausbildung zu fördern und zu ergänzen sowie ihre Allgemeinbildung zu erweitern. Die Lehrausbildung kann in etwa 250 Lehrberufen erfolgen. Das zeitliche Verhältnis zwischen Ausbildung im Betrieb und Berufsschule beträgt etwa 4:1. Ungefähr 40% der Pflichtschulabgänger/innen treten in ein Lehrverhältnis ein, davon sind ein Drittel weibliche Lehrlinge. Der Hauptanteil der Lehrlinge wird in der Sektion Gewerbe und Handwerk gefolgt von der Sektion Handel, Industrie, Tourismus und Freizeitwirtschaft, Nichtkammer, Transport und Verkehr, bzw. Bank und Versicherung ausgebildet. Sie erhalten eine kollektivvertraglich geregelte Lehrlingsentschädigung, die im ersten Lehrjahr ca. 25 - 40% des jeweiligen Anfangsgehaltes eines Facharbeiters ausmacht und dann jährlich ansteigt. Die betriebliche Ausbildung in einem Lehrberuf basiert auf dem Berufsausbildungsgesetz sowie der entsprechenden Ausbildungsordnung des Bundesministers für Wirtschaft und Arbeit. 90 Berufsbildende mittlere und höhere Schulen Nach der 8. Schulstufe stehen den Jugendlichen neben den Ausbildungsformen der allgemein bildenden Schulen ca. 300 berufsbildende Ausbildungsmöglichkeiten offen. Das Berufsbildungssystem teilt sich in zwei große Kategorien: ? ? Berufsbildende Pflichtschulen = Berufsschulen (Teilzeitschulen) sowie Berufsbildende mittlere Schulen und berufsbildende höhere Schulen (Vollzeitschulen) Berufsbildende mittlere Schulen (9. – 12. Schulstufe) Die berufsbildenden mittleren Schulen dauern 1 bis 4 Jahre und führen bis zum Niveau des Facharbeiters bzw. mittleren Angestellten. Es dominieren die längeren Ausbildungsformen; außerdem ist ein Trend von den mittleren zu den höheren Schulen zu beobachten. Berufsbildende höhere Schulen Die berufsbildenden höheren Schulen dauern 5 Jahre und schließen mit Reife- und Diplomprüfung ab. A.1.3 Spezialisierung im technischen Bereich Berufsbildende Pflichtschule / Berufsschule Die Einteilung der ungefähr 250 Lehrberufe erfolgt gemäß ihrer Lehrzeit. Eine Lehrzeit von 2 bis 2,5 Jahre (vorwiegend handwerkliche Lehrberufe): z. B. Reiniger/in von Denkmälern, Fassaden und Gebäuden, Zuckerbäcker/in / Konditor/in, Kosmetiker/in, Masseur/in, Textildesigner/in (2.5 Jahre). Für etwa 70 % der Lehrberufe ist eine Ausbildungszeit von 3 Jahren erforderlich: z. B. Bürokauffrau/mann, Einzelhandelskauffrau/mann, Großhandelskauffrau/mann, Industriekauffrau/mann, KraftfahrzeugelektrikerIn, FriseurIn und PerückenmacherIn (StylistIn), Koch/Köchin, RestaurantleiterIn, InstallateurIn, ZimmererIn, BautischlerIn, MaureIn, AnstreicherIn- und MalerIn, SchneiderIn (für Damen oder Herren), Abfall- und AbwasserentsorgerIn. Lehrberufe mit einer 3,5jährigen Lehrzeit (oftmals aus dem technischen Bereich): z. B. KraftfahrzeugmechanikerIn, KommunikatinostechnikerIn, MaschinenbaumonteurIn, FotografIn, OptikerIn, Chemischer LabortechnikerIn. Eine 4jährige Ausbildung benötigen beispielsweise: Zahntechniker/in, Anlagenelektriker/in, Werkzeugtechniker/in, Elektrotechniker/in mit Spezialisierung auf Verfahrenstechnologie Für folgende Zweige wurden Fachschulen eingerichtet: Bautechnik, Elektromechanik, Elektronik, Luftfahrzeugtechnik, Maschinenbau, 91 Höhere ? ? ? ? ? ? ? ? ? ? ? ? ? technische und gewerbliche Lehranstalten: Bautechnik (mit verschiedenen Schwerpunkten Innendesign und Holzarbeit Chemie (mit verschiedenen Schwerpunkten) Elektrotechnik (mit verschiedenen Schwerpunkten) Elektronik (mit verschiedenen Schwerpunkten) Angewandte EDV und Organisation Chemische Technologie Maschinenbau (mit verschiedenen Schwerpunkten) Mechatronik Materialtechnik Betriebstechnik Grafik Umwelttechnik Der Bereich Maschinenbau umfasst folgende Zweige: ? ? ? ? Allgemeiner Maschinenbau Bautechnik und Energieplanung Automobilbau/Kraftfahrzeugtechnik Automatisierungstechnik Die Ausbildungsspezialisierungen in den Fachschulen weisen eine baumähnliche Struktur auf, wobei die Fachrichtungen einem Baumstamm gleichen, der sich ab der 3. Stufe in Form der unterschiedlichen Spezialisierungen verzweigt. In den ersten beiden Jahren weisen alle Fachbereiche denselben Lehrplan auf, ab dem 3. Ausbildungsjahr orientieren sich die Lehrpläne an der jeweiligen Spezialisierung. A.2 Berufliche Weiterbildung für junge Schulabgänger und Erwachsene Die Zielsetzungen der Erwachsenenbildung unterscheiden sich zwischen allgemeiner und beruflicher Erwachsenenbildung, auch wenn sich diese vielfach überschneiden. Im wesentlichen geht es aber immer um die Qualifizierung der Bürger/innen für ihre Aufgaben im privaten und gesellschaftlichen Bereich sowie im Erwerbsleben. Erwachsenenbildung und berufliche Weiterbildung sollen demnach im Sinne einer ständigen Weiterbildung die Aneignung von Kenntnissen und Fertigkeiten sowie der Fähigkeit und Bereitschaft zu verantwortungsbewusstem Urteilen und Handeln und die Entfaltung der persönlichen Anlagen zum Ziel haben. Sie sollen zum Erwerb von zusätzlichen Kenntnissen, Fertigkeiten, Fähigkeiten und sozialen Kompetenzen führen, welche die Erwerbstätigkeit und politische Handlungsfähigkeit fördern. Die berufliche Erwachsenenbildung umfasst kurze und lange Ausbildungen, wobei auch komplette Berufsausbildungen für Erwachsene nicht selten sind. Im Sinn des Lebensbegleitenden Lernens soll der Zugang zur Erwachsenenbildung für alle u.a. durch den weiteren Ausbau von Bildungsinformations- und Beratungssystemen und der Verbesserung der Motivation zur Teilnahme an Weiterbildung erleichtert werden. Dieser hohen Priorität des Lebensbegleitenden Lernens in Österreich entspricht auch die Anhebung des Budgets für Allgemeine Erwachsenenbildung um 28% für das Jahr 2005. Die Qualifizierungsmaßnahmen, die vom Arbeitsmarktservice finanziert werden, zielen in der Regel auf eine relativ rasche Re-Integration ins Erwerbsleben ab. Diese Arbeitsmarktausbildungen haben die grundlegende Zielsetzung, durch die Vermittlung von beruflichen oder berufsbezogenen Kenntnissen und Fertigkeiten sowie von persönlichen und sozialen Kompetenzen Ungleichgewichte zwischen Angebot und Nachfrage am Arbeitsmarkt zu verringern. Dabei sollen arbeitsuchende Personen nicht allein auf eine konkrete Arbeitsaufnahme vorbereitet werden, sondern insgesamt ihre Chancen auf 92 Arbeitsmarktintegration entsprechend ihren Fähigkeiten für längere Zeit erhöht werden. Der Ausgleich von geschlechtsspezifischen Benachteiligungen und die Unterstützung bei der Bewältigung des Strukturwandels sind in dieser Zielkonzeption ebenfalls enthalten. Arbeitsmarktausbildung setzt auf der individuellen Ebene an. Dabei richtet sie sich vorwiegend an Personen(gruppen), die arbeitslos oder von Arbeitslosigkeit bedroht sind. Die allgemeinen Ziele der berufsbildenden Schulen für Berufstätige sind folgende: Die mittleren Schulen für Berufstätige führen zu (relativ breiten) beruflichen Erstausbildungsabschlüssen bzw. dienen der Erweiterung der Fachbildung von Personen mit abgeschlossener Berufsausbildung (z. B. Lehrlingsausbildung). Die Meisterschulen/-klassen dienen insbesondere der Vorbereitung auf die Meisterprüfung. Das Ausbildungsziel der Werkmeisterschulen/-lehrgänge ist die Befähigung zu mittleren technischen Führungsfunktionen sowie unter anderem die Möglichkeit zur Erlangung der Befähigung, als Ausbilder für Lehrlinge in Betrieben zu fungieren. Die höheren Schulen für Berufstätige führen zur Reife- und Diplomprüfung und damit zur Hochschulberechtigung sowie zu beruflichen Berechtigungen (Doppelqualifikation). Die Ausbildung wird gemäß der Richtlinie des Rates 95/43 EG vom 20. Juli 1995 einer postsekundären Ausbildung in anderen Mitgliedsstaaten gleichgehalten. A.2.2 Einrichtungen der Erwachsenenbildung/Weiterbildung Allgemeine und berufliche Erwachsenenbildung wird in Österreich in verschiedenen Einrichtungen angeboten: am stärksten sind dabei gemeinnützige Institutionen sowie Sonderformen von öffentlichen Schulen (Schulen für Berufstätige) vertreten. Durch den steigenden formalen Bildungsstand der Bevölkerung wird aber auch den Universitäten und den Fachhochschulen eine zunehmend wichtige Rolle in der Erwachsenenbildung zukommen. In der betrieblichen Weiterbildung haben kommerzielle Anbieter, die eine Vielzahl und Vielfalt zumindest relativer kleiner Anbieter umfassen, einen führenden Anteil an der kursmäßigen Erwachsenenbildung gewonnen. Gemeinnützige Anbieter Die gemeinnützigen Anbieter in Österreich haben traditionell den stärksten Stellenwert in der allgemeinen und außerbetrieblichen beruflichen Weiterbildung in Österreich. In ihrer Entwicklung und Struktur spiegeln sich Politik, Religion und Verbände des Landes. Die großen Anbieter, die nachfolgend genannt werden, haben sich in der Konferenz der Erwachsenenbildung Österreichs (KEBÖ) zusammengeschlossen. Schulen für Berufstätige Alle schulischen Abschlüsse der Sekundarstufe I und II und der Lehrlingsausbildung können in Österreich in der Erwachsenenbildung nachgeholt oder absolviert werden. Am stärksten sind dabei die berufsbildenden höheren Schulen (BHS) für Berufstätige vertreten (fast 1.300 Abschlüsse pro Jahr). Die fachlichen Bereiche dieser Sonderformen sind identisch mit den Tagesformen und umfassen technisch-gewerbliche, kaufmännische sowie andere Berufsfelder. Die berufsbildenden mittleren Schulen (BMS) für Berufstätige weisen in technischgewerblichen Sparten (Werkmeisterschulen, Bauhandwerkerschulen, Meisterschulen) stärkere Teilnehmer- und Absolventenzahlen als im kaufmännischen Fachbereich auf. Die allgemein bildenden höheren Schulen für Berufstätige kommen auf etwas unter 500 93 Abschlüsse pro Jahrgang. Außerdem werden auch Kollegs für Berufstätige angeboten Zweiter Bildungsweg Hauptschulabschluss: Der positive Abschluss der 4. Klasse Hauptschule ist notwendig, um eine berufsbildende mittlere Schule (Fachschule, Handelsschule) oder eine allgemein bildende oder berufsbildende höhere Schule (AHS, HTL, HAK usw.) besuchen zu können. Auch die Chancen auf einen betrieblichen Ausbildungsplatz (Lehrvertrag) bzw. Arbeitsplatz sind ohne positiven Hauptschulabschluss ungünstig. Auch für die Nostrifikation (Anerkennung) eines ausländischen Schulabschlusses kann es notwendig sein, einzelne Prüfungen nachzuholen. Wesentlich ist, dass dieser Abschluss (positive 8. Schulstufe) nicht automatisch mit der Erfüllung der Schulpflicht erreicht wird. Deshalb bieten mehrere Erwac hsenenbildungseinrichtungen Lehrgänge an, die auf den Hauptschulabschluss vor einer Externisten/innenkommission an einer Schule vorbereiten. Diese werden von Einrichtungen der Erwachsenenbildung gebührenpflichtig angeboten. Berufsreifeprüfung: Mit September 1997 trat das Gesetz über die Berufsreifeprüfung (BRP) in Kraft. Seither besteht die Möglichkeit, auf Basis des im Rahmen der Berufsausübung erworbenen praxisbezogenen Wissens die Berufsreifeprüfung abzulegen. Dies gilt für Personen mit abgelegter Lehrabschlussprüfung, Absolventen/innen mindestens dreijähriger berufsbildender mittlerer Schulen sowie für Absolventen/innen von Krankenpflegeschulen oder mindestens 30 Monate dauernder Schulen für den medizinisch-technischen Fachdienst und ab Inkrafttreten einer Novelle mit 1. September 2000 auch für Absolventen/innen der land- und forstwirtschaftlichen Facharbeiterprüfung. Die BRP ist der Reifeprüfung an höheren Schulen insofern gleichwertig, als sie zum Studium an österreichischen Universitäten und Fachhochschulen sowie zum Besuch von Kollegs usw. berechtigt und zumindest im Bundesdienst als Erfüllung der Erfordernisse für eine Einstufung in den gehobenen Dienst gilt. Mit der Berufsreifeprüfung wurde erstmals in Österreich auch im Berufsleben erworbenes Praxiswissen schulischem theoriebezogenem Wissen formell gleichgestellt. Ausnahmsweise Zulassung zur Lehrabschlussprüfung: Personen, die eine Lehre nach dem Berufsausbildungsgesetz nicht mit einer Lehrabschlussprüfung abgeschlossen haben oder Tätigkeiten verrichten, die dem Berufsbild eines Lehrberufes entsprechen, können unter gewissen Kriterien eine Lehrabschlussprüfung ablegen und dadurch einen Berufsabschluss erwerben. Zur Vorbereitung auf diese Prüfung werden für manche Lehrberufe gebührenpflichtige Vorbereitungslehrgänge angeboten, bei denen beispielsweise der Unterrichtsstoff der Berufsschule gelehrt wird. Sowohl in der allgemeinen als auch der beruflichen Erwachsenenbildung sind am Markt zunehmend kleine Anbieter festzustellen. Dies trifft sowohl auf Anbieter zu, die vor allem für Unternehmen Weiterbildung anbieten (laut Continuing Vocational Training Survey – 2 (CVTS2) knapp 37 Prozent der betrieblich finanzierten externen Kursstunden; siehe Tabelle 7), als auch auf allgemeine, individuell nachgefragte Erwachsenenbildung (siehe Tabelle 11). Schwerpunkte dieser kleinen Anbieter können die EDV oder Sprachschulungen sein, häufig werden auch Persönlichkeitsbildung und kulturelle Themen angeboten. B Eine Auswahl an Berufen aus dem technischen Bereich Das oben beschriebene duale System hat eine unendlich lange Liste von Berufen hervorgebracht. Im vorliegenden Bericht stehen Lehrberufe und an berufsbildenden mittleren 94 und höheren Schulen gelehrte Berufe des technischen Sektors tituliert mit „Maschinen, KFZ und Metall“ im Mittelpunkt. Deutsche Bezeichnungen Lehrberufe BaumaschinentechnikerIn BlechblasinstrumentenerzeugerIn BüchsenmacherIn ChirurgieinstrumentenerzeugerIn DreherIn FahrzeugtapeziererIn (FahrzeugsattlerIn) FormerIn und GießerIn (Metall und Eisen) GießereimechanikerIn Gold- und SilberschmiedIn und JuwelierIn Gold-, Silber- und MetallschlägerIn HarmonikamacherIn HolzblasinstrumentenerzeugerIn HüttenwerkschlosserIn KälteanlagentechnikerIn KarosseriebautechnikerIn KarosseurIn (bis 31.12.2007) KlavierbauerIn KonstrukteurIn KraftfahrzeugelektrikerIn KraftfahrzeugtechnikerIn KupferschmiedIn LackiererIn LandmaschinentechnikerIn LuftfahrzeugtechnikerIn MaschinenbautechnikerIn MaschinenfertigungstechnikerIn MaschinenmechanikerIn MesserschmiedIn MetallbearbeiterIn MetalldesignerIn MetalltechnikerIn - Blechtechnik MetalltechnikerIn - Fahrzeugbautechnik MetalltechnikerIn - Metallbautechnik MetalltechnikerIn - Metallbearbeitungstechnik Metalltechnikerin - Schmiedetechnik MetalltechnikerIn - Stahlbautechnik OberflächentechnikerIn OrgelbauerIn PräzisionswerkzeugschleiftechnikerIn 95 ProduktionstechnikerIn RohrleitungsmonteurIn SchiffbauerIn SchilderherstellerIn SonnenschutztechnikerIn Streich- und SaiteninstrumentenbauerIn UhrmacherIn UniversalschweißerIn VergolderIn und StaffiererIn WaagenherstellerIn WaffenmechanikerIn WärmebehandlungstechnikerIn WerkstoffprüferIn WerkzeugbautechnikerIn WerkzeugmaschineurIn WerkzeugmechanikerIn ZerspanungstechnikerIn ZinngießerIn Berufsbildende mittlere und höhere Schulen AnlagenbautechnikerIn, MaschinenbautechnikerIn im Bereich Anlagenbau AnwendungstechnikerIn, TechnischeR AngestellteR im Bereich Anwendungstechnik ArbeitsvorbereiterIn/Produktionstechnik, ProduktionstechnikerIn im Bereich Arbeitsvorbereitung AutomatisierungstechnikerIn BaumaschinentechnikerIn, BautechnikerIn im Bereich Baumaschinentechnik BerechnungstechnikerIn/Fahrzeugtechnik, FahrzeugbautechnikerIn im Bereich Berechnungstechnik BetriebstechnikerIn, ProduktionstechnikerIn, MaschinenbautechnikerIn im Bereich Betriebsund Produktionstechnik BetriebstechnikerIn, WirtschaftstechnikerIn, TechnischeR AngestellteR im Bereich Betriebsund Wirtschaftstechnik BüromaschinentechnikerIn, FeinwerktechnikerIn im Bereich Büroautomatisierungstechnik CAM-TechnikerIn, ProduktionstechnikerIn im Bereich CAM DesignerIn, ObjektdesignerIn/Metalldesign: Kunstschmied und Metallplastik (KunstschmiedIn und MetallplastikerIn) 96 F&E-TechnikerIn/Fahrzeugtechnik, FahrzeugbautechnikerIn im Bereich Forschung, Entwicklung, Konstruktion FahrzeugbautechnikerIn FeinwerktechnikerIn FertigungstechnikerIn, MaschinenbautechnikerIn im Bereich Fertigungstechnik FertigungstechnikerIn, ProduktionstechnikerIn im Bereich Fertigungstechnik FlugbautechnikerIn, Maschineningenieurwesen im Bereich Flugtechnik FlugzeugbautechnikerIn, FahrzeugbautechnikerIn im Bereich Flugzeugbau HaustechnikerIn (TechnikerIn für Hausinstandhaltung) InnovationstechnikerIn, TechnischeR AngestellteR im Bereich Innovationstechnik KlimatechnikerIn KonstrukteurIn/Fachrzeugbau, FahrzeugbautechnikerIn im Bereich Konstruktionstechnik KonstruktionstechnikerIn, FertigungskonstrukteurIn KraftfahrzeugbautechnikerIn, FahrzeugbautechnikerIn im Bereich Kraftfahrzeugbau KühltechnikerIn, KältetechnikerIn KunsthandwerkerIn MaschinenbautechnikerIn, MaschinenbauingenieurIn, MaschinenbautechnikerIn im Bereich Allgemeiner Maschinenbau MetallbaukonstrukteurIn, KonstruktionstechnikerIn im Bereich Metallbau MetalldesignerIn, KunsthandwerkerIn im Bereich Metallbearbeitung (MetallplastikerIn, KunstschmiedIn) MetalldesignerIn, ObjektdesignerIn/Metalldesign: Gold- und Silber; Gold- und SilberschmiedIn MetalldesignerIn-Gravurtechnik, ObjektdesignerIn/Metalldesign: Gravur (GraveurIn) MetallverfahrenstechnikerIn, VerfahrenstechnikerIn im Bereich Met allurgie MikromechanikerIn, FeinwerktechnikerIn im Bereich Mikromechanik MikromechanikerIn, MikrotechnikerIn im Bereich Mikromechanik MikromedizintechnikerIn, MikrotechnikerIn im Bereich Medizintechnik MikrotechnikerIn im Bereich Molekular-Technik, Nano-Technik, Quanten-Technik 97 MikrotechnikerIn/Medizintechnik, FeinwerktechnikerIn im Bereich Medizintechnik Molekular-TechnikerIn, NanotechnikerIn, Quanten-TechnikerIn OptotechnikerIn, FeinwerktechnikerIn im Bereich Optotechnik PPS-TechnikerIn, ProduktionstechnikerIn im Bereich PPS ProduktionstechnikerIn QualitätstechnikerIn/Fahrzeugbau, FahrzeugbautechnikerIn im Bereich Qualitätskontrolle SchiffbautechnikerIn, FahrzeugbautechnikerIn im Bereich Schiffbau SchmuckdesignerIn, SchmuckherstellerIn, KunsthandwerkerIn im Bereich Schmuckdesign und -herstellung ServicetechnikerIn im Bereich Maschinen- und Anlagenbau, MaschinenbautechnikerIn im Bereich Servicetechnik ServicetechnikerIn, TechnischeR AngestellteR im Bereich Servicetechnik SportgerätebautechnikerIn, MaschinenbautechnikerIn im Bereich Sporttechnik und Sporttechnologie UmwelttechnikerIn/Maschinen- und Anlagenbau, MaschinenbautechnikerIn im Bereich Umwelttechnik VerkaufstechnikerIn im Bereich Maschinenbau, MaschinenbautechnikerIn im Bereich Verkaufstechnik VerkehrstechnikerIn, FahrzeugbautechnikerIn im Bereich Verkehrstechnik WaffenbautechnikerIn, MaschinenbautechnikerIn im Bereich Waffentechnik WerkstofftechnikerIn, WerkstoffingenieurIn im Bereich Kunststoff- und Umwelttechnik WirtschaftsingenieurIn WirtschaftsingenieurIn/Maschinenbau und Fertigungstechnik WirtschaftsingenieurIn/Maschinenbau, WirtschaftstechnikerIn/Maschinenbau, MaschinenbautechnikerIn im Bereich Wirtschaftsingenieurwesen 98 C Analyse von Inhalten der Berufsbeschreibungen Für jeden unter B genannten Beruf existiert ein Profil, welches Hinweise zu den jeweiligen Ausbildungsvorschriften und zu der jeweiligen Prüfungsordnung enthält. Der Arbeitsmarktservice hat eine Datenbank von Berufsgruppen erstellt, welche eine ausführliche Beschreibung der Arbeitshandlungen wiedergibt. Folgender Ausschnitt soll als Beispiel dienen: MaschinenmechanikerInnen fertigen unter Einsatz von elektronischen, pneumatischen und hydraulischen Steuerungen Bauteile für Maschinen und Produktionsanlagen. Sie bauen die Teile zusammen, montieren die Maschinen und Anlagen am Verwendungsort (Werkshallen, Maschinenhallen) und wirken bei der Inbetriebnahme mit (Durchführung von Probeläufen zur Funktionskontrolle und zur exakten Einstellung). Außerdem führen sie die regelmäßige Wartung und die Instandhaltung der Maschinen und Anlagen sowie Reparaturarbeiten durch. Während des Produktionsablaufs betreuen, bzw. überwachen sie die Maschinen und Anlagen. Bei der Herstellung der Maschinenbauteile arbeiten die MaschinenmechanikerInnen nach Werkzeichnungen (Konstruktions-, Fertigungs-, Montage-, Stromlauf-, Schaltpläne und skizzen), die sie meist vom Konstruktionsbüro erhalten, teilweise aber auch selbst erstellen oder bearbeiten, bzw. ergänzen (das Zeichnen erfolgt bereits fast immer computerunterstützt auf CAD/CAM-Systemen; computer aided design = computergestütztes Design). Die MaschinenmechanikerInnen fertigen die Maschinenbauteile anhand der in den Werkzeichnungen angegebenen Daten mit Hilfe verschiedener Techniken spanabhebender und spanloser Metallbearbeitung an (Bohren, Drehen, Fräsen, Schleifen, Sägen, Gewindeschneiden usw.). Meist verwenden sie dafür computergesteuerte Werkzeugmaschinen (CNC-Maschinen; computer numeric design). Dabei geben die MaschinenmechanikerInnen die Daten bzw. Bearbeitungsprogramme ein, spannen die Werkstoffe ein, überwachen den Maschinenlauf und betreuen die Versorgung der Maschine mit Betriebsstoffen (Nachfüllen von Schmier- und Kühlmitteln). Sie kontrollieren die Werkstücke mit mechanischen, optischen und elektronischen Messgeräten und führen erforderlichenfalls die Nachbearbeitung durch. Schließlich behandeln sie die Oberfläche der Werkstücke mit Oberflächenschutzmitteln (z.B. Korrosionsschutz). Beim Zusammenbau der Maschinenteile bzw. der Maschinen und Anlagen verbinden die MaschinenmechanikerInnen die Teile mit verschiedenen Verbindungselementen (Schrauben, Keile, Stifte, Passfedern usw.) oder Verbindungstechniken (Nieten, Löten, Schweißen, Kleben usw.). Die wichtigste Aufgabe ist dabei das exakte Einpassen der mechanischen, elektrischen, elektronischen, (elektro-)pneumatischen und (elektro-)hydraulischen Bauteile. Ein Schwerpunkt der Ausbildung sind daher auch die modernen Steuerungs- und Regelungstechniken (Pneumatik und Elektropneumatik, Hydraulik und Elektrohydraulik, speicherprogrammierbare Steuerungen, Digitaltechnik). Der endgültige Zusammenbau der Maschinen und Anlagen erfolgt meist erst am Verwendungsort im Zuge der Montage. Am Betriebsort werden schließlich alle für den Betrieb der Maschinen/Anlagen erforderlichen Zu- und Ableitungen angeschlossen (Strom/Treibstoff, Wasser usw.). Nach der Fertigstellung aller Montagearbeiten nehmen die MaschinenmechanikerInnen die Maschine bzw. Anlage in Betrieb und überprüfen alle Funktionen und Einstellungen. Falls erforderlich, nehmen sie die entsprechenden Korrekturen vor. Eine wichtige Aufgabe der MaschinenmechanikerInnen ist die Überwachung und regelmäßige Kontrolle des Maschinenparks bzw. der Anlagen eines Betriebes. Dabei führen sie vor allem Instandhaltungs- und Wartungsarbeiten durch, z.B. den Austausch einzelner Maschinenteile, die eine kurze Lebensdauer aufweisen oder verbraucht werden (Antriebe, Lager, Dichtungen 99 usw.), die Reinigung und Schmierung bestimmter Maschinenteile sowie den Austausch oder die Ergänzung von Betriebsstoffen (Schmier- und Kühlmittel, Hydraulikflüssigkeit usw.). Bei Betriebsstörungen überprüfen die MaschinenmechanikerInnen die Maschinen mit Messund Prüfgeräten, um die Ursache der Störungen festzustellen und zu lokalisieren. Sie zerlegen die Maschinen und reparieren die schadhaften Teile oder tauschen sie gegen neue Ersatzteile aus. Dann bauen sie die Maschine wieder zusammen und nehmen sie für die erforderlichen Funktionskontrollen in Betrieb. In der Berufspraxis spezialisieren sich MaschinenmechanikerInnen häufig entweder auf die Produkte bzw. Produktgruppen bestimmter Branchen (z.B. Maschinenbau, Werkzeug- und Vorrichtungsbau, Herstellung von Metall- und Kunststoffwaren wie etwa Motorenbestandteile) oder auf bestimmte Tätigkeitsbereiche, z.B. Zerspanungstechniken (CNC-Drehen oder CNCFräsen), CAD/CAM-Technik (computergestützte Konstruktion und Fertigung), Fertigungsplanung (Entwicklung von Fertigungsprogrammen), Arbeitsvorbereitung, Steuerungs- und Regelungstechnik, Sondermaschinenbau, Serienfertigung oder Qualitätssicherung. Ausbildungsvorschriften von Lehrberufen Die folgenden Ausbildungsvorschriften von Lehrberufen dokumentieren die Entwicklung innerhalb des Lehrausbildungssystems in Österreich. Während sich länger zurückliegende Beschreibungen auf Lehrbereiche, Arbeitstätigkeiten, Fähigkeiten und Kenntnisse beziehen (z.B. Werkzeugmacher/in), weisen neuere Definitionen zusätzlich Schlüsselqualifikationen wie soziale Fähigkeiten und die Fähigkeit zu lebenslangem Lernen (z.B. Karosseur/in),. WERKZEUGMACHER/IN Auszug aus dem Bundesgesetzblatt der Republik Österreich Ausbildungsvorschriften für den Lehrberuf Werkzeugmacher Verordnung BGBl. Nr. 73/1972 und BGBl. I Nr. 15/1980 Berufsbild 1. Lehrjahr 2. Lehrjahr 3. Lehrjahr 4. Lehrjahr 1 Handhaben, Instandhalten und Instandsetzen der zu verwendenden Einrichtungen, Werkzeuge, Maschinen und Arbeitsbehelfe 2 3 4 5 6 7 8 9 10 11 12 13 14 15 100 Kenntnis der Werk- und Hilfsstoffe, ihrer Eigenschaften, Verwendungs- und Bearbeitungsmöglichkeiten Messen Messen Messen Messen Anreißen Anreißen Anreißen Anreißen Stempeln Feilen Feilen Feilen Scharfschleifen Scharfschleifen Scharfschleifen Scharfschleifen Schaben Polieren Meißeln Sägen Sägen Bohren und Bohren und Bohren Senken Senken Passen Passen Reiben Nieten 16 18 Richten und Biegen Gewindeschneiden von Hand Weichlöten 19 20 - 21 22 23 24 Einfaches Warmbehandeln - 17 25 26 27 28 29 30 31 32 33 34 35 36 Richten und Biegen Gewindeschneiden von Hand Weichund Hartlöten Kleben Einfaches Längsund Plandrehen Einfaches Fräsen Hobeln Federn wickeln Härten Hartlöten - Drehen - Fräsen mit Teilapparat Härten - Nachbearbeitung nach der Härtung Herstellen von einschlägigen Werkstücken unter Berücksichtigung der vorgeschriebenen Passungsnormen Zerlegen und Zerlegen, Zusammenbauen, Zusammenbauen Instandsetzen, Einstellen und Justieren Einfaches Elektroschweißen Elektroschweißen Skizzieren Skizzieren Skizzieren Lesen von Fertigungszeichnungen Kenntnis des Koordinatenbohrens Grundkenntnisse der bei der Anwendung der Fertigkeiten erforderlichen Normen Grundkenntnisse der Pneumatik, der Hydraulik und der Elektrotechnik, die der Werkzeugmacher benötigt Grundkenntnisse der sich aus dem Lehrvertrag ergebenden Verpflichtungen (§§ 9 und 10 Berufsausbildungsgesetz) Kenntnisse der einschlägigen Sicherheitsvorschriften sowie der sonstigen in Betracht kommenden Vorschriften zum Schutze des Lebens und der Gesundheit Grundkenntnisse der aushangpflichtigen arbeitsrechtlichen Bestimmungen Ausbildungsvorschriften für den Lehrberuf Karosseriebautechnik KAROSSEUR/IN / KAROSSERIEBAUTECHNIKER/IN Auszug aus dem Bundesgesetzblatt der Republik Österreich Ausbildungsvorschriften für den Lehrberuf Karosseriebautechnik 335. Verordnung gemäß BGBl. Nr. 73/1972 und BGBl. I Nr. 15/1980 §1 Lehrberuf Karosseriebautechnik In der Metalltechnik ist der Lehrberuf Karosseriebautechnik mit einer Lehrzeit von 3,5 Jahren eingerichtet. In den Lehrverträgen, Lehrzeugnissen, Lehrabschlussprüfungszeugnissen und Lehrbriefen ist der Lehrberuf in der dem Geschlecht des Lehrlings entsprechenden Form (Karosseriebautechniker oder Karosseriebautechnikerin) zu bezeichnen. Lehrling befähigt werden, die nachfolgenden Tätigkeiten fachgerecht, selbständig und 101 eigenverantwortlich ausführen zu können: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Technische Unterlagen und Werkzeichnungen lesen und anwenden, Arbeitsschritte, Arbeitsmittel und Arbeitsmethoden festlegen, Arbeitsabläufe planen und steuern, Arbeitsergebnisse beurteilen, Qualitätskontrollen durchführen, Erforderliche und geeignete Werkstoffe und Hilfsstoffe fachgerecht auswählen, beschaffen und überprüfen, Werkstoffe (Metall, Kunststoff, Holz und Glas) unter Berücksichtigung der einschlägigen Sicherheitsvorschriften, Normen und Sicherheits- und Umweltstandards bearbeiten, Aufbauten und Anhänger für Kraftfahrzeuge anfertigen und umbauen, Karosserien und Fahrgestelle warten, reparieren und instandsetzen, Fahrzeugteile, Ausrüstung und Zubehör montieren und demontieren, Funktionsprüfung und Qualitätskontrolle fachgerecht durchführen, Grundmaterial und Lackmaterial zur Konservierung und zur Verschönerung der Oberflächen aufbringen, Technische Daten über den Arbeitsablauf und die Arbeitsergebnisse erfassen und dokumentieren, Kundenorientiertes Verhalten und Kundenberatung. Für die Ausbildung wird folgendes Berufsbild festgelegt. Die angeführten Fertigkeiten und Kenntnisse sind spätestens in dem jeweils angeführten Lehrjahr beginnend derart zu vermitteln, daß der Lehrling zur Ausübung qualifizierter Tätigkeiten im Sinne des Berufsprofils befähigt wird, die insbesondere selbständiges Planen, Durchführen, Kontrollieren und Optimieren einschließt. § 3 Berufsbild Im Rahmen der Ausbildung müssen die entsprechenden Kenntnisse und Qualifikationen spätestens in dem unten erwähnten Lehrjahr vermittelt werden. Pos . 1 2 3 1. Lehrjahr 2. Lehrjahr 3. Lehrjahr 4. Lehrjahr Handhaben und Instandhalten der zu verwendenden Einrichtungen, Werkzeuge, Maschinen, Anlagen, Vorrichtungen, Einrichtungen und Arbeitsbehelfe. Kenntnis der Werkstoffe und Hilfsstoffe, ihrer Eigenschaften, Verwendungsmöglichkeiten und Bearbeitungsmöglichkeiten . Grundlegende Fertigkeiten in der Werkstoffbearbeitun g: Messen, Anreißen, Schneiden, Sägen, Schleifen, Bohren, Senken, Gewindeschneiden, Fertigkeiten in der Werkstoffbearbeitu ng: Messen, Anreißen, Schneiden, Sägen, Schleifen Fertigkeiten in der Werkstoffbearbeitun g: Messen, Anreißen, Schneiden, Schleifen Fertigkeiten in der Werkstoffbearbeitung: Messen, Anreißen Nieten 4 5 102 - - Autogenes Brennschneiden Kaltbearbeitungsverfahren: Richten, Stauchen, Schweifen, Treiben, Schlichten, Bördeln, Abkanten, Absetzen, Spannen, Sicken, Runden, Aufziehen, Einziehen Herstellen von lösbaren und unlösbaren Verbindungen: Schraubverbindungen, Kleben, Löten, Gasschmelzschweißen ohne Zwangslage, Widerstandsschweißen, Schutzgasschweißen 6 7 Verwenden von Messgeräten und Prüfgeräten 8 - 9 - 10 - Anschlagen und Einpassen Reparatur von Kunststoffteilen Ausbau und Einbau von Fahrzeugteilen und Kraftfahrzeugteilen, Ausrüstung und Zubehör 11 - Ausbau und Einbau von Fahrzeugverglasung und Kraftfahrzeugverglasung 12 - 13 Lesen von einfachen Werkzeichnungen Feststellen von Schäden an der Karosserie - Lesen von Werkzeichnungen 14 Anfertigen von Skizzen 15 - Kenntnis über einfache Störungen an der elektrischen Anlage und deren Beseitigung 16 - Erkennen und Beheben von einfache Störungen an der elektrischen Anlage 17 Kenntnis der Fahrzeugkonstruktion 18 - Abdecken 19 - Prüfen und Behandeln von Untergründen 20 Aufbringen und Schleifen von Füll-, Grund- und Deckmaterial 21 Zubereiten und Mischen gebrauchsfertiger Materialien 22 - 23 - 25 - 26 Grundkenntnisse kraftfahrzeugtechnis cher Vorschriften 28 - Kenntnis der natürlichen und künstlichen Trocknung Anfertigen von Lackierungen nach Schablone und Pausen; Zeichnen und Malen einfacher Schmuckformen, Beschriftungen, Linieren Prüfen und Behandeln von Untergründen Grundkenntnisse des Qualitätsmanagements - Nuancieren von Farben nach Mustern und Vorgaben Polieren und Ausfertigen 24 27 - - - Anfertigen von Lackierungen nach Schablone und Pausen; Zeichnen und Malen einfacher Schmuckformen, Beschriftungen, Linieren Prüfen und Behandeln von Untergründen, auch in Luftpinseltechnik Kenntnis des betrieblichen Qualitätsmanagements, Durchführen von Qualitätskontrollen Kundenorientiertes Verhalten und Kundenberatung 103 29 Kenntnis und Anwendung englischer Fachausdrücke 30 Kenntnis der sonstigen einschlägigen Sicherheitsvorschriften sowie der sonstigen in Betracht kommenden Vorschriften zum Schutz des Lebens und der Gesundheit 31 Die für den Beruf relevanten Maßnahmen und Vorschriften zum Schutz der Umwelt: Grundkenntnisse der betrieblichen Maßnahmen zum sinnvollen Energieeinsatz im berufsrelevanten Arbeitsbereich; Grundkenntnisse der im berufsrelevanten Arbeitsbereich anfallenden Reststoffe und über deren Trennung, Verwertung sowie über die Entsorgung des Abfalls. 32 Kenntnis der sich aus dem Lehrvertrag ergebenden Verpflichtungen (§§ 9 und 10 des Berufsausbildungsgesetzes) 33 Grundkenntnisse der aushangpflichtigen arbeitsrechtlichen Vorschriften Bei der Ausbildung in den fachlichen Kenntnissen und Fertigkeiten ist - unter besonderer Beachtung der betrieblichen Erfordernisse und Vorgaben - auf die Persönlichkeitsbildung des Lehrlings zu achten, um ihm die für eine Fachkraft erforderlichen Schlüsselqualifikationen bezüglich Sozialkompetenz (wie Offenheit, Teamfähigkeit, Konfliktfähigkeit), Selbstkompetenz (wie Präsentationsfähigkeit, Rhetorik in deutscher Sprache, Verständigungsfähigkeit in den Grundzügen der englischen Sprache) und Kompetenz für das selbstgesteuerte Lernen (wie Bereitschaft, Kenntnis über Methoden, Fähigkeit zur Auswahl geeigneter Medien und Materialien) zu vermitteln. D Die Validierung nicht-formalen und informalen Lernens Die methodischen Ansätze zur Validierung nicht-formalen und informalen Lernens in Österreich befinden sich noch in einem frühen Entwicklungsstadium. Nur in geringem Ausmaß finden Methoden Anwendung, die in diesem Bereich entwickelt wurden. Im zuständige Ressort der Bundesregierung, dem Bundesministerium für Bildung, Wissenschaft und Kultur (BMBWK), werden derzeit trotz des vorhandenen Bewusstseins über die Relevanz dieser Problematik, welche in Debatten über das lebenslange Lernen auf EU-Ebene zum Ausdruck kommt, die Arbeiten nicht voran getrieben. Für das geringe Vorhandensein von Methoden zur Validierung gibt es mehrere Gründe. So liegt die berufsbegleitende Fortbildung nicht im Zuständigkeitsbereich des BMBWK. Dies erklärt auch das Fehlen von Maßnahmen zur Förderung der Validierung nicht-formalen und informalen Lernens. Durch das duale System in der Berufsaus- und –weiterbildung, das die Kombination aus betriebsinterner Bildung und Schulbildung vorsieht, werden alternative Methoden der Anerkennung als überflüssig betrachtet, zumal das Angebot für die meisten Jugendlichen zugänglich ist und allgemein als Basis für eine solide Berufsausbildung gilt. Dies steht darüber hinaus im Zusammenhang mit einem Arbeitsmarkt, der sich auf von Vorschriften geprägte Berufe stützt. Die Berufsbeschreibungen basieren auf Profilen, die Informationen über die Aneignung erforderlicher Kompetenzen enthalten, üblicherweise auch Rechte und Pflichten sowie Auskünfte über die Entlohnung. Während sich die Gehälter und Löhne in der Privatwirtschaft zunehmend an Aufgabenbeschreibungen orientieren, basieren die Lohnsysteme vor allem im öffentlichen Bereich noch immer auf formalen Qualifikationen. Sowohl die in der Gewerbeordnung als auch jene im Berufsausbildungsgesetz (Vocational Training Act) angeführten Berufe bilden die Basis für die Bereiche der Lehrlingsausbildung (derzeit mehr als 250 Berufe) und den Rahmen für eine rein schulische Berufsausbildung, wodurch eine Anerkennung der erforderlichen Qualifikationen gewährleistet werden kann. 104 Somit sind sowohl die Sozialpartner als auch der Handel intensiv an der Festlegung von Ausbildungsstandards in diesem dualen System beteiligt. Sie weigern sich jedoch ihre Kompetenzen einschränkende Methoden zur Validierung nicht-formale und informalen Lernens anzuerkennen, um einer möglichen Auflösung des dualen Systems entgegenzuwirken. Schließlich legt man in Österreich großen Wert auf Abschlusszertifikate und Diplome, welche von anerkannten Anbietern ausgestellt werden und als Beleg für berufliche Qualifizierung und Kompetenz dienen. Dies bedeutet, dass andere Zertifikate, welche durch nicht-formales oder informales Lernen angeeignete Fähigkeiten belegen, tendenziell mit Skepsis betrachtet werden. Es bleibt jedoch eine Streitfrage, ob nicht-formales und informales Lernen im österreichischen Lehrlingsausbildungssystem tatsächlich berücksichtigt wird, wo doch das Lernen am Arbeitsplatz als integraler Bestandteil der formalen Ausbildung gilt. Diese Skepsis greift nicht nur dank der aus einer Validierung resultierenden Einschränkung in der Berufsausbildung um sich, es ist auch zu befürchten, dass sich der Einfluss von Interessensvertretern auf die Ausbildungsstandards drastisch reduzieren wird. Dies führte auch dazu, das die drei Hauptinitiativen zur Validierung nicht-formalen und informalen Lernens aus von der EU finanzierten Projekten hervorgingen und die Beteiligung der Interessensvertreter auf ein geringes Ausmaß sank. Im Wesentlichen können wir von zwei unterschiedlichen Validierungsansätzen sprechen. Einerseits wird lauf einer Anzahl von Bundesgesetzen Wissen anerkannt, das sich Personen außerhalb formaler Lehrstrukturen als Qualifizierung für die Aufnahme in das formale Bildungssystem angeeignet haben. Andererseits entwickeln Arbeitsund Bildungsorganisationen im Rahmen von EU-finanzierten Projekten Methoden zur Validierung. Interessant in diesem Zusammenhang erscheint die Tatsache, dass zwei dieser Methoden maßgeschneiderte Ansätze offerieren, welche entweder durch eine besondere Tätigkeit (wie beispielsweise einer ehrenamtlichen Beschäftigung) erworbenen Fähigkeiten anerkennen oder bestimmte Fähigkeiten (wie Kommunikationsfähigkeit oder soziale Kompetenz) definiert werden. 105 CZECH REPUBLIC Analýza kvalifikacních systému v Ceské Republice A Analýza národních/regionálních kvalifikacních systému v oblasti strojírenství A.1 Všeobecné vyšší sekundární vzdelávání A.1.1 Cíle Obecné cíle pro jednotlivé typy stredního vzdelávání popisují následující subkapitoly. .Strední školy poskytují žákum ctyrleté všeobecné vzdelání stejne jako odborná vzdelání s ruzným zamerením, dle typu studia. Svou vzdelávací cinností rozvíjejí osobnost žáku a podnecují rust jejich intelektuálních a morálních kvalit. Zajištují rovnež estetickou, zdravotní, telesnou a ekologickou výchovu žáku. Absolventi stredních škol jsou pripraveni pracovat v nejruznejších sektorech národního hospodárství: prumysl, zemedelství, správa, kultura, zdravotnictví a sociální služby. Rovnež pripravují studenty na další studium. Studium na strední škole je zakonceno maturitní zkouškou. Maturitní vysvedcení je osvedcení o ukoncení úplného stredního odborného vzdelání. Jedná se o odbornou kvalifikaci v dané oblasti a je zároven jedním z predpokladu pro prijetí na vyšší vzdelávací instituci. Strední odborné školy svým žákum poskytují soubežne všeobecné vzdelání a široce koncipované odborné vzdelání odpovídající studijnímu oboru. Svou vzdelávací cinností rozvíjejí osobnost žáku a podnecují rust jejich intelektuálních a morálních kvalit. Zajištují rovnež estetickou, zdravotní, telesnou a ekologickou výchovu žáku, umožnují též výchovu náboženskou. Strední odborná ucilište svým žákum soubežne poskytují všeobecné a odborné vzdelání odpovídající oboru prípravy. Výrazný podíl je pritom venován odbornému výcviku, ve kterém si žáci osvojují praktické dovednosti potrebné k výkonu povolání. Svou vzdelávací cinností rozvíjejí osobnost žáku a podnecují rust jejich intelektuálních a morálních kvalit. Zajištují rovnež estetickou, zdravotní, telesnou a ekologickou výchovu žáku. Studenti získají kvalifikaci k vykonávání cinností v ruzných oblastech a jsou taktéž pripraveni na další vzdelání (vyjma dvouletých nástavbových kurzu). Ukoncením úplného stredního odborného vzdelání jsou žáci také pripravení ke studiu na vyšších vzdelávacích institucích. A.1.2 Typy institucí Vyšší sekundární vzdelávání uskutecnují dva druhy škol: predevším jsou to strední školy; malá cást žáku se vzdelává v konzervatorích. Mimo již zmínené školy, zde existují také ucilište, která však nepatrí do kategorie "strední školy". Tato ucilište poskytují vzdelávání z ruzných oboru predevším pro žáky, kterí ukoncili povinné školní vzdelání v rámci 9 let základní školy, z nichž také mnozí nedokoncili devátý školní rok základní školy. Výuka v techto centrech je ukoncena absolvováním záverecné zkoušky. Na základe specializace v ruzných oborech se strední odborné školy rozdelují na prumyslové školy (napr. zamerení strojírejnské, stavební, chemické a elektrotechnické ), obchodní akademie, strední zemedelské školy, strední lesnické školy, strední zdravotnické školy, strední pedagogické školy atd. 106 Presné rozdelení však patrí spíše do minulosti, nebot nyní nabízí málokterá škola vzdelání pouze v jednom oboru. Stále vice nabízí instituce prehršel nejruznejších vzdelávacích programu. Školy pak mohou poskytovat vzdelávání na ruzných úrovních a k tomu ješte v jednom ci vice oborech. Záleží pak na kapacitách, zamestnancích a vybavení dané školy. Konzervator je speciálním typem strední odborné školy, na níž lze získat úplné strední odborné vzdelání a/nebo vyšší odborné vzdelání v oboru umení: bud obory tanec (osmileté studium) nebo zpev, hudba a hudebne dramatické umení (šestileté studium). Behem nižších rocníku osmiletého studia na konzervatori musí žáci soucasne uzavrít povinnou školní docházku. Strední odborná ucilište se již nerozlišují na další typy. Prestože nekteré z techto škol nabízí teoretickou výuku a k tomu ješte praxi a širokou paletu dalších aktivit a jiné školy se soustredí pouze na teoretickou výuku, není další rozdelení škol možné. Pro praktickou výuku (praxi) je zapotrebí urcitých zarízení, nekteré školy takováto zarízení nemají a tudíž to žákum nenabízí. V takovém prípade se mohou žáci obrátit na strediska praktického vyucování a nebo na pracovište praktického vyucování – puvodne založeno velkými firmami, pozdeji privátní. Strední odborné školy poskytují vzdelávání v 90 hlavních oborech ctyrletého studia a ve vice než 20 hlavních studijních oborech tríletého studia. Strední odborné školy mohou otevrít i nové obory, pokud jsou schváleny Ministerstvem školství. Obory jsou vetšinou tématicky velmi podobné. Studijní obory na stredních odborných školách se delí na následující skupiny v rámci tech nejduležitejších oboru: ? ? ? ? ? ? ? ekologie a ochrana životního prostredí hornictví a hornická geologie, metalurgie a slévárenský prumysl strojírenství a strojírenská výroba elektrostrojírenství, telekomunikace a výpocetní technika technická chemie a chemie silikátu potravinárský prumysl a potravinárská chemie atd. (22 dalších sektoru) Evidenci a schvalování vzdelávacích programu provádí Ministerstvo školství, mládeže a telovýchovy. Strední odborná ucilište nabízejí vice než 43 dvouletých, zhruba 120 tríletých a približne 40 ctyrletých ucebních oboru. Vetšina oboru trvá tri roky. Strední odborná ucilište mohou nabízet i další obory, pokud jsou tyto schváleny Ministerstvem školství. Ucební obory jsou rozdeleny do skupin podle hlavních sektoru a to stejným zpusobem, jako je tomu i u stredních odborných škol. Evidenci a schvalování vzdelávacích programu provádí Ministerstvo školství, mládeže a telovýchovy. 107 A.2 Další vzdelávání a príprava mládeže a dospelých A.2.1 Obecné cíle Vzdelávání dospelých organizované školami se snaží poskytnout druhou šanci lidem, kterí ji potrebují. Je zde poskytována výuka až do urcité úrovne, se stejnými cíly jako je tomu u denního studia. Rozhodující pocet osob se vzdelává na úrovni ISCED 3A a 4 (predevším v odborných, nikoli ve všeobecných smerech) a ISCED 5. Je to proto, že prevážná cást mládeže povinné vzdelávání úspešne dokoncuje, takže pocet tech, kdo se na úrovni ISCED 2 vzdelávají v rámci druhé šance, je nepatrný. Úroven ISCED 3C byla vždy široce dostupná, takže pocet tech, kdo se na této úrovni vzdelávají v rámci druhé šance, je rovnež nevýznamný. Po získání stredního vzdelání s výucním listem (ISCED 3C) lze nástavbovým studiem v návazném oboru zvýšit svou kvalifikaci a dosáhnout stredního vzdelání s maturitní zkouškou (je razeno na úroven ISCED 4A). Toto vzdelávání organizují strední školy, které v príslušném oboru poskytují strední vzdelání s maturitní zkouškou. Rekvalifikacní vzdelávání je jedním z nástroju aktivní politiky zamestnanosti. Obecne je zamereno na prizpusobování pracovní síly zmenám pracovního trhu, tedy na získání nové kvalifikace nebo na zvýšení, rozšírení, prohloubení ci obnovení kvalifikace stávající. V rekvalifikacním vzdelávání prevažují jako cílová skupina nezamestnaní, v tom prípade je obecným cílem zamestnatelnost, konkrétním cílem príprava na zastávání urcité práce nebo osvojení urcité dovednosti požadované pracovním trhem. Rozlišujeme tyto dva typy rekvalifikace: ? ? za úcelem získání nové kvalifikace ra úcelem rozšírení dané kvalifikace Specifická opatrení pro mládež, popr. pro podskupinu cerstvých absolventu, pro ty, kterí se vracejí do zamestnání po prestávce zpusobené materstvím ci jinými duvody, a motivacní opatrení k dalšímu vzdelávání jsou v pocátcích. Od zacátku roku 2004 zahájily všechny úrady práce realizaci programu ''První príležitost'' urceného pro mladé uchazece o zamestnání do 25 let veku pred dosažením 6 mesícu jejich nezamestnanosti a programu ''Nový start'' pro dospelé uchazece nad 25 let, pred dosažením 12 mesícu jejich nezamestnanosti. Resortní vzdelávání s vysokou mírou závaznosti, popr. s pravidelným prezkušováním pro urcité pracovníky je typické pro nekteré oblasti lidské cinnosti, v nichž je nutno prubežne zavádet inovace (tradicní je napr. v lékarství a ve zdravotnictví vubec a v rade technických profesí), nebo pro nekteré zamestnavatele (ve školství, v soudnictví, v bankovnictví, ve verejné správe). V oblasti bezpecnosti práce a protipožární ochrany se povinne uskutecnuje obecné školení napríc resorty a dále školení speciální v nekterých profesích, napr. technických. Podnikové/firemní vzdelávání smeruje ke kvalitnejšímu zajištení stávajících nebo kvalifikovanému zajištení nových úkolu organizace. Bývá hierarchicky cleneno (pro management a pro radové zamestnance). Neprofesní vzdelávání je prevážne neformální a napomáhá adaptaci obcanu na historické a spolecenské zmeny (napr. na vstup do Evropské unie). 108 A.2.2 Typy institucí Vzdelávání dospelých poskytují: ? ? ? ? ? ? školy [vcetne vysokých škol] a vzdelávací instituce, které nabízejí vzdelávání na urcité úrovni a organizují ruzné kurzy, vcetne rekvalifikacních; firmy/organizace (podniky, instituce, orgány státní správy), které poskytují vzdelávání predevším pro své zamestnance, a to bud prostrednictvím vlastních vzdelávacích institucí ci vlastních lektoru, nebo (prevážne) nákupem tohoto vzdelávání u specializovaných institucí (škol, neziskových ci komercních organizací), popr. zajištením externích lektoru; neziskové organizace: resortní vzdelávací instituce, nadace, organizace, politické strany, kulturní instituce (muzea, galerie, vzdelávací organizace zrízené jako obecne prospešné spolecnosti; komercní vzdelávací instituce; na komercním základe mohou v oblasti vzdelávání dospelých pusobit i školy. Ve všech uvedených typech prevažují malé instituce. Obecne nelze typ instituce spojovat s orientací na urcitý obor. Výjimku predstavují školy, které v dalším vzdelávání zpravidla setrvávají u svého oborového profilu, a odvetvové ci profesní instituce. Zvláštní skupinu institucí predstavují rekvalifikacní zarízení, tzn. instituce, které získaly akreditaci Ministerstva školství, mládeže a telovýchovy pro další vzdelávání. Patrí k nim: ? ? ? zarízení, která jsou akreditována jako instituce (akreditovaná zarízení), vzdelávací nebo zdravotnická zarízení, která mají akreditované rekvalifikacní vzdelávací programy, ke vzdelávání urcené útvary zamestnavatelu. Významnou roli v organizaci, orientaci (a financování) cásti dalšího vzdelávání hrají úrady práce. I firmy a školy mohou zajištovat vzdelávání na základe dohod s úrady práce a za jejich financního prispení. Na péci o rozvoj vzdelávání dospelých a na jeho koordinaci se podílejí dobrovolná nevládní ci mezinárodní sdružení, napr.: 109 B Screening profesí v oblasti strojírenství Czech denomination English translation Metall processing - Apprenticeship hutník neželezných kovu hutník ocelár hutník vysokopecar metallurgist kovár tavic zušlechtovac kovu klempír nástrojar soustružník kovu strojní zámecník tažec valcír kovu vrtar brusic kovu umelecký kovár a zámecník umelecký kovolijec a cizelér automechanik dulní zámecník frézar galvanizér hodinár chemik výroby neželezných kovu chirurgický nástrojar instalatér izolatér karosár konzervár lodní strojník mechanik mechanik bánské záchranné služby mechanik geologicko-pruzkumných zarízení mechanik chladírenských zarízení mechanik hudebních nástroju mechanik motorových lokomotiv a motorových vozu mechanik opravár mechanik optických prístroju mechanik polygrafických stroju montér anténních zarízení montér bleskosvodu 110 metallurgist (nonferrous metallurgy) metallurgist (iron metallurgy) furnaceman smith melter tinsmith toolmaker metal-turner engine locksmith metal roller drill man metal grinder artistic smith and locksmith artistic metal-founder and metal chaser car mechanic locksmith -> mining industry miller watchmaker plumber car body mechanic ship engineer mechanician mechanician - serviceman lightning conductor engineer montér kabelových telekomunikacních sítí montér kotlár montér nadzemních telekomunikacních sítí montér ocelových konstrukcí montér potrubár montér tocivých stroju montér výtahu montér vzduchotechniky zámecník montér nožír cutler zámecník zemedelských stroju pasír potrubár pipe fitter provozní zámecník rytec kovu serizovac slévac smaltér stavební klempír stavební zámecník obsluha stavebních stroju strojník sklárských zarízení strojvedoucí tratový strojník umelecký pasír umelecký pozlacovac umelecký štukatér strojní výrobce sklenené bižuterie zámecník kolejových konstrukcí zámecník kolejových vozidel zlatník a klenotník zlatotepec mechatronik mechanik a operátor NC stroju a prumyslových robotu puškar metal engraver founder engine-driver goldsmith and jeweller goldbeater mechatronician gunmaker Building sector stavební klempír metal worker Electric engineering elektromechanik electrician / Elektromechaniker hodinár watchmaker letecký mechanik aircraft mechanic / Flugmechaniker 111 lodní strojník engineer/greaser / Schiffmechaniker mechanik mechanic / Mechaniker mechanik chladírenských zarízení Kühlmechaniker mechanik hudebních nástroju Mechaniker Musikinstrumente mechanik motorových lokomotiv a motorových vozu mechanik opravár mechanic - serviceman mechanik zarízení pro prenos dat montér antikorozní ochrany montér tocivých stroju montér výtahu Aufzugsmonteur serizovac setter/monteur strojvedoucí engine-driver tratový strojník Eisenbahnmechaniker zvukar sound engineer mechatronik Mechatronician / Mechatroniker 112 C Analýza profesních standartu v rámci popisu profesí U každé profese zmínené v bodu B existuje také profil obsahující linky k vzdelávacím narízením a typum zkoušek. Napr.: mechanik: Kdo to je a co delá? Úkolem mechanika je provádet cinnosti prevážne servisního charakteru na technice z širokého sortimentu prístroju, stroju a zarízení, v nichž má zpravidla významnou funkci elektronika. Co je náplní jeho práce? Pracovními cinnostmi jsou - sestavování, opravy, zkoušení, serizování a oživování mechanických stroju a prístroju a laboratorní techniky, regulacní, mericí a registracní techniky, meridel, rozmnožovací techniky, výpocetní techniky, zdravotní techniky, dálnopisné techniky, prístroju automatizace a robotizace, promítací a audiovizuáln í techniky (mechanik je zpravidla specializován na nekterý z uvedených druhu techniky) - zhotovování funkcních vzorku a prototypu výše uvedených prístroju a zarízení. V jakém pracuje prostredí? Povolání je vykonáváno v provozech továren, opravárských dílnách i ve firmách a domácnostech zákazníku. Z nepríznivých projevu pracovního prostredí je treba pocítat v nekterých prípadech s vyšší hlucností a težko prístupnými objekty práce. S cím pracuje? Nejpoužívanejšími pracovními prostredky je rucní náradí (šroubováky, kombinacky, apod.), merící prístroje, zkoušecky, pájky, šikovné ruce. Jaký by mel být a co by mel znát? Predpokladem pro úspešný výkon povolání je vyucení, technické myšlení, presnost, rychlost úsudku, zrucnost, schopnost ucit se. Nevhodné pro obcany s vadami horních koncetin, zvlášte s poruchou jemné motoriky prstu, s postižením centrálního nervstva s poruchou koordinace, s nadmernou potivostí kuže, zvlášte rukou. Pracovní zarazení je vhodné pro obcany s vadou pátere. D Validace informálního a neformálního vzdelávání Validace informálního a neformálního vzdelávání je novým tématem pro Ceskou Republiku. V soucasnosti ješte neexistují žádné systémové dukazy identifikující, urcující a rozeznávající zkušenosti a kompetence získané informálním a neformálním vzdeláváním a nebo na základe pracovních zkušeností. Formální vzdelávací systém a certifikace nejsou spojeny s prubežným ci informálním vzdeláváním. Jedná se o hrubý nedostatek ze strany legislativy co se týce pokracování ve vzdelávání dospelých. Chybející komplexní struktura vzdelání a omezená podpora modulárního vzdelávání jsou dalšími prekážkami co se týce realizace validacního systému. Soucasne existuje mnoho príkladu s pozitivními zkušenostmi, jak co se týce sumativní, tak predevším pak formativní validace informálního a neformálního vzdelávání na úrovni 113 individuální iniciativy, které podporují sociální instituce, pobocky organizací, regionální autority a Evropská Unie na bázi projektu. Avšak verejné autority zacínají uvádet téma validace a rozpoznání informálního a neformálního vzelávání na programu, což je výsledkem nescetných privátních iniciativ a projektu. Všeobecne vzato lze ríci, že je ceský pracovní trh spíše liberální z hlediska požadovaných kvalifikací k vykonávání zamestnání. Vyjma profesí a trhu, které jsou rízeny spíše presnými zákony a predpisy, je príjem uchazece o místo spíše záležitostí jeho/její kompetence, které rozpozná zamestnavatel. . Požadavky kvalifikace pri zrízení nového zamestnání se rídí podle povolání, která jsou ošetrena ruznými zákony a predpisy. Co se týce pruzkumu mezi zamestnavateli, dávají tito vetšinou prednost informálním/klícovým kompetencím a zkušenostem (napr. komunikace, schopnost vedoucí funkce, týmový duch…) pred formální kvalifikací. Od pocátku transformacního období zaznamenal ceský pracovní trh vysokou úroven profesní mobility, kde kolem 38% zmenilo své zamestnání nejméne jednou. Toto by nebylo možné bez rozpoznání informálního a neformálního vzdelávání v pracovním svete. Proto je predchozí vzdelání a kompetence pracovních sil v Ceské Republice mnohem vice rozpoznávána neformálním zpusobem, než via ustanoveným národním systémem validace. Je nutné také dodat, že požadavky ze strany zákona spojujících mnoho remesel a profesí s danými kvalifikacemi pusobí mnoho problému v pracovním svete a casto je zde jakýmsi zadostiucinením zamestnání osoby, jejíž kvalifikace odpovídá požadavkum. Do té doby, než bude existovat prístupný a flexibilní systém validace predchozích vzdelávání, bude pro zamestnavatele takovýto prístup jednodušším rešením, než doplnování vzdelání a nebo absolvování mnoha zkoušek za úcelem úplné kvalifikace. Urcení kompetencí v pracovním svete záleží na vuli zamestnavatele a interních pravidlech a postupech ve firme, pokud to daný sektor nevyžaduje jinak. Stejne tak je tomu i u urcování znalostí a zkušeností požadovaných v rámci CVT vzdelávání, které porádají zamestnavatelé a nebo kterých se kandidáti úcastní z vlastního zájmu, ci pokud se jedná o postup urcité vzdelávávací instituce. 114 ITALY MA 1 - Analisi dei sistemi delle qualifiche PRODOTTO 1 Analisi del sistema delle qualifiche in Italia 7 Negli ultimi anni (a partire dal 2000 ) il sistema scolastico italiano, con particolare riferimento all’istruzione secondaria, è stato più volte modificato e riformato, tanto che un importante dibattito è ancora in corso dal momento che la maggioranza al governo è appena cambiata (aprile 2006), evento che probabilmente porterà ulteriori riforme e modifiche. Il dibattito è soprattutto incentrato sul rapporto tra le competenze delle Regioni e quelle dello Stato, 8 sull'assetto delle scuole del secondo ciclo , sul rapporto tra il canale dell'istruzione e quello della formazione, con riferimento anche al meccanismo dei passaggi dall'uno l'altro, sulla precocità delle scelte al termine del primo ciclo e sulla collocazione dell'istruzione tecnica. Ciò che segue è, pertanto, basato sulla Legge n. 53 del 28 Marzo 2003 e sul Decreto Legislativo n. 59 del 19 Febbraio 2004, ultima legge approvata, che ha introdotto l’obbligo 9 scolastico fino ai 14 anni e l’obbligo formativo fino ai 18 anni . I giovani devono quindi completare l’educazione obbligatoria nell’ambito del sistema di istruzione secondaria (si veda il paragrafo A.1), dell’apprendistato oppure del sistema di istruzione e formazione professionale (si veda il paragrafo A.2). A Analisi dei sistemi di qualifica Nazionali/Regionali nel settore meccanico A.1 Istruzione secondaria e post-secondaria A.1.1 Obiettivi Istruzione secondaria inferiore La scuola secondaria di primo grado, attraverso le discipline di istituto, è finalizzata alla crescita delle capacità autonome di studio e di rafforzamento delle attitudini all'interazione sociale. La scuola organizza ed accresce, anche attraverso l'alfabetizzazione e l'approfondimento delle tecnologie informatiche, le conoscenze e le abilità, anche in relazione alla tradizione culturale e all'evoluzione sociale, culturale e scientifica della realtà contemporanea. È caratterizzata dalla diversificazione didattica e metodologica in relazione allo sviluppo della personalità dell'allievo; cura la dimensione sistematica delle discipline; sviluppa progressivamente le competenze e le capacità di scelta corrispondenti alle attitudini e vocazioni degli allievi; fornisce strumenti adeguati alla prosecuzione delle attività di istruzione e di formazione; introduce lo studio di una seconda lingua dell'Unione Europea; aiuta ad orientarsi per la successiva scelta di istruzione e formazione. Rientra nell’ambito dell’obbligo scolastico. Istruzione secondaria superiore di tipo professionale L'istruzione tecnica ha per fine precipuo quello di preparare all'esercizio di funzioni tecniche e amministrative, nonché di alcune professioni, nei settori commerciali e dei servizi, industriale, delle costruzioni, agrario, nautico e aeronautico. L'istruzione professionale ha per fine quello di fornire la specifica preparazione teorico-pratica per l'esercizio di mansioni qualificate nei settori commerciali e dei servizi, industriale e artigiano, agrario e nautico. L'istruzione artistica 7 Si confronti la Legge n. 30 del 10 Febbraio 2000 relativa alla riorganizzazione dei cicli scolastici. Attualmente, la legge n. 291/2006 (15 Dicembre 2006) ha introdotto l’obbligo scolastico fino ai 16 anni, e conseguentemente nei prossimi mesi verranno implementate ulteriori modifiche. 8 Per studenti dai 15 ai 19 anni, così come previsto nella Legge n. 53/2003. 9 Si confronti anche la Legge n. 94/1999. 115 ha per fine quello di addestrare al lavoro e alla produzione artistica a seconda delle tradizioni, dell'industria e delle materie proprie del luogo. Istruzione Post Secondaria Non Superiore Corsi di formazione professionale post-secondaria - 2° livello I corsi di formazione post-secondaria sono finalizzati all'apprendimento di competenze professionali che implicano un elevato contenuto teorico, tecnico, tecnologico e gestionale, anche attraverso esercitazioni pratiche e stage in azienda. Istruzione e Formazione Tecnica Superiore (IFTS ) I percorsi IFTS hanno l'obiettivo di formare figure professionali a livello post-secondario per rispondere alla domanda proveniente dal mondo del lavoro pubblico e privato, con particolare riguardo al sistema dei servizi, degli enti locali e dei settori produttivi interessati da innovazioni tecnologiche e dall'internazionalizzazione dei mercati secondo le priorità indicate dalla programmazione economica regionale. Dall’anno accademico 2002/2003, sono state definite 46 specializzazioni professionali a livello nazionale. A.1.2 Tipologie di istituti/scuole Istruzione secondaria inferiore La scuola secondaria di primo grado ha la durata di 3 anni e, fa parte, unitamente alla scuola primaria, del primo ciclo di istruzione Non esistono, così come per la scuola dell'infanzia e la scuola primaria, tipologie diverse di scuola secondaria di primo grado. Istruzione secondaria superiore di tipo professionale Le scuole che appartengono all'istruzione secondaria di tipo professionale sono: 1. gli istituti tecnici Dopo un biennio comune di base, sono divisi, nel triennio, in indirizzi e specializzazioni; 2. gli istituti professionali Si articolano in un triennio che si conclude con un diploma di qualifica e in un successivo biennio post-qualifica (4° e 5° anno) che dà accesso all'università; 3. gli istituti d'arte prevedono un corso di 3 anni diviso in sezioni a seconda delle lavorazioni artistiche cui è indirizzata la specializzazione. La Legge n. 53/2003, modifica anche il sistema di istruzione e formazione professionale che comprende i percorsi individuati dai decreti di attuazione della legge. Tali percorsi consentiranno di conseguire titoli e qualifiche professionali di differente livello e, se di durata almeno quadriennale, di accedere all'università, previa frequenza di apposito corso annuale. La scelta tra i due sistemi, che viene compiuta al termine della scuola secondaria di primo grado, non è però irreversibile in quanto è previsto un meccanismo di "passerelle". La legge dà, inoltre, agli studenti dai 15 ai 18 anni, la possibilità di frequentare, attraverso l'alternanza di periodi di studio e di lavoro, corsi di 2° grado, sotto la responsabilità dell'istituzione scolastica o formativa sulla base di convenzioni con imprese o associazioni di categoria, enti pubblici o privati, ovvero di frequentare negli istituti di istruzione e formazione professionale corsi integrati che prevedano piani di studio progettati d'intesa tra i due sistemi. Ma il tutto avrà effetto dal 1° settembre 2007. Istruzione Post Secondaria Non Superiore Corsi di formazione professionale post-secondaria - 2° livello Sono organizzati dalle Regioni e gestiti o direttamente dalle stesse Regioni oppure, e ciò capita più spesso, dalle amministrazioni provinciali o comunali per delega delle Regioni. I corsi durano 6-12 mesi possono essere rivolti ai giovani che hanno conseguito la licenza di scuola secondaria superiore e che non sono più soggetti all'obbligo formativo e che intendono conseguire una qualifica di secondo livello. Istruzione e Formazione Tecnica Superiore (IFTS) Le figure professionali vengono delineate in base alla classificazione dell'ISTAT relativa alle professioni tecniche e a quella ATECO relativa ai settori di attività economica. Le figure 116 delineate sono quindi collocabili ciascuna in diverse aree professionali, all'interno delle quali è possibile delineare specifici percorsi di evoluzione professionale. Sono state definite, a livello nazionale, 46 figure professionali, per ciascuna della quali è stato definito il settore economico di riferimento, le caratteristiche e le attività professionali fondamentali a livello nazionale. Tali figure sono individuate a partire dalle scelte compiute dalle Regioni e dalle Province autonome nella precedente fase sperimentale, in relazione ai risultati delle ricerche sui fabbisogni formativi e in base al lavoro svolto dai Comitati di settore appositamente costituiti dal Comitato nazionale (Agricoltura, Ambiente, Edilizia, Industria e Artigianato, Servizi sociali, Servizi assicurativi, Trasporti, Turismo, ICT). Ciascuna delle figure professionali a banda larga può essere declinata in più profili professionali regionali in modo tale da garantire la rispondenza tra i corsi e le effettive esigenze del mondo del lavoro della Regione. Le Regioni e le Province autonome possono promuovere progetti pilota riferiti a figure professionali non previste a livello nazionale corrispondenti a documentati fabbisogni dei mercati territoriali del lavoro. I percorsi IFTS sono progettati e gestiti da almeno quattro soggetti formativi: la scuola, la formazione professionale, l'università, l'impresa o altro soggetto pubblico o privato, tra loro associati con atto formale, anche in forma consortile. A.1.3 Indirizzi scolastici e formativi specifici per il settore meccanico Istruzione secondaria superiore di tipo professionale Gli indirizzi principali relativi al settore meccanico negli Istituti tecnici sono i seguenti, tutti di durata quinquennale: ? Industriale - specializzazioni: meccanico, elettrotecnico, elettronico, fisico industriale, chimico, tessile, ecc.; ? Nautico - specializzazioni: macchinista, costruttore. Per quanto riguarda gli Istituti professionali, gli indirizzi relativi al settore meccanico, tutti di durata triennale, sono i seguenti: ? Settore agrario - Indirizzi: agrario e agro-industriale; ? Settore industria e artigianato - Indirizzi: edile, meccanico-termico, elettricoelettronico. Dopo il triennio di specializzazione, possono essere istituiti corsi biennali atti a consentire una formazione culturale e applicativa di livello di scuola secondaria superiore che porta all’acquisizione di un diploma. Istruzione Post Secondaria Non Superiore Corsi di formazione professionale post-secondaria - 2° livello L’offerta formativa di questi percorsi è piuttosto ampia e diversificata da Regione a Regione, in quanto, come già detto, questi corsi sono organizzati e gestiti direttamente dalle Regioni e dalle Province. La Regione Emilia Romagna offre le seguenti specializzazioni nell’ambito del settore meccanico: Disegnatore meccanico, Progettista meccanico, Tecnico dell’automazione industriale, Tecnologo di prodotto/processo nella meccanica. La Regione Toscana offre le seguenti specializzazioni nell’ambito del settore meccanico: Tecnico qualificato di produzione, Tecnico qualificato per la manutenzione di aeromobili, Tecnico qualificato per la micromeccanica di precisione, Tecnico qualificato in termotecnica e coordinamento di cantiere termoidraulico, Tecnico lavorazione orafa. Istruzione e Formazione Tecnica Superiore (IFTS) I percorsi IFTS si riferiscono a figure professionali per le quali occorre una formazione a livello post-secondario. Le figure professionali relative al settore meccanico sono le seguenti: tecnico superiore di disegno e progettazione industriale, tecnico superiore di produzione, tecnico superiore di industrializzazione del prodotto e processo, tecnico superiore conduzione/manutenzione impianti, tecnico superiore di automazione industriale. 117 A.2 EDUCAZIONE E FORMAZIONE CONTINUA DEI GIOVANI USCITI DAL SISTEMA DI ISTRUZIONE E DEGLI ADULTI Cambiamenti civili, sociali ed economici, così come il progresso tecnologico, richiedono la promozione di una educazione e formazione continua, nella logica della formazione lungo tutto l’arco della vita. Per quanto riguarda i giovani, i principali sforzi sono stati indirizzati a combattere l’abbandono scolastico, un fenomeno che colpisce soprattutto nell’eta successiva all’obbligo scolastico. Al fine di ridurre il più possibile il cosiddetto fenomeno dei dropouts, è stato introdotto l’obbligo formativo fino ai 18 anni di età, così come spiegato all’inizio di questo capitolo. Pertanto, i giovani devono assolvere tale obbligo nell’ambito del sistema di istruzione secondaria (si veda il paragrafo A.1), dell’apprendistato oppure del sistema di istruzione e formazione professionale, trattata in questo paragrafo, unitamente all’educazione degli adulti. A.2.1 Obiettivi Corsi di formazione professionale – 1° livello I corsi di formazione professionale (di 1° livello) sono finalizzati all’apprendimento di specifiche competenze professionali di carattere teorico e pratico, anche attraverso esercitazioni pratiche e stage in azienda. Hanno durata biennale, sono articolati in cicli certificabili, sono caratterizzati da moduli di accoglienza, orientamento e accompagnamento e dalla possibilità di un terzo anno al termine del quale viene rilasciato un certificato di specializzazione. La struttura di tali corsi dovrà però essere rivista alla luce della più recente legislazione attualmente in fase di riforma. Attualmente, questi corsi sono organizzati e gestiti direttamente dalle Regioni/Province, e l’offerta formativa risulta piuttosto ampia e diversificata da regione a regione. Centri Territoriali Permanenti (CTP) Gli obiettivi generali dei Centri Territoriali Permanenti sono l’innalzamento del livello di istruzione, attraverso l’acquisizione della cultura e delle correlate capacità comunicative, dando la possibilità di ampliare lo spazio linguistico, comunicativo e culturale dell’individuo, nonché il recupero e lo sviluppo di competenze culturali e relazionali idonee ad assicurare una piena partecipazione alla vita sociale. Questi obiettivi vengono perseguiti attraverso forme organizzative e programmi differenziati a seconda del tipo e delle esigenze della utenza e, quindi, tenendo conto del livello di alfabetizzazione, dello stato di occupazione e di disoccupazione, della provenienza geografica sia nazionale che regionale, in particolare extracomunitaria. Apprendistato Il Decreto Legislativo 276/2003 di riforma del mercato del lavoro ha disciplinato ex novo l’apprendistato, prevedendo tre diverse ipotesi: ? l’apprendistato per l’espletamento del diritto-dovere di istruzione a formazione ai sensi della legge 53/2003, finalizzato all’acquisizione di un titolo di studio e all’assolvimento dell’obbligo formativo attraverso lo strumento dell’alternanza scuola-lavoro; ? l’apprendistato professionalizzante, finalizzato non al conseguimento di un titolo di studio o di una qualifica professionale, ma all’accrescimento delle capacità tecniche dell’individuo al fine di farlo diventare un lavoratore qualificato; ? l’apprendistato per l’acquisizione di un diploma o per percorsi di alta formazione, finalizzato alla acquisizione di un titolo di studio secondario, laurea o specializzazione tecnica superiore (IFTS). I contenuti della formazione esterna includono competenze e conoscenze trasversali, tecniche, scientifiche ed operative, che differiscono a seconda dei profili professionali. In alcuni settori (costruzioni, servizi, turismo), gli obiettivi formativi dei contenuti professionali dei percorsi sono stati definiti da parte di gruppi di esperti di settore. Il documento prodotto 118 identifica le competenze professionali che ciascun gruppo deve acquisire al termine del percorso formativo esterno all’azienda, e che rappresentano gli obiettivi formativi che tali percorsi esterni devono raggiungere. Per ciascun gruppo di profili professionali vengono indicati le qualifiche del sistema dell’istruzione/formazione considerate idonee. Tali qualifiche possono essere considerate nei contratti collettivi nazionali al fine di prevedere una riduzione della formazione esterna. I contenuti dei moduli supplementari per gli apprendisti che devono assolvere all’obbligo formativo riguardano tre tipologie di competenze: a) competenze linguistiche; b) competenze matematiche; c) competenze informatiche. A.2.2 Tipi di istituti/scuole Corsi di formazione professionale – 1° livello I corsi di formazione professionale (di 1° livello) sono rivolti a giovani tra i 15 ed i 18 anni di età ed agli adulti, rientrano nell’ambito delle competenze e responsabilità delle regioni e sono normati dalle rispettive legislazioni. E’ importante sottolineare che tutto il sistema della formazione professionale, nonché tipologie e caratteristiche dei percorsi, saranno completamente rivisti e riformati alla luce della nuova struttura del sistema di istruzione e formazione professionale, dal momento che è attualmente in atto una ulteriore riforma. I corsi rivolti ai giovani durano 2-3 anni, a seconda della regione, mentre quelli rivolti agli adulti durano1 anno. Centri Territoriali Permanenti (CTP) I CTP sono rivolti ai giovani a partire dai 15 anni di età ed agli adulti, e rientrano nell’ambito delle competenze e responsabilità dello Stato, essendo regolati da decreti ministeriali. I Centri Territoriali Permanenti si configurano come strutture preposte sia alla prima accoglienza, all’ascolto e all’orientamento sia all’alfabetizzazione primaria e funzionale, all’apprendimento della lingua, oltre che al recupero e allo sviluppo di competenze culturali e relazionali idonee a una piena partecipazione alla vita sociale. I Centri territoriali si configurano come centri di servizio del sistema di istruzione e formazione in età adulta, preposti all’attuazione dell’offerta formativa integrata attraverso accordi di rete tra scuole di diverso ordine e grado. Essi hanno il compito di coordinare le offerte di istruzione e formazione programmate sul territorio. Attraverso l'opera dei coordinatori, intrattengono rapporti con i soggetti pubblici e privati che si occupano di istruzione e formazione. È da ricordare che i primi interlocutori per l'organizzazione dei corsi di istruzione per adulti sono state le organizzazioni sindacali; attualmente i mutamenti intervenuti nell'utenza hanno ampliato il numero degli "interlocutori" anche agli Enti Locali, Associazioni, Case del Popolo, Parrocchie, ecc. Apprendistato Sulla base di quanto previsto dal decreto approvato dal Consiglio dei Ministri del 31/03/2003, il compito di definire e normare i profili formativi dell’apprendistato finalizzato all’assolvimento del diritto/dovere all’istruzione e formazione è assegnato alle competenze delle Regioni e delle province autonome, in accordo con il Ministero del Lavoro e delle Politiche Sociali, dell’Università e della Ricerca, dopo aver consultato le parti sociali sia datoriali che sindacali. Le Regioni e Province autonome sono altresì responsabili per la definizione e regolazione dei profili formativi dell’apprendistato professionalizzante, in accordo con le associazioni datoriali. Infine, la definizione e regolazione dei profili formativi dell’apprendistato finalizzato all’acquisizione di un diploma rientra nell’ambito delle responsabilità delle Regioni e, solo per i profili formativi, in accordo con le locali associazioni datoriali e sindacali, con le università ed altre agenzie formative. La formazione relativa alle competenze trasversali e tecnico-scientifiche deve essere realizzata presso strutture accreditate dalle regioni. 119 A.2.3 Indirizzi specifici per il settore meccanico Corsi di formazione professionale – 1° livello Attualmente, questi corsi sono organizzati e gestiti direttamente dalle Regioni/Province, e l’offerta formative risulta piuttosto ampia e diversificata da regione a regione. La Regione Emilia Romagna offre le seguenti specializzazioni per il settore meccanico: Costruttore su macchine utensili, Installatore – montatore di sistemi elettrico-elettronici, Montatore meccanico di sistemi, Costruttore di carpenteria metallica, Operatore dell’autoriparazione, Operatore delle lavorazioni di carrozzeria. La Regione Toscana offre le seguenti specializzazioni per il settore meccanico: Addetto alla costruzione di strutture di carpenteria, Addetto alle macchine utensili, Addetto alla saldatura, Addetto carrozziere, Addetto gommista, Montatore manutentore di impianti termofluidici, Addetto alla conduzione di macchine a controllo numerico, Riparatore di autoveicoli e autoarticolati. Centri Territoriali Permanenti (CTP) I Centri territoriali si configurano come centri di servizio del sistema di istruzione e formazione in età adulta, preposti all’attuazione dell’offerta formativa integrata attraverso accordi di rete tra scuole di diverso ordine e grado. Essi hanno il compito di coordinare le offerte di istruzione e formazione programmate sul territorio. I CTP realizzano le seguenti tipologie di intervento: corsi per adulti finalizzati all’alfabetizzazione che si concludono con il rilascio di un attestato che consente l’iscrizione alla scuola secondaria di primo grado; corsi di scuola secondaria di primo grado per adulti (150 ore); corsi per adulti negli istituti di istruzione secondaria di secondo grado; percorsi di alfabetizzazione funzionale degli adulti; percorsi integrati di istruzione e formazione, ferme restando le rispettive competenze statali e regionali; progetti pilota per l’integrazione dei sistemi formativi, nel rispetto delle competenze di ciascun sistema. Apprendistato I percorsi di apprendistato sono organizzati e regolati dalle Regioni, pertanto l’offerta formative è ampia e diversificata da regione a regione. La Regione Emilia Romagna offre le seguenti specializzazioni per il settore meccanico: Costruttore su macchine utensili, Installatore – montatore di sistemi elettrico-elettronici, Montatore meccanico di sistemi, Costruttore di carpenteria metallica, Operatore dell’autoriparazione, Operatore delle lavorazioni di carrozzeria, Disegnatore meccanico, Progettista meccanico, tecnico dell’automazione industriale, Tecnologo di prodotto/processo nella meccanica. B Analisi delle qualifiche nel settore meccanico B.1 Le qualifiche nel settore meccanico in Emilia Romagna – Italia La tabella che segue riporta l’elenco delle qualifiche del repertorio della regione Emilia Romagna che sono state selezionate sulla base dei seguenti criteri: 120 - focus sulle qualifiche del sistema regionale riconducibili ai livelli 1-4 previsti dall’EQF; - focus sulle qualifiche del Sistema Regionale dell’Emilia Romagna considerando che: a. in Italia non esiste un sistema nazionale di qualifiche professionali; un tavolo istituzionale interregionale di esperti è attualmente all’opera, a livello nazionale, al fine di definire un sistema nazionale delle qualifiche (tale tavolo sarà coinvolto nella realizzazione del progetto sia in termini di disseminazione che di validazione dei prodotti e risultati); b. in Italia le Regioni sono le istituzioni competenti per quanto riguarda l’ambito della formazione professionale; c. il Sistema Regionale delle Qualifiche dell’Emilia Romagna può facilmente essere riferito all’EQF poiché ciascuna qualifica è descritta in termini di “risultati dell’apprendimento”, di ‘learning outcomes’ (ciò che colui che è in apprendimento sa, capisce ed è capace di fare, ossia le competenze professionali), come l’EQF prefigura. Dal momento che le qualifiche sono descritte in termini di competenze professionali di un dato profilo, queste ultime rappresentano gli obiettivi formativi dei percorsi e divengono il riferimento per i processi di certificazione; d. il Sistema Regionale di Qualifiche della Regione Emilia Romagna fa altresì riferimento alla classificazione ATECO, che rappresenta la classificazione italiana delle attività economiche (NACE – Nomenclature générale des activités économiques); e. focus sulle due seguenti aree professionali: “Progettazione e produzione meccanica ed elettromeccanica“ e “Autoriparazione”, così come concordato con la Regione Emilia Romagna. Qualifiche NOME IN ITALIANO Costruttore di carpenteria metallica Riferimento Riferimento codici Professioni ISFOL ISTAT NOME IN INGLESE 6.2.1.2 Salatori e tagliatori a fiamma Montatore/Installato 7.2.1.1. Operai addetti a macchine utensili automatiche re e semiautomatiche industriali 3.1.2.6. Disegnatori industriali Disegnatore ed assimilati progettista con Saldatore Metal worker Costruttore su macchine utensili Machine tool operator Disegnatore meccanico Draughtsman sistemi CAD CAM MontatoreInstallatore 7.2.7.2 Assemblatori e cablatori di apparecchiature elettriche 7.2.7.3 Assemblatori e cablatori di apparecchiature Installatore – montatore di Installer-erector-assembler elettroniche e di sistemi elettrico-elettronici electrical and electronic systems telecomunicazioni Operaio alle 7.2.7.1 Assemblatori in serie macchine utensili di parti di macchine 7.2.7.4 Assemblatori in serie di articoli vari in metallo, in gomma e in materie plastiche 7.2.7.9 Altri operai addetti all’assemblaggio ed alla Montatore meccanico di produzione in serie di articoli Fitter sistemi industriali 6.2.3.1 Meccanici artigianali, riparatori e manutentori di Operatore dell’autoriparazione Car mechanic automobili ed assimilati 7213 Lattonieri, lamieristi e Verniciatore Operatore delle lavorazioni di assimilati carrozzeria Carbody mechanic 7142 Verniciatori e assimilanti Responsabile della 2.2.1.1 Ingegneri meccanici Progettista meccanico Tecnico dell’automazione industriale Industrial designer progettazione Industrial automation technician 7.1.7.1 Conduttori di catene di montaggio Tecnologo di prodotto/processo nella Technologist for mechanical product/process 3.1.2.1 Tecnici meccanici 3.1.2.9 Altri tecnici in scienze 121 ingegneristiche ed assimilati meccanica B.2 Regione Toscana – Repertorio dei profili professionali relativi al settore meccanico, confrontati con i codici ISFOL La tabella che segue riporta l’elenco delle qualifiche del repertorio della Regione Toscana che sono state selezionate sulla base dei seguenti criteri: f. focus sulle qualifiche del sistema regionale riconducibili ai livelli 1-4 previsti dall’EQF; g. focus sulle qualifiche del sistema regionale della Toscana considerando che in Italia non esiste un sistema nazionale di qualifiche professionali (si cfr. l’introduzione al paragrafo relativo alla regione Emilia Romagna), e in Italia le regioni sono le istituzioni competenti per quanto riguarda l’ambito della formazione professionale; h. focus sull’area professionale “Meccanica e metallurgia”; i. esclusione delle qualifiche che non risultano rilevanti in termini di opportunità lavorative. NOME IN ITALIANO NOME IN INGLESE Codice ISFOL Addetto alla conduzione di macchine a controllo numerico CNC machine operator 0504011 Addetto alla costruzione di strutture di carpenteria Metal construction worker 0508081 Addetto alla saldatura Welder 0507231 Addetto alle macchine utensili Machine tool operator 0503011 Addetto carrozziere Vehicle body sheet-metal worker 0509241 Addetto gommista Tyre-shop operator 0509242 Montatore manutentore di impianti termofluidici Fitter and maintenance operator thermofluid plant 0506101 Riparatore di autoveicoli e autoarticolati Car and truck mechanic Tecnico lavorazione orafa Goldsmith Tecnico qualificato di produzione Production engineer 0512162 Tecnico qualificato per la manutenzione di aeromobili Licensed aircraft engineer 0508262 Tecnico qualificato per la micromeccanica di precisione Micromechanical engineer 0503072 Tecnico qualificato in termotecnica e coordinamento di cantiere termoidraulico Thermal engineer and thermohydraulic construction site manager 0506102 122 C Analisi degli standard professionali utilizzati per la descrizione delle qualifiche REGIONE EMILIA ROMAGNA Ciascuna qualifica citata al paragrafo B.1, viene descritta, nel repertorio del Sistema 10 Regionale delle Qualifiche dell’Emilia Romagna, considerando i seguenti standard , come evidenziato dall’esempio che segue: - breve descrizione del profilo - area professionale - profili collegati – collegabili alla figura - risultati dell’apprendimento in termini di: unità di competenza e per ciascuna di esse: competenze, capacità (essere in grado di ), conoscenze (conoscere) - Indicazioni per la valutazione delle competenze in termini di: oggetto di osservazione, indicatori, risultato atteso, modalità - standards e caratteristiche delle attività formative che portano al conseguimento della qualifica, con particolare riferimento a: livello della qualifica caratteristiche dei destinatari requisiti in ingresso durata (in ore) indicazioni rispetto alle modalità formative COST RUT TO R E DI C ARP ENT ERI A MET ALLI CA Descrizione sintetica Il Costruttore di carpenteria metallica è in grado di realizzare prodotti metallici finiti, attraverso tecniche di lavorazione specifiche, utilizzando i macchinari, le attrezzature e gli utensili propri del taglio, della deformazione, della saldatura e della rifinitura. Area Professionale Progettazione e produzione meccanica ed elettromeccanica Profili collegati – collegabili alla figura SSiisstteem maaddiirriiffeerrim imeennttoo Sistema classificatorio ISTAT D Deennoom miinnaazzio ionnee 6.2.1.2 Saldatori e tagliatori a fiamma 6.2.1.3 Lattonieri e calderai, compresi i tracciatori 6.2.1.4 Montatori di carpenteria metallica 6.2.1.7 Specialisti di saldatura elettrica ed a norme ASME Sistema di codifica professioni Ministero del Lavoro Sistema informativo EXCELSIOR Sistema classificatorio ISCO 621200 Saldatori e tagliatori a fiamma 621800 Lastroferratori 4.04.02 Saldatori, tagliatori e assimilati 4.04.08 Addetti alla finitura di utensili e prodotti metallici 7212 Saldatori e tagliatori 7222 Repertorio delle professioni ISFOL 10 Addetti alla costruzione di utensili e prodotti metallici 7224 Finitori di metallo, levigatori e affilatori di utensili Metalmeccanica - Saldatore Sistema Regionale delle Qualifiche – SRQ – Regione Emilia Romagna 123 UNITÀ DI COMPETENZA 1. Predisposizione macchinari, attrezzature ed utensili per le lavorazioni dei metalli 2. Taglio materiali metallici ? ? individuare i parametri di funzionamento dei macchinari per la lavorazione dei materiali metallici attraverso la lettura della scheda di lavoro e del disegno tecnico ? riconoscere la conformità delle operazioni svolte dalle macchine utensili individuando eventuali anomalie di funzionamento ? adottare modalità di riordino della postazione di lavoro e di mantenimento in efficienza dei macchinari ? riconoscere le principali caratteristiche dei materiali metallici da tagliare ? adottare strumenti di misurazione al fine di identificare le dimensioni dei materiali metallici da tagliare rilevandone eventuali anomalie/difettosità ? applicare tecniche di realizzazione del taglio dei materiali metallici con gli strumenti appropriati e/o con macchine tradizionali e/o a controllo numerico, nel rispetto delle procedure di sicurezza CONOSCENZE ( CONOSCERE) ? ? 3. Deformazione / saldatura materiali metallici CAPACITÀ ( ESSERE IN GRADO DI) identificare le macchine, le attrezzature e gli utensili da utilizzare nelle diverse fasi di lavorazione e le relative regolazioni identificare e valutare eventuali anomalie dei metalli tagliati al fine di trascriverle nelle annotazioni di accompagnamento ai pezzi tagliati e/o apportare eventuali interventi correttivi ? ? ? ? ? ? identificare le caratteristiche dimensionali e funzionali dei materiali da trasformare in base alle indicazioni dello schizzo e/o del disegno ? ? scegliere le macchine e gli utensili di lavorazione per deformare e saldare i materiali metallici in funzione delle loro caratteristiche e proprietà ? ? adottare gli strumenti e applicare le tecniche di deformazione e saldatura dei materiali metallici nel rispetto delle procedure di sicurezza ? ? rilevare, dalla scheda di lavorazione, gli elementi oggetto del controllo ed effettuare le verifiche programmate ? riconoscere le caratteristiche dei pezzi lavorati al fine di eseguire l’intervento di rifinitura previsto ? applicare tecniche di rifinitura e aggiustaggio dei materiali metallici nel rispetto delle procedure di sicurezza ? 4. Rifinitura ed assemblaggio pezzi e insiemi metallici 124 ? adottare i macchinari e gli utensili necessari al montaggio dei pezzi metallici in funzione delle loro caratteristiche tecniche, funzionali ed estetiche, nel rispetto delle procedure di sicurezza ? valutare i prodotti finiti evidenziando eventuali anomalie e difettosità ? ? Il ciclo di lavorazione: fasi, attività e tecnologie Caratteristiche fisiche, chimiche, meccaniche e tecnologiche dei materiali metallici Tipologie e meccanismi di funzionamento delle principali attrezzature e macchinari per la lavorazione dei metalli Strumenti di misurazione dei materiali metallici Tecniche di taglio metalli Tecniche di attrezzeria meccanica (foratura, sbavatura, filettatura,…) Tecniche di deformazione e saldatura metalli Tecniche di rifinitura e assemblaggio metalli Principali strumenti e supporti informatici Principali funzionalità degli strumenti di interazione uomo/macchina Disposizioni a tutela della sicurezza sul lavoro per le lavorazioni dei metalli Fondamenti della disciplina aziendale del rapporto di lavoro INDICAZIONI PER LA VALUTAZIONE DELLE UNITÀ DI COMPETENZA UNITÀ DI COMPETENZA 1. Predisposizione macchinari, attrezzature ed utensili per le lavorazioni dei metalli OGGETTO DI OSSERVAZIONE Le operazioni di predisposizione dei macchinari, delle attrezzature e degli utensili INDICATORI ? ? ? ? 3. Deformazione / saldatura materiali metallici 4. Rifinitura ed assemblaggio pezzi e insiemi metallici Le operazioni di taglio dei materiali metallici ? Le operazioni di deformazione/saldatura dei materiali metallici ? ? ? ? Le operazioni di rifinitura e assemblaggio di pezzi e insiemi metallici ? ? ? ATTESO regolazione dei macchinari, delle attrezzature e degli utensili per le diverse fasi di lavorazione preparazione e allestimento della postazione di lavoro esecuzione di manutenzioni ordinarie verifica dello stato e della funzionalità degli strumenti e delle attrezzature misurazione dei metalli da tagliare taglio dei metalli rilevazione delle non conformità dei metalli tagliati Macchinari, attrezzature ed utensili funzionanti, a norma ed efficienti esecuzione di operazioni di deformazione e di saldatura dei materiali metallici controllo dei pezzi metallici lavorati Materiali metallici trasformati nelle dimensioni e proporzioni previste esecuzione di lavorazioni di rifinitura dei metalli assemblaggio di pezzi e di insiemi metallici controllo della qualità del prodotto finito Pezzi ed insiemi metallici rifiniti e assemblati in conformità alle specifiche tecniche Metalli tagliati secondo la scheda di lavoro in conformità allo schizzo e/o disegno M ODALITÀ Prova pratica in situazione 2. Taglio materiali metallici RISULTATO 125 COSTRUTTORE DI CARPENTERIA METALLICA STANDARD relativi ai corsi finalizzati al conseguimento della Qualifica di “ COSTRUTTORE DI CARPENTERIA METALLICA” Questa qualifica può essere considerata sia come qualifica di accesso all’area professionale che come qualifica di approfondimento tecnico-specializzazione. Come tale, gli standard professionali possono essere raggiunti sia da persone (giovani-adulte) non in possesso di conoscenze-capacità pregresse, che attraverso il corso “entrano” in questa area professionale, che da persone in possesso di conoscenze-capacità di base rispetto all’area, che attraverso il corso vengono sviluppate/approfondite. Tali conoscenze-capacità possono essere state acquisite attraverso un percorso di formazione professionale, di istruzione o attraverso l’esperienza professionale in imprese del settore. Le durate differenti dei corsi derivano pertanto dalle differenti finalità / tipologie di utenti. In ogni caso, ai partecipanti in possesso di conoscenze-capacità che corrispondono a contenuti del corso, vengono riconosciuti i relativi crediti formativi. La qualifica può essere conseguita attraverso: ? Corsi di 600 ore Si tratta di corsi finalizzati alla professionalizzazione di giovani che hanno assolto l’obbligo formativo, non occupati al momento della realizzazione del corso*. I corsi devono prevedere una quota di ore di stage che può oscillare dal 30 al 40% del monte ore complessivo. ? Corsi di 600 ore Si tratta di corsi finalizzati alla professionalizzazione di adulti disoccupati**. I corsi devono prevedere una quota di ore di formazione realizzate in stage, in laboratorio o comunque in situazioni che riproducono processi e attività che si verificano nei contesti lavorativi. Tale quota può oscillare dal 30 al 40% del monte ore complessivo. La durata definita è da intendersi massima: può diminuire in funzione della caratteristiche dei partecipanti. Non può comunque essere inferiore alle 400 ore. ? Corsi di 300 ore Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti occupati***. I corsi devono prevedere una quota di ore di formazione realizzate in stage, in laboratorio o comunque in situazioni che riproducono processi e attività che si verificano nei contesti lavorativi. Tale quota può oscillare dal 20 al 40% del monte ore complessivo. La durata definita è da intendersi massima: può diminuire in funzione della caratteristiche dei partecipanti. Non può comunque essere inferiore alle 200 ore. ? Corsi di 300 ore Si tratta di corsi finalizzati alla professionalizzazione di giovani-adulti disoccupati****. I corsi devono prevedere una quota di ore di formazione realizzate in stage, in laboratorio o comunque in situazioni che riproducono processi e attività che si verificano nei contesti lavorativi. Tale quota può oscillare dal 20 al 40% del monte ore complessivo. La durata definita è da intendersi massima: può diminuire in funzione della caratteristiche dei partecipanti. Non può comunque essere inferiore alle 200 ore. 126 NOTE Per quanto riguarda le categorizzazioni degli utenti per età e per stato occupazionale si fa riferimento a quanto stabilito nei documenti di programmazione regionale e in particolare al “Complemento di Programmazione” e relative modifiche. * Si tratta di corsi finalizzati alla professionalizzazione di giovani che hanno assolto l’obbligo formativo, non occupati al momento della realizzazione del corso, non in possesso di conoscenze-capacità pregresse rispetto all’Area Professionale. ** Si tratta di corsi finalizzati alla professionalizzazione di adulti disoccupati , non in possesso di conoscenzecapacità pregresse rispetto all’Area Professionale. ***Si tratta di corsi finalizzati alla professionalizzazione di giovani -adulti occupati , in possesso di conoscenze-capacità di base rispetto all’Area Professionale. ****Si tratta di corsi finalizzati alla professionalizzazione di giovani -adulti disoccupati , in possesso di conoscenze-capacità di base rispetto all’Area Professionale. REGIONE TOSCANA Ciascuna qualifica citata al paragrafo B.1, viene descritta, nel repertorio della Regione Toscana, considerando i seguenti standard, come evidenziato dall’esempio che segue: - breve descrizione del profilo - risultati dell’apprendimento in termini di: conoscenze e competenze - standards delle attività formative che portano al conseguimento della qualifica, con particolare riferimento a:: - requisiti in ingresso - criteri per la selezione dei partecipanti - prospettive occupazionali - durata (in ore) - professionalità docente - Attrezzature e sussidi didattici ADDETTO ALLA CONDUZIONE DI MACCHINE A CONTROLLO NUM ERICO Descrizione E’ una professionalità che opera prevalentemente nel settore della fabbricazione di macchine ed apparecchi meccanici. Si occupa del montaggio e della preparazione degli utensili utilizzati dalla macchina e posiziona il pezzo sul quale viene eseguita la lavorazione. Imposta il computer, verifica il corretto funzionamento del programma, avvia il ciclo di lavorazione, ne segue il funzionamento ed effettua un primo controllo sul pezzo. Opera con relativa autonomia, subordinato al tecnico superiore Conoscenze Principi base di disegni meccanico; principi di base di elettrotecnica/elettronica; macchine utensili: tipologie e funzionamento; tecniche di produzione; principi base di logistica industriale; elementi di programmazione della produzione; principi base di informatica e linguaggi di programmazione CN; cenni di Computer Integrated Manufacturing (CIM); contratto di lavoro e principali normative regolanti il rapporto di lavoro; igiene del lavoro, prevenzione, pronto soccorso Competenze Preparazione ed attrezzaggio della macchina utensile in funzione della lavorazione; manutenzione; posizionamento pezzi; utilizzo del computer e caricamento nastri/floppy;lancio e controllo del ciclo di lavorazione; diagnosi superficiale di problemi;controllo di qualità dei prodotti; rapporti interpersonali a monte e a valle e con i livelli di responsabilità; previsione dell’evoluzione del proprio ruolo professionale 127 Requisiti di ingresso Istruzione primo ciclo: diploma di scuola secondaria di primo ciclo – coloro che devono assolvere il diritto-dovere come previsto dalla L.53/2003, devono anche aver frequentato almeno un anno di percorso di istruzione secondo ciclo; oppure assolvimento di obbligo scolastico con licenza elementare + esperienza lavorativa triennale Criteri di selezione Curriculum studi ed eventualmente esperienze lavorative; valutazione delle motivazioni; test: doti attentive, precisione, ragionamento logico matematico Sbocchi occupazionali Centri di lavoro a CN; officina e industria meccanica Professionalità docente Diploma o laurea preferibilmente nel settore industriale; esperti del settore; tutor Attrezzature e sussidi didattici Aula attrezzata con lavagna luminosa e a fogli mobili e sussidi audiovisivi e informatici; laboratorio attrezzato con strumenti e macchina a controllo numerico occorrenti per l’esercizio della professione D Validazione dell’apprendimento acquisito in contesti non-formali ed informali Tutti gli stakeholders sia sociali che politici, indipendentemente dai rispettivi contesti e mission istituzionali (Ministeri, Regioni, Sindacati, Associazioni datoriali, Sistema della Formazione Professionale, Università, Associazioni Giovanili e terzo settore), ormai concordano sulla necessità di definire un sistema di validazione dell’apprendimento non formale attraverso formalizzati processi di riconoscimento o procedure di certificazione delle competenze. Attualmente, comunque, in Italia non è ancora stato implementato nulla di paragonabile al programma APL inglese, a causa di due diversi fattori. Prima di tutto, devono essere considerati due fattori storico-culturali: il rilevante valore sia formale che legale delle qualifiche ottenute attraverso formali percorsi di istruzione, e la tradizionale debolezza dell’istruzione e form azione breve degli adulti. Il risultato di questa situazione è che il valore sociale ed economico del sistema della formazione professionale, indipendentemente dalle formali qualifiche rilasciate, non è per nulla percepito. Inoltre, la normativa che regola il mercato del lavoro e l’occupazione è principalmente basata sullo status legale delle qualifiche formali e sul valore giuridico dei titoli dell’istruzione ed accademici. Un tale fondamentale ruolo del riconoscimento formale viene ulteriormente rafforzat o dal basso livello di fiducia istituzionale generalizzato a livello nazionale, soprattutto nel momento in cui sono coinvolte le agenzie formative del sistema della formazione professionale e le associazioni datoriali. Il processo che tenta di creare un collegamento tra l’educazione e la formazione formali e l’apprendimento non formale ed informale in diversi contesti sta attualmente coinvolgendo molti attori e stakeholders: parti sociali, imprese, associazioni del terzo settore. Nonostante questo, come risultato della consapevolezza della parte politica rispetto ai principi fondamentali che stanno alla base della validazione dell’apprendimento non formale, è stato sottoscritto un rilevante numero di accordi e regole nazionali riguardanti questo tema (IFTS, Educazione e Formazione degli Adulti, Certificato di Competenze), che sottolineano l’opportunità e l’importanza della validazione dell’apprendimento non formale, senza però 128 arrivare a definire concretamente un sistema in quanto tale (visto nel suo complesso come quadro organizzativo e di risorse composto di standards, compiti e fonti di finanziamento). Può, comunque, essere affermato che esistono diverse interessanti sperimentazioni in questo contesto, che però rimangono esperienze locali che non costituiscono un vero e proprio sistema di validazione. Questo è dovuto a due principali elementi: ? la mancanza di standard a livello nazionale relativamente alle qualifiche ed alle competenze acquisite rappresenta il principale ostacolo all’adozione della diffusa prospettiva europea sull’apprendimento non formale ed informale; ? in Italia non esistono ancora un concetto ed una definizione comuni della validazione dell’apprendimento non formale ed informale, e del ruolo che le istituzioni dovrebbero avere al fine di offrire o legittimare questo tipo di servizio/opportunità. Da questo punto di vista, la situazione italiana riflette molti dei punti di discussone ancora aperti a livello europeo relativamente al processo ed ai documenti sui principi comuni della validazione dell’apprendimento non formale ed informale. La Regione Emilia Romagna sta attualmente sperimentando un “Sistema Regionale di 11 Formalizzazione e Certificazione delle competenze - (SRFC) ” che considera non solo le competenze acquisite in esito a percorsi formativi ma anche quelle acquisite in contesti informali e non formali. Tale Sistema considera quale oggetto della formalizzazione e certificazione le “competenze comunque acquisite dalle persone” e considera, quali standard professionali di riferimento, le competenze presenti nel repertorio del “Sistema Regionale delle Qualifiche - SRQ” (si veda paragrafo C.). Il Sistema definisce sia le fasi del processo di formalizzazione/certificazione, sia i soggetti che operano su tale processo. Il processo è pertanto articolato nelle seguenti fasi: a. Acquisizione della richiesta di formalizzazione e certificazione b. Accertamento tramite evidenze c. Accertamento tramite esame d. Adempimenti amministrativi collegati al rilascio dei documenti di formalizzazione certificazione e. Consulenza individuale, ed è finalizzato a rilasciare la Scheda conoscenze e capacità, oppure il Certificato di competenze oppure il Certificato di Qualifica. I soggetti attuatori di tale sistema saranno i “Soggetti accreditati” del sistema formativo e, in raccordo con le Amministrazioni provinciali potranno essere valutate iniziative di attivazione del processo di formalizzazione delle competenze presso i servizi per l’impiego. Possono gestire il processo anche enti non accreditati che abbiano sviluppato un’attività formativa correlata agli standard del SRQ ed ottenuto dalla Regione o dalle Province una specifica autorizzazione alla “formalizzazione e certificazione delle competenze” in esito a tale attività. 11 Cfr. Delibera Giunta Regionale n. 1434 del 12/09/2005; Delibera GR n. 530 del 19/04/2006; Delibera n. 841 del 19/06/2006. 129 SPAIN AAnálisis del sistema de Cualificación Nacional/Regional en el sector de la Ingeniería A.1 SECUNDARIA Y POST-SECUNDARIA A.1.1 OBJETIVOS - Educación Secundaria Obligatoria. (ESO) La Educación Secundaria Obligatoria constituye la primera etapa de la Educación Secundaria y la etapa final de la enseñanza básica. Comprende cuatro años académicos, que se cursarán ordinariamente entre los doce y los dieciséis años. La finalidad de la ESO es transmitir a los alumnos los elementos básicos de la cultura, especialmente en sus aspectos científico, tecnológico y humanístico; afianzar en ellos hábitos de estudio y trabajo que favorezcan el aprendizaje autónomo y el desarrollo de sus capacidades, formarlos para que asuman sus deberes y ejerzan sus derechos y prepararlos para su incorporación a estudios posteriores y para su inserción laboral. - Ciclos Formativos de Grado Medio (Formación Profesional) Según establece la Ley Orgánica 5/2002, de las Cualificaciones y de la Formación Profesional (LOCFP), la Formación Profesional comprende el conjunto de acciones formativas que capacitan para el desempeño cualificado de las diversas profesiones, el acceso al empleo y la participación activa en la vida social, cultural y económica. Incluye las enseñanzas propias de la Formación Profesional inicial; las acciones de inserción y reinserción laboral de los trabajadores; así como las orientadas a la formación continua en las empresas, que permiten la Este Real Decreto dispone que las enseñanzas de Formación Profesional conducentes a títulos de Técnico y de Técnico Superior tendrán por finalidad: a. b. c. d. e. f. g. 130 Adquirir la competencia profesional característica de cada título y de las cualificaciones que lo integren y capacitar para el ejercicio de las actividades profesionales inherentes a aquéllas. Comprender la organización y características del sector socioproductivo correspondiente, así como la realidad socioeconómica del territorio de cada Administración en el que se ubique la actividad de dicho sector, de modo que estas enseñanzas respondan siempre a las necesidades del entorno. Adquirir las competencias lingüísticas específicas y necesarias para el ejercicio profesional en idiomas de países de la Unión Europea. Adquirir la competencia requerida para el uso y aprovechamiento de las tecnologías de la información y la comunicación. Adquirir las competencias para integrarse en equipos de trabajo y los conocimientos y habilidades necesarios en materia de prevención de riesgos laborales, de acuerdo con las normas vigentes. Conocer las oportunidades de aprendizaje y los mecanismos de acceso al empleo o a la reinserción laboral, conforme a las expectativas personales y profesionales, así como la legislación laboral básica y los derechos y deberes que se derivan de las relaciones laborales. Fomentar el espíritu emprendedor y proporcionar la formación necesaria para el desempeño de actividades por cuenta propia y empresarial, en especial en empresas de economía social. h. Fomentar la formación a lo largo de la vida y motivar futuros aprendizajes a través de vías formativas que se adapten a las situaciones personales y profesionales de los ciudadanos. - Ciclos Formativos de Grado Superior (Formación Profesional) La Formación Profesional comprende el conjunto de acciones formativas que capacitan para el desempeño cualificado de las diversas profesiones, el acceso al empleo y la participación activa en la vida social, cultural y económica. Dentro los niveles en los que se articula la Formación Profesional Específica, la Formación Profesional de grado superior es la que se encuadra dentro del sistema de enseñanza superior español. Este tipo de estudios tiene como principales objetivos: que los alumnos adquieran la competencia profesional característica de cada título, y que comprendan la organización y características del sector productivo correspondiente y los mecanismos de la inserción profesional; que conozcan la legislación básica, y sus derechos y obligaciones; y que adquieran los conocimientos y habilidades necesarios para trabajar en condiciones de seguridad y previniendo riesgos. Por último, se pretende que los alumnos adquieran una identidad y madurez profesional que les motiven para nuevos aprendizajes y que les permitan adaptarse a los eventuales cambios en las cualificaciones. A.1.2 CENTROS DE ENSEÑANZA - Educación Secundaria Obligatoria. (ESO) La se imparte en centros de Educación Secundaria, que pueden ofrecer, además de estas enseñanzas, las de [“Bachillerato”] y las de Formación Profesional Específica. Los centros de Educación Secundaria pueden ser de dependencia privada o pública. Los centros públicos que impartan cualesquiera de las enseñanzas de Educación Secundaria se denominan Institutos de Educación Secundaria. En general, los centros que ofrecen [“ESO”] deben impartir los cuatro cursos de ésta, con al menos una unidad por cada curso, y disponer de instalaciones tales como aula taller, laboratorio de ciencias experimentales, biblioteca, gimnasio, patio de recreo, aula de música, informática y plástica, así como el resto de espacios pertinentes para las actividades de docencia, dirección, gestión, etc. Además, se establece un máximo de 30 alumnos por profesor. Estos requisitos mínimos, de obligado cumplimiento en toda España, son independientes de la titularidad y del origen de los fondos que sostienen a los centros. Por otra parte, los espacios de todos los centros escolares en los que se desarrolle la práctica docente han de tener ventilación e iluminación natural, y disponer de unas condiciones arquitectónicas que posibiliten el acceso, la circulación y la comunicación de los alumnos con problemas físicos, de movilidad o comunicación. - Ciclos Formativos de grado medio (Formación Profesional) La Formación Profesional Específica de grado medio puede ser ofrecida en centros dedicados exclusivamente a impartir la Formación Profesional Específica o en centros que impartan otras etapas, siendo lo más frecuente que estas enseñanzas se oferten junto con la Educación Secundaria Obligatoria y el Bachillerato en centros que se denominan Institutos de Educación Secundaria. Todos ellos han de reunir una serie de requisitos establecidos para todo el Estado, entre los que cabe destacar que han de ofrecer al menos dos [“ciclos formativos”] y que el número máximo de alumnos por profesor es de 30. 131 La Ley Orgánica de las Cualificaciones y de la Formación Profesional (LOCFP), aprobada en 2002, establece la consideración de ‘Centros Integrados de Formación Profesional’ a aquellos que impartan todas las ofertas formativas de formación profesional recogidas en el Catálogo Nacional de Cualificaciones Profesionales. - Ciclos Formativos de Grado Superior (Formación Profesional) La formación profesional específica de grado superior (al igual que la de grado medio), puede ser ofertada bien en centros en los que se imparte Educación Secundaria Obligatoria o el Bachillerato, o bien en centros dedicados exclusivamente a impartir estas enseñanzas, aunque en algunas Comunidades Autónomas se están creando Institutos de Formación Profesional Específica de grado superior. A.1.3 ESTUDIOS RELACIONADOS CON LA INGIENERIA MÉCANICA - Ciclos Formativos de grado medio La Formación Profesional Específica de grado medio está constituida por ciclos formativos encuadrados en distintas familias profesionales. Hasta el momento se han definido 22 familias profesionales y un total de 64 ciclos formativos de grado medio. En el siguiente cuadro se recogen aquellas familias y ciclos formativos relacionados con el sector de la ingeniería mecánica: Familia Profesional Ciclos Formativos Fabricación Mecánica Fundición Joyería Mecanizado Soldadura y Calderería Tratamientos Superficiales y Térmicos Mantenimiento de Vehículos Autopropulsados Carrocería Electromecánica de Vehículos Mantenimiento y Servicios a la Producción Instalación y Mantenimiento Electromecánico de Maquinaria y Conducción de Líneas Mantenimiento Ferroviario Montaje y Mantenimiento de Instalaciones de Frío, Climatización y Producción de Calor de grado medio - Ciclos Formativos de Grado Superior (Formación Profesional) La Formación Profesional comprende el conjunto de acciones formativas que capacitan para el desempeño cualificado de las diversas profesiones, el acceso al empleo y la participación activa en la vida social, cultural y económica. Dentro los niveles en los que se articula la Formación Profesional Específica, la Formación Profesional de grado superior es la que se encuadra dentro del sistema de enseñanza superior español. Este tipo de estudios tiene como principales objetivos: que los alumnos adquieran la competencia profesional característica de cada título, y que comprendan la organización y características del sector productivo 132 correspondiente y los mecanismos de la inserción profesional; que conozcan la legislación básica, y sus derechos y obligaciones; y que adquieran los conocimientos y habilidades necesarios para trabajar en condiciones de seguridad y previniendo riesgos. Por último, se pretende que los alumnos adquieran una identidad y madurez profesional que les motiven para nuevos aprendizajes y que les permitan adaptarse a los eventuales cambios en las cualificaciones. La Formación Profesional Específica de grado superior, al igual que algunas enseñanzas de Artes Plásticas y Diseño de grado superior, se organiza en ciclos Formativos de duración variable (uno o dos años) y encuadrados en distintas familias profesionales. En el siguiente cuadro se recogen aquellas familias y ciclos formativos relacionados con el sector de la ingeniería mecánica: Familia Profesional ciclos Formativos de grado superior Fabricación Mecánica Construcciones Metálicas Desarrollo de Proyectos Mecánicos Óptica de Anteojería Producción por Fundición y Pulvimetalurgia Producción por Mecanizado Mantenimiento de Vehículos Autopropulsados Automoción Mantenimiento Aeromecánico Mantenimiento de Aviónica Mantenimiento y Servicios a la Producción Desarrollo de Proyectos de Instalaciones de Fluidos, Térmicas y de Manutención Mantenimiento de Equipo Industrial Mantenimiento y Montaje de Instalaciones de Edificio y Proceso Prevención de Riesgos Profesionales A.2 FORMACIÓN PROFESIONAL PARA PERSONAS ADULTAS A.2.1 OBJETIVOS La educación de las personas adultas, una de las acciones del sistema educativo encaminadas a hacer efectivo el principio de igualdad de oportunidades, da respuesta a las necesidades educativas de los ciudadanos, facilitando así el desarrollo integral en los distintos aspectos de su formación básica, profesional, cultural y personal. S e inspira en el principio de educación permanente y tiene como finalidad facilitar a estas personas su incorporación a las distintas enseñanzas del sistema. La Ley Orgánica de Calidad de la Educación (LOCE), de 2002, contempla la educación de adultos como una enseñanza normalizada mediante la cual el sistema educativo asume la respuesta a las demandas de cualificación, actualización, readaptación y promoción profesional de la población adulta. Esta ley señala como objetivos de la educación de personas adultas los siguientes: la adquisición y actualización de la formación básica, facilitando el acceso a los distintos niveles del sistema educativo; la mejora de la cualificación profesional o la adquisición de la preparación necesaria para el ejercicio de otras profesiones; el desarrollo de la capacidad requerida para participar en la vida social, cultural, política y económica; y desarrollar programas y cursos para responder a determinadas necesidades educativas específicas de grupos sociales desfavorecidos. 133 El Proyecto de Ley Orgánica de Educación define como finalidad de la educación de personas adultas el ofrecer a todos los ciudadanos mayores de 18 años la posibilidad de adquirir, actualizar, completar o ampliar sus conocimientos y aptitudes para su desarrollo personal y profesional. Para el logro de la finalidad propuesta, las Administraciones educativas podrán colaborar con otras Administraciones Públicas con competencias en la formación de adultos y, en especial, con la Administración laboral, así como con las corporaciones locales y los diversos agentes sociales. La educación de personas adultas tendrá los siguientes objetivos: - Adquirir una formación básica, ampliar y renovar sus conocimientos, habilidades y destrezas de modo permanente y facilitar el acceso a las distintas enseñanzas del sistema educativo - Mejorar su cualificación profesional o adquirir una preparación para el ejercicio de otras profesiones. - Desarrollar sus capacidades personales, en los ámbitos expresivo, comunicativo, de relación interpersonal y de construcción del conocimiento. - Desarrollar su capacidad de participación en la vida social, cultural, política y económica y hacer efectivo su derecho a la ciudadanía democrática. - Desarrollar programas que corrijan los riesgos de exclusión social, especialmente de los sectores más desfavorecidos. - Responder adecuadamente a los desafíos que supone el envejecimiento progresivo de la población, asegurando a las personas de mayor edad la oportunidad de incrementar y actualizar sus competencias. - Prever y resolver pacíficamente los conflictos personales, familiares y sociales. Fomentar la igualdad efectiva de derechos y oportunidades entre hombres y mujeres y analizar y valorar críticamente las desigualdades entre ellos. A.2.2 CENTROS Formación profesional para personas adultas La Ley Orgánica de Calidad de la Educación (LOCE), de 2002, establece que la formación de personas adultas puede impartirse en centros docentes ordinarios o específicos, públicos o privados, y en las modalidades presenciales y a distancia. Algunas Comunidades Autónomas han regulado, además, la existencia de la modalidad semipresencial. Esta modalidad está dirigida a aquellos que, por diversas circunstancias, presentan dificultades para una asistencia continuada al centro, apoyándose su aprendizaje en los diferentes medios de comunicación y en los actos presenciales periódicos para actividades de orientación, tutoría o prácticas. Por su parte el Proyecto de Ley Orgánica de Educación establece que cuando la educación de las personas adultas conduzca a la obtención de uno de los títulos de carácter oficial que se establecen en la propia Ley, será impartida en centros docentes ordinarios o específicos, debidamente autorizados por la Administración educativa competente. La mayoría de los cursos ofertados son realizados por las tardes por lo que es habitual el uso de los Centros Públicos de Educación Primaria y Secundaria, así como aquellos locales habilitados por los Ayuntamientos y entidades locales. 134 A.2.3 ESTUDIOS RELACIONADOS CON LA INGENIERIA MÉCANICA La oferta formativa para los ciclos formativos para adultos en el sector mecánico, solo se contempla para los Ciclos Formativos de Grado Medio, y no para Ciclos Formativos de Grado Superior: Familia Profesional Ciclos Formativos de grado medio Fabricación Mecánica Mecanizado Soldadura y Calderería Mantenimiento de Vehículos Autopropulsados Carrocería Electromecánica de Vehículos B Análisis de las cualificaciones del sector de ingeniería B.1 Cualificaciones del sector mecánico en Andalucía-España. SPAIN NAME Operaciones auxiliares de fabricación mecánica ENGLISH NAME Mechanical manufacturing assitance operations Mecanizado por arranque de viruta Mecanizado por abrasión, electroerosión y procedimientos especiales Mecanizado por corte y conformado Machine tooling Grinding, electrical discharge machining and special procedure Soldadura Welding Tratamientos superficiales Surface treatment Diseño de productos de fabricación mecánica Mechanical manufacturing design Diseño de útiles de procesado de chapa Tools design for metal-sheet manufacturing Diseño de moldes y modelos Casts and models design Chapista y pintor de vehículos Sheet-metal worker Mantenimiento de estructuras de carrocerías de vehículos Mantenimiento de sistemas de transmisión de fuerza y trenes de rodaje de vehículos automóviles Mantenimiento del motor y sus sistemas auxiliares Maintenance of bodywork structures Cutting and shaping machining Maintenance of vehicle power transmissions and driveline Motors and auxiliary systems maintenance 135 Planificación y control del área de carrocería Bodywork area controller C. Análisis de los standards profesionales (descripción de los perfiles profesionales) Cualificación: Título de técnico en mecanizado. Links: http://www.mec.es/educa/jsp/plantilla.jsp?id=31&contenido=/formacionprofesional/catalogo/gm/fabricacion/mecanizado.html&area=formacionprofesional Competencia general. Realizar las distintas operaciones en los procesos de obtenidos, así como el funcionamiento, puesta responsabilizándose del mantenimiento de primer producción en las condiciones de calidad, seguridad y mecanizado, controlando los productos en marcha y paradas de equipos, nivel de los equipos, obteniendo la plazo requeridos Capacidades profesionales. - Interpretar planos, especificaciones técnicas, órdenes de fabricación y otras informaciones asociadas a la producción que le permitan realizar su trabajo con eficacia y seguridad. - Operar y controlar los distintos equipos, máquinas y herramientas, de forma autónoma y en condiciones de seguridad, con la técnica adecuada a la producción, atendiendo a prioridades establecidas y a principios de rentabilidad, calidad y plazo exigidos. - Analizar las posibles prestaciones de las máquinas y equipos que intervienen en el proceso de mecanizado, identificando los parámetros de regulación y control, con el fin de obtener el máximo aprovechamiento de los mismos y proponer posibles mejoras de los procesos productivos, teniendo en cuenta los parámetros de seguridad y calidad establecidos. - Responder de la preparación, programación de los equipos de control y puesta a punto y correcto funcionamiento de máquinas, herramientas y útiles bajo su responsabilidad, resolviendo las incidencias que surjan en el desarrollo del trabajo y que impliquen la intervención sobre dichos elementos, teniendo en cuenta, además, los parámetros de seguridad y calidad establecidos. - Poseer una visión de conjunto y coordinada de las fases del proceso de fabricación por mecanizado, comprendiendo la función de los diversos equipos y máquinas, con objeto de alcanzar los objetivos de la producción. - Interpretar y comprender la información de los instrumentos de control con el fin de intervenir sobre la máquina o sistema para obtener el producto dentro de las tolerancias admitidas. - Detectar los diferentes defectos obtenidos durante la producción e identificar los parámetros sobre los que hay que actuar para su corrección. - Realizar las operaciones de control de calidad en mecanizado, aplicando los procedimientos establecidos. 136 - Organizar el trabajo de los operarios que forman parte de su equipo, realizando el seguimiento de la producción y las comprobaciones de las características técnicas de los productos mecanizados y supervisando las condiciones de seguridad. - Cumplir su actividad con orden, rigor y limpieza de acuerdo con la documentación e instrucciones generales recibidas, previniendo los riesgos personales y de grupo derivados del manejo de máquinas, medios auxiliares y materiales. - Adaptarse a los diversos puestos de trabajo en relación con el proceso de mecanizado, así como a nuevas situaciones laborales generadas como consecuencia de los cambios tecnológicos producidos en la evolución de su profesión. - Mantener relaciones fluidas con los miembros del grupo en el que está integrado y participar activamente en la organización y desarrollo de las tareas colectivas para la consecución de los objetivos asignados, manteniendo una actitud tolerante y respetando el trabajo de los demás compañeros y subordinados. - Establecer comunicaciones verbales, escritas o gráficas con otros departamentos para obtener materia prima necesaria para la producción, así como cursar solicitudes de reparación de los diferentes medios de producción y control o realización de útiles y accesorios, utilizando siempre el lenguaje técnico adecuado. - Administrar y/o gestionar una pequeña empresa o taller de tipo autónomo, en los aspectos productivo, administrativo, comercial y laboral. - Ejecutar un conjunto de acciones de contenido politécnico, de forma autónoma, en el marco de las técnicas propias de su profesión, bajo métodos establecidos. - Resolver problemas y tomar decisiones individuales, siguiendo normas establecidas o procedimientos definidos dentro del ámbito de su competencia, consultando dichas decisiones cuando sus repercusiones económicas o de seguridad sean importantes. Requerimientos de autonomía en las situaciones de trabajo: A este técnico, en el marco de las funciones y objetivos asignados por técnicos de nivel superior al suyo, se le requerirán en los campos ocupacionales concernidos, por lo general, las capacidades de autonomía en: - La preparación de máquinas y equipos de mecanizado por arranque de viruta, abrasión, conformado y especiales. - La programación y ajuste de variables de mecanizado en máquinas y equipos. - El mecanizado de piezas unitarias y pequeñas series. - El mantenimiento de primer nivel de las máquinas y equipos de mecanizado. - El transporte de materiales y productos necesarios para la realización del mecanizado. - La comprobación de las características del producto mecanizado. - La realización de ensayos destructivos y no destructivos. - La recogida de datos asociados al proceso de mecanizado. D Certificación del aprendizaje no-formal e informal. 137 España tiene una actitud favorable hacia la adopción de sistemas y metodologías para validar el aprendizaje informal. Esta actitud positiva se detecta tanto a nivel público como privado, existiendo una concienciación generalizada de los efectos positivos que este tipo de aprendizaje puede tener en ciertos perfiles profesionales. A lo largo de los últimos años, España ha impulsado iniciativas que buscan el reconocimiento e incluso la validación del aprendizaje no formal e informal. El impulso de la UE ha sido muy positivo y varios programas LdV y Grundving (incluido el programa Socrates), han fomentado la creación de asociaciones e ideas que gradualmente se han ido implantando en España. Desde el punto de vista de la Administración Pública, la reforma del sistema de formación profesional ha dado impulso, de forma general, a todo aquello que concierne a las competencias profesionales y a los trabajadores. La participación de los Agentes Sociales en las iniciativas públicas en esta línea, tiene un efecto muy positivo facilitando el acercamiento al mercado de trabajo. Existe un enorme potencial para la validación del aprendizaje informal y no formal. Actualmente, la principal iniciativa es una desarrollada dentro del marco de la Ley de Cualificaciones y Formación Profesional, en la que se desarrolla el Catálogo Nacional de Cualificaciones. Las iniciativas desarrolladas en el sector privado son de capital importancia pues resumen el creciente interés de España por el reconocimiento de las habilidades y competencias que se han obtenido mediante la formación informal y no formal. Este se debe a la importancia que se le da a esta cuestión a nivel político europeo y a la existencia de una población importante que podría beneficiarse del reconocimiento de competencias que no han sido obtenidas mediante alguno de los procedimientos tradicionales. 138 ROMANIA Analiza sistemului de calificari din România A. Analiza sistemului de calificari nationale din domeniul ingineriei Descrierea sistemului educational de bazeaza pe traducerea informatiilor din baza de date Eurydice, cu informatii aduse la zi. Proiectul unei noi legi a învatamântului preuniversitar a fost lansat în dezbatere publica (v. www.edu.ro) A.1 Învatamântul secundar si post -secundar Pâna în anul 2003 învatamântul secundar inferior cuprindea doar gimnaziul. (V. 2.4. Structura generala si momentele esentiale pentru orientarea educationala). Începând cu anul scolar 2003/2004 învatamântul obligatoriu a fost extins la 10 ani. În consecinta, secundarul inferior include acum gimnaziul, dar si clasele urmatoare, a IX-a si a X-a – ofertate pe doua rute educationale alternative: ciclul inferior al licelului si “scoala de arte si meserii” (î.p.t.). În noua structura gimnaziul este consideratca « primul ciclu al secundarului inferior », iar clasele a IXa si a X-a (indiferent de ruta educationala) sunt considerate « cel de-al doilea ciclu al secundarului inferior». Educatia gimnaziala acopera clasele a V-a – a VIII-a si este oferita elevilor cu vârstele între 10(11) – 14 (15) ani. Aceasta constituie cel de-al doilea nivel al educatiei de baza, urmând “educatia elementara” dobândita în primele patru clase primare si este oferita, în consecinta, ca educatie generala sau comprehensiva. Caracterul comprehensive este asigurat prin structura si cntinutul Curriculumului National: aproximativ 90% din dimpil de predare-învatare este alocat curriculumului de baza (trunchiul comun). Învatamântul gimnazial poate fi organizat în diferite tipuri de institutii educationale, dar cel mai adesea este cuplat cu învatamântul primar în scoli cu clasele I-VIII (aceasta fiind secventa educatiei obligatorii pâna în anul 2003). În special în zonele urbane pot fi întâlnite scoli care ofera atât învatamânt primar, cât si secundar (clasele I-XII/XIII) sau doar învatamânt secundar (clasele V-XII/XIII). În fiecare judet exista un numar de scoli care ofera programe educationale complementare sau integrale sportive sau pentru învatamântul vocational (arte). Aceste scoli functioneaza pe baza unui curriculum care asigura dobândirea atât a finalitatilor educationale generale, cât si a obiectivelor educationale specifice nivelului respectiv. (v. 5.4.1, Secundarul inferior), respectiv pregatire sportiva sau artistica intensiva. Numarul de ore pe saptamâna pentru aceste tipuri de scoli este mai mare decât în cazul programelor obisnuite. Cu privire la “cel de-al doilea ciclu al secundarului inferior” (clasele a IX-a si a X-a) care au fost introduce ca parte a învatamântului obligatoriu începând cu anul scolar 2003/2004, acesta este organizat pe cele doua rute educationale alternative : « ciclul secundar inferior al liceului » si « scoala de arte si meserii, ruta progresiva (î.p.t.) Vezi 5.5.2, respectiv Educatia post -secundara, non-tertiara Educatia post-secundara non-tertiara asigura educatia si formarea profesionala aprofundata pentru absolventii liceului, pentru obtinerea calificarilor profesionale de nivel 3. Conform legislatiei în vigoare (Hotarârea de Guvern 721/2004) educatia post-secundara nontertiara ofera calificari de nivel 3 în urmatoarele domenii: 139 ? ? Scoala post-liceala: o Mecanica (7 calificari profesionale); o Mecatronica si informatica (7 calificari profesionale); o Electronica (5 calificari profesionale); o Energetica (4 calificari profesionale); o Constructii, instalatii, arhitectura si sistematizari (17 calificari profesionale); o Transporturi (6 calificari profesionale); o Industria lemnului (5 calificari profesionale); o Agricultura si alimentatie (8 calificari profesionale); o Protectia mediului (5 calificari profesionale); o Servicii (13 calificari profesionale); o Turism (3 calificari profesionale); o Textile and pielarie (5 calificari profesionale); o Procesarea textului si a imaginilor (7 calificari profesionale); o Economie (7 calificari profesionale); o Asistenta sociala si pedagogica (7 calificari profesionale); Scoala de maistri: o Mecanica (9 calificari profesionale); o Electric (5 calificari profesionale); o Chimie (7 calificari profesionale); o Mine, petrol and gaze (14 calificari profesionale); o Energetic (10 calificari profesionale); o Metalurgic (9 calificari profesionale); o Matriale de constructii (6 calificari profesionale); o Constructii montaj (6 calificari profesionale); o Industria lemnului (8 calificari profesionale); o Transporturi (5 calificari profesionale); o Textile - pielarie (7 calificari profesionale); o Agricultura si alimentatie (13 calificari profesionale); o Artistic (3 calificari profesionale). Pentru cele mai multe dintre calificarile profesionale oferite prin scoala post-liceala si prin toate calificarile oferite prin scoala de maistri durata studiilor este de 2 ani pentru cursurile la zi. Pentru cursurile serale si pentru educatia speciala (persoane cu cerinte educationale speciale) durata studiilor este extinsa conform curriculumului cadru stabilit de catre Ministerul Educatiei si Cercetarii. Secundarul superior – învatamântul profesional si tehnic Structura învatamântului profesional si tehnic (î.p.t.) Parte a învatamântului preuniversitar a carui schimbare recenta rezida în prelungirea duratei învatamântului obligatoriu la 10 clase, învatamântul profesional si tehnic este organizat prin trei niveluri educationale: învatamântul secundar inferior (ultimii doi ani de studiu ai nivelului ISCED 2, parte a învatamântului obligatoriu) învatamântul secundar superior (ISCED 3) învatamânt postliceal (ISCED 4). În cadrul învatamântului secundar inferior si superior, învatamântul profesional si tehnic se organizeaza prin doua rute educationale: ruta liceala sau tehnologica care consta în ciclul inferior (2 ani de studiu) si ciclul 140 superior (2 ani de studiu) al liceului – filiera tehnologica ruta de profesionalizare progresiva care consta în scoala de arte si meserii (2 ani de studiu), anul de completare (1 an de studiu) si ciclul superior al liceului (2 ani de studiu). Scoala de arte si meserii (SAM) este denumirea noului nivel educational cuprins în învatamântul obligatoriu, care din punct de vedere al calificarii profesionale înlocuieste scoala de ucenici si scoala profesionala pentru care s-a organizat scolarizarea pâna în anul 2002-2003. Din punctul de vedere al nivelurilor de calificare adoptate în România potrivit Deciziei Consiliului European 85-368-EEC, învatamântul profesional si tehnic preuniversitar asigura primele 3 niveluri de calificare, dupa cum urmeaza: nivelul I de calificare prin scoala de arte si meserii; nivelul II de calificare prin anul de completare; nivelul III de calificare prin ciclul superior al liceului – filiera tehnologica si prin învatamântul postliceal. Sursa: www.tvet.ro (site-ul official al Centrului National pentru Dezvoltarea Învatamântului Profesional si Tehnic) ? Învatamântul profesional si tehnic le ofera elevilor oportunitatea de a-si continua educatia generala si de a dobândi în acelasi timp competente profesionale. Mai specific, î.p.t. este construit ca o ruta având doua scopuri educationale majore, în termeni de rezultate asteptate: educatia generala – garantând elevilor posibilitatea de a-si continua studiile, si pregatirea profesionala – garantând elevilor posibilitatea de a dobândi o calificare profesionala. În consecinta, pe lânga finalitatile generale ale educatiei, asa cum au fost stabilite prin lege, pentru î.p.t. sunt stabilite urmatoarele finalitati specifice: ? ? ? ? ? ? ? Facilitarea insertiei tinerilor în viata activa (tranzitia de la scoala l alocul de munca) ; Cresterea productivitatii muncii si a dezvoltarii economice a tarii; Oferirea de oportunitati pentru muncitorii cu nivel de calificare redus de a întelege evolutia tehnologicasi de a contribui la adaptarea structurilor tehnologice la schimbarile care au loc în mediul socio-economic ; Promovarea democratiei în întreprinderi ; Reducerea tensiunilor sociale ; Oferirea tinerilor competentele necesare pentru organizarea de activitati antreprenoriale la propria initiativa, în conformitate cu prevederile legale ; Asigurarea mobilitatii si a flexibilitatii pe piata muncii si a conditiilor necesare pentru re-conversia profesionala ca urmare a schimbarilor generate de cerintele pietei muncii ; Curriculumul (curriculumul cadru, programele, manualele, auxialiarele curriculare), si obiectivele corespunzatoare ale î.p.t. sunt elaborate pe baza “standardelor profesionale”, construite pe baza unitatilor de competente. În învatamântul profesional si tehnic din România (care asigura formarea profesionala initiala) curriculumul este modular. Standardele de pregatire profesionala asigura corespondenta dintre programul de formare si cerintele unuia sau a mai multor standarde ocupationale. Standardele ocupationale specifica ansamblul competentelor si nivelurile de performanta cerute pentru a exercita o anumita profesie de pe piata muncii. Standardul de pregatire profesionala prezinta unitatile de competenta ale specializarii (care pot corespunde unuia sau mai multor standarde ocupationale) si, în cadrul fiecareu unitati de competente, competentele care vor fi dezvoltate prin procesele î.p.t., structurate în : unitati de abilitati cheie, unitati de competente tehnice generale si unitati tehnice specializate. 141 Reforma învatamântului obligatoriu care a debutat în anul scolar 2003/2004 a adus schimbari semnificative în î.p.t. Mai întâi, î.p.t. a devenit una dintre cele doua rute alternative oferite absolventilor de gimnaziu pentru finalizarea învatamântului obligatoriu. În consecinta, scopul dual al î.p.t. a fost întarit: pe de o parte, acesta trebuie sa garanteze achizitia competentelor cheie stabilite pentru “cel de-al doilea ciclu al învatamântului secundar inferior”. Vezi 5.4.1. Ciclul secundar inferior. Pe de alta parte, î.p.t. trebuie sa faciliteze dobândirea competentelor profesionale cerute de calificarea respectiva. În plus, în acest moment, în î.p.t. exista acum o secventa educationala coerenta garantând calificarea profesionala progresiva: Scoala de arte si meserii (doi ani de studii conducând la obtinerea nivelului 1 de calificare profesionala), anul de completare (o “clasa de trecere” conducând la obtinerea nivelului 2 de calificare profesionala), urmate de ultimele doua clase ale liceului tehnologic (conducând la obtinerea nivelului 3 de calificare profesionala. Învatamântul secundar superior - Liceul În conformitate cu prevederile Legii învtamântului (Legea 84/1995) licelul este organizat în trei tipuri: teoretic, tehnologic si vocational (military, teologic, sportive, artistic si pedagogic). Fiecare tip este împartit în profile si specializari, prezentate în tabelul de mai jos. Tipul de liceu Profilul Specializarea Filologie Uman Stiinte sociale Teoretic Matematica-informatica Real Stiintele naturii Telecomunicatii, electronica, automatizari si electro-tehnica Mecanica Tehnic Lucrari publice Textile si pielarie Turism si alimentatie publica Tehnologic Administrativ Servicii Posta si telecomunicatii Economic Industrie alimentara Resurse naturale exploatarea mediului si Protectia mediuui protectia Industria chimica Agriculture, agro-montan si veterinar Forestier si industria lemnului Vocational Muzici mulitare Militar Matematica-informatica Stiinte sociale Teologic Ortodox Patrimoniu cultural Catolic Evanghlic-Luteran 142 Baptist Penticostal Adventist Unitarian Reformat Musulman Sportiv Specializari sportive Architectura, mediu ambiental si design Arte si decoratiuni Arte Coreografie Muzica Teatru Educatori, învatatori, institutori Pedagogic Bibliotecar, animator, instructor pentru activitati extra-scolare, pedagog scolar Absolventii învatamântului profesional si tehnic pot obtine nivelul 3 de calificare profesionala pentru anumite specializari stabilite de comun acord de catre Ministerul Educatiei si Cercetarii si de catre Ministerul Muncii, Solidaritatii Sociale si Familiei prin hotarâre de govern. Nomenclatorul domeniilor de specializare si al calificarilor profesionale corespunzatoare oferite prin învatamântul professional si tehnic a fost stabilit pentru anii scolari 2002/2003 si 2003/2004 prin HG 844/2002 (amendata prin HG 1555/2003), iar pentru anul scolar 2004/2005 a fost stabilit prin HG 721/2004. Durata studiilor liceale este de 4 ani. Pentru învatamântul seral durata studiilor este prelungita cu un an. Ca urmare a reformei învatamântului obligatoriu, începând cu anul scolar 2003/2004 clasele a IX-a si a X-a ale liceului sunt incluse în oferta educationala pentru ultimii doi ani ai învatamântului obligatoriu. Conform noilor prevederi din 2003 ale Legii educatiei (Legea 84/1955), clasele a IX-a si a X-a ale liceului constituie “ciclul inferior al liceului” si sunt parte a învatamântului secundar inferior A.1.1 Obective În conformitate cu Legea educatiei (Legea 84/1995), educatia din România are drept scop dezvoltarea libera, integrala si armonioasa a individualitatii umane, precum si dezvoltarea unei personalitati autonome si creatoare (“idealul educational”). Dezvoltarea personalitatii este privita ca o finalitate generala a educatiei si este realizata prin: ? ? ? ? ? ? Dobândirea cunostintelor stiintifice si a valorilor culturale nationale si universale; Dezvoltarea capacitatilor intelectuale, a disponibilitatilor affective si a deprinderilor practice prin asimilarea cunostintelor umanistice, stiintifice, tehnice si estetice; Asimilarea tehnicilor de munca intelectuala necesare instruirii si auto-instruirii pe parcursul întregii vieti (tehnicile învatarii pe tot parcursul vietii); Educatia în spiritual respectarii drepturilor si libertatilor omenesti fundamentale, a demnitatii, tolerantei si a schimbului liber de idei si opinii; Favorizarea sensibilitatii fata de valorile general umane si a celor moral-civice, a respectului fata de natura si mediul înconjurator; Dezvoltarea individuala armonioasa prin educatie civica, educatie pentru igiena si educatie sportiva; 143 ? Dezvoltarea profesionala a tinerei generatii pentru îndeplinirea activitatilor utile. Educatia de la toate nivelurile trebuie sa promoveze dragostea fata de tara, fata de trecutul istoric si ata de traditiile poporului roman. Finalitatile generale ale educatiei sunt realizate prin tehnicile si strategiile de instruire si educatie, cu sprijinul stiintelor educatiei si al practicii scolare, în conformitate cu finalitatile specifice ale fiecarui nivel educational. Educatia este oferita tuturor tinerilor, inclusive celor cu cerinte educationale speciale care necesita reabilitare si integrare – fie în institutii scolare specializate, fie în învatamântul de masa. A.1.2 Tipuri de institutii Învatamântul secundar si post-secundar non-tertiar din România este organizat si functioneaza în mai multe tipuri de institutii educationale (unitati de învatamânt): ? ? ? ? ? Scoli generale cu clasele I-VIII (învatamânt primar si gimnazial, constituind secventa învatamântului obligatoriu pâna în anul 2003) sau scoli cu clasele V-VIII (gimnaziul); Învatamânt profesional si tehnic: Scoala de arte si meserii (doi ani de studiu conducând la calificari profesionale de nivel 1) urmata de un an de completare (un an de studiu pentru absolventii SAM cu certificate de calificare profesionala, conducând la dobândirea certificatului de calificare profesionala de nivel 2. Sistemul este organizat pe niveluri de calificare ; Licee (clasele a IX-a – a XII/XIII-a), organizate pe tipuri: teoretic, tehnologic si vocational (military, teologic, sportive, artistic si pedagogic). O parte a liceelor teoretice si cea mai mare parte a celor sportive, a celor de arta si a celor pedagogice sunt organizate împreuna cu nivelul gimnazial si cu cel primar; Grupurile scoloare concentreaza scolile care ofera învatamânt profesional si tehnic: licee, scoli de arte si meserii si, în anumite situatii tcoli post-liceale, având acelasi profil sau profile din domenii înrudite. Grupurile scolare sunt organizate si functioneaza ca unitati educationale având management si bugete unice; Scolile post-liceale si scolile de maistri sunt institutii care ofera învatamânt de nivel non-tertiar. A.2 Educatia continua si formarea pentru tinerii care parasesc scoala si pentru adulti Legea invatamantului (Legea 84/1995) mentioneaza ca Ministerul Invatamantului si cercetarii coopereaza impreuna cu Ministerul Culturii si Cultelor si alte ministere interesate, cat si mas media, cultele religioase, universitatile de stat, fundatiile culturale si alte organisme si institutii in vederea facilitatii accesului la cultura si stiinta a tuturor cetatenilor, indiferent de varsta. Invatare pe tot parcursul vietii face parte din sistemul national de educatie si este considerat ca un mijloc de facilitare a accesuslui cetatenilor la schimbarile majore care apar in viata sociala. Educarea si pregatirea adultului prin intermediul sistemului educational este realizata cu ajutorul unor programe speciale initiate si organizate de institutii de stat si private printr-un parteneriat social, utilizand metode interactive, in special cele bazate pe support multimedia: invatamantul la distatnta, video-conferinte, pregatire asistata de computer, etc. Educarea si formarea adultilor prin intermediul sistemului de invatamant asigura completarea cunostiintelor de baza, a formarii profesionale si educatiei civice - inclusiv educatie destinata cetatenilor activi. Criteriile si metodologia acreditarii institutiilor care furnizeaza educatia si formarea adultilor, cat si examinarile finale, certificatele emise si procedurile de certificare sunt stabilite de Ministerul Educatiei si Cercetarii, Ministerul Muncii, al Solidaritatii Sociale si Familiei si/sau de Ministerul Culturii si Cultelor – in functie de tipul programului oferit. In functie de regulamentul 144 si procedurile stabilite institutiile care participa la educarea si formarea adultilor pot emite diplome si certificate de absolvire recunoscute pe plan local si/sau national. Aceleasi autoritati sunt responsabile pentru stabilirea normelor metodologice pentru organizarea si durata programelor de educare si formare a adultilor prin intermediul sistemului educational. Educarea si formarea adultilor prin sistemul educational este asigurat de formatori, din tara sau din strainatate, specializati pe diverse domenii In mod special in ceea ce priveste completarea educatiei de baza, Ministerul Invatamantului si Cercetarii aproba organizarea de cursuri pentru personae care depasesc varsta de 14 ani si care nu si-au completat studiile primare ( educatia « celei de a doua sanse »). Pentru persoanele care depasesc cu mai mult de 2 ani varsta corespunzatoare anului de studiu respectiv, educarea in cadrul sistemului de invatamant obligatoriu poate fi acoperit prin alte forme – cursuri serale, invatamant part-time, invatamant la distanta – in functie de reglementarile stabilite de Ministerul Educatiei si Cercetarii. Cursurile serale pot fi organizate de Inspectoratele Scolare judetene pentru VET, invatamantul liceal si invatamantl postsecundar non-tertiar - in functie de de resuesele existente si necesitatile locale. In acest tip de program numarul orelor de curs pe saptamana este redus (24-25), iar numarul anilor de studiu este marit cu unul ( liceul se termina cu clasa a XIII-a ). Cursurile liceale serale, invatamantul part-time si cel la distanta sunt organizate in conformitate cu reglementarile si conditiile specifice. In conformitate cu legislatia specifica referitoare la formarea profesionala pentru adulti (Legea 375/2002 care aproba si amendeaza Ordonanta de aguvern 129/2000), adultii sunt persone sufficient de mature pentru a putea stabilii relatii de munca si pentru a participa la programe de formare profesionala. Adultilor li se asigura drepturi egale in vederea accesuui la formare profesionala, fara discriminare in ceea ce priveste varsta, sexul, originea etnica, orientarea politica sau apartenenta religioasa. Legea referitoare la sansele egale pentru barbate si femei (Legea 202/2002) reitereaza dreptul egal la accesul, pentru ambele sexe, la formare profesionala, cat si la consiliere si indrumare profesionala. Accesul adultilor (angajati sau neangajati) la formarea profesionala este un drept garantat de Codul Muncii (Legea 53/2003). Formarea profesionala este considerata un mijloc de crestere a sanselor de angajare, impreuna cu informatmatiile profesionale si indrumarea, medierea in domeniul muncii, consultanta si asistenta pentru inceperea unei activitati independente sau a unei afaceri, mariri de salariu si stimularea mobilitatii fortei de munca. Persoaneele care cauta un loc de munca pot participa la formarea profesionala organizata de Agentia Nationala pentru Angajare sau de alti furnizori, autorizati in conformitate cu legislatia. Somerii au obligatia sa participe la programe de formare profesionala asa cum recomanda agentia locala de angajari unde sunt inregistrati, in caz contrar li se retrage ajutorul de somaj. Serviciile pre-concediere, care trebuiesc indeplinite de angajatori includ, printer altele, facilitati acordate angajatilor pentru a participa la formare profesionala pe termen scurt. Anumite categorii de angajati sau someri pot beneficia gratuity, de pregatire profesionala si de alte facilitati. In concluzie, angajatorii trebuie sa ia toate masurile necesare pentru a asigura accesul angajatilor lor la formare profesionala; drepturile si obligatiile angajatorilor si angajatilor pe perioada cat angajatii participa la pregatirea profesionala trebuie sa fie stipulate in contractul colectiv sau individual de munca. Pentru a-si pregati angajatii, angajatorii trebuie sa consulte sindicatele sau, acolo unde se poate aplica, reprezentantii angajatilor pentru a elabora planuri de formare profesionala in conformitate cu programele de dezvoltare si cu strategiile sectoriale si strategiile teritoriale. Accesul la programele de formare profesionala este precedat de informare si indrumare profesionala. Formarea profesionala a adultilor este organizata pentru institutii, pentru imbunatatirea calificarilor, specializare sau recalificare si functioneaza, in baza unui sistem de transfer de credite – menit sa dovedeasca si sa certifice competentele nou dobandite. Programele de formare profesionala sunt organizate pentru ocupatii, meserii, specializari si profesii cuprinse in Clasificarea Ocupatiilor din Romania (COR), pentru calificari incluse in 145 Lista Calificarilor cat si pentru acele competente profesionale commune unor ocupatii. Progamele de formare, evaluarea si certificarea pe standarde ocupationale sau pe standarde de formare professionala. Formatorii autorizati, care organizeaza programe ce au ca scop recunoscunoasterea pe plan national a certificatelor de calificar au obligatia sa incheie contracte de formare profesionala cu formatorii. Modelul de contract este aprobat prin Decizia Guvernului 522/2003. Participantii in programele de formare profsionala si cei calificati la locul de munca trebuie sa treaca examene de absolvire la incheierea perioadei de formare. Examinarea finala consta dintr-un set de teste teoretice si/sau practice care fac dovada dobandirii de competente specifice programelor de pregatire profesionala. Metodologia de certificare pentru formarea profesionala a adultilor este elaborata de Consiliul National si aprobat printr-un ordin comun al Ministerului Muncii si Solidaritatii Nationale si Ministerul Educatiei si Cercetarii. Calificarea sau certificatele de absolvire insotite de fise descriptive sunt emise in functie de tipul programului. Fisele descriptive (dupa modelul Europass) identifica competentele capatate mentionate de standardele ocupationale aferente sau de standardele de formare profesionala. Competentele dobandite in contexte de educatie non-formale sunt evaluate si certificate (certificate de recunoastere pe plan national a competentelor) prin evaluarea competentelor de centre autorizate de Consiliul National pentru Formare Profesionala a Adultilor (Legea 375/2002 care aproba si amendeaza Ordonanta de Guvern 129/2000, si Ordinul Comun 4543/468/2004 al Ministerului Muncii si Solidaritatii Nationale si Ministerul Educatiei si Cercetarii). Programele de formare profesionala sunt ifnantate din fonduri proprii ale angajatorilor, din bugetul de asigurari pentru somaj, sponsorizari, dontii si surse externe si/sau de persoanele care participa la programele de formare. Companiile comerciale, companiile nationale, intreprinderile cooperatiste si de stat si alte institutii pot plati pentru formarea profesionala a propriilor salariati, cheltuielile fiind deduse din taxa pe profit sau, dupa caz, din taxa pe venit. Institutiile finantate de stat/bugete locale pot cheltui fonduri pentru formarea profesionala a propriilor angajati de buget sau din alte surse. Formatorii autorizati care desfasoara activitati de formare profesionala sunt exceptati de la plata TVA-ului pentru aceste activitati. A.2.1 Obiective generale Invatamantul pentru adult si formarea prin sistemul educational este realizata cu ajutorul unor programe specifice initiate si organizate de institutii private si de stat in spiritul parteneriatului si utilizand metode interactive in special cele multimedia: invatamantul la distanta, videoconferinte, formare asistata de calculator, etc. Invatamantul pentru adulti si formarea prin sistemul educational au ca scop asigurarea accesului la cultura si stiinta tuturor cetatenilor, indifferent de varsta, in scopul facilitarii accesului la schimbarile majore survenite in societate. Obiectivele generale ale invatamantului pentru adulti si formarii prin intermediul sistemului de invatamant sunt urmatoarele ? ? ? 146 Completarea invatamantului de baza prin educatie repetata sau invatamant compensatoriu (inclusive invatamantul de tip “a doua sansa”) care se adreseaza tinerilor care abandoneaza scoala si anumitor segmente “de risc” ale populatiei ; Formarea profesionala prin: imbunatatirea formarii profesionale si dobandirea de calificari profesionale noi – care se adreseaza angajatilor, persoanelor care cauta un loc de de munca, tineri absolventi cu sau fara o calificare, etc.; Educatia civica in vederea dobandirii competentelor si atitudinii necesare exercitarii drepturilor si asumarii responsabilitatilor de catre fiecare cetatean – se adreseaza intregii populatii adulte; ? Educarea si cultivarea aptitudinilor si a intereselor personale pentru cetatenii activi – se adreseaza intregii populatii adulte. Formarea profesionala activa (FPC) este considerate un mijloc de crestere capacitatea de angajare, alaturide informarea si indrumarea profesionala, mediere in relatiile de munca, consultanta si asistenta in vederea inceperii unei activitati independente sau a initierii unei afaceri, a unei mariri de salariu, a stimularii mobilitatii fortei de munca. Obiectivele majore ale formarii profesionale a adultilor sunt urmatoarele: ? ? ? ? ? Sa faciliteze integrarea idivizilor in conformitate cu aspiratiile lor profesionale si cu nevoile pietei muncii; Sa formeze resursele umane pentru a mari capabilitatea de crestere a competitivitatii fortei de munca ; Sa reactualizeze cunostiintele si sa imbunatateasca formarea in cadrul ocupatiilor de baza cat si a celor conexe ; Sa schimbe calificarile ca rezultat al schimbarilor structurale de mobilitate sociala sau de modificare in capacitatea de munca a persoanei; Sa dobandeasca cunostinte avansate, metode moderne si procedurile necesare pentru efectuarea evaluarilor profesionale. Obiectivele specifice educationale sunt stabilite in functie de tipul de program furnizat, standardului professional caruia i se adreseaza (sau, de noile evolutii in standardul professional T/VET). In conformitate cu acestea, studiul limbilor straine si folosirea ICT pot face parte din programul de formare. De exemplu, Strategia Guvernului referitoare la utilizarea ICT in administratia publica (Decizia Guvernului 1007/2001) stabileste ca standard national ECDL (Permisul european de operare pe calculator) pentru toti angajatii publici. A.2.2 Tipuri de institutii Invatamantul si formarea pentru adulti prin sistemul educational (Legea 133/2000 care aproba si amendeaza Ordonanta de Guvern 102/1998) sunt furnizate de institutii de stat sau private dupa cum urmeaza: ? ? ? ? Unitatile de invatamant si institutiile (liceele si institutele de invatamant superior); Scolile populare de arte, universitatile populare, centrele culturale publice, bibliotecile, muzeele, casele de cultura si cluburile de tineret si sindicat, alte institutii publice sau private – care furnizeaza educatie non-formala pentru adulti; Centrele pentru formare profesionala continua din sistemul Ministerului Ivatamantului si Cercetarii, Ministerului Muncii, Solidaritatii Sociale si Familiei, Ministerului Culturii si Cultelor, alte ministere sau subordonate autoritatii administratiei publice locale ; ONG-urile si asociatiile profesionale. Criteriile si metodologia de acreditare a institutiilor furnizoare de ducatie si formare pentru adulti cat si a examinarilor finale si a procedurilor de certificare sunt stabilite de Ministerul Ivatamantului si Cercetarii, Ministerului Muncii, Solidaritatii Sociale si Familiei si/sau Ministerul Culturii si Cultelor – in functie de tipul programului furnizat. Aceleasi autoritati sunt responsabile pentru normelor metodologice de organizare si durata a programelor. Formarea profesionala a adultilor este organizata in doua categorii principale: de stat si privata. Furnizorii de stat sunt unitati de educatie tehnica si profesionala (Subordonate Ministerului Ivatamantului si Cercetarii) sau centre de formare profesionala , profesionala pentru adulti (subordonate Agentiei Nationale pentru Angajare) care ofera cursuri de formare profesionala pentru adulti, adaptate la nevoile angajatorilor si avand un curriclum tinta. 147 Centrele ofera formare profesionala continua pentru someri cat si pentru persoane angajate. Unele centre opereaza in domenii specifice (e.g. bancar, turism,cinematografie, aviatie, muncitori portuari, formarea profesorilor, etc.). Centrele de evaluare a competentelor sunt organizatii de stat sau private, autorizate de Consiliul National al pentru formarea Profesionala a Adultilor pentru evaluarea si certificarea competentelor dobandite in contexte educationale non-formale si informale. Angajatorii pot organiza programe de formare pentru angajatii lor si, in urma lor, pot acorda certificate de absolvire recunoscute doar in cadrul organizatiei lor. Certificatele unei anumite institutii sunt recunoscute pe plan national numai daca institutia respectiva este autorizata ca furnizor de formare profesionala. In ultimii ani reteaua de centre ECDL acreditate (procedura de acreditare stabilita de ECDL Romania) s-a dezvoltat in mod semnificativ – inclusive un numar mare de licee si institutii de invatamant superior. Aceeasi situatie se intalneste in cazul centrelor de formare specializate pe limbi straine (inclusive cele care ofera formare pentru testele internationale de limba). B. Tabloul profesiilor din zona ingineriei În România se opereaza cu doua notiuni/concepte: calificare si ocupatie. Calificarea are un sens mai larg si permite practicarea mai multor ocupatii. Calificarile se obtin prin formare profesionala initiala sau prin formare profesionala continua. Exista doua Nomenclatoare de calificari, ambele aprobate prin ordine comune ale ministrului educatiei si cercetarii si ale ministrului muncii, solidaritatii sociale si familiei, care cuprind calificarile ce se pot dobândi prin formare profesionala initiala, respectiv prin formare profesionala continua. Exista calificari care se regasesc în ambele nomenclatoare, dar exista si calificari specifice fiecarui nomenclator în parte. Ocupatiile sunt înscrise în Clasificarea ocupatiilor din România, document aprobat prin ordin comun al ministrului muncii, solidaritatii sociale si familiei si al presedintelui Institutului National de Statistica. Programele de formare profesionala initiala se organizeaza numai pentru calificari, în timp ce programele de formare profesionala continua se pot organiza atât pentru calificari, cât si pentru ocupatii. Pentru simplificarea activitatii în cadrul proiectului, au fost extrase numai ocupatiile din Clasificarea ocupatiilor din România, acesta fiind documentul cel mai cuprinzator sub aspectul identificarilor profesiilor, pentru toate nivelurile de calificare/educatie. Selectarea ocupatiilor pentru sectorul mecanic s-a facut de Comitetul Sectorial „Constructii de masini, mecanica fina, echipamente si aparatura”. C. Analiza standardelor profe sionale folosite in descrierea profesiilor. Pentru fiecare profesie mentionata la punctual B, exista un profil care contine trimiteri atat la reglementarile educationale respective cat si la procedurile de examinare. Atât formarea profesionala initiala, cât si formarea profesionala continua se bazeaza pe competente. În formarea profesionala initiala, se folosesc standarde de pregatire profesionala (Training Standards). În formarea profesionala continua se folosesc standarde ocupationale (Occupational Standards), dar, deoarece numarul de standarde ocupationale elaborate pâna în prezent (419) este insuficient, pentru programele de calificare se folosesc si standardele de pregatire profesionala. Atât standardele ocupationale (aprobate de Consiliul National de formare Profesionala a 148 Adultilor – National Adult Trainig Board), cât si standardelele de pregatire profesionala (aprobate de Ministerul Educatiei si Cercetarii) sunt documente cu aplicabilitate nationala. Un standard ocupational cuprinde: Descrierea ocupatiei; Unitatile de competenta; Elementele de competenta care intra în structura fiecarei unitati de competenta; Criteriile de realizare, pentru fiecare element de competenta; Gama de variabile, pentru fiecare unitate de competenta; Ghid de evaluare, pentru fiecare unitate de competenta. În continuare, este prezentat un standard ocupational, dar într-o forma simplificata (???) Romanian name English translation Lista de ocupatii din domeniul ingineriei/ Occupational list in the machine building field Ambutisor, presator la cald acoperitor metale Ascutitor laminate la cald ascutitor laminate la rece ascutitor scule, instrumente medicale si obiecte ce uz casnic brosator cazangiu recipiente cazangiu tevar calitor prin inductie sau cu flacara calitor scule confectioner cutite, brice, bratari, andrele, agrafe, inele confectioner plase din sârma constructor - montator de structuri metalice controlor de conformitate în industria de masini curatitor sablator curatitor, degresator piese si aparate optice debitator semifabricate debitator - ebosator depanator ascensoare electromecanic auto fierar finisor ace si accesori forjor arcurar moulders, forging-press workers metal cover worker polishers for hot-rolled laminars polishers for cold-rolled laminars tool, medical instruments and household utilities sharpeners broach worker sheet-metal workers for containers sheet-metal workers for pipes metal heat-treating-plant operator metal heat-treating tools operator knives,rasors,bracelets,knittin g needles,broches,rings handicraft workers wire net-makers structural-metal builders and erectors conformity checker in the machine industry sandblast cleanner ungreasing optical pieces and equipment worker material dividing workers dividing, rough-machine worker elevator fitters motor vehicle mechanics blacksmiths structural-metal finisher forging worker 149 forjor manual forjor matriter forjor mecanic formator tevi prin sudare frezor la masini roti dintate frezor universal frigotehnist gauritor filetator gravor manual gravor mecanic gravor placi metalice honuitor lacatus constructii metalice si navale lacatus mecanic lacatus mecanic de întretinere si reparatii universale lacatus montator manual forging worker forging-press worker mechanic forging worker plumbing pipe shaper metal toothed wheel-grinders milling -machine operator refrigerator fitters drill and thread worker manual engraver mechanic engraver metal plate engraver honing worker structural-metal and ship preparers mechanic fitter services and fitting mechanics mechanic fitter for power sets and transportation industrial, building and lacatus montator pentru utilaje industriale, de constructii si agricultural machinery agricole assemblers lacatus revizie vagoane wagon mechanic fitter Lacatus SDV maintenance mechanic Lepuitor lepping worker lipitor de placute la scule aschietoare cutting tools welders maistru cazangerie boiler shop technician maistru electromecanic electromechanic technician refrigerating machines maistru frigotehnist technician maistru instalatii navale vessel equipment technician maintenance and fitting toolmaistru întretinere si reparatii masini-unelte, utilitati, servi ce, machines, equipments, prototipuri services,prototypes technician metal -structure mechanical maistru lacatus constructii metalice technician maistru lacatus mecanic mechanical technician maistru mecanic mechanical locksmith motor vehicle mechanical maistru mecanic auto technician building machines and equipment mechanical technician maistru mecanic masini si utilaje pentru constructii agricultural mechanical maistru mecanica agricola technician mecanical treatment maistru prelucrari mecanice technician maistru presator metale metal pressing technician maistru sculer matriter pressman technician maistru sudura welding technician maistru termist tratamentist heat treatment technician lacatus montator agregate energetice si de transport 150 maistru termotehnist heat engineering technician operator for metal empties masinist la confectionarea ambalajelor metalice building operator for needles and masinist la fabricarea acelor si accesoriilor accessories building operator for automatic cutting masinist la linii automate aschietoare tools line special cutting machine masinist la masini speciale de aschiere operator special non-cutting machine masinist la masini speciale fara aschiere operator mecanic agricol agriculture mechanic mecanic auto motor vehicle mechanic mecanic aviatie aircraft engine mechanic metrolog metrologist modelier meta metal moulder modelier naval vessel moulder motor vehicle protoipes modelor prototipuri auto moulder nitrator nitrator polizator metal wheel-grinder cold-rolled metals press presator metale la rece worker toothed wheel planer and rabotor mortezor roti dintate shaper rabotor mortezor universal general planer and shaper rectificator dantura caneluri mortise teeth grinder rectificator universal general grinder reglor benzi montaj assembling belt setter reglor masini unelte machine-tool setter reglor montator assembling setter sculer matriter tool-maker strungar la masini de alezat boring machine turner coordonated working-machine strungar la masini de prelucrat în coordonate turner wheel shaping-machine strungar la masini de strunjit roti cai ferate turner strungar la masini orizontale horizontal machines turner turning and boring lathe turner strungar la strung carusel / worker strungar la strung paralel si de detalonat backing -off lathe turner strungar la strung revolver capstan lathe turner strungar universal general turner sudor welder welder with electric arc under sudor cu arc electric acoperit sub strat de flux flow layer welder with electric arc and sudor cu arc electric cu electrod fuzibil în mediu de gaz fusible electrode in gas protector protecting medium welder with electric arc and sudor cu arc electric cu electrod nefuzibil în mediu de gaz non- fusible electrode in gas protector protecting medium electric arc manual turner 151 sudor manual cu arc electric sudor manual cu flacara de gaze r Sanfrenato slefuitor metale stantator tehnician constructii navale tehnician determinari fizico- mecanice tehnician electromecanic tehnician frigotehnist tehnician masini si utilaje tehnician mecanic tehnician mentenanta mecanica echipamente industriale tehnician prelucrari mecanice tenician proiectant mecanic tehnician sudura tehnician tehnolog mecanic termist - tratamentist tinichigiu carosier tinichigiu industrial tinichigiu structurist de aviatie trasator tubulator naval vopsitor auto vopsitor industrial gase flame manual turner chamfering worker metal grinder pressman vessel buiding technician physico-mechanical determinations technician electromechanic technician refrigerating machines engineer machines ,equipment technician mechanic technician industrial equipment maintenance technician mechanical processing technician mechanical designer technician welding technician mehanical technologist technician metal heat-treating-plant operator sheet-metal body worker industrial sheet-metal worker aircraft sheet -metal worker marker-off technician vessel fauceting worker motor vehicles painters industrial painters Fine mechanics specific occupations giuvaergiu giuvaergiu de meatle pretioase ceasornicar Sudor mecanica fina Maistru mecanica fina Metrolog analoage Metrolog si reparator Slefuitor metale pretiose Fierar AMC Bijutier mecanica fina,tehnici digitale common metals jeweller precious metals jeweller watchmaker fine mechanics blacksmith fine mechanics technician metrologist and fine si mechanics repairer, digital and analog technics checking metrologist mechanic shaper for precious metals AMC blacksmith goldsmith Occupations situated between two sectors, "electric and mechanic" 152 Electrician auto Electrician de mentenanta si echipamente Electrican naval Mecanic electric auto si de echipamente electrice motor vehicle electrician maintenance and equipment electrician vessel electrician motor vehicles and electric equipment electrical mechanics C . Analiza standardelor profesionale folosite in descrierea profesiilor Pentru fiecare dintre profesiile mentionate la punctul B corespunde un profil care contine trimiteri la reglementari educationale si proceduri de examinare. Atât formarea profesionala initiala, cât si formarea profesionala continua se bazeaza pe competente. În formarea profesionala initiala, se folosesc standarde de pregatire profesionala (Training Standards). În formarea profesionala continua se folosesc standarde ocupationale (Occupational Standards), dar, deoarece numarul de standarde ocupationale elaborate pâna în prezent (419) este insuficient, pentru programele de calificare se folosesc si standardele de pregatire profesionala. Atât standardele ocupationale (aprobate de Consiliul National de formare Profesionala a Adultilor – National Adult Trainig Board), cât si standardelele de pregatire profesionala (aprobate de Ministerul Educatiei si Cercetarii) sunt documente cu aplicabilitate nationala. Un standard ocupational cuprinde: Descrierea ocupatiei; Unitatile de competenta; Elementele de competenta care intra în structura fiecarei unitati de competenta; Criteriile de realizare, pentru fiecare element de competenta; Gama de variabile, pentru fiecare unitate de competenta; Ghid de evaluare, pentru fiecare unitate de competenta. În continuare, este prezentat un standard ocupational, dar într-o forma simplificata (???) Sudorul Sudorul este lucratorul care, utilizand procedee specifice, executa operatia de sudare. Sudarea este procedeul de imbinare a produselor metalice care presupune topirea metalului in zona de imbinare cu ajutorul unor surse de caldura. Functie de sursa de caldura folosita identificam doua procedee : sudarea cu gaze si sudarea electrica. Cunostinte necesare sudorului ? Modul de functionare si intretinere a aparatelor, masinilor, echipamentelor utilizate. ? Notiuni de sudabilitate a materialelor metalice. ? Conditiile tehnice ce trebuie respectate ? Procedurile de sudare . ? Parametri de sudare. ? Materialele de adaos si de protejare a sudurii. ? Documentatia tehnologica. I. Sudarea cu gaze este procedeul tehnologic de îmbinare a pieselor metalice care foloseste caldura dezvoltata de arderea unui combustibil gazos în amestec cu oxigenul. Cele mai utilizate gaze combustibile sunt : acetilena, hidrogenul, gazul metan si produse petroliere lichefiate (propan si butan). 153 Sudura se poate executa manual utilizand utilajele specifice postului de sudura sau mecanizat folosind masinile automate de taiat/sudat (cu unul sau mai multe posturi). Echipamentul de baza folosit de sudor este compus din : ? generator de acetilena cu supapa de siguranta (daca gazul combustibil utilizat este acetilena) sau butelii pentru înmagazinarea gazului combustibil cu reductor de presiune ; ? butelie de oxigen cu reductor de presiune; ? trusa de sudura (suflaiuri, aparat de taiere si garnitura de becuri de diferite dimensiuni); ? furtune de presiune din cauciuc armat pentru transportul gazelor; ? accesorii (ochelari cu sticla protectoare, perie de sârma din otel moale, ciocane de sudura, manusi.). Operatiile executate prin folosirea echipamentului specific sudarii cu gaze sunt : a. taierea si decuparea materialelor metalice, b. incarcarea (umplutura) cu adaos metalic a pieselor cu defecte din turnare sau uzate, c. lipirea metalelor si aliajelor neferoase, d. calirea superficiala a pieselor, e. metalizarea suprafetelor metalice, f. lipirea placutelor dure pe sculele aschietoare, g. sudarea propriu-zisa, inbinarea nedemontabila a materialelor metalice, in puncte sau continua. Principalele activitati desfasurate de sudor : ? preluarea documentatiei tehnice, a pieselor/semifabricatelor ce trebuie imbinate, ? studierea si respectarea conditiilor impuse de documentatia tehnica, ? pregatirea automatelor, dispozitivelor, echipamentelor si materialelor necesare; ? prinderea si montarea subansamblelor în vederea sudarii/taierii, ? prepararea aliajelor pentru lipire, alegerea fondantilor si fluxurilor (dezoxidanti), ? utilizarea materialului de adaos, ? manipularea recipientilor/buteliilor cu gaz, ? executarea operatiei propriu-zise, ? reglarea si supravegherea masinilor automate, ? indepartarea zgurii formate pe cusatura , ? depozitarea materialelor de adaos, fluxurilor si pastelor pentru sudura si lipire, ? identifica principalele defecte; stabileste cauzele si masurile de prevenire, ? predarea documentatiei tehnice si a produselor . II. Sudarea electrica este procedeul tehnologic de îmbinare a pieselor metalice care foloseste caldura dezvoltata de arcul electric format intre electrod (de grafit sau metalic) si piesa de sudat sau de rezistenta pe care o opun piesele la trecerea curentului electric. Sudarea cu arc electric se poate executa: cu arcul descoperit sau acoperit, în mediu de gaze protectoare sau în baie de zgura. Echipamentul folosit la sudarea manuala cu arc electric sunt: agregat de sudura : aparat de sudura sau convertizor, cleste port electrod, cabluri pentru conducerea curentului electric, accesorii (masca cu geam protector, perie de sârma din otel, ciocan de sudura, manusi, jambiere si sort de piele.), 154 In cazul sudurii semiautomate sau automate, posturile de sudura sunt echipate cu: ? generatoare de curent continuu, ? carucioare automatizate pentru debitarea si deplasarea materialului de adaos în lungul îmbinarii, ? role si dispozitive automatizate pentru aducerea locului de sudat în dreptul materialului de adaos care este debitat de catre capul de sudura. Materiale folosite : Electrozi metalici cu invelis protector, electrozi de grafit, sarma de sudura, gaze protectoare. In cazul sudarii prin rezistenta sunt folosite masini de constructie speciala si adecvate pentru diferite lucrari. Operatii executate prin utilizarea echipamentului specific sudarii electrice : a. imbinarea nedemontabila a materialelor metalice, in puncte sau continua, b. taierea si decuparea materialelor metalice, c. incarcarea (umplerea) cu material de adaos a pieselor cu defecte din turnare sau uzate, Principalele activitati ? preluarea pieselor/semifabricatelor si a documentatiei tehnice, ? studierea si aplicarea documentatiei tehnice, ? pregatirea si verificarea echipamentelor , aparatelor, materialelor necesare, ? prinderea si montarea subansamblelor , ? manipularea recipientilor cu gaz protector, ? executarea operatiei propriu-zise, ? depozitarea electrozilor si a celorlalte materiale de adaos, ? indepartarea zgurii formate pe zona de imbinare, ? reglarea si supravegherea masinilor automate si semiautomate, ? identificarea si remedierea defectelor, ? predarea documentatiei tehnice si a pieselor sudate. Slefuitorul metale Slefuitorul metale este lucratorul care efectueaza operatia de slefuire a materialelor metalice. Slefuirea este operatia de prelucrare mecanica fina si foarte fina a suprafetelor plane sau rotunde; se poate executa manual sau mecanizat cu ajutorul utilajelor , sculelor, dispozitivelor si materialelor specifice. Slefuirea se executa ca operatie pregatitoare a suprafetelor (in vederea acoperirii acestora cu vopsea sau alte materiale, inclusiv metalice) sau ca operatie finala (in vederea obtinerrii unui grad de rugozitate a suprafetei foarte mic sau pentru obtinerea efectului de stralucire a suprafetei). - Echipamentul folosit de slefuitor cuprinde : polizorul fix sau portabil, utilaje/masini speciale pentru slefuit , perii de sarma pietre, discuri si benzi abrazive, hartia de slefuit si panza de slefuit, perii si discuri din pasla, burete sau bumbac, pulberi si paste abrazive. Activitatile desfasurate de slefuitor : preluarea si studierea documentatiei tehnice, preluarea pieselor de prelucrat, pregatirea materialelor abrazive, alimentarea masinilor, pregatirea, verificarea, reglarea, exploaterea si intretinerea utilajelor /masinilor folosite, 155 - depozitarea si predarea pieselor slefuite, identificarea si remedierea neconformitatilor, executarea slefuirii piesei cu respectarea tehnologiei si a succesiunii operatiilor, montarea si demontarea sculelor, dispozitivelor, materialelor de slefuit, controlul suprafetelor prelucrate. D. Validarea educatiei non formale si informale Pentru a dezvolta o cultura de invatare pe tot parcursul vietii si in concordanta cu politicile UE, Romania a adoptat o politica nationala de invatare pe tot parcursul vietii si a inregistrat pasi concreti in vederea implementarii acesteia, iar acest capitol are drept scop sa puna la dispozitie aspecte de validare a educatiei non formale si informale. Practicile arata cresterea constientizarii asupra nevoii de a opera cu o viziune globala in sustinerea validarii educatiei non fromale si informale. Ca actiuni cheie in acest domeniu se vor acorda prioritati in : ? a sustine educatia non formala si informala printr-o recunoastrere sociala si manageriala, extindere si diversificare a potentialului de invatare ; ? a promova initiative de formare si educatie in cadrul unor programe economice, sociale si regionale ; ? a creste si a divesifica numarul oprtiunitatilor de invatare in vederea stimularii unei cereri mai mari de educatie ; In ciuda efortutilor generale si a unor evidente progrese pe care Roamnia le-a inregistrat in vederea implementarii Memorandumului UE cu privire la invatraea pe tot parcursul vietii, mai exista o seama de ramaneri in urma , dificultati si constrangeri care trebuie sa fie rezolvate adecvat in urmatorii ani. In anii ce vor veni politici si masuri vor fi necesare pentru a diminua granitele care exista intre formarea si educatia initiala si cea continua ( profsionala), cata si intre educatia non formala si informala. Unul din instrumentele acceptate la nivel local pentru a pune in practica acest obiectiv este elaborarea unui Cadru National al Calificarilor. Pentru a conferi valoare de piata acestui Cadru National al Calificarilor, dezvoltarea are nevoie sa fie facilitata printr-un dialog social tinand cont de interesele sectoriale. Aceatsa inseamna elborarea de masuri care sa puna un accent pe reprezentarea sectoriala si pe partenerii sociali. Este nevoie de politici care sa duca la cresterea accesului la servicii de consiliere si acompaniere pentru adulti si a membrilor comunitatii locale, precum si nevoia ca aceste servicii sa nu se limiteze doar la dimensiunea strict profesionala, ci si la dezvoltarea din in ce mai mult a unei dimensiuni sociale si a unor aspecte legate de cetatenie. 156 157