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INVET – Informal Vocational Education of Travellers Recognition of Competences „Showmen“

This project has been funded with support from the

European Commission. This publication reflects the views

only of the author, and the Commission cannot be held

responsible for any use which may be made of the infor-

mation contained therein.

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Recognition of Competences “Showmen”:

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Recognition of Competence “Showmen”:

Table of Content1

0 Introduction

1 Definition, Background and Perspectives of RPL 4

2 Standards of the Assessment 6

3 Description of the RPL process: The Tasks of Attendance and Assessor, Instruments and Forms 8

Annex A – Professional Competences Showmen Annex B - Overlap between the four assessment standards and the competences and skills of the showmen

1 In the Project Application Form, this document is referred to as output O2 Konzept EVC-Methode “Schausteller”.

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Introduction

The main aim of the INVET (Informal Vocational Education of Travellers) project is the development, evaluation and dissemination of procedure which enables showmen to obtain a certificate of experience for showman. In this document a series of aspects of this procedure are highlighted

In chapter 1, following a definition of a Recognition of Prior Learning procedure, the background and the perspectives of the procedure are discussed. Its relevance for participants, enterprises, economic sectors, labour market organizations and policy makers are reviewed.

In chapter 2, the criteria for the choice of one or more assessment standards, a key feature of the procedure, are indicated.

In chapter 3, the seven steps of the procedure are outlined. The forms used in the various steps are described.

There are two annexes. Annex A – Professional Competences Showman Annex B - Overlap between occupations and skills of the showman

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1 Definition, Background and Perspectives of RPL

RPL2 is a process for assessing prior experiential learning or prior certificated learning aquired at schools, workplaces or throughout free time activities. Acquired competencies are inventoried, evaluated and recognized through the award of a certificate or a validation. Therefore, personal skills and competences could be continuously developed.

RPL as a principle In order to understand RPL there are four aspcts of central importance. wichtig zu erläutern, was sich hinter dem Begriff verbirgt. Vier Aspekte sind dabei von besonderer Bedeutung: RPL is a principle, not a specific tool. RPL is a way of thinking and acting to identify, evaluate

and recognize skills and competences. The RPL method focuses on the individual person, not on professional qualification (ie formal

qualifications obtained). This method rather concentrates on the entire knowledge, skills, behaviors and other personal qualifications.

RPL does not depend on a certain way of instruction. Throughout the entire process of recognizing up to further developing of skills and competences it is not important whether these qualifications were obtained formally or informally. However it is important that there is a process for a possible further development.

RPL focuses on development. Although in the first place competencies which an individual has are identified and recognized by the RPL method. But at the same time, the opportunities of this individual person are analyzed s the development has this individual. RPL is not the end in itself but it is a means to promote the development of competence.

Two functions of RPL The RPL procedures consists of a so called „narrow“ and "broad" application. The narrow application (summative function of RPL) assesses informally acquired skills for a possible recognition as part of the formal education and training system. It is a snapshot of the current skills of the individual person (status-quo), which might lead to a formal recognition considering specified qualification standards. In some cases, this validation is combined with a recommendation for a personal development or a personal curriculum. The broad application of RPL (the formative function of RPL) is part of the development schedule of workers, trainees or other. In this case the recognition of competences does not lead immediately and directly to validation in the form of qualifications and certificates. Companies can use RPL for their personnel policy.

Perspectives of RPL RPL focuses on qualification and the development opportunities of the individual person. The qualification program can be adapted much better to the changing requirements of knowledge and skills at the labor market of. According to De Fles is Half Vol! RPL provides different opportunities and different perspectives for the individual person: RPL identifies personal competences and therefore provides a clear

idea of the personal qualifications and career opportunities,

2 Recognition of Prior Learning (RPL) or Accreditation of Prior Learning (APL) The APL-Procedure in the Netherlands

known under the term “EVC”, (erkennen van verworven competenties)

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for the company or the industry sector: RPL identifies competences that are necessary to complete the job in the various fields of activities within the company. On this basis the company can invest in further education of the workforce, for they get information about the knowledge gap or the lack of training opportunities. Here the competences are described on the basis of the company´s needs. In this way labour productivity and innovation potential of the company might be increased;

for the organizations that are engaged with the reintegration of jobseekers (such as job centers): RPL provides new options for their clients,

for educational institutions: RPL offers the possibility of customized learning opportunities and might promote new and attractive forms of learning;

for policy: RPL offers possibilities for a functional use of resources in the field of learning, lifelong learning, employability and labour market policy.

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2 Standards of Assessment

The objective of the RPL procedure is to acknowledge or recognize competences for the external labor market. For this qualification, methods of vocational training or standards that have been developed by trade or professional organizations are used. Therefore it is important that the labour market generally accepts these standards. This form of recognition requires cooperation with those institutions which are allowed to issue certificates and diploma (such as the chamber of commerce and vocational colleges). Neither in Germany, nor in The Netherlands, there is a single standard available for the recognition of the competencies of a showman. In none of the two countries there is a dedicated vocational training program to become a showman. The first step to determine certain standards for this profession was the development of a job profile for showmen. In it, six competency areas are distinguished, each with a number of core tasks:

• assembly and dismantling of fairground rides or retail locations (3 core tasks) • maintenance and repair of fairground rides or retail locations (3 core tasks) • commercial and catering activities (2 core tasks) • management and human resources (2 core tasks) • control and safety (1 core task) • entrepreneurial activities (2 core tasks)

In a second step, it was analyzed in which German vocational programs these areas of competence and core tasks are trained. It was concluded that the module –based training programs, commissioned by the Bundesministerium für Bildung und Forschung, (the national Ministry for Education and research) were best fitting, as the content of each module was described in terms of competencies and tasks. As such there is a clear link with the purpose and design of a Recognition of Prior Learning procedure. The evaluation standards of the RPL method for showmen refer to two different kind of vocational training: - retail merchandiser - electronics technician for energy and building services. Additional standards of evaluations refer to the vocational training of - event technicians - catering industry assistant These occupations have not (yet) been described as training modules by Germany's Federal Institute for Vocational Training ("BIBB"). In the third step, the overlap between these four standards and the competencies required of a showman was established (see the scheme on the next page).

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3 Description of the RPL process: Tasks of Attendance and Assessor, Instruments and Forms

Table 1 – steps of RPL process Step Instrument Acting person

A Initial interview - Pre-assessment

and pre-selection

- Attendance+ candidate+ assessor

(observer)

B Portfolio - portfolio - Attendance+ candidate+ assessor

(observer)

C Completion of portfolio and assessment

interview

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- Record of assessment

interview

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- Assessor+ candidate + attendance

(observer)

D Review of competences

- Review of competences

- Assessor (2)

E Certificate of experience

- Certificate of experience

- Assessor (2)

F Counseling interview

- RPL attendance + candidate

G Customized qualification

- Private and public educational institutions

Two assessors and one attendance are involved in the RPL process. The attendance has to inform the candidate about the procedure and has to explain the implementation of the first screenings in the initial interview (step A). In addition, the attendance supports the candidate when the portfolio (step B) is set up and performs the counseling interview (step F). During this process the attendant acts as an observer (step C) and as second assessor (step D and E: review of competences and assessing the certificate of experience)  

The assessor has to perform the initial interview (step C), to review the competences and to make the certificate of experience (sept E). In GB and the Netherlands these persons are assessors. These are qualified and authorized auditors that ensure that the evaluation comes up to a certain standard of quality. The assessor might come from an educational institution (for example, as teacher or as being in charge of the implementation of the RPL procedure) or from a company (for example, as a department manager). At each procedure two assessors are always involved. Together they assess the candidates. During steps A and B of this process the assessor acts as observer. Competences of the attendances and the assessor1

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Competence Indication 1. Presenting the

process They are able to identify and recognize single steps in the assessment process and knows what the candidate needs in order to go through the RPL process successfully

2. Observing They are able to observe the applicant in an adequate way and to evaluate the observations taking into account the standards in the RPL method .

3. Interviewing They are able to determine competences and qualification of the applicant by means of questions and interview technique and to match these in an interview with the standards of the relevant RPL method.

4. Evaluating They are able to: - evaluate in an adequate way the competences of the applicant by

using assessment tools in agreement with a second assessor. - evaluate the behavior, the documents and responses of the

applicant taking into account the standards in the RPL method in agreement with a second assessor.

5. Giving feedback They are able to give a feedback suitable to the applicant´s level in a constructive and motivating way. explain and justify clearly their decisions referring to the different aspects at which the candidate has demonstrated to be qualified.

6. Communicating in writing

They are to write a detailed and structured report in which the competences of the applicant and not personal characteristics are described. .

7. Professionally competent

They are professionally competent and have sufficient experience and qualifications in the relevant instruction (professional activities). They are familiar with the sector and the operating standards and have knowledge about the labour market and vocational training programs in terms of assessment. .

1 Competences of the attendances/-in: 1, 3, 5, 7; Competences of the assessor: 1 - 7.

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Roles and responsibilities of the attendance: The attendance helps the applicant to start the process of reflecting by asking questions and giving answers so that the candidate can begin to collect evidences. The attendance supports the applicant in collecting and organizing documents for the portfolio. The applicant, however, is always responsible for the content and the quality of the portfolio. In the following there is a description of the different steps and the tools used at each step.

A. Initial Interview

The RPL attendance leads the initial interview with the applicant. The assessor has the role of the observers. In this conversation, the attendance in the first place explains the RPL method: he explains the opportunities, the requirements and which charges might occur. He explains who is involved in the process and what results can be expected. Moreover, in the initial interview the objective of the RPL procedure will be specified. In this interview the attendance evaluates whether the applicant has a sufficient basis to participate successfully in the procedure. For this he uses the instruments pre-assessment and pre-selection.

Applicant´s objective In the initial interview the applicant’s objective of the RPL procedure will be established. The applicant’s objective determines the choice of the assessment standards. It is important to describe the objective in the first interview as clear as possible and it should be taken down in the certificate of experience.

The objective: 1. describes what the applicant wants to achieve; 2. gives the answer why there is an application for the RPL method 3. provides a comment why a certain standard (or a combination of several standards) has

been chosen. 4. is described concisely in a few lines. 5. is written using the third person.

Advice Getting a degree can never be the target in itself. Always specify what the applicant wants to achieve with the degree. The applicant formulates the objective by him/herself. Look at it and listen to it critically and make sure that it meets the criteria listed above.

Form „Pre-Assessment and Pre-Selection“

Referring to the pre-assessments the initial interview should examine, whether the RPL-method is reasonable at all and, if this is the case, which standards or kind of training are to be used. The attendant completes the form for the pre-assessment and pre-selection together with the applicant. Thus, the companion gets an overview of al competences the applicant acquired through the occupation as professional showmen. A comparison of these competences with the requirements of similar occupations shows if the RPL procedure for a professional training and for which kind of training makes sense.

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B. Portfolio The applicant´s portfolio provides an overview of his or her skills and competences. The portfolio presents and describes learning and work experience. Also all existing qualifications (formal certificates, certificates from employers, certificates of attendance at training courses, etc.) are collected in order to prove the existence of these experiences. The applicant together with the RPL companion assembles the portfolio step by step. The applicant’s self-assessment describes which competences for the future job he or she has already achieved and which requirements he or she thinks to meet. Core competencies which are rated as 'not useful' during the pre-selection will be excluded or marked as 'not apt' in the self-assessment by the RPL companion.

Form “Portfolio” A standardized description for individual learning and work experience, for developed skills and the associated evidence has been established for the portfolio. The portfolio consists of the following five parts. The applicant together with the help of his companion fills in all sections: 1. personal details of the portfolio holder, 2. an overview of the trainings completed, 3. an overview of paid occupations, volunteer activities and hobbies, 4. the self-assessment, 5. an overview of the al documents.

For each part the applicants has to provide evidences. The companion supports the applicant´s search for appropriate documents. However the applicants have to collect all proves by themselves. All documents are to be numbered and added to the general overview of the documents.

C. Completion of the portfolio and assessment interview

Completion of the portfolio With the portfolio the applicant provides information which the assessor evaluates. Sometimes additional information is required. The assessor together with the companion checks the portfolio. They check the explicitness and completeness, the quality of the evidence considering whether they are authentic, current relevant and if they provide enough "quantity" and "variation in contexts". So they can find out if there are any doubts and whether they need additional evidence. As far as possible, this has already been done in completing the portfolio.

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Evidence of documents The applicant presents a lot of different documents in the assessment. Using the matrix of evidence can help to determine the value of these documents. The best way is to use the matrix of evidence when the portfolio is evaluated. Another option is to use it when writing down the final assessment.

The evidence of documents results from the following aspects:

1. Authenticity The document is authentic. It provides trustworthy and accurate information about the experience of the applicant. 2. Timeliness The documents reflect the current level of competence of the applicant. The documents on the day of assessment are still meaningful and valid. 3. Relevance The degree to which the documents cover the main aspects of competences to be proved. The more specific they are, the better it is for the assessment. 4. Quantity This refers to the number of months or years of experience in a particular field of competences or on the amount of relevant training measures and other qualification. 5. Variation in contexts The greater the variation in working and training contexts, the greater the chance that skills have been acquired. The documents might come from experiences.

Assessment interview Then the applicant is interviewed by the assessor. This assessment interview with the applicant follows certain criteria. Using a standardized questionnaire the assessor proves whether someone has shown the desired or required behavior (skills as a criterion) in practice and whether this actions led to the desired results. Here, the assessor shall follow the STARRT Technique.

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STARRT Technique and Behavioral Interviewing Behavioral Interviewing is an approach in which the interviewer collects information to assess certain experiences of the candidate. In this interview the candidate has to answer questions about his behavior in recent past. The information is obtained by observing. During observation notes are made, which can be used subsequently to assess whether the candidate has the necessary skills. For the Behavioral Interviewing and the STAR (RT) Technique is useful: S (situation); T (task or challenge); A (action); R (result); R (reflexion); T (transfer).

S – situation Which situation have you experienced in recent past? Can you describe the situation? Who was involved? Where did this happen? When did this happen?

T – task or challenge What exactly was your task in this situation? What were you expected to do? What was your task? What was your plan? What did you expect you had to do?

A – action What did you do actually? How did you start? What exactly was your part? In which way did you contribute? What happened then? What did you think and say? Which idea did you have? How did the others react? What happened then?

R – result What was the result of your acting? What was the result in this situation? How did it end? What was the reaction?

R – reflexion What is your opinion when you look back? What conclusion do you draw? What did you learn? What will you do with this? What does this say about your competence in this situation?

T – Transfer Do you use anything you learnt in other situations?

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How do you proceed? What would you do differently next time?? What do you possibly therefore require?

Form “Completing the portfolio“ For each core competence that applies the assessor writes down his observations / findings and additional questions for the assessment interview on the form "completion of the portfolio" Here the attendant has the role of an observer.

D. Review of competences

During the final review these skills are contrasted with formal requirements of evaluation standards. This review is done by the assessor and the attendance. During the next steps the attendant changes the role to become the assessor. Based on the complete portfolio and the registration of the interview the assessors come independently to the conclusion whether the core competencies do exist or not. They also decide to which extend these competences are acquired.

BNKQEB-method: Assessment is an will remain people´s work In order to make the assessment as objective and reliable as possible, an agreement has been is made how assessing should take place. The BNKQEB method (observing, recording, classifying, quantifying, evaluating, reporting) can help. Observing - everything what the applicant does or says, verbally and non-verbally Recording - everything what the applicant does or says, verbally and non-verbally - no interpretation! Classifying - the feeding back of the observations on indicators and / or skills Quantifying - each indicator or each competency receives an (interim) assessment Evaluating - the process to receive an entire assessment Reporting - written assessment

During the first part of the assessment with the BNKQEB method it is advisable that the two assessors work. During the assessment they observe the behavior of the applicant and write down their observations without any rating at this time. Then, they take their notes and assign them with regard to the indicators or competencies that they wanted to observe. When this is done, it is possible to make a preliminary statement on each indicator and each competency. Regarding these results from the "bird's eye" they can decide whether each competence is "present", "partially present" or "absent".

Form "review of competences" The two assessors use the form "review" for the final review of (acquired) competencies. Independently, they write their interim assessment on the basis of the complete portfolio and the registration of the interview. Both assessors then determine their final decision in the dialog. If

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one of the two assessors is skeptical of a particular core competence than this core competence in question is qualified as not completely acquired.

E. Certificate of experience and recognition of acquired competences

The results of assessing competences are collected in the certificate of experience. This certificate is a recognized or authorized description as a basis for an occupation and / or customized training. The certificate is issued and signed by both assessors. It includes an overview of acquired competences of the applicant and explanatory statement of the findings with regard to the competence. Applicants, who are not able to demonstrate that they at least have one of the required core competencies, do not receive this certificate. Here the RPL ends with a consultancy of the companion, who explained the result of the process.

Recognition of competence means that the final evaluation of the competences has a generally accepted social value ("Civil effect"). This means that recognized standards (such as the training modules or training regulations) are taken as reference. Then it is assessed whether correlating credits may be awarded.

Tips for drafting a Certificate of Experience

Content 1) Describe in positive terms what the applicant knows and is able to do in terms of one or more recognized standards. 2) Only describe what is relevant. The relevance results from the applicant´s target and the related evaluation standard. 3) Describe (for each core competency), what specific documents you used to get to your recognition. Specify which supporting documents from the portfolio you referred to (e.g .: a letter of recommendation from supervisors date X, included in the portfolio). 4) Refer to concrete documents, not to interpretation. 5) Explain what you found in the documents, which has convinced you about the skills of the applicant. Why do you see as an assessor that the applicant has these skills? Give concrete examples of what you have seen, heard or read. 6) Be precise in describing the degree to which the applicant has a competence. To which extent is the person able to use independently the skills in different contexts and at different levels?7) Not everyone reads the entire report before coming to the conclusion. You should therefore ensure that the conclusion does not contain any surprises.(If a recommendation of the companion is added): 8) Written language often seems harsher than spoken language. A text cannot be erased and everyone can read it. Therefore, make sure that you give constructive feedback. If possible, enter tips and advices on how the candidate can continue to develop certain things

Language 1) Whenever it is possible use the third person singular. Avoid phrases such as "my opinion" or "we come to the conclusion". The reader knows the name of the author and whose conclusions and findings he reads in the report.

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2) Use the present tense as much as possible. 3) Do not use slang. Avoid too formal words: Use everyday language as much as possible. Use short sentences, and then switch it off with longer sentences. 4) Only use technical terms which are generally known. Otherwise, use paraphrases or synonyms. 5) Use the active voice as much as possible. 6) Pay attention to repetitions. You can avoid them by using synonyms. 7) Use adjectives as little as possible (such as "a tremendous achievement" or "long-term

employment"). A description should not lead to further questions so try to be as precise as possible.

8) Avoid mistakes and let your colleague check the report.

Form „Certificate of Experience“ The certificate of experience shows which core competencies of the chosen standard or professional training the applicant has. The two assessors write down the certificate. The certificate contains the following information: • Personal information about the applicant, • objective and approach of the RPL method, • the results of RPL: a description of the acquired core competences together with an explanation, • a conclusions regarding objectives which in advance they had agreed upon.

F. Counseling interview

Finally the applicant is invited to a counseling interview with the attendance. Here they talk about the results of the RPL method. Questions will be answered and if necessary further agreements how to proceed will be made. The final step in the RPL method might be the setup of a personal development plan. If only partial certificates are recognized although the entire certificate is needed additional activities, such as coaching, training on the job or other customized training activities are defined in such a personal development plan.

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Appendix A: Professional profile of showmen (job entrants)

KBA Nijmegen, August 2015

1. Professional context of showman (job entrants)

Festivals and fairs are traditional events with a strong cultural and social impact. They include

fun rides, mobile catering and marketing companies. They are a part of the activities of a local

community and find their justification in the common interest of the citizens of this community.

Citizens find entertainment at these events. Here they escape from the worries of everyday life,

meet each other and find a colorful mix of tradition and innovation. Festivals and fairs are of

great financial importance to communities and local enterprises. They enhance the image of

cities and villages, traditions are cultivated and customs are preserved, so they have a high

identification and integration factor as well as a strong social function within the local

community.

Festivals and fairs now face strong competition from similar attraction. They are now only one of

many possibilities for entertainment. In order to compete in this business and also to protect

jobs, training is necessary to meet the increasing challenges showmen are facing. In this way,

the fairground companies that were built in the past centuries, often have a leading position in

the event the market and are associated with a certain cultural status will be able to continue to

exist.

At a festival, an annual fair or similar events such as street festivals, Christmas markets or fairs,

there are different types of companies, including mobile catering companies (beverages and

snacks, sweets, cakes and other foods), fairground rides (such as a Ferris wheel, bumper cars,

roller coaster and whirligigs), children's entertainment (such as trampoline and carousel) and

games of chance and games of skill (such as a shooting and grab machines).

Showmen often have one or more of such fairground attractions. They are modern, independent

entrepreneurs who often invested large sums, while facing financial risks. Great fairground rides

are expensive, they sometimes costs several million Euros. For each stand cities and

municipalities demand high fees and charges. In addition electricity and water have to be paid

and finally there are high expenditures on fuels such as diesel or gasoline - showmen are

constantly on the road and driving to one after the other festival.

The showmen travel with their rides or stands through the country to get a profit from their

investment. During the fair season (March to November), they travel a lot, in the winter months,

however, is rather quiet. Showmen need a readiness to travel. Festivals and fairs last only a few

days, and then the showmen have to move and set up their rides, booths and stands again at

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the next place. In order to do this job without problems, a detailed plan has to be worked out

before the season starts - after all, it is important to travel to the most profitable fairs.

The profession “showman” is an independent one, in principle, anyone can do it, provided he or

she has the necessary initial capital. Nevertheless, the showman industry consists mainly of

family businesses. The reason for this is that the mobile shops and fairground rides are

transferred from one generation to the next. In addition, there are often marriages between

fairground families.

From their early childhood children of showmen usually work in the family business until they

take over the business and become showmen themselves. Receiving the necessary knowledge

and skills is often done through learning by doing in everyday life at the funfair. Therefore, there

is no professional training for the showmen or people working in this business.

For workers at the fairground attraction it is also difficult to pass a regular training. When they

are traveling to different fairgrounds they have no fixed place of residence and their seasonal

cannot consider the school or academic year. Therefore their situation with regard to home,

workplace and school is particular. A good general education with an adequate degree, followed

by a corresponding vocational training might ensure a permanent employment for showmen.

With this young showmen are able to meet the ever more demanding and more specific

requirements for service in the leisure industry.

The market requires necessarily a general and vocational training as well as the highest level of

quality management, considering the micro and macro as well as ecological conditions and

special safety requirements. Only showmen who have the completed the intensive education

and the vocational training will be able to meet these requirements in future.

This outlined context provides the unique character of the profession “showman”, which is also

reflected in the variety of activities that characterizes this occupation. This section describes the

job responsibilities and the associated skills with which a young professional showman is

confronted.

2. Task profile showman The main task, that is the characteristic professional situation that showmen have to master, is

to operate independently a fun ride or a mobile catering. Here they have to observe legal

regulations in the field of health and safety, security and environmental protection as well as

agreements with the (local) public institutions and the landlords.

Showmen as "all-rounder" are responsible for the construction and dismantling of the ride or

sale operation (Section 2.1) and for the maintenance and repair (Section 2.2). In addition they

are in charge of management of the fairground and human resources (Section 2.3) as well as

the control and security of operating systems (Section 2.4). And last but not least the showman

is an independent entrepreneur (Section 2.5).

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2.1 Construction and dismantling of the ride or sale operation Principle occupation 1: Loading, unloading and transport

The efficient and safe loading and unloading and transport of the ride / sale operation, the

charge and / or the caravan

Competencies:

• planning a user-friendly and safe route based on topographical knowledge or a navigation

system;

• ownership of a driving license, permission to drive a truck, additional permission to drive with a

spreader or trailer;

• Knowledge of special (international) transport regulations (Euro vignette, tachograph, tolls,

transit permits);

• Knowledge of the vehicle and associated with the drive (technical) requirements and

prohibitions;

• permission to drive a tractor and a trailer.

Core activity 2: assembly work on mechanical and metal parts

Assembling and dismantling of the mobile sales facilities and the fun rides is a constantly

recurring task at the fairground. Especially the operation of large rides requires professional

knowledge and abilities, as well as knowledge about safety regulations.

Competencies:

• Technical knowledge related to the assemble and disassemble of mobile sales facilities and

fun rides to provide quick and safe transport;

• Knowledge of various types of compounds and propulsion technologies;

• Practical knowledge of equipment, tools and materials;

• The ability to read work documents / drawings;

• Knowledge of strength of materials;

• Special knowledge of safety aspects, standards and regulations in the field of metalworking

and mechanics.

Core activity 3: setting up and dismantling of electrical installations

Assembling and dismantling of the mobile sales facilities and the fun rides is always associated

with connecting electrical equipment and subsequently its removal. It is important that the power

cord or other cables do not injure the audience.

Competencies:

• Technical knowledge of electrical systems in order to connect them quickly and safely, and

later dismantle again and secure for transportation;

• The ability to read drawings;

• Basic knowledge of dealing with electrical power, direct and alternating current;

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• Knowledge of series and parallel circuit;

• Special knowledge on safety aspects, standards and regulations in the field of electricity.

2.2 Maintenance and repair of the fun rides or sale facilities Core activity 4: Maintenance and repair of mechanical and metal parts

Repair of metal parts and making of basic sketches of a metal constructions independentl. If the

maintenance and repair work are too complex, this must be carried out by authorized

professionals comply with the specifications of the technical inspection.

Competencies:

• Knowledge about various welding techniques (semi-automatic welding, oxyacetylene and arc

welding, brazing);

• Recording and archiving audit certificates;

• Possibly contracting maintenance service from other companies

Core activity 5: Maintenance and repair of electrical

Designing and manufacturing simple electrical circuits.

Competencies:

• Soldering;

• Knowledge of the function of electrical fuses;

• Knowledge of series and parallel circuit;

• Special knowledge of safety aspects, standards and regulations in the field of electricity.

Core activity 6: Decorative painting

In order to make mobile sales businesses and rides more attractive for the public, they are often

decorated with photographs and other colored items . As a result of assembly and disassembly,

transport and business these illustrations and colored elements need constant maintenance.

Showmen have to make sure that this is done.

Competencies:

• Basic knowledge of spraying techniques;

• Designing and drawing;

• Working with templates;

• Mixing colors;

• Grinding;

• Labeling;

• Knowledge of specific safety aspects associated with spraying.

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2.3 Business management and Human Resources Core activity 7: Business management

Showmen have to ensure that all requirements of correct accounting are met.

Competencies:

• Sense for financial matters;

• Calculating and valuating;

• Basic knowledge of accounting (creating a net income method);

• Knowledge of tax legislation.

Core activity 8: Human Resources

Showmen are responsible for the correct number of staff, regardless of whether this is achieved

with fixed-term or permanent employment contracts or labor-on-demand contracts. Knowledge

about the legal requirements of health, safety and labor legislation is an important requirement.

The payment of social security contributions also has to be done on the basis of legal

requirements.

In Germany for technically complex, "flying" constructions specially trained personnel is needed.

The trained staff needs a certificate of required skills. Showmen inform their employees on time

and compulsorily which work is expected of them.

Competencies:

• Knowledge of working conditions;

• Concluding contracts;

• Cooperating and advising (proactively informing);

• Communicating clearly and concretely both oral and written;

• Motivating and supporting the employees in their work duties and their professional

development;

• Coordinating communication processes, difficult conversations are not avoided

• Planning and organizing (time management, planning of activities).

2.4 Control and SecurityCore activity 9: Control, safety, hygiene and quality management

The showman has to comply with the legally required insurance liability, that is an insurance for

the motor vehicle, a liability insurance and a special transport insurance for travelling

businessmen must be owned.

Fun rides, which are driven by a motor have to meet strict safety regulations, which compliance

is checked regularly. The showmen has to check the rides each year by an authorized technical

monitoring agency. The unit thus receives a certificate of approval.

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To obtain this certificate, showmen are responsible that the main equipment parts are inspected

regularly. To ensure that the ride is maintained properly a risk analysis has to be carried out.

The findings, procedures, the operating permit and the approval certificate have to be archived.

In addition, the showmen are responsible for ensuring that they checked themselves of the

proper condition of the equipment. Such an inspection is necessary to check if any safety

deficiencies have arisen at the plant during dismantling or construction of the ride. As part of the

quality management of the fairground showmen are committed to create for each ride a

personal logbook to keep it and to store it near the plant. This log must contain information

about the manufacturer / importer, the mechanic, the owner, the operator, the characteristics of

the ride, technical inspections / tests which took place including the findings of their own

inspections, maintenance and any damage or accident. Mobile catering and sales businesses

that sell food and beverages must comply with the European regulations on food hygiene

(regulations for the proper storage and storage temperature, for hygiene, for the material and

staff 3). Any complaints about the showmen are considered in a next request and may have

consequences for a new operating license. Finally, the showmen are responsible for ensuring

that emergency and medical services can get to the fairground.

Competencies:

• Working knowledge of the construction of the fun ride or the mobile catering as well as

knowledge about how it must be assembled and disassembled safely;

• Careful and responsible use of materials and tools needed for the work;

• Knowledge of the legal regulations for safety and environmental protection;

• Knowledge of the compulsory insurance;

• Documenting and archiving of test certificates and keeping a logbook;

• Taking a risk analysis of the ride;

• Knowledge about basic first aid techniques;

• Proper handling of complaints from customers and public authorities;

• For mobile catering or sales facilities: knowledge about quality control and hygiene.

3 EG regulation No. 852-2004, No. 853/2004. No. 854/2004 and 1925/2006.

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2.5 Entrepreneurial activity Core activity 10: Marketing

Aspects such as price, place, promotion and advertising determine the success of the ride

considerably. Advertising activities and publicity have to be coordinated with the relevant public

authorities and the event organizer.

Competencies:

• Being creative;

• Both thinking and acting profit and customer oriented;

Presenting goods and services in a way that inspires the customers;

• A competitive approach;

• Knowledge of copyright and trademark legislation.

Core activity 11: investing in (new) fun rides

Showmen analyze the market demand, competition, technological, social and economic

development as well as the characteristics of the target group. The result is a realistic picture of

the strengths, weaknesses, opportunities and threats of his business. As part of the

entrepreneurial activity an investment and / or finance scheme is created so that it becomes

clear which investments are needed and how they can be financed. The financial consequences

of individual investment and financing options are to be calculated and may be taken as basis

for reasonable investment decision.

Competencies:

• Setting up a market analysis ;

• Responding actively to opportunities and the demand of the target group;

• Setting up a finance and investment plan;

•Reaching financial agreements (negotiating terms and conditions).

3. Trends in the development of festivals and fairs The above description of the core activities shows that most professional tasks confront the

showmen with safety aspects. Therefore, it is also important that they are aware of the legal

requirements that apply to their business. Germany has the world's strictest safety regulations

for fairgrounds The demands that are imposed on the safety of rides have increased for several

years, and thus also the cost for showmen increased. To cover these costs, it is important that

showmen continue to attract customers. To meet the requirements, showmen continue to invest

more and more in new rides. The consequence is that their financial risks are increasing. In this

context, good relations with local authorities are important to meet the requirements in the field

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of security, insurance, maintenance and control. Showmen should contact local authorities and

people inside (and outside) this business actively to enlarge their relationship network. Using

this network the showmen can develop partnerships to strengthen their business.

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Annex B - Overlap between the four assessment standards and the competences and skills of the showmen

Training modules for the vocational training for electronic specialist in energy- and building technology

Training structure: Trainingmodule 1 (Basics for electrical installations, control systems and IT systems) Trainingmodule 2 (Installing and maintaining electrical systems for components, carrying out

protection measures) Trainingmodule 3 (Professional electronic technician specialized in energy and building

technology) Trainingmodule 4 (Installing, start up, maintenance and repair of equipment and

communications facilities) Trainingmodule 5 (Installing, operating, maintenance and repair of local energy supply and

energy transformation systems) Trainingmodule 6 (Checking and mantaincance of technical buiding systems)

Ausbildungsbausteine für die Berufsausbildung zum/zur Kaufmann/-frau im Einzelhandel Verkäufer/-in

Ausbildungsbausteinstruktur: Trainingmodule 1 (Performing sales related activies) Trainingmodule 2 (Performing complex sales processes) Trainingmodule 3.1 (Checking and controlling the flow of goods) Trainingmodule 3.2 (Performing counseling interviews) Trainingmodule 3.3 (Working in the service: checkout) Trainingmodule 3.4 (Carrying out marketing activities) Trainingmodule 4 (Participating in retail processes) Trainingmodule 5.1 (Complex consulting and sales meetings) Trainingmodule 5.2 (Use of the ERP system in procurement processes) Trainingmodule 5.3 (Economic analyzes) Trainingmodule 5.4 (Management and control of business processes) Trainingmodule 5.5 (Controlling of marketing activities) Trainingmodule 5.6 (Use of IT applications) Trainingmodule 5.7 (Leadership Training) Trainingmodule 5.8 (Preparing for entrepreneurial initiative)

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Regulation on vocational training for specialists for event engineering

At least the following skills and competences are subject of the vocational training: 1. Vocational Training, employment contracts and collective bargaining law 2. Structure and organization of the training company 3. Health and safety at work 4. Environmental protection 5. Designing and calculating 6. Evaluating the security and infrastructure of event locations 7. Planning the workflow; working together as a team, project coordination 8. Providing, setting up and testing the equipment and systems 9. Securing, transporting and storing the equipment and systems 10. Positioning, assembling and disassembling of event constructions 11. Operating technical ramps 12. Organizing, providing and checking the power supply 13. Installation, setup and operation of lighting and projection equipment 14. Installation, setup and operation of sound systems 15. Recording and transmitting video, audio and data 16. Review and use of technical effects 17. Carrying out events and projects

Regualtion on vocational traning in the catering sector At least the following skills and competences are subject of the vocational training: 1. Vocational Training, employment contracts and collective bargaining law 2. Structure and organization of the training company 3. Health and safety at work 4. Environmental protection 5. Dealing with guests, consulting and sales 6. Use of equipment, machinery and consumer goods, work planning 7. Hygiene 8. The kitchen area 9. The service area 10. Office organization and communication 11. ERP 12. Advertising and promotion 13 Economic services

Land Nordrhein-Westfalenvertreten durch die Bezirksregierung ArnsbergSeibertzstraße 1, 59821 Arnsberg Telefon 02931 82-0 Telefax 02931 82-2520 poststelle@bra.nrw.de www.bra.nrw.de