final product paper

8/8/2019 Final Product Paper

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

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

CARRYINGOUTTHEPROJECT..............................................................................................................................4GENERALOBJECTIVESOFTHEPARTNERSHIP..........................................................................................................4

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

COUNTRYOF ESTONIA .....................................................................................................................................4COUNTRYOF GERMANY ...................................................................................................................................7COUNTRYOF ITALY..........................................................................................................................................9COUNTRYOF POLAND.....................................................................................................................................10

7-POINT BUILDING THE BEST MODEL .............................................................................................13

7-POINT MODEL EVALUATION JRVA COUNTY VOCATIONAL TRAINING CENTER(JKHK) ............. ........ ..... ..... ....14Overall system grade ............................................................................................................................18

7-POINT MODEL EVALUATION WISAMARMBH .............. .............. .............. ............... .............. ............ ..... ..... ..19Overall System Grade ...........................................................................................................................27

7-POINT MODEL EVALUATION N.E.T ASSOCIATION ....................................................................................... 28Overall system grade ............................................................................................................................33

7-POINT MODEL EVALUATION PASTWOWE SZKOY BUDOWNICTWA.................................................................34Overall System Grade ...........................................................................................................................40

7-POINT MODEL EVALUATION INSTITUTE BONUM ............. .............. .............. .............. .............. ..... ..... ..... ...41

BEST PRACTICES IN BUILDING TRAINING ............. .............. .............. .............. ............... ............ ....45

BEST PRACTICE ESTONIA ............................................................................................................. 45BESTPRACTICE GERMANY...............................................................................................................................51BEST PRACTICE ITALY, LEPIDO ROCCO.............................................................................................................57BEST PRACTICE ITALY N.E.T.........................................................................................................................59BEST PRACTICE POLAND ............................................................................................................................65

CONCLUDING REMARKS .............. .............. .............. .............. .............. ............... .............. ............ ..... ...70

WEBSITE LINKS .............. .............. .............. .............. ............... .............. .............. .............. ........ ..... ..... .....70


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Abstract

A consortium of five countries (Estonia, Italy, Germany, Poland) and sixorganizations 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 modernpractices in vocational training as carried out at schools and

enterprises in Europe, but also about educational systems and how

educators in other countries resolved 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 relationship and networks, new ides and

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

continue discovering optimal and best training schemes in VET. This

Partnership produced a CD that contains relevant partner country

information as economic summaries by country about 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 aim The Leonardo da Vinci Building the Best Partnership project was

essential for creating a foundation that is serving to increase thequality of construction training across Europe. The construction sector

is a key economy growth driver in the European Union, improvements

in quality and innovation in VET practices and transferring them from

one country to another is a crucial element of European integration.

With the construction industry continuing to rapidly change and

expand, vocational teachers especially among new member countries

are greatly challenged in keeping abreast of current information and

updating their knowledge and skills pertaining to modern construction

technologies, machinery and training practices.

The aim of this Building the Best Partnership between VET schools,

enterprises, and educational institutions was to facilitate a transfer of

critical information through a combination of forums, workshops, and

visits for data collection during a 2-year period. Information was shared

among those with innovative industry knowledge and experience, and

for the concluding work we are disseminating best practices as an

important reference among institutions, construction industry experts

and VET construction teachers. This partnership has served to increase

information that will help to unify training delivery and further the

development of pedagogies and practices. The product of this

partnership is a CD that contains relevant country specific information

as: economic reports covering the project period 2008 2010;construction industry statistics; best construction training practices as

decided upon by each partner and relevant supplemental information

for use by project participants among an expected subsequent broader

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audience of decision makers through disseminated in national

channels.

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 partnership1. 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.

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Specifically regarding the construction industry construction volume in

2008 showed an overall 12% decrease in total production of

construction enterprises both foreign and domestic markets combined

from the previous year 2007. The main cause of the decline at this

time was the decreased volumes in dwelling construction in the

domestic construction market. The recession and the restricted loan

terms hindered the start of new dwelling construction projects. By 3rd

quarter 2009, compared to the same period of the previous year,

Estonia showed a decrease in total production among Estonian

construction enterprises by 29%.

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

10 years ago during this 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,

1Eesti Statistkaamet

http://www.stat.ee/31154

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

madalseisus-3/

5
http://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.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/


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while Latvia and Lithuania will trail Estonian developments by about a

year.2

Key indictors illustrating market trends

Construction production in Estonia

2005 2006 2007 2008 2009

Ascendingtotal

23181

31131

39127

33839

21471

1st quarter 3 729 5 000 7 314 7 161 4 543

2nd quarter 5 455 7 921 9 975 9 445 5 989

3rd quarter 7 233 9 521 11689 9 381 5 810

4th quarter 6 764 8 689 10149 7 852 5 129

Table code: CO0012 http://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 1053928

5068

7 0735300

3 026


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

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

6
http://www.stat.ee/34159http://www.stat.ee/34164http://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.stat.ee/34159http://www.stat.ee/34164


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2007 2008 2009

Numberof

buildings

Usable floorarea,

m

Cubiccapacity, m

Numberof

buildings

Usablefloorarea,

m

Cubiccapacity, m

Numberof

buildings

Usablefloor area,

m

Cubiccapacity

, m

1 095920779

5 945057

9931 004572

6 140402

964 797 7774 805838


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 RoadConstruction 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 sector but 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

7
http://www.stat.ee/34166http://www.stat.ee/34166


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4 percent (2009 the total turnover in the structural and civil

engineering was EUR 83, 3 billions). For enterprises, the situation has

been more painful but overall the building and construction industry is

performing better than most other industries.

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 percent. Comparing this

with municipalities, who also implemented a future investmentprogram, 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 year although 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

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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.

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 potentialand 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.

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

labour force, the number of employees in the building sector

decreased by 3,9% compared to the same period in 2008. This

downturn is higher than the National average rate of 1,5%. In the

region, between October 2008 and March 2009, about 49,100

employees lost their job. According to a survey made in September

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

expected to develop with deeper intensity than in the other regions.

The estimated production downturn in 2010 is - 9%.

Country of Poland

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 marketdid not omit the construction industry. A clear slowdown was recorded

after many years of high increase. Whilst in 2008, companies named

the lack of employment as a reason for obstacles in executing

contracts. In 2009, competition between companies, high operating

expenses and the lack of demand were to blame. Employment

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numbers in construction grew in 2009, but salaries decreased.

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.

Dwellings completed: comparing with the previous periods

2007 - 133698

2008 - 1651892009 - 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:

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Production of bricks (millions)

2008 - 329

2009 - 199

Production in cement (thousands)

2008 - 17017

2009 - 15347

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7-Point Building the Best Model

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

compare. This Partnership defined seven key attributes to use for

analysis in attempting to find best practices from among the tools,

methods and principles that are presently applied in vocational schools

and enterprises where students practice.

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

listed below serve as the framework of our model with which we

observe and evaluated the system of vocational training of

construction trades in partnering countries. In using this model wewere 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/curriculum6. continuing education program for teachers to gain new skills

7. feedback loop

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7-Point Model Evaluation Jrva County Vocational TrainingCenter (JKHK)

1. Apprenticeship

Students in the construction program must complete 22 weeks of

practical training divided between Year 2 and Year 3, trainingpreferably 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 for students. 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.

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No formal contract exists between JKHK and enterprises and is instead

based on relationship. The reason being from unpredictability of job

contacts so that firms cannot guarantee student placements. Students

are responsible for finding their own placement, but the school does

advise students to approach specific larger firms in the road and

building sectors known for their consistency and reliability in taking

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

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

projects or jobs on which to train students.

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 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 wisebusiness 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:

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

Company management believes this system could be improved by

having the government to pay this amount, especially since the

company is already losing out because workplace trainers are unable

to do the job that they were hired for because their time is

monopolized in training students.

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-specifictraining (50%). There are 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

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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 asthey 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 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

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have too many classes because the school cannot afford to hire

more staff. Schools need their teachers trained in enterprises

with advanced methods and technologies (preferably where

students are not also practicing) or in international vocational

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

Leonardo da Vinci VETPRO program. But even this is not

adequate because budget allowances are not enough to enable

long-term training at a firm, at least 2 6 weeks. Rather it pays

for teacher travel and use of a hosting service that develops

programs for organized 1-day site visits to various companies

and schools for a total of 1 week. Time and money does not allow

more in depth study of a specific technology or skill. Teachers

often use their personal holiday time for such study visits.

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

is up to the enterprise and dedication of the trainer and ample

number of jobs on which to train students.

6. Needs improvement - teachers use curriculum authorized by the

Ministry of Education. Materials are lacking, but teachers use

what is available.7. Needs improvement Department Heads meet with enterprise

managers at least twice a year for discussing students progress.

No other meetings take place between the vocational school and

enterprise representatives, trade unions, and associations with

the specific intent of making sure the school is providing courses

and skills as demanded by the labor market. Only higher level

meetings take place, but there appears to be a disconnect

between the school and planning initiates and discussions made

at Ministry level between key decisions makers.

7-Point Model Evaluation Wisamar mbH

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instruction that lasts several weeks and encompasses the entire period

of schooling to be completed at part-time vocational school. During the

period of instruction at part-time vocational school, they must do their

homework outside their daily training and classroom hours.

Training Company

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

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

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company is not able to teach its trainee. Enterprises, chambers, guilds

and the German government bear the cost of inter-company

vocational training.

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 inconducting 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.

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3. Connection to Unions

One so-called sovereign task in other words, a task that has been

assigned by the state is to support, regulate and oversee vocational

education and training. Employers who want to provide in-house

vocational training contact the training advisors at their local Chamber

of Industry and Commerce. These advisors come to the individual

enterprise and help in all matters regarding vocational training.

4. Enterprise training

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

initial vocational training, the occupations he will provide training in,

and how many youths his firm will take on for in-house initial

vocational training. He signs a training contract with each trainee and

ensures that the initial vocational training is conducted in accordance

with government regulations and legislation. Trainers are responsible

for planning training content and schedules and for conduction in-

company vocational training programmes. Only those persons whohave 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)

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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 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 forthe company. And the trainee should also consider one more time

whether he has made the right decision. Once the probation period is

over, a company can terminate a training contract only on serious

grounds. There is also the option of undergoing initial vocational

training.


Trainer Seminar

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

learn everything they need to know in order to conduct vocational

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training in their own company. The content of trainer seminars is

based on the four areas of activity that are outlined in greater detail

in the framework plan set forth in the Ordinance on Trainer

Aptitude. Trainer seminars are conducted by the local Chamber of

Industry and Commerce, Chamber of Skilled Crafts and other

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

trainer seminar generally encompasses 115 hours of instruction.

Seminars are offered as all-day, weekend and evening courses.

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 vocationaleducation:

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)

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- income

For the companies:

- train skilled workers according to the needs of the company

- reputation

- less personnel recruiting costs

Others:

- interaction between different actors involved: tasks are not

rigidly divided: school is not reserved solely for teaching theory,

and in-company training involves more than simply practice

joint educational responsibility and by this permanent training fortrainers

- 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

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- 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

organized system of cooperation between firms and schools, but has

disadvantages in that there is a dependency on companies concerningquantity and quality and possible cooperation problems between

teachers at schools and trainers in companies.

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.

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6. Strong Company trainers attend Trainer Seminars conducted by

the local Chamber of Industry and Commerce, Chamber of Skilled

Crafts and other bodies. The instruction schedule varies from region to

region. A trainer seminar generally encompasses 115 hours of

instruction. Seminars are offered as all-day, weekend and evening

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

enterprise are qualified to train students.

7. Strong overall ongoing communication and strong involvement by

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

and learning system.

7-Point Model Evaluation N.E.T Association

1. Apprenticeship system

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 andextended: 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-companywork. 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

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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 according to specific

characteristics established by regional laws. National laws onvocational 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

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The duration ranges from 18 months to 4 years (5 years in craft

companies), but not longer than the duration established by the

Collective National Contract of the Sector.

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

3. Connection with construction unions

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

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the in-company tutor. He has to be a qualified employee, engaged in

the same field as the apprentice. He has to have the same or a

superior qualification to the one being obtained by the apprentice at

the end of his training. If possible, the tutor will have worked for at

least 3 years in the firm. The law has established the 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 contentconcerns communicative skills, all the most important laws concerning

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.


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There are no national standards for trainers of apprentices or for

vocational training teacher. At the national level, there is only the

National Collective Contract for Trainers that establishes professional

requirements and relative skills. Every Regional Government can

decide upon special standards for trainers and the procedure for their

employment. Of course, every centre employs trainers according to its

own standards.

7. Feedback loop

The Building the Best project activities and transnational meeting gave

us the opportunity to reflect and observe the apprenticeship and

training systems in partner countries.

The outstanding principle emerging from our visits abroad is the

importance of learning by doing for our beneficiaries, and in general

for students who prefer practice to theory. Many young people, indeed,

benefit from learning away from a classroom atmosphere, and they

can develop their skills, not only technical, but also communicative and

social, in the real life situations experienced in the programmes ofworkplace learning.

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

active in this field proposing a number of policy measures that could

speed up the further development of apprenticeship and practical

learning. This is because apprenticeship is considered to have a

considerable potential for promoting the economic development and

welfare of countries and for improving the life chances of young

people.

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

actors in defining and contributing to the training programmmes. In all

the countries, employers and trade unions are strongly committed to

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this issue, in the awareness that they are fundamental to identify skills

needs in their sectors and plan how these can be met.

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 the7-point model. Our best practice reflects in particular 1 point ofstrength that is fundamental for us and that we believe to be essentialin the development of vocational training in the construction sector,that is the cooperation between schools and firms and constructionunions.

It is, in fact, thanks to this strong cooperation that it was possible for

the students to practice and spend their practical training within a realworking context, where they are provided stimulation and motivation,and besides that practical learning.

In implementing such experiences, the cooperation of all thestakeholders is required: public administration, enterprises, andunions.

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

Overall system grade

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

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1. and 2. Strong from the high degree of involvement from the unionsand employers organisations. This is particularly evident in somevocational training centres such as CPIPE, collaborating with NET,where the representatives of companies and unions work together indefining the training programmes, identifying professional needs and

skills and to support firms and employees.

3. Strong, the apprenticeship system seems to be efficient, especiallyfor trainees. There can be some difficulties due to the fact thatsometimes employers are not happy that their workers have to go tothe training centres to be trained, but as they have economicadvantages in employing them, they accept 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 needsaccording to economic and technological progress; independent bodiesare each looking for a fix. However, there are several representingstakeholders involved in the education restructuring process.

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

7. Needs improvement, no defined systemic feedback of information

between various stakeholders for sharing and updating of information.

7-Point Model Evaluation Pastwowe Szkoy Budownictwa

Vocational education is much more expensive for the government thangeneral 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

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system of education should be changed, which can be done by

introducing a dual system of vocational education when pupils partly

gain theoretical knowledge in the school and practical knowledge in a

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

teaching program where pupils receive theoretical basics in school,

then get training at practical training centres, after which they

continue practical education in a company. Of course, short-term, it is

more expensive for the government, but more effective overall as an

educational process and less stressful for pupils, because before real

training in a company they can see what the work looks like in

practical training centres. For companies it is also advantageous since

they can host pupils with at least basic professional experience gained

at practical training centres.

1. Apprenticeship

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 smallfirms 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

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

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Nowadays, cooperation between trade unions and vocational schools is

very limited and mostly involves advisory help given by trade union

specialists.

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 haveno 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 wholeeducation, 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 havean 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 bypractical 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 processthrough material donation and contribution of trainers on school

premises.

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3. Medium - historical relationships and involvement were strong so

the pattern exists. Cooperation levels have decreased, but unions do

serve an advisory role as specialists.

4. Needs improvement difficult to attract and retain highly skilled

and pedagogically trained teachers with a professional skill.

5. Needs improvement centralized decision making that is inflexible

and non-responsive to market needs.

6. Strong State and regionally financed continuing education for

specific professions, postgraduate studies, trainings organized by

practical training centers or other educational private and public units.

7. Strong continual gathering of information from various Polish

institutions and specialists active in this sector.

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 todays needs 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 other6 points work much more effectively. We understand the term

feedback loop as the information gained from regular evaluation of

the educational system (done either among all the stakeholders at the

same time or between two directly cooperating stakeholders). We

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know that the world/economy/labour market etc. is changing and the

educational system should react quickly and effectively in order not to

lag behind. Good feedback and evaluation is crucial in finding proper

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

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

of these 6 points is a very important factor of the system and the

system cannot function properly without any of these 6 working

effectively. But their effective work depends on the proper feedback.

This is one of the conditions for effective improvement of the system in

our proposal. The second is appropriate monitoring and prediction of

the economy and labour market.

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 labourmarket. 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

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university level. Through this way government wanted to reduce high

unemployment rates, especially among graduates. The government

wanted to limit well qualified vocational specialists and increase the

number of people with a general education. Five years after

introducing the new reforms, Poland joined the EU. Most vocational

specialists who had been taught in the old system and had good skills

and experience decided to look for a job abroad. Being an EU citizen

gave everyone the possibility to find an official job in many West

European countries. Additionally, the jobs abroad paid much better

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

Poland initiated many investments in the country mostly in the

construction sector. These investments caused higher demand on the

labour market for good vocational specialists. Reformed schools after

1999 could not offer so many specialists as before the reform. It was

the reason why the cost of work increased drastically. The Polish

government tried to find a solution, by encouraging people from

Eastern Europe and even Asia to come to Poland to work on building

sites. Finally this crisis lessons and to some extent solved the problem.

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

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communication, discussions about the needs and obstacles and looking

for a common solution among stakeholders could be the basis for

increasing the operational level of the system in general.

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 their practical 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.

Before

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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.

46

During

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

restoration and returned the interior to its original historic appearance.

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.

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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.

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

went smoothly and had tangible results. Such activities that tie

together theoretical and practice serves to broaden the horizons of

young people by showing them that achieving results, even when

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faced with great obstacles is not impossible if you use your

imagination. During the 2010 school year we are continuing this

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

which we will house 13 additional horses. Stage 3 will see the

reconstruction of an adjacent room for staff and supplies.

Finished work

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.

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

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The Vocational Preparatory Year (Berufsvorbereitungsjahr, BVJ)

is offered in the field of building technique and wood technique for

young people who have no training contracts with the any company.

After the successful completed of the BVJ, the certificate of secondary

education can be gained. Through this vocational preparatory year the

compulsory vocational school training is fulfilled.

Curricula: s. attachment

Multisided:

The curriculum of the Arwed-Rossbach Vocational School Centre is

divided in three segments. Depending on what year of training, there is

a different number of hours planned each year for theoretical

education and for practical training. In the first year of education the

number of hours for the theory is higher than the number of hours for

practice. According to the Dual Educational System vocational

education is focused on more delivery of practical knowledge, which

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

in companies actually increases. There are three actors which areinvolved 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 acquainted with the latest technical

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developments in their field at such facilities. Inter-company

vocational training also serves a pedagogical function as a third

learning environment where practical and theoretical

competence is systematically taught. The duration of inter-

company vocational training depends on what the training

company is not able to teach its trainee. The enterprises,

chambers, guilds and the German government bear the cost of

inter-company vocational training.

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

profession

Teaching Plan: example

Green: Company + holidays

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Yellow: Inter-company vocational trainingRed: Vocational schoolWhite: total number of days

Cooperative:National Relations: The Arwed-Rossbach Schule has been cooperating

with different national partners since 1992 and organizes student

exchanges in Leipzig and in the partner countries which ensure a high

reputation of the school Saxony wide. In the region of Leipzig the

school works with diverse local and regional companies and institutions

responsible for the development and accreditation of curricula as with

the Chamber of Crafts, Chamber of Commerce and Industry Leipzig,

Corporate Training Centre and University of cooperative education.

International:

International Partners: Since 1990 the Arwerd-Rossbach Schule carried

out different bilateral projects with the Istituti Aldini Valeriani Bologna

(IT), Matthew Boulton College Birmingham (UK), Stredni Odborne

Ucilite Tradicnich Remesel Brno (CZ), Mustafa Kemal Atatrk Zespol

Szkol nr 7 Wroclaw (PL) and with the Stredn Odborn Ucilite

Stavebn Levice (SK).

Speciality of the school

The school pays attention not only on the quality-oriented education

and practical training but also on the personal development of the

students. Though different project works as the project Building and

Environment or Construction past and present students learnduring their work to think analytically, to plan systematically, problem

solving but also how to work in teams as well as how to present the

outcomes of the project (regarding the content, rhetoric and

behaviour). The project weeks are regularly planned in the last school

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week and students are involved in the first year of apprenticeship to

motivate and encourage them for their further education.

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Best Practice Italy, Lepido Rocco

Lepido Rocco AssociationGOOD PRACTICE: HYGIENE AND SAFETY AT WORK

Locker rooms and basic health care and sanitation measures are

essential to the comfort and cleanliness of the construction site staff.

Therefore it is necessary to build up appropriate spaces or to use

prefabricated buildings, conveniently insulated, lightened, aerated and

warmed during the cold season. This allows all employees to work in

the essential conditions of self-respect and wellbeing.

Related to the care of oneself,

it is important to be ready for

sanitary emergencies which

might occur, such as avoiding

further harm to a personshealth and taking the right

measures. These are practices

which cannot be improvised.

Here some examples are

described: fibrillation and

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cardiac arrest; hemorrhaging, a

case of concussion, and one of

burning. What follows are

simple and easy first aid

practices which could make the

difference between life and

death.

To intervene even if supported

by a minimum medical

knowledge is far better than

stand still and stare.

The training is organized by the

association Unindustria Treviso and

each training path is developed by the

National Association of Construction

Enterprises (ANCE) which collaborates

with vocational training schools of thesurrounding provincial or regional

area.

Firms and enterprises are constantly

informed about the training courses

available and they receive a monthly

newsletter and other specific

advertising. Some of the training

courses, though, are compulsory, such

as the safety course.

Teachers of these specialized courses

are professionals from the field of

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construction and specifically regarding

the safety course are trained experts.

The duration of the courses depends on the training path they are

pursing: from 20 to 30 hours if the course is part of an initial education

path, or from a minimum of 24 hours to a maximum of 96 hours if it

belongs to a compulsory training course.

Although safety training is incorporated in most vocational training

programs, the possibility to attend such courses on-line makes it a

best practice, in allowing a wider number of employees to attend the

trainings.

Best Practice Italy N.E.T.Associazione NET

NAME OF THE PROJECTESF 3-YEAR TRAINING COURSE COLLABORATOR AND RESTORER FOR

THE HISTORICAL AND ARTISTIC HERITAGE

PERIOD OF DEVELOPMENT (starting and finishing year): 2007 - 2009

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The Nievo family of Montecchio Precalcino inherited this building in

1333 and they have been modifying, restructuring and restoring it

many times to arrive to the current neo-gothic palace in 1880-1882.

In particular it is the result of a radical intervention by the architect

Michele Cairati from Milan, who restored the existing building remaking

them in a neo-gothic style, except for the monumental entrance and

the contiguous portico designed by Giacomo Varga in 1824. The faade

was characterised by richly decorated plasterworks with neo-gothic

patterns but when students arrived here for the ESF course they found

them in very bad condition: wide areas detached, cracking, and lifting

of the pictorial layer.

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After surveying the situation of the building they started with

restoration interventions guided by the restoration trainer:o Poultices with an innovative method using soluble salts

o Stone cleaning

o Plasterworks removal

o Plasterworks redressing

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o Disassembling and re-assembling of the stone elements

o Pictorial retouch (spolvero technique).

Results:

o Beautiful restoration of the faade of the villa

o Evaluation of the situation of the building to restore before

intervention

o Access to the specific labour market related to restoration

SOURCE OF FINANCING

EUROPEAN SOCIAL FUND

The European Social Fund (ESF) is one of the funding tools of the

European Union aimed at promoting the economic and social cohesion

and reducing the existing differences between the countries and

regions of the Union. Within the framework of the cohesion policy, ESF

has the objective to improve the work possibilities, encouraging a high

degree of employability and new and better job places. It supports

actions to strengthen productivity and competitiveness and promote a

real economic growth and sustainable development.

The European Social Fund, implementing the Lisbon strategy, deals

with the education and training, combating social exclusion, promoting

equal opportunities and non discrimination.

The main priorities of the actions funded by this are:

o Increase the adaptability of workers to the new labour market

needs and situation

o Improve the employability to prevent unemployment

o Strengthen social inclusion of disadvantaged people

o Give potential to the human resources through qualitytraining

o Promote partnership, initiatives at transnational, regional and

local level to encourage reforms in the labour market.

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According to the European Planning 2007-2013, Veneto region focused

the Operative Regional Planning ESF on the Objective Regional

Competitiveness and Employment that defines the orientation and the

funding for Upper Training.

EVALUATION BY THE PARTICIPANTS

This project gave the trainees the opportunity to experience directly

the restoration and see the final result, and on the other hand learn

new and innovative restoration techniques and legislation related to

this field that will enable them to have access to this specific sector of

the labour market, that as many other suffer from lacking of public

funds.

As evaluation and positive outcome of the course Id like to bring the

example of three of the trainees, what they are doing now, after the

completion of the course:

1. Adriana works for the restoration company they work with during

the course,

2. Giacomo started a PhD in Archaeology, his passion and

3. Giorgia is starting a new job for a restoration company

specialized in laser technology applied to restorationThe course was successful and gave them the opportunity to find a job

place in their field.

So this means that the course was a successful experience that

improved their knowledge and gave them the opportunity to find a job

placement in their field of expertise.

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Best Practice Poland

Pastwowe Szkoy BudownictwaCooperation level between a school and companies

Our school, Pastwowe Szkoy

Budownictwa (PSB), was

grappling with the question of

how to reorient and modernize

our didactic base after many

years of communism. Running

the school workshops in a

dynamically changing labour

market meant close

cooperation with leaders in the

construction field: material

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producers, tool producers,

devices producers and their

direct users executives in

construction market.

The analysis of the current and future producers and executives'

market indicated unambiguously, what should be the form of the

cooperation and how it should be realized, so that the needs of future

staff in deficient professions would meet requirements made by future

employers. The school needs were defined together: techno didactic

equipment, materials and also requirements that should be fulfilled by

the school towards the partner (company).

Forms of cooperation were based also on common definition of

prospective aims having an influence on both school development and

benefits for companies. Only in this way is there clear understanding in

the cooperation between school company and company school

allowing us to reach intended goals with benefits for both interested

sides.

Companies involved in the project Building the Best

BRAAS

Cooperation with leading

companies turned out to be a

unique initiative to improve the

standard of our underinvested

workshops. We have been fostering

successful cooperation since 1997

with such companies as:

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GEBERIT, BRAAS-MONIER, KNAUF,

FAKRO, JUNKERS, BOSCH, HETTICH,

ROCHWOOL, SANITEC KOO,

OTTIMO, COMAP, ATLAS, VELUX,

NIDA GIPS, SCHIEDEL, WAYNE

DALTON, APEKS, warehouses AL

KOR, FEMAX, ATM, ASP, which are

leaders in the construction market

not only in Poland but worldwide as

well.

In recent year

final product paper

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