final product paper building the best

8/9/2019 Final Product Paper Building the Best

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Building the Best

Leonardo da Vinci Partnership

2008-1-EE1-LEO04-00067 1

Contributors

Roberta Bassan Associazione NET, ItalyMonika Biekowska Panstwowe Szkoly Budownictwa, PolandEszter Csepe wisamar Bildungsgesellschaft mbH, GermanySilvia Grando Associazione Lepido Rocco, ItalyElizabeth Lenz Jrvamaa Kutsehariduskeskus, EstoniaLukasz Sklarz Institute Bonum Poland


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BUILDING THE BEST.................................................................................................................................. 0LEONARDO DAVINCI PARTNERSHIP .............................................................................................................. 0

ABSTRACT................................................................................................................................................... 2

PROJECT BACKGROUND AND AIM..................................................................................................... 3

CARRYING OUT THE PROJECT ........................................................................................................................ 4GENERAL OBJECTIVES OF THE PARTNERSHIP.................................................................................................. 4

2008 2010 BUILDING SECTOR REPORTS.................................................................................... 4

COUNTRY OF ESTONIA ................................................................................................................................. 4COUNTRY OF GERMANY................................................................................................................................ 7COUNTRY OF ITALY...................................................................................................................................... 8COUNTRY OF POLAND .................................................................................................................................10

7-POINT BUILDING THE BEST MODEL ............................................................................................12

7-POINT MODEL EVALUATIONJRVA COUNTYVOCATIONAL TRAINING CENTER(JKHK) ............................13Overall system grade........................................................................................................................16

7-POINT MODEL EVALUATIONWISAMAR MBH ..........................................................................................18Overall System Grade.......................................................................................................................24

7-POINT MODEL EVALUATIONN.E.TASSOCIATION..................................................................................25Overall system grade........................................................................................................................31

7-POINT MODEL EVALUATIONPASTWOWE SZKOYBUDOWNICTWA ........................................................32Overall System Grade.......................................................................................................................37

7-POINT MODEL EVALUATIONINSTITUTE BONUM ..................................................................................38

BEST PRACTICES IN BUILDING TRAINING...................................................................................42

BEST PRACTICE ESTONIA ............................................................................................................................42BEST PRACTICE GERMANY...........................................................................................................................47BEST PRACTICE ITALY,LEPIDO ROCCO ........................................................................................................52BEST PRACTICE ITALYN.E.T. .....................................................................................................................54BEST PRACTICE POLAND .............................................................................................................................60

CONCLUDING REMARKS ......................................................................................................................64

WEBSITE LINKS.......................................................................................................................................65


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Abstract

A consortium of six partner organizations from four countries (Estonia, Italy,

Germany, Poland) successfully cooperated from 2008 2010 in a Leonardo da

Vinci Building the Best Partnership project. Our mutual desire is to improve

uniformity and functionality of vocational education delivery and to learn the

unique differences of each countrys educational system. The impetus for this

project came from the project coordinator, Jrva County Vocational Training

Center of Estonia that faces the challenge of teachers needing knowledge about

modern practices in vocational training as carried out at schools and enterprises

in Europe, but also about educational systems and how educators in other

countries resolve certain challenges. Partner meetings and visits to vocational

schools and enterprises were an essential component for gathering information

on modern practices and training arrangements. The results of this project are

extremely gratifying in that it solidified relationships and networks, new ideas

and insights were shared, and new projects are being pursued in order to

continue discovering optimal and best training schemes in VET. This Partnershipproduced a CD that contains relevant partner country information as: economic

summaries of each partner country regarding the construction sector; best

construction training practices as determined by each partner; PowerPoint

presentations; and other supplemental information deemed useful for decision

makers striving to strengthen vocational education delivery in their respective

European countries.


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Project background and aimThe Leonardo da Vinci Building the Best Partnership project was essential for

creating a foundation that is serving to increase the quality of constructiontraining across Europe. The construction sector is a key economy growth driver

in the European Union, improvements in quality and innovation in VET practices

and transferring them from one country to another is a crucial element of

European integration. With the construction industry continuing to rapidly change

and expand, vocational teachers especially among new member countries are

greatly challenged in keeping abreast of current information and updating their

knowledge and skills pertaining to modern construction technologies, machineryand training practices.

The aim of thisBuilding the BestPartnership between VET schools, enterprises,

and educational institutions was to facilitate a transfer of critical information

through a combination of forums, workshops, and visits for data collection during

a 2-year period. Information was shared among those with innovative industry

knowledge and experience, and for the concluding work we are disseminatingbest practices as an important reference among institutions, construction

industry experts and VET construction teachers. This partnership has served to

increase information that will help to unify training delivery and further the

development of pedagogies and practices. The product of this partnership is a

CD that contains relevant country specific information as: economic reports

covering the project period 2008 2010; construction industry statistics; best

construction training practices as decided upon by each partner and relevantsupplemental information for use by project participants among an expected

subsequent broader audience of decision makers through disseminated in

national channels.


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Carrying out the project

The project relied on a multifaceted approach based on the observation of

schemes implemented in partners regions, meetings with local actors and

beneficiaries, analysis of how different European countries approach construction

training, the exchange of methodologies and the theoretical principles upon

which the schemes are based, as well as consolidating the best practices or tools

in common.

General objectives of the partnership

1. Deepening cooperation between VETs providing construction training and

European construction enterprises.

2. Exchanging new knowledge pertaining to technology, construction practices,

and employee training needs in Europe.

3. Furthering development of pedagogies and practice by improving training

delivery through a unifying medium, a CD as a resource to be used by teachers

and enterprise trainers of construction trades.

2008 2010 Building Sector Reports

Country of Estonia

According to the Statistics Office of Estonia (Eesti Statistika), there has been a

steady deceleration of economic activity since 2008. Specifically regarding the

construction industry construction volume in 2008 showed an overall 12%

decrease in total production of construction enterprises both foreign and

domestic markets combined from the previous year 2007. The main cause of the

decline at this time was the decreased volumes in dwelling construction in the


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domestic construction market. The recession and the restricted loan terms

hindered the start of new dwelling construction projects. By 3rd quarter 2009,

compared to the same period of the previous year, Estonia showed a decrease in

total production among Estonian construction enterprises by 29%.

The overall Baltic construction market fell in 2009 to the same level as 10 years

ago during this regions previous major economic crisis. The market fell fast in

2009 because the Baltic business market was mostly domestic with only a small

international market of 3% in Lithuania, 4% in Latvia, and %8 in Estonia. Being

that Estonias building market was slightly more diversified, the economic crisis

was the lightest in comparison to the other Baltic States.1

Construction volumes shrank 54 percent in Lithuania, 48 percent in Latvia and 30

percent in Estonia in 2009 after the global credit freeze and spending cuts by

their governments that worsened the regions recession triggered by the collapse

of a debt-financed property bubble.

Merkos Chief Executive Officer Tiit Roben, leading firm of Estonian construction

industry, said Estonias construction volumes may fall a further 10 percent this

year (2010) and start to recover next year, while Latvia and Lithuania will trail

Estonian developments by about a year.2

Key indictors illustrating market trends

Construction production in Estonia

1Eesti Statistkaamethttp://www.stat.ee/31154

http://statistikaamet.wordpress.com/2010/03/15/baltimaade-ehitusturg-kumnendi-madalseisus-3/

2http://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-

growth.html
http://www.stat.ee/31154http://www.stat.ee/31154http://statistikaamet.wordpress.com/2010/03/15/baltimaade-ehitusturg-kumnendi-madalseisus-3/http://statistikaamet.wordpress.com/2010/03/15/baltimaade-ehitusturg-kumnendi-madalseisus-3/http://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-%20%20growth.htmlhttp://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-%20%20growth.htmlhttp://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-%20%20growth.htmlhttp://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-%20%20growth.htmlhttp://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-%20%20growth.htmlhttp://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-%20%20growth.htmlhttp://statistikaamet.wordpress.com/2010/03/15/baltimaade-ehitusturg-kumnendi-madalseisus-3/http://www.stat.ee/31154


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2005 2006 2007 2008 2009

Ascending total 23 181 31 131 39 127 33 839 21 471

1st quarter 3 729 5 000 7 314 7 161 4 5432nd quarter 5 455 7 921 9 975 9 445 5 989

3rd quarter 7 233 9 521 11 689 9 381 5 810

4th quarter 6 764 8 689 10 149 7 852 5 129

Table code: CO0012http://www.stat.ee/34159

Dwelling completions by type of building (new construction), year

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Number ofdwellingstotal

720 619 1 135 2 435 3 105 3 928 5 068 7 073 5 300 3 026

http://www.stat.ee/34164

Non-residential building completions by type of building (newconstruction), year

2007 2008 2009

Numberof

buildings

Usablefloorarea,m

Cubiccapacity,

m

Numberof

buildings

Usablefloorarea,m

Cubiccapacity,

m

Numberof

buildings

Usable floorarea, m

Cubiccapacity,

m

1 095 920 779 5 945 057 993 1 004572 6 140 402 964 797 777 4 805 838

http://www.stat.ee/34166
http://www.stat.ee/34159http://www.stat.ee/34159http://www.stat.ee/34159http://www.stat.ee/34164http://www.stat.ee/34164http://www.stat.ee/34166http://www.stat.ee/34166http://www.stat.ee/34166http://www.stat.ee/34164http://www.stat.ee/34159


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Statistical data is still unavailable for 2010 and reports could not be found at

other key building or road construction association websites. Regional expert

Hillar Takk, Department Head of Building and Road Construction at Jrva County

Vocational Training Center, says that in terms of road construction the market

has improved since 2009 with road contractor operational budgets increasing

from 2 billion EEK in 2009 to 3 billion EEK in 2010. In terms of the building

market, however, the situation is actually worse in 2010 than the previous year

as a result of restricted government spending in road or building construction

projects.

Country of Germany

Economic overview in the building and construction field

The overall situation in the German Building Industry remains stable in

2010

The economic stimulate package cannot absorb the crack in the building sectorbut it has moderated it. According to the statistics of the main association of the

German Building and Construction Industry, in 2009 the revenue in main

construction trades dropped by a nominal 4 percent (2009 the total turnover in

the structural and civil engineering was EUR 83, 3 billions). For enterprises, the

situation has been more painful but overall the building and construction industry

is performing better than most other industries.

In 2009, public building and construction was the most important segment

concerning activities in the building and construction field. Enterprises reported

an increase in turnover of a nominal 3, 4 percent, the incoming orders raised by

a nominal 3, 6 percent. Especially important was the Federal States (Bund)

strong increase in investment with its expanded expenditures boosted by 18


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percent. Comparing this with municipalities, who also implemented a future

investment program, but at same time slashed their own building and

construction programs.

The commercial construction still smarts from the recession in 2009:

Turnover in the building sector decreased to 9 percent, and incoming orders

declined even at a nominal 15, 2 percent. But the tempo had slowed down by

the end of the year: new orders in December decreased only at 5, 7 percent,

however there is no turnaround in the economy yet.

By contrast the residential construction developed more robustly than

expected: the turnover was 4, 8 percent lower than in the previous yearalthough the incoming orders show a rise in the second quarter 2009.

Despite the sales slowdown in the building and construction sector enterprises

have kept their workforce almost constant. The number of employees in the

main construction trade decreased annually on average a mere 0, 1 percent and

dropping to 705.000. Entrepreneurs had learned from their experiences of 2006

until 2008, when manpower squeeze prevented the upturn in the building and

construction field.

Country of Italy

The building sector is going through a deep crisis which is expected to persist

through 2010. Available indicators do not show any upturn in the economy and

building firms are still worried about reduced activity levels and the decreasing

volume of commercial orders.


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According to survey results conducted among partnering firms and based on

available ratings, ANCE (Association of National Construction Enterprises)

calculates a downturn of investments in the building sector in 2009 by 9,4%

compared to 2008, an additional 2,3% decrease when comparing 2008 to 2007;

a further decrease is expected in 2010.

From 2008 to 2010, the building sector lost 18% of investments. In particular,

the sector of new houses is the most alarming, since such investments decreased

by 30%. The downturn in the sector of public works began six years ago and by

the end of 2010 the rate will have reduced by 23% compared to 2004. In other

words, after 9 years of increase in this sector, the amount of production has

decreased to the levels seen at the end of the 90s. Nevertheless, the housing

potential and requirements are not fulfilled. Referring to the years 2004-2008,

the comparison between the number of houses under construction and the

number of new families highlights a lack of about 350.000 houses. In the current

situation of financial difficulties, the need has not yet become demand.

During the first 9 months of 2009, according to the ISTAT survey on the labour

force, the number of employees in the building sector decreased by 3,9%

compared to the same period in 2008. This downturn is higher than the National

average rate of 1,5%. In the region, between October 2008 and March 2009,

about 49,100 employees lost their job. According to a survey made in September

2009 among the firms in the partnership, a prolonging of the crisis is expected to

develop with deeper intensity than in the other regions. The estimated

production downturn in 2010 is - 9%.3

3"Rapporto congiunturale sull'industria delle costruzioni in veneto - anno

2009" a cura della direzione affari economici e centro studi ance.


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Country of Poland

Poland's access to the European Union, available EU funds and increasing

investments were the main factors which have determined the situation in the

construction field in recent years enabling an upward trend. Stable growth of

the economy, high capital expenditure, a boom related to EURO 2012 guaranteed

the positive impact on the construction market. First and foremost the positive

effect resulted from an increase in infrastructural works.

Year 2009 was difficult for the building industry. Admittedly, the crisis in Polish

economy was considerably milder than in other European countries, but the

consequences of the crisis in the European market did not omit the construction

industry. A clear slowdown was recorded after many years of high increase.

Whilst in 2008, companies named the lack of employment as a reason for

obstacles in executing contracts. In 2009, competition between companies, high

operating expenses and the lack of demand were to blame. Employment

numbers in construction grew in 2009, but salaries decreased.

Poland is still a relative attractive country in which to invest. Three main reasons

why there is optimism about the construction industry in the future:

1. Stable growth of the economy at a rate of 4 5% of GDP

2. Increasing wealth of and ambitions of the Polish people

3. Delay in infrastructure and housing caused by many years of communism,

now resulting in strong demand for housing construction.

Current concrete data is not yet available from the Statistical Yearbook, but a few

figures that illustrate the optimistic trends follow.


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Dwellings completed: comparing with the previous periods

2007 - 133698

2008 - 165189

2009 - 160002 (in spite of the crisis)

2010 - Within the first three months of this year there was an increase by 16%

in the building of dwellings in comparison with the same period of the previous

year.

Employed persons in construction in thousands

(Excluding economic entities employing only up to 9 persons)

2008 - 421

2009 - 462

Data illustrating that the economic crisis did have a negative impact upon

construction in Poland:

Production of bricks (millions)

2008 - 329

2009 - 199

Production in cement (thousands)

2008 - 17017

2009 - 15347


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7-Point Building the Best Model

A solid model is crucial for knowing what data to collect, analyze, and compare.

This Partnership defined seven key attributes to use for analysis in attempting tofind best practices from among the tools, methods and principles that are

presently applied in vocational schools and enterprises where students practice.

The seven (7) main points identified during our first conference and listed below

serve as the framework of our model with which we observe and evaluated the

system of vocational training of construction trades in partnering countries. In

using this model we were able to do a comparative work between European

countries for determining best practices.

1. apprenticeship system

2. level of cooperation between schools and firms

3. connection with construction unions

4. training of enterprise trainers

5. teaching materials/curriculum

6. continuing education program for teachers to gain new skills

7. feedback loop

Best Practices in

ConstructionTraining

2

3 3

7

4

65

1

Best Practices in

ConstructionTraining

2

3 3

7

4

65

1


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7-Point Model Evaluation Jrva County Vocational Training Center(JKHK)

1. Apprenticeship

Students in the construction program must complete 22 weeks of practical

training divided between Year 2 and Year 3, training preferably done at

enterprises. This year in 2010, enterprises have not been able to take on as

many student apprentices for lack of work for their own full-time workers, let

alone students. Nonetheless, with resources on hand and with what materials

were available, teachers created practice/apprenticeship opportunities forstudents. The School in 2010 organized on-campus training projects overseen by

a building foreman with extensive building experience. The school has requested

additional funding for this expense, but the Ministry has not yet given approval.

2. Level of cooperation between schools and firms.

No formal contract exists between JKHK and enterprises and is instead based on

relationship. The reason being from unpredictability of job contacts so that firmscannot guarantee student placements. Students are responsible for finding their

own placement, but the school does advise students to approach specific larger

firms in the road and building sectors known for their consistency and reliability

in taking students for training. However, most firms are small or medium sized

enterprises (SMEs) and can only accept students if they have ample projects or

jobs on which to train students.

3. Connection with construction unions

JKHK is members of different trade unions because it provides an opportunity to

get courses from them, albeit not fee of charge, and through memberships it is

easier to find practice placements for students. The school could be more active


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and work harder to cultivate these relationships, so there is room for

improvement. Ideally, JKHK needs relationships with such progressive firms as

IBM that has donated PCs to schools, on which students are trained and now are

more likely to use IBM personal computers in the future; a wise business practice

not often practiced in Estonia.

At present, representatives of JKHK attend meetings at least 2 times a year.

One such membership is with the Estonian Association of Construction

Entrepreneurs. The E.A.C.E is a voluntary association of construction enterprises

created in order to support and co-ordinate its members actions in matter of

industry related economic issues and relations with employees and employee

unions. This is a union primarily comprised of roofing companies uniting 100

companies active in Estonia whose overall turnover comprises more than 45% of

the construction turnover of the entire Republic.

Principle activities of E.A.C.E as relates directly to VET training are:

participation in the elaboration of legislation concerning the Association

and its members (including expressing opinion);

generalization of construction and economic experience and their

distribution;

arrangement of marketing and economic research and elaboration of the

respective recommendations;

arrangement of construction associated refresher courses, encouragement

of the development of the construction education by financing respective

target programs;

distribution of information concerning construction activities, including

issue and distribution of advertisements and other publications.

As things presently stand, JKHK can attend informative meetings as organized by

the union, but often these topics do not directly aid the school in planning


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training content or activities present or in the future. At most, JKHK attends

these meetings in order to make their own contacts with enterprise

representatives, but does not get special assistance in finding student

apprenticeship placements.

4. Enterprise training

Training of company trainers is only seen as a priority if the company is large

enough and can expend the manpower for such specialized training. Mostly

companies are SMEs and agree that, although it would be beneficial for trainers

to know how to work with students, it is done at the companys expense rather

than the States. Companies are interested in having more of their employees

trained as trainers of students by the vocational school, but this does not take

place. In terms of motivating trainers, this role as trainer is mostly voluntary

some companies give trainers a 10% wage increase to teach students. Company

management believes this system could be improved by having the government

to pay this amount, especially since the company is already losing out because

workplace trainers are unable to do the job that they were hired for because

their time is monopolized in training students.

5. Teaching materials and curriculum

Vocational schools are given a State approved basic structure for teaching

difference courses. The school then creates the curriculum and sends it to the

Ministry of Education for approval. It is the schools responsibility to find

materials and resources for training students using the budget annual amount

given for each registered student.

6. Continuing education program for teachers to gain new skills

There is some degree of retraining and updating of knowledge for vocational

teachers, but is only in the form of 2 -3 day free seminars that provide

pedagogical information (50%) and industry-specific training (50%). There are


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other more extensive courses available, but this is at the teachers expense and

so is rarely undertaken. At JKHK, since 2008, most updating of skills and

knowledge has been through sending teachers to European countries for

observational visits at various enterprises or vocational schools through the

Leonardo da Vinci Life Long Learning Programme.

7. Feedback loop

The school tries to organize meetings with enterprise owners or managers twice

a year in order to discuss ways of improving relations, work through problems,

and discuss students progress. Such meetings do not take place between EEEL

and the School or between any other relevant stakeholders.

Overall system grade

1. Needs improvement school needs strengthening in establishing and

maintaining strong and mutually beneficial cooperation with enterprises.

Right now, enterprises take students when they can, but benefits of

student employment is not well understood among enterprises, schools

need help in approaching companies and explaining the benefits,

enterprises do not make extra investments into student learning like

material contributions, and the system does not promote stronger

relations.

2. Needs improvement - connection exists in the form of a paid membership

by the school so that it may receive current industry reports and attend

seminars. Relations are good but not deep and there is room for

improvement in finding ways to match market needs with student

training.

3. Moderate Students are ensured a place for practice, even if the school

has to create a real project on which students can work as they would on

a job site operated by enterprises. Dedication is strong by the school to

make sure students gain solid, practical experience at job sites. This year


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2010, because of a weak economy, not all students were able to find

placements, so in the building program a professional foreman with

training in education was placed in charge of student practice who created

building restoration projects for students.

4. Needs improvement There is a special Estonian program called

Development of VET and in this program the State has money for

updating skills of teachers, for which all training takes place in Estonia.

The problem with this, however, is that teachers cannot take part in these

trainings because they are overworked and have too many classes

because the school cannot afford to hire more staff. Schools need their

teachers trained in enterprises with advanced methods and technologies

(preferably where students are not also practicing) or in international

vocational schools. At present, the only updating of skills comes through

the Leonardo da Vinci VETPRO program. But even this is not adequate

because budget allowances are not enough to enable long-term training

at a firm, at least 2 6 weeks. Rather it pays for teacher travel and use of

a hosting service that develops programs for organized 1-day site visits to

various companies and schools for a total of 1 week. Time and money

does not allow more in depth study of a specific technology or skill.

Teachers often use their personal holiday time for such study visits.

5. Needs improvement - no real structure or guidelines exists so it is up to

the enterprise and dedication of the trainer and ample number of jobs on

which to train students.

6. Needs improvement - teachers use curriculum authorized by the Ministry

of Education. Materials are lacking, but teachers use what is available.

7. Needs improvement Department Heads meet with enterprise managers

at least twice a year for discussing students progress. No other meetings

take place between the vocational school and enterprise representatives,

trade unions, and associations with the specific intent of making sure the

school is providing courses and skills as demanded by the labor market.


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Only higher level meetings take place, but there appears to be a

disconnect between the school and planning initiates and discussions

made at Ministry level between key decisions makers.

7-Point Model Evaluation Wisamar mbH

Dual Vocational Training System

1.Apprenticeship System

The term dual system describes the special approach taken by vocational

training in Germany. This system consists of firms and part-time vocationalschools which together train young people. Although firms and part-time

vocational schools are physically and legally separate areas of the education

system, they work together when providing initial vocational training.

Part-time vocational school

In Germanys dual vocational training system, part time vocational schools are

the partners to the firms providing in-company training. Trainees learn thetheoretical knowledge required for their occupation at part-time vocational

schools. These schools can also provide practical training that supplements in-

company vocational training. Part-time vocational schools are regular public

schools that offer just part-time instruction. The provisions on who is required to

attend part-time vocational school vary from state to state. In North Rhine-

Westphalia for example, individuals who start in-company vocational training

before they turn 21 are required to attend such a school until they complete theirtraining. Individuals who start their training after they turn 21 are entitled to

attend part-time vocational school. The company providing the vocational

training is required to register its trainees at a part-time vocational school, give

them time off for school and see to it that they attend class.


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Structure of instruction time at part-time vocational school: As a rule,

trainees attend part-time vocational school an average of one or two days a

week. Some part-time vocational schools offer a block of instruction that lasts

several weeks and encompasses the entire period of schooling to be completed

at part-time vocational school. During the period of instruction at part-time

vocational school, they must do their homework outside their daily training and

classroom hours.

Training Company

A company that provides in-house initial vocational training must satisfy certain

requirements regarding the suitability of the training premises. These

requirements revolve primarily around the companys equipment. Each

recognized occupation has a minimum requirement for equipment and

furnishings that must be available for training purposes: rooms, machines,

equipment and tools. Trainees should be able to learn in their training company

everything that they will need for their future working life. Furthermore, the

training company must have a sufficient number of qualified personnel if the

success of the training it provides is to be ensured.

Inter-company vocational Training

Particularly in the case of technical occupations which are also taught in smaller

enterprises, such as in the skilled crafts and trades, the company providing the

training often does not have all the equipment and machines necessary for

learning everything required for the occupation. But trainees are supposed to

learn all aspects of their occupation. For this reason, inter-company vocational

training is frequently used. Inter-company Vocational Training also serves a


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pedagogical function as a third learning environment where practical and

theoretical competence is systematically taught. The duration of inter-company

vocational training depends on what the training company is not able to teach its

trainee. Enterprises, chambers, guilds and the German government bear the

cost of inter-company vocational training.

2. Level of cooperation between schools and firms

Cooperation is tight in the written regulations, which is an obligatory action

according to the Dual System, so there must be cooperation between vocational

schools and firms. Such cooperation is good because companies ensure the

latest and most up-to-date practical knowledge, but cooperation is not excellent

as outlined in point 7B. Dual here means that the training takes place at two

different places: an enterprise and a part-time vocational school. Upon

completion of his training, a trainee sits an examination at the competent body

(usually the Chamber of Industry and Commerce or Chamber of Skilled Crafts).

The Vocational Training Act provides the foundation for in-company

vocational training. It entitles enterprises sole responsibility in conducting

vocational training. In other words: to hire and train trainees. This federal law

lays down the requirements and conditions for vocational training that is

provided on an in-company basis. All areas of vocational training that are under

the direction of a training company are regulated by the Vocational Training Act.

Instruction provided at part-time vocational schools is governed by school

legislation of the respective state. In order to avoid a situation in which these

different laws lead to inconsistency in the training provided, legislation is

coordinated by the federal and state governments in various bodies.

3. Connection to Unions


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One so-called sovereign taskin other words, a task that has been assigned by

the state is to support, regulate and oversee vocational education and training.

Employers who want to provide in-house vocational training contact the training

advisors at their local Chamber of Industry and Commerce. These advisors come

to the individual enterprise and help in all matters regarding vocational training.

4. Enterprise training

The owner of a firm decides whether his company will provide in-house initial

vocational training, the occupations he will provide training in, and how many

youths his firm will take on for in-house initial vocational training. He signs a

training contract with each trainee and ensures that the initial vocational training

is conducted in accordance with government regulations and legislation. Trainers

are responsible for planning training content and schedules and for conduction

in-company vocational training programmes. Only those persons who have the

requisite personal and professional qualifications may provide vocational training.

Following a six-year suspension of the Ordinance on Trainer Aptitude, the

requirement that trainers pass a trainer aptitude examination was re-started on 1

August 2009. The trainer aptitude examination assesses the most important skills

and competences for trainers (1. Assess vocational training requirements and

plan training, 2. Prepare training and participate in trainee recruitment, 3.

Conduct training, 4. Conclude training)

5. Teaching materials and curriculum

As a rule, tasks to be assumed by the firm and the part-time vocational school

are assigned so that the firm teaches practical know-how and the school teaches


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theory. In reality however, firms also teach theory to go with actual occupational

practice and part-time vocational schools often supplement extended technical

knowledge with practice-oriented exercises. It is therefore important that they

work together for the benefit of their trainees so that they supplement rather

than repeat one another.

Period of training

Initial vocational training programmes in the dual vocational training system last

two, three or three and one-half years. The duration of the training is stipulated

in the training regulations for the particular occupation. Each in-company training

programme starts with a probation period that lasts at least one month and a

maximum of four months. During this time, the persons responsible at the firm

are also closely examined whether the individual trainee is a good match for the

company. And the trainee should also consider one more time whether he has

made the right decision. Once the probation period is over, a company can

terminate a training contract only on serious grounds. There is also the option of

undergoing initial vocational training.


Trainer Seminar

In trainer seminars (also known as training for trainers), trainers learn

everything they need to know in order to conduct vocational training in their

own company. The content of trainer seminars is based on the four areas of

activity that are outlined in greater detail in the framework plan set forth in

the Ordinance on Trainer Aptitude. Trainer seminars are conducted by the

local Chamber of Industry and Commerce, Chamber of Skilled Crafts and

other bodies. The instruction schedule varies from region to region. A trainer


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seminar generally encompasses 115 hours of instruction. Seminars are

offered as all-day, weekend and evening courses.

The competent body the chamber that is responsible for the particular

company (as a rule, the local Chamber of Industry and Commerce or

Chamber of Skilled Crafts) determines whether a firm is qualified to provide

in-company vocational training. Trainers who pass the examination have

earned a recognized continuing training qualification and are issued a

corresponding certificate.

7. Feedback loop

A.Advantages of the dual system of vocational education:For trainees:

- No formal admission prerequisites: every school leaver has a chance to

learn a profession (but in fact the chances of being accepted depend on

pre-qualification)

- combination of learning and working- professional and soft skills are acquired, easier start at the labour market

- relations to potential future employer (many companies keep their

trainees)

- income

For the companies:

- train skilled workers according to the needs of the company

- reputation

- less personnel recruiting costs

Others:


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- interaction between different actors involved: tasks are not rigidly divided:

school is not reserved solely for teaching theory, and in-company training

involves more than simply practice joint educational responsibility and

by this permanent training for trainers

- promote employability in a changing workplace

B. Disadvantages of the dual system of vocational education:- influence of the economical situation

- difficulties in realizing curricula if the training company is small or has

limited possibilities

- different possibilities in schools and companies to react to changes

(technical innovations)

- question of coherency between demand and supply

- dependence on companies concerning quantity and quality

- Co-financing by the state necessary without the possibility of directly

influencing the process

- Possible cooperation problems between teachers at school and trainers in

the companies

Overall System Grade

1. Strong this system is highly developed and has years of learned experience.

Still needs more attention in coherency between supply and demand and does

not work as well when companies are small.

2. Needs improvement to Medium has an established and highly organizedsystem of cooperation between firms and schools, but has disadvantages in that

there is a dependency on companies concerning quantity and quality and

possible cooperation problems between teachers at schools and trainers in

companies.


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3. Strong Good and active intermediary body, the Chamber of Industry and

Commerce, promotes and aides in cooperation by providing advisors who come

to the individual enterprise and help in all matters regarding vocational training

4. Medium - strongly regulated. Ordinance on Trainer Aptitude reinstated in

August 2009, so that it requires trainers to pass a trainer aptitude examination.

The trainer aptitude examination assesses the most important skills and

competences for trainers (1. Assess vocational training requirements and plan

training, 2. Prepare training and participate in trainee recruitment, 3. Conduct

training, 4. Conclude training). This may hinder the process by causing too great

a requirement upon training firms and trainers.

5. Medium - Schools and enterprises theoretically work out that schools teach

the theory and enterprise the practical, but in reality the enterprise trainers also

teach a great deal of theoretical. Still needs work to improve ongoing

communication between schools and teachers.

6. Strong Company trainers attend Trainer Seminars conducted by the local

Chamber of Industry and Commerce, Chamber of Skilled Crafts and other bodies.

The instruction schedule varies from region to region. A trainer seminar generally

encompasses 115 hours of instruction. Seminars are offered as all-day, weekend

and evening courses. The Chamber is very active in the process and decides

which enterprise are qualified to train students.

7. Strong overall ongoing communication and strong involvement by trade

unions, schools, and enterprises that keeps a constantly updated and learning

system.

7-Point Model Evaluation N.E.T Association

1.Apprenticeship system


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In Italy, apprenticeship was instituted in 1955, it was later reformed in 1997,

Law 196/97, and again in 2003 by Legal Decree n. 276. With the new law,

specific training for apprentices has been improved and extended: the apprentice

must attend 120 hours of out-of-company training; in-company practical training

(corresponding to in-company work) must be supported by a tutor.

Every young person between 15 and 18 years old has to attend school or

vocational training, or work as an apprentice.

On-the-job training is probably the most important principle of Italian

apprenticeship. In fact, practical training corresponds to in-company work.

Indeed, theoretical training and work must be complementary.

The objectives of apprenticeship are to prepare young people for work by

practical training and by out-of-company training and to make the entrance of

young people in the labour market easier. In fact, firms are encouraged to train

student because the State pays pension contributions that are generally

employers responsibility.

Apprenticeship is addressed to young people ages 16 to 24 years old. They must

have completed a compulsory education (that is, at least 9 years of school).

The apprenticeship is regulated by a contract between the employer and the

apprentice. Contractual characteristics are determined by labour laws (also the

laws concerning youth employment) and by

the National Collective Contracts of the Sector.

Theoretical Training (Time and Place)

Out-of-company training comprises at least 120 hours per year. The training

must take place outside the company, but it must be within regular working

hours. The apprentice also receives a salary for the training hours and can be

absent only for reasons established in his contract. Training takes place in a

training centre or in a technical school authorised by Regional Government
http://arlex.isfol.it/Normativa/index.scm?id=14282&view=1http://arlex.isfol.it/Normativa/index.scm?id=14282&view=1


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according to specific characteristics established by regional laws. National laws

on vocational training and apprenticeship establish that the centres must receive

a special validation from the Regional Government.

Practical Training (Time and Place)

Practical training corresponds to in-company work. The training centre staff can

decide to organise practical lessons within the theoretical course (for instance in

laboratories). There are no special programmes: the apprentice works according

to his professional role. The law establishes that work must not be repetitive; the

trainer is also the tutor within the company.

Duration

The duration ranges from 18 months to 4 years (5 years in craft companies), but

not longer than the duration established by the Collective National Contract of

the Sector.

Manner of Payment and Financing

Public authorities pay social and, partially, health contributions and the costs of

theoretical training. The State pays the social contributions, while the regional

administration provides financing for theoretical training and the in-company

tutors training.

The Central Government can give financial contributions for apprenticeship

training to the Regions. The company pays salaries and all employers, except for

craft companies, pay a weekly charge for insurance against accidents.

2. Level of cooperation between schools and firms, and



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There is a high degree of involvement from the unions and employers

organisations. At national level, they contribute to define the model of

apprenticeship, through a continuous discussion with the Department of

Employment. They participate with the Commission regarding professional

content. At regional and local levels, they contribute to organizing programme

training, identifying professional needs and skills and to support firms and

employees.

4. Training of enterprise trainers

There is not a particular training for enterprise trainers and tutors. The

Department of Labour has basically determined the characteristics of the in-

company tutor. He has to be a qualified employee, engaged in the same field as

the apprentice. He has to have the same or a superior qualification to the one

being obtained by the apprentice at the end of his training. If possible, the tutor

will have worked for at least 3 years in the firm. The law has established the

tutors role and necessary skills, i.e. to guide and support the apprentice and to

assure a link between work and out-of-company training.

The tutor has to attend a period of training of at least 8 hours to understand his

role and its required skills.

5. Teaching materials/curriculum

Apprenticeship laws have established the standards of educational content, but

they are not complete yet. In fact, a special Commission (composed of

representatives from the Employment Department, Education Department,

Unions and Enterprise Organisations) is working to define the standards of

technical content. At present, there are only the standards for the so-called

"transversal content", established by the Department of Employment. This kind

of content concerns communicative skills, all the most important laws concerning


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labour and the workplace, safety in the workplace, economy and business

organisation, basic skills (linguistic and mathematical).

There is no fixed system for analysing training needs according to economic and

technological progress. However, there are many studies carried out by the

unions, employers organisations, Chambers of Commerce, and regions at

national and local levels. At present, many institutions are trying to organise a

system.


There are no national standards for trainers of apprentices or for vocational

training teacher. At the national level, there is only the National Collective

Contract for Trainers that establishes professional requirements and relative

skills. Every Regional Government can decide upon special standards for trainers

and the procedure for their employment. Of course, every centre employs

trainers according to its own standards.

7. Feedback loop

The Building the Best project activities and transnational meeting gave us the

opportunity to reflect and observe the apprenticeship and training systems in

partner countries.

The outstanding principle emerging from our visits abroad is the importance of

learning by doing for our beneficiaries, and in general for students who prefer

practice to theory. Many young people, indeed, benefit from learning away from

a classroom atmosphere, and they can develop their skills, not only technical, but

also communicative and social, in the real life situations experienced in the

programmes of workplace learning.


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All the partner countries seem to share this point of view and are active in this

field proposing a number of policy measures that could speed up the further

development of apprenticeship and practical learning. This is because

apprenticeship is considered to have a considerable potential for promoting the

economic development and welfare of countries and for improving the life

chances of young people.

A second point to be underlined is the strong collaboration of social actors in

defining and contributing to the training programmmes. In all the countries,

employers and trade unions are strongly committed to this issue, in the

awareness that they are fundamental to identify skills needs in their sectors and

plan how these can be met.

Finally, a particular consideration should be made in relation to the building

sector. In many countries, the building sector is experiencing a profound

shortage of skills and manpower. This is the reason why all the actors need to

act in synergy to reinforce the image of the sector and the jobs related to it. This

is also possible through new and innovative training and apprenticeship offers.

7-Point BEST Model Applied

Associazione NET

We selected our best practice based on our strengths in applying the 7-pointmodel. Our best practice reflects in particular 1 point of strength that isfundamental for us and that we believe to be essential in the development ofvocational training in the construction sector, that is the cooperation betweenschools and firms and construction unions.

It is, in fact, thanks to this strong cooperation that it was possible for thestudents to practice and spend their practical training within a real workingcontext, where they are provided stimulation and motivation, and besides thatpractical learning.

In implementing such experiences, the cooperation of all the stakeholders isrequired: public administration, enterprises, and unions.


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At the basis of these initiatives there is hard work by organizations, but studentsfeedback shows that they are appreciative and successful.

Overall system grade

In applying the 7-point model, we made the following determination:

1. and 2. Strong from the high degree of involvement from the unions andemployers organisations. This is particularly evident in some vocational trainingcentres such as CPIPE, collaborating with NET, where the representatives ofcompanies and unions work together in defining the training programmes,identifying professional needs and skills and to support firms and employees.

3. Strong, the apprenticeship system seems to be efficient, especially fortrainees. There can be some difficulties due to the fact that sometimesemployers are not happy that their workers have to go to the training centres tobe trained, but as they have economic advantages in employing them, theyaccept this agreement.

4. Medium to Strong, it would be better if there were a standardized path to get

training for tutors and teachers.

5. Medium, there is no fixed system for analysing training needs according toeconomic and technological progress; independent bodies are each looking for afix. However, there are several representing stakeholders involved in theeducation restructuring process.

6. Needs improvement, no national standards in place stipulating or assistingteachers to maintain a certain qualification level.

7. Needs improvement, no defined systemic feedback of information between

various stakeholders for sharing and updating of information.


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7-Point Model EvaluationPastwowe Szkoy Budownictwa

Vocational education is much more expensive for the government than general

education, which is the reason why the number of hours of practical training is

limited; the low hours of practical training equates a lower level of vocational

education. The first solution is to increase financing of vocational education

(discussed later). And second, the system of education should be changed,

which can be done by introducing a dual system of vocational education when

pupils partly gain theoretical knowledge in the school and practical knowledge in

a company or a practical training centre. Another solution is a module teaching

program where pupils receive theoretical basics in school, then get training at

practical training centres, after which they continue practical education in a

company. Of course, short-term, it is more expensive for the government, but

more effective overall as an educational process and less stressful for pupils,

because before real training in a company they can see what the work looks

like in practical training centres. For companies it is also advantageous since

they can host pupils with at least basic professional experience gained at

practical training centres.

1.Apprenticeship

The apprenticeship system is carried out in two ways: in schools workshops (or

in local practical training centers) and in enterprises. The problem that students

face is apprenticeship carried out in small firms that are often not well equipped.

Not every school can boast about its own workshops because they are too

expensive for local authorities to equip.

2. Level of cooperation schools and firms


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Some schools use its private connections and encourage well known construction

enterprises to invest in the equipment of the school workshops. For companies it

is also advantageous because they can prepare students to use the companys

technology. They also carry out training for vocational trainers to ensure that the

student will be well taught on proper use of machines and technologies. In this

way they are sure to gain a qualified worker in the future without much

expenditure. The main aim of a firms existence is profit. Company management

usually decides to organize internships only if it is profitable for them. The

general principle is that a companys profit from a pupils work should be higher

than the cost of time and efforts needed to teach her/him practical skills. There

should be a systematic solution found such as a centralized or regionalized

vocational training fund (collected from taxes) or/and tax incentives for

employers who decide to organise vocational training for pupils. Companies can

be encouraged to organize internship for pupils if it will be profitable for them

(recommended solution) or is less expensive.


Trade unions in Poland work intensively to analyze the building educational

sector in noticing problems and finding possible solutions. Trade unions as a

group have greater influencing power on government decisions. Currently, trade

union representatives are also members of committees working on educational

reform that is planned to be introduced in Poland in 2012. At the moment trade

unions focus on low skilled specialists in the building and construction area

comparing to the situation in the 1980s and 90s when the educational system

produced much better building specialists. Trade Union Budowlani shows

vocational schools managed by companies to be a proper and effective model of

schools. Such schools were previously co-financed by the State and a company,

the curriculum was influenced by the companys needs for specialists. Nowadays

such a model rarely exists. It requires economic stability when the risk of


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company bankruptcy or economic distress is very low. Economic and political

turmoil in the early 90s and the current worldwide crisis are not conducive to the

existence of such schools, it is simply too risky. Nowadays, cooperation between

trade unions and vocational schools is very limited and mostly involves advisory

help given by trade union specialists.

4. Training of enterprise trainers

The current educational system in Poland does not dictate educational

requirements or background of enterprise trainers. Previously it was obligatory

for trainers to gain pedagogical preparation, but found it was too difficult to

encourage trainers to finish their studies for lack of interest; thereby resulting in

removal of this requirement by the Ministry of Education. An additional

complication is that students have no long-term employment guarantee. If the

student shows promise and if there is a need, the company will employ them.

But in the meanwhile the actual contract only applies to the apprenticeship

period (technical vocational school - 1 month a year, vocational school 2 or 3

days a year).

.

Current market circumstances show that construction engineer can earn several

times more being a supervisor at a building site than a teacher at a school. It can

happen that a vocational school employs a vocational trainer who has completed

full time studies in pedagogical preparation or instructors who are professionals

(e.g. carpenters). It is not easy, however, to attract architects for example to

work as a teacher, because as a newcomer he will earn only enough money for

"food". As an exception, headmasters are allowed to employ a professional (with

MA degree or MS) without pedagogical preparation as a theory teacher if they do

not find a fully qualified teacher. Such teachers can be employed only for one

year and must be accepted by the local department of education. The situation is

a big challenge for decision-makers working now on new educational reforms.


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5. Teaching materials/curriculum

Presently, the curriculum in vocational secondary schools is overloaded

requiring too much by students. During the whole education, which lasts 4 years,

students are expected to learn over 30 subjects and spend 8 or 9 hours a day at

school. Another disadvantage is of todays educational system concerns the

centralization of the educational program and curriculum causing slow response

by the Ministry of Education that many times disregards local labour market

needs. Regional institutions like vocational schools, practical training centers,

companies, local government, and labor offices should have an opportunity and

the tools for monitoring the labor market in the context of forecasting future

trends. Based on these facts, headmasters of vocational schools should be able

to decide about programs their schools offer. Decentralization of decision making

and greater independence of local educational management should be

introduced.


Teachers who want to gain new skills, have only to apply for an appropriate

training course carried out either by a construction enterprise or educational

institution by filling out a form applying for a school refund paid by local

authorities, a minimum of 50%. This continuing educational program can include

courses of specialization in specific professions, postgraduate studies, trainings

organized by practical training centers or other educational private and public

units.

7. Feedback loop


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The new reform of education is going to be introduced in Poland in 2012. The

committee working on the reform includes representatives of various groups like;

government, trade unions, schools, practical training centers, teachers,

companies.

Reasons of planned reform in 2012, mainly:

1. Education sector needs: quality of education and implemented new

grounds of general education.

2. Domestic development: needs of Polish economy and labor market as well

as strategy of Polands development.

3. EU context: European projects in frame of European Social Fund, aims of

renewed Lisbon Strategy (mainly: lifelong learning), European and

domestic frames of qualifications and certification, exact given

competence during the education process (e.g. Europass) and mutual

recognizing of qualifications in EU.

The main areas of planned changes in vocational education encompass:

1. Classification of vocational education professions.

2. The structure and organisation of vocational education.

3. The educational program offer.

4. Development of vocational consulting and advisory.

5. System of qualification and certification.

6. Education, supplement education of teachers and improving of teachers

skills.

7. Distance vocational education.

8. System encouraging employers to join into the vocational education

process.

9. Financing of vocational education.

10.Promotion of vocational education.


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Synthesizing the main points about the educational system in the building and

construction area at a secondary school level in Poland is worked out as a result

of gathering the information from various Polish institutions and specialists active

in this sector:

Vocational schools:

- Building Secondary School No. 1 in Krakow with Andrzej Mielczarek

the Headmaster

www.zsbnr1.republika.pl

- Pastwowe Szkoy Budownictwa from Gdask

www.psb.neostrada.pl

Practical training centers:

- Practical Training Center in Krakow with the Headmaster Marek

Filipczyk and Vice Headmaster Piotr Pasternak

www.ckp.krakow.pl

Trade unions:

- Budowlani Trade Union with the Head Andrzej Piotrowski and

Vice Head Jerzy Turchan

www.zzbudowlani.pl

Enterprises representatives: Tomasz Czyszczo, Stanisaw Antolec.

Overall System Grade

1. Strong - 2 ways for student to carry out training, in training centers or in

enterprises.

2. Strong - companies understand the benefits of having strong ties with

vocational training centers and help in this education process through material

donation and contribution of trainers on school premises.

3. Medium - historical relationships and involvement were strong so the pattern

exists. Cooperation levels have decreased, but unions do serve an advisory role

as specialists.
http://www.zsbnr1.republika.pl/http://www.ckp.krakow.pl/http://www.zzbudowlani.pl/http://www.zzbudowlani.pl/http://www.ckp.krakow.pl/http://www.zsbnr1.republika.pl/


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4. Needs improvement difficult to attract and retain highly skilled and

pedagogically trained teachers with a professional skill.

5. Needs improvement centralized decision making that is inflexible and non-

responsive to market needs.

6. Strong State and regionally financed continuing education for specific

professions, postgraduate studies, trainings organized by practical training

centers or other educational private and public units.

7. Strong continual gathering of information from various Polish institutions

and specialists active in this sector.

7-Point Model Evaluation Institute BONUM

What Institute BONUM would like to introduce here is a possible solution that

could be strengthen the Polish vocational education system. Focusing

particularly on the construction sector, we see that none of the points in the

Building the Best 7-point model qualify as a best practice, with each point having

disadvantages that make the system inappropriate in comparison to todaysneeds of the labour market.

We propose that most important is the 7th point in the model, namely the

feedback loop that, if adequately carried out, could make the other 6 points work

much more effectively. We understand the term feedback loop as the

information gained from regular evaluation of the educational system (done

either among all the stakeholders at the same time or between two directlycooperating stakeholders). We know that the world/economy/labour market etc.

is changing and the educational system should react quickly and effectively in

order not to lag behind. Good feedback and evaluation is crucial in finding

proper changes that the educational system could develop in the right way. The


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other 6 points from our model form the educational system. Each of these 6

points is a very important factor of the system and the system cannot function

properly without any of these 6 working effectively. But their effective work

depends on the proper feedback. This is one of the conditions for effective

improvement of the system in our proposal. The second is appropriate

monitoring and prediction of the economy and labour market.

To explain our reasoning of this choice we provide a more comprehensive

overview of Polish history. In the time of communism in Poland, workers were

one of two important social classes in the country. For the government it was

very important to have well qualified vocational specialists that could work on

developing large infrastructure projects of that time. The system of vocational

education operated at a high level in adequately fulfilling the needs of the labour

market. After 1989 the situation changed. The market economy started to be

introduced instead of a planned economy. The market was supposed to dictate

its needs, but the transition was not so easy or so quick because this was a new

and unknowing situation for the government. The country was in crisis, there

were no new infrastructure projects and people had problems with lack of money

and work. The vocational specialists were no longer needed as before.

In 1999, new educational reforms were introduced that significantly changed the

educational system. The new reforms decreased the importance of vocational

education focusing mostly on general education and forcing young people to

continue education at the university level. Through this way government wanted

to reduce high unemployment rates, especially among graduates. The

government wanted to limit well qualified vocational specialists and increase the

number of people with a general education. Five years after introducing the new

reforms, Poland joined the EU. Most vocational specialists who had been taught

in the old system and had good skills and experience decided to look for a job

abroad. Being an EU citizen gave everyone the possibility to find an official job in


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many West European countries. Additionally, the jobs abroad paid much better

than similar ones in Poland. Moreover, a flow of European funds to Poland

initiated many investments in the country mostly in the construction sector.

These investments caused higher demand on the labour market for good

vocational specialists. Reformed schools after 1999 could not offer so many

specialists as before the reform. It was the reason why the cost of work

increased drastically. The Polish government tried to find a solution, by

encouraging people from Eastern Europe and even Asia to come to Poland to

work on building sites. Finally this crisis lessons and to some extent solved the

problem.

In our opinion the biggest challenges in adjusting the educational system to

meet economic demands are:

1. Lack of simple predictability of future economic trends, e.g. the new

reform introduced in 1999 could be more thought over. Experiences of

other countries that joined the EU first should be taken into consideration

especially if everyone knew that Poland was going to join EU in the near

future.

2. Lack of flexibility of the educational system, e.g. the programs and

curricula do not change through the years. School directors do not have a

free hand to adjust educational offerings and curricula to changes on

the labour market. Programs are standardized in all of Poland, which is

one cause for failure, as labour markets in various regions are different

and have different needs.

In order to have the educational system working more effectively, two factors

should be fulfilled:

1. An institution responsible for monitoring the national and the local

economies should be set up in order to specify the trends and to predict

the needs of the labour market in the short, middle and long-term future.


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This is being some to some extent by several institutions, but there is no

single overseeing institution coordinating and monitoring these activities.

2. Good communication between stakeholders of the vocational education

system should be established e.g. by organising regular meetings (once a

year) by a committee composed of representatives from government,

schools, teachers, companies, trade unions, and labour offices that will

facilitate good cooperation between them and proper legislation in this

matter.

Especially hard to achieve would be this second point. As usual, the solution is

not easy to implement, as each stakeholder has different aims and needs:

companies profit; schools attractive educational offerings; teachers high

salary; government developing economy. There are also different obstacles

and limitations: for companies lack of time and money to teach pupils; schools

problems with lack of infrastructure and no successful enrolment because of

low demographics; teachers aversion to change in curricula; government

national budget limits. The system consists of groups with different needs and

limitations. Every group receives benefits from the system and so every group a

well functioning system is/should be the goal. The problem is only how to make

the system well functioning. Good communication, discussions about the needs

and obstacles and looking for a common solution among stakeholders could be

the basis for increasing the operational level of the system in general.


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Best Practices in Building Training

Best Practice Estonia

At Jrva County Vocational Training Center we have given equal attention to the

teaching of theoretical knowledge and to teaching the practical skills of students.

Everything that students learn in their classes they exercise through theirpractical work, during which we explain to each student the necessity and

purpose of the work. The following are cases examples illustrating the close link

between theoretical and practice as carried out on school property by building

students.

BeforeBefore


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Our first example of excellence came from the performance of students

pursuing a profession as Restorers.

This successful practice was conducted

at Srevere Manor where restoration

students gradually opened Manor rooms

by removing old doors, floors, staircase

handrails made of materials available

during Soviet times, as well as old layers

of paint.

After removal of old materials and old layers of paint we undertook restoration

and returned the interior to its original historic appearance.

During

During


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During the restoration work we consider the historic layout of the premises. We

salvaged as much of the original materials as possible. For example, we replaced

the fallen plaster with lime plaster and used water-based paints with all our

restoration works approved by the National Heritage Inspector.

The second example on the premises of Jrva County Vocational Training Center

focused on the vacant and dilapidated barn that had stood empty for twenty

years and was in a very bad condition. We decided to rebuild and make it

functional for use as a horse stable.


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School funding is limited, so this

presented an interesting challenge to

both students and teachers. We

didnt wait better economical times,

but rather decided to search for

solutions from the schools property.

The School has a store of

demolished old buildings and also

materials available for recycling.

Construction reusing old materials teaches the attitude and mindset of creativity.

In the beginning students were not so optimistic about reconstruction of the

stables, but as the project progressed student optimism increased. Step by step

they worked until the end of November when we gave achieved Stage 1, where

11 horses received a brand new home.


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This event gave great delight to students who saw that their efforts went

smoothly and had tangible results. Such activities that tie together theoretical

and practice serves to broaden the horizons of young people by showing them

that achieving results, even when faced with great obstacles is not impossible if

you use your imagination. During the 2010 school year we are continuing this

project in Stage 2 by reconstructing the other side of stables, after which we will

house 13 additional horses. Stage 3 will see the reconstruction of an adjacent

room for staff and supplies.

Finished work

The third example of our practical application is about our construction students

working on the schools 72-square meter auditorium- classroom building on the

Srevere Campus. The aim of this practical training was to increase school room

efficiency that once stood vacant unused. Classrooms are being readied for the

new study year 2011-2012. This project also incorporates daily repair and

maintenance tasks.


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In conclusion we can say, that giving students the opportunity to develop their

skills at specific construction sites allows students to achieve a higher level of

skills and understanding so that , in addition to gaining vocational skills, students

will continue to develop independent thinking and the ability to find sensible and

practical solutions in difficult circumstances. They know how to apply the

principles of sustainable renovation work and it embeds the acquired knowledge

in practical work.4

Best practice Germany

4Written by IVAR KOHJUS, Practical Trainer Jrvamaa Kutsehariduskeskus

Translated by Tiina Kroll, Edited by Elizabeth Lenz


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Introduction: Arwed-Rossbach Schule Berufliches Schulzentrum der Stadt

Leipzig

Arwed-Rossbach SchoolVocational School Centre of Leipzig City

For the German best practice we chose the Arwed-Rossbach Vocational School

Centre because of its wide range of specialities. The school can be introduced

along the following adjectives:

Integrative: It collects a wide range of school forms which allow young people to

choose the appropriate qualification path according to the duration and content

of the vocational education being pursued. Arwerd-Rossbach School until 2007

named as Vocational School Centre 6 of City Leipzig - was established in 1992

and includes these different school forms:

In the Vocational Secondary Schoolstudents can get their Higher

Education Entrance Qualification after 3 years in the following subject areas:

constructional engineering as well as Information- and communication

technology.

In the Technical Secondary Schoolyoung adults get the chance, after

finishing their vocational education, to gain an advanced technical certificate.

The third school form includes the regular Vocational School (Berufsschule),

where the school and apprenticing company cooperate within the frame of the

dual educational system. In a two or three year period of education, students get

theoretical knowledge in diverse building and construction occupations.

Basic Vocational School(Berufsgrundbildungsjahr, BGJ) is offered in the fields

of constructional engineering and metal engineering. A successful degree earned


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at a vocational preparation school can be recognized and credited as the first

year by this subsequent basic vocational education.

TheVocational Preparatory Year(Berufsvorbereitungsjahr, BVJ) is offered

in the field of building technique and wood technique for young people who have

no training contracts with the any company. After the successful completed of

the BVJ, the certificate of secondary education can be gained. Through this

vocational preparatory year the compulsory vocational school training is fulfilled.

Curricula: s. attachment

Multisided:

The curriculum of the Arwed-Rossbach Vocational School Centre is divided in

three segments. Depending on what year of training, there is a different number

of hours planned each year for theoretical education and for practical training. In

the first year of education the number of hours for the theory is higher than the

number of hours for practice. According to the Dual Educational System

vocational education is focused on more delivery of practical knowledge, which

means that in the second and the third year the number of days spent in

companies actually increases. There are three actors which are involved directly

in the vocational education and training:

1. Training company provides in-house initial vocational training. The

training companies must satisfy certain requirements regarding the

suitability of the training premises and must have a sufficient number of

qualified personnel. The competent body in other words, the chamber

that is responsible for the particular company (as a rule, the local

Chamber of Industry and Commerce or Chamber of Skilled Crafts)

determines whether a firm is qualified to provide in-company vocational

training.

2. Inter- company vocational training centre - provides those parts of a

trainees training that his company cannot. In addition, trainees become


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acquainted with the latest technical developments in their field at such

facilities. Inter-company vocational training also serves a pedagogical

function as a third learning environment where practical and theoretical

competence is systematically taught. The duration of inter-company

vocational training depends on what the training company is not able to

teach its trainee. The enterprises, chambers, guilds and the German

government bear the cost of inter-company vocational training.

3.Vocational School has to offer the theory for the adequate profession

Teaching Plan: example

Green: Company + holidaysYellow: Inter-company vocational trainingRed: Vocational schoolWhite: total number of days


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Best Practice Italy, Lepido Rocco

Lepido Rocco AssociationGOOD PRACTICE: HYGIENE AND SAFETY AT WORK

final product paper building the best

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