Professional Documents
Culture Documents
Final Product Paper Building The Best
Final Product Paper Building The Best
Final Product Paper Building The Best
2008-1-EE1-LEO04-00067 1
Contributors
7-POINT MODEL EVALUATION – JÄRVA COUNTY VOCATIONAL TRAINING CENTER (JKHK) ............................13
Overall system grade ........................................................................................................................16
7-POINT MODEL EVALUATION – WISAMAR MBH ..........................................................................................18
Overall System Grade .......................................................................................................................24
7-POINT MODEL EVALUATION – N.E.T ASSOCIATION ..................................................................................25
Overall system grade ........................................................................................................................31
7-POINT MODEL EVALUATION – PAŃSTWOWE SZKOŁY BUDOWNICTWA ........................................................32
Overall System Grade .......................................................................................................................37
7-POINT MODEL EVALUATION – INSTITUTE BONUM ..................................................................................38
BEST PRACTICES IN BUILDING TRAINING...................................................................................42
1
Abstract
2
Project background and aim
The Leonardo da Vinci “Building the Best” Partnership project was essential for
creating a foundation that is serving to increase the quality of construction
training across Europe. The construction sector is a key economy growth driver
in the European Union, improvements in quality and innovation in VET practices
and transferring them from one country to another is a crucial element of
European integration. With the construction industry continuing to rapidly change
and expand, vocational teachers especially among new member countries are
greatly challenged in keeping abreast of current information and updating their
knowledge and skills pertaining to modern construction technologies, machinery
and training practices.
The aim of this “Building the Best” Partnership between VET schools, enterprises,
and educational institutions was to facilitate a transfer of critical information
through a combination of forums, workshops, and visits for data collection during
a 2-year period. Information was shared among those with innovative industry
knowledge and experience, and for the concluding work we are disseminating
best practices as an important reference among institutions, construction
industry experts and VET construction teachers. This partnership has served to
increase information that will help to unify training delivery and further the
development of pedagogies and practices. The product of this partnership is a
CD that contains relevant country specific information as: economic reports
covering the project period 2008 – 2010; construction industry statistics; best
construction training practices as decided upon by each partner and relevant
supplemental information for use by project participants among an expected
subsequent broader audience of decision makers through disseminated in
national channels.
3
Carrying out the project
Country of Estonia
According to the Statistics Office of Estonia (Eesti Statistika), there has been a
steady deceleration of economic activity since 2008. Specifically regarding the
construction industry construction volume in 2008 showed an overall 12%
decrease in total production of construction enterprises both foreign and
domestic markets combined from the previous year 2007. The main cause of the
decline at this time was the decreased volumes in dwelling construction in the
4
domestic construction market. The recession and the restricted loan terms
hindered the start of new dwelling construction projects. By 3rd quarter 2009,
compared to the same period of the previous year, Estonia showed a decrease in
total production among Estonian construction enterprises by 29%.
The overall Baltic construction market fell in 2009 to the same level as 10 years
ago during this region‟s previous major economic crisis. The market fell fast in
2009 because the Baltic business market was mostly domestic with only a small
international market of 3% in Lithuania, 4% in Latvia, and %8 in Estonia. Being
that Estonia‟s building market was slightly more diversified, the economic crisis
was the lightest in comparison to the other Baltic States.1
1
Eesti Statistkaamet
http://www.stat.ee/31154
http://statistikaamet.wordpress.com/2010/03/15/baltimaade-ehitusturg-kumnendi-madalseisus-3/
2
http://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-construction-
growth.html
5
2005 2006 2007 2008 2009
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Number of
dwellings 720 619 1 135 2 435 3 105 3 928 5 068 7 073 5 300 3 026
total
http://www.stat.ee/34164
Usable Usable
Number Cubic Number Cubic Number Cubic
floor floor Usable floor
of capacity, of capacity, of capacity,
area, area, area, m²
buildings m³ buildings m³ buildings m³
m² m²
1 004
1 095 920 779 5 945 057 993 6 140 402 964 797 777 4 805 838
572
http://www.stat.ee/34166
6
Statistical data is still unavailable for 2010 and reports could not be found at
other key building or road construction association websites. Regional expert
Hillar Takk, Department Head of Building and Road Construction at Järva County
Vocational Training Center, says that in terms of road construction the market
has improved since 2009 with road contractor operational budgets increasing
from 2 billion EEK in 2009 to 3 billion EEK in 2010. In terms of the building
market, however, the situation is actually worse in 2010 than the previous year
as a result of restricted government spending in road or building construction
projects.
Country of Germany
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 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 State‟s (Bund)
strong increase in investment with its expanded expenditures boosted by 18
7
percent. Comparing this with municipalities, who also implemented a future
investment program, but at same time slashed their own building and
construction programs.
Despite the sales slowdown in the building and construction sector enterprises
have kept their workforce almost constant. The number of employees in the
main construction trade decreased annually on average a mere 0, 1 percent and
dropping to 705.000. Entrepreneurs had learned from their experiences of 2006
until 2008, when manpower squeeze prevented the upturn in the building and
construction field.
Country of Italy
The building sector is going through a deep crisis which is expected to persist
through 2010. Available indicators do not show any upturn in the economy and
building firms are still worried about reduced activity levels and the decreasing
volume of commercial orders.
8
According to survey results conducted among partnering firms and based on
available ratings, ANCE (Association of National Construction Enterprises)
calculates a downturn of investments in the building sector in 2009 by 9,4%
compared to 2008, an additional 2,3% decrease when comparing 2008 to 2007;
a further decrease is expected in 2010.
From 2008 to 2010, the building sector lost 18% of investments. In particular,
the sector of new houses is the most alarming, since such investments decreased
by 30%. The downturn in the sector of public works began six years ago and by
the end of 2010 the rate will have reduced by 23% compared to 2004. In other
words, after 9 years of increase in this sector, the amount of production has
decreased to the levels seen at the end of the „90s. Nevertheless, the housing
potential and requirements are not fulfilled. Referring to the years 2004-2008,
the comparison between the number of houses under construction and the
number of new families highlights a lack of about 350.000 houses. In the current
situation of financial difficulties, the need has not yet become demand.
During the first 9 months of 2009, according to the ISTAT survey on the labour
force, the number of employees in the building sector decreased by 3,9%
compared to the same period in 2008. This downturn is higher than the National
average rate of 1,5%. In the region, between October 2008 and March 2009,
about 49,100 employees lost their job. According to a survey made in September
2009 among the firms in the partnership, a prolonging of the crisis is expected to
develop with deeper intensity than in the other regions. The estimated
production downturn in 2010 is - 9%.3
3
"Rapporto congiunturale sull'industria delle costruzioni in veneto - anno
2009" a cura della direzione affari economici e centro studi ance.
9
Country of Poland
Year 2009 was difficult for the building industry. Admittedly, the crisis in Polish
economy was considerably milder than in other European countries, but the
consequences of the crisis in the European market did not omit the construction
industry. A clear slowdown was recorded after many years of high increase.
Whilst in 2008, companies named the lack of employment as a reason for
obstacles in executing contracts. In 2009, competition between companies, high
operating expenses and the lack of demand were to blame. Employment
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.
10
Dwellings completed: comparing with the previous periods
2007 - 133698
2008 - 165189
2009 - 160002 (in spite of the crisis)
2010 - Within the first three months of this year there was an increase by 16%
in the building of dwellings in comparison with the same period of the previous
year.
Data illustrating that the economic crisis did have a negative impact upon
construction in Poland:
11
7-Point Building the Best Model
A solid model is crucial for knowing what data to collect, analyze, and compare.
This Partnership defined seven key attributes to use for analysis in attempting to
find best practices from among the tools, methods and principles that are
presently applied in vocational schools and enterprises where students practice.
The seven (7) main points identified during our first conference and listed below
serve as the framework of our model with which we observe and evaluated the
system of vocational training of construction trades in partnering countries. In
using this model we were able to do a comparative work between European
countries for determining best practices.
1. apprenticeship system
2. level of cooperation between schools and firms
3. connection with construction unions
4. training of enterprise trainers
5. teaching materials/curriculum
6. continuing education program for teachers to gain new skills
7. feedback loop
3 Best Practices in 3
Construction
Training
5 6
12
7-Point Model Evaluation – Järva County Vocational Training Center
(JKHK)
1. Apprenticeship
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.
13
and work harder to cultivate these relationships, so there is room for
improvement. Ideally, JKHK needs relationships with such progressive firms as
IBM that has donated PCs to schools, on which students are trained and now are
more likely to use IBM personal computers in the future; a wise business practice
not often practiced in Estonia.
At present, representatives of JKHK attend meetings at least 2 times a year.
One such membership is with the Estonian Association of Construction
Entrepreneurs. The E.A.C.E is a voluntary association of construction enterprises
created in order to support and co-ordinate its members actions in matter of
industry related economic issues and relations with employees and employee
unions. This is a union primarily comprised of roofing companies uniting 100
companies active in Estonia whose overall turnover comprises more than 45% of
the construction turnover of the entire Republic.
14
training content or activities present or in the future. At most, JKHK attends
these meetings in order to make their own contacts with enterprise
representatives, but does not get special assistance in finding student
apprenticeship placements.
4. Enterprise training
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.
15
other more extensive courses available, but this is at the teacher‟s expense and
so is rarely undertaken. At JKHK, since 2008, most updating of skills and
knowledge has been through sending teachers to European countries for
observational visits at various enterprises or vocational schools through the
Leonardo da Vinci Life Long Learning Programme.
7. Feedback loop
The school tries to organize meetings with enterprise owners or managers twice
a year in order to discuss ways of improving relations, work through problems,
and discuss students‟ progress. Such meetings do not take place between EEEL
and the School or between any other relevant stakeholders.
16
2010, because of a weak economy, not all students were able to find
placements, so in the building program a professional foreman with
training in education was placed in charge of student practice who created
building restoration projects for students.
4. Needs improvement – There is a special Estonian program called
Development of VET and in this program the State has money for
updating skills of teachers, for which all training takes place in Estonia.
The problem with this, however, is that teachers cannot take part in these
trainings because they are overworked and have too many classes
because the school cannot afford to hire more staff. Schools need their
teachers trained in enterprises with advanced methods and technologies
(preferably where students are not also practicing) or in international
vocational schools. At present, the only updating of skills comes through
the Leonardo da Vinci VETPRO program. But even this is not adequate
because budget allowances are not enough to enable long-term training
at a firm, at least 2 – 6 weeks. Rather it pays for teacher travel and use of
a hosting service that develops programs for organized 1-day site visits to
various companies and schools for a total of 1 week. Time and money
does not allow more in depth study of a specific technology or skill.
Teachers often use their personal holiday time for such study visits.
5. Needs improvement - no real structure or guidelines exists so it is up to
the enterprise and dedication of the trainer and ample number of jobs on
which to train students.
6. Needs improvement - teachers use curriculum authorized by the Ministry
of Education. Materials are lacking, but teachers use what is available.
7. Needs improvement – Department Heads meet with enterprise managers
at least twice a year for discussing students‟ progress. No other meetings
take place between the vocational school and enterprise representatives,
trade unions, and associations with the specific intent of making sure the
school is providing courses and skills as demanded by the labor market.
17
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.
1. Apprenticeship System
The term „dual system“ describes the special approach taken by vocational
training in Germany. This system consists of firms and part-time vocational
schools which together train young people. Although „firms“ and „part-time
vocational schools“ are physically and legally separate areas of the education
system, they work together when providing initial vocational training.
In Germany‟s dual vocational training system, part time vocational schools are
the partners to the firms providing in-company training. Trainees learn the
theoretical knowledge required for their occupation at part-time vocational
schools. These schools can also provide practical training that supplements in-
company vocational training. Part-time vocational schools are regular public
schools that offer just part-time instruction. The provisions on who is required to
attend part-time vocational school vary from state to state. In North Rhine-
Westphalia for example, individuals who start in-company vocational training
before they turn 21 are required to attend such a school until they complete their
training. Individuals who start their training after they turn 21 are entitled to
attend part-time vocational school. The company providing the vocational
training is required to register its trainees at a part-time vocational school, give
them time off for school and see to it that they attend class.
18
Structure of instruction time at part-time vocational school: As a rule,
trainees attend part-time vocational school an average of one or two days a
week. Some part-time vocational schools offer a block of instruction that lasts
several weeks and encompasses the entire period of schooling to be completed
at part-time vocational school. During the period of instruction at part-time
vocational school, they must do their homework outside their daily training and
classroom hours.
Training Company
A company that provides in-house initial vocational training must satisfy certain
requirements regarding the suitability of the training premises. These
requirements revolve primarily around the company‟s 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.
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
19
pedagogical function as a “third learning environment” where practical and
theoretical competence is systematically taught. The duration of inter-company
vocational training depends on what the training company is not able to teach its
trainee. Enterprises, chambers, guilds and the German government bear the
cost of inter-company vocational training.
3. Connection to Unions
20
One so-called sovereign task –in other words, a task that has been assigned by
the state – is to support, regulate and oversee vocational education and training.
Employers who want to provide in-house vocational training contact the training
advisors at their local Chamber of Industry and Commerce. These advisors come
to the individual enterprise and help in all matters regarding vocational training.
4. Enterprise training
The owner of a firm decides whether his company will provide in-house initial
vocational training, the occupations he will provide training in, and how many
youths his firm will take on for in-house initial vocational training. He signs a
training contract with each trainee and ensures that the initial vocational training
is conducted in accordance with government regulations and legislation. Trainers
are responsible for planning training content and schedules and for conduction
in-company vocational training programmes. Only those persons who have the
requisite personal and professional qualifications may provide vocational training.
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
21
theory. In reality however, firms also teach theory to go with actual occupational
practice and part-time vocational schools often supplement extended technical
knowledge with practice-oriented exercises. It is therefore important that they
work together for the benefit of their trainees – so that they supplement rather
than repeat one another.
Period of training
Initial vocational training programmes in the dual vocational training system last
two, three or three and one-half years. The duration of the training is stipulated
in the training regulations for the particular occupation. Each in-company training
programme starts with a probation period that lasts at least one month and a
maximum of four months. During this time, the persons responsible at the firm
are also closely examined whether the individual trainee is a good match for the
company. And the trainee should also consider one more time whether he has
made the right decision. Once the probation period is over, a company can
terminate a training contract only on serious grounds. There is also the option of
undergoing initial vocational training.
Trainer Seminar
In trainer seminars (also known as “training for trainers”), trainers learn
everything they need to know in order to conduct vocational training in their
own company. The content of trainer seminars is based on the four areas of
activity that are outlined in greater detail in the framework plan set forth in
the Ordinance on Trainer Aptitude. Trainer seminars are conducted by the
local Chamber of Industry and Commerce, Chamber of Skilled Crafts and
other bodies. The instruction schedule varies from region to region. A trainer
22
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
For trainees:
- No formal admission prerequisites: every school leaver has a chance to
learn a profession (but in fact the chances of being accepted depend on
pre-qualification)
- combination of learning and working
- professional and soft skills are acquired, easier start at the labour market
- relations to potential future employer (many companies keep their
trainees)
- income
Others:
23
- interaction between different actors involved: tasks are not rigidly divided:
school is not reserved solely for teaching theory, and in-company training
involves more than simply practice – joint educational responsibility and
by this permanent training for trainers
- promote employability in a changing workplace
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 concerning quantity and quality and
possible cooperation problems between teachers at schools and trainers in
companies.
24
3. Strong – Good and active intermediary body, the Chamber of Industry and
Commerce, promotes and aides in cooperation by providing advisors who come
to the individual enterprise and help in all matters regarding vocational training
4. Medium - strongly regulated. Ordinance on Trainer Aptitude reinstated in
August 2009, so that it requires trainers to pass a trainer aptitude examination.
The trainer aptitude examination assesses the most important skills and
competences for trainers (1. Assess vocational training requirements and plan
training, 2. Prepare training and participate in trainee recruitment, 3. Conduct
training, 4. Conclude training). This may hinder the process by causing too great
a requirement upon training firms and trainers.
5. Medium - Schools and enterprises theoretically work out that schools teach
the theory and enterprise the practical, but in reality the enterprise trainers also
teach a great deal of theoretical. Still needs work to improve ongoing
communication between schools and teachers.
6. Strong – Company trainers attend Trainer Seminars conducted by the local
Chamber of Industry and Commerce, Chamber of Skilled Crafts and other bodies.
The instruction schedule varies from region to region. A trainer seminar generally
encompasses 115 hours of instruction. Seminars are offered as all-day, weekend
and evening courses. The Chamber is very active in the process and decides
which enterprise are qualified to train students.
7. Strong – overall ongoing communication and strong involvement by trade
unions, schools, and enterprises that keeps a constantly updated and learning
system.
1. Apprenticeship system
25
In Italy, apprenticeship was instituted in 1955, it was later reformed in 1997,
Law 196/97, and again in 2003 by Legal Decree n. 276. With the new law,
specific training for apprentices has been improved and extended: the apprentice
must attend 120 hours of out-of-company training; in-company practical training
(corresponding to in-company work) must be supported by a tutor.
Every young person between 15 and 18 years old has to attend school or
vocational training, or work as an apprentice.
On-the-job training is probably the most important principle of Italian
apprenticeship. In fact, practical training corresponds to in-company work.
Indeed, theoretical training and work must be complementary.
26
according to specific characteristics established by regional laws. National laws
on vocational training and apprenticeship establish that the centres must receive
a special validation from the Regional Government.
Duration
The duration ranges from 18 months to 4 years (5 years in craft companies), but
not longer than the duration established by the Collective National Contract of
the Sector.
27
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.
There is not a particular training for enterprise trainers and tutors. The
Department of Labour has basically determined the characteristics of the in-
company tutor. He has to be a qualified employee, engaged in the same field as
the apprentice. He has to have the same or a superior qualification to the one
being obtained by the apprentice at the end of his training. If possible, the tutor
will have worked for at least 3 years in the firm. The law has established the
tutor‟s role and necessary skills, i.e. to guide and support the apprentice and to
assure a link between work and out-of-company training.
The tutor has to attend a period of training of at least 8 hours to understand his
role and its required skills.
5. Teaching materials/curriculum
28
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.
7. Feedback loop
The Building the Best project activities and transnational meeting gave us the
opportunity to reflect and observe the apprenticeship and training systems in
partner countries.
The outstanding principle emerging from our visits abroad is the importance of
“learning by doing” for our beneficiaries, and in general for students who prefer
practice to theory. Many young people, indeed, benefit from learning away from
a classroom atmosphere, and they can develop their skills, not only technical, but
also communicative and social, in the „real life‟ situations experienced in the
programmes of workplace learning.
29
All the partner countries seem to share this point of view and are active in this
field proposing a number of policy measures that could speed up the further
development of apprenticeship and practical learning. This is because
apprenticeship is considered to have a considerable potential for promoting the
economic development and welfare of countries and for improving the life
chances of young people.
A second point to be underlined is the strong collaboration of social actors in
defining and contributing to the training programmmes. In all the countries,
employers and trade unions are strongly committed to this issue, in the
awareness that they are fundamental to identify skills needs in their sectors and
plan how these can be met.
Associazione NET
We selected our best practice based on our strengths in applying the 7-point
model. Our best practice reflects in particular 1 point of strength that is
fundamental for us and that we believe to be essential in the development of
vocational training in the construction sector, that is the cooperation between
schools and firms and construction unions.
It is, in fact, thanks to this strong cooperation that it was possible for the
students to practice and spend their practical training within a real working
context, where they are provided stimulation and motivation, and besides that
practical learning.
30
At the basis of these initiatives there is hard work by organizations, but students‟
feedback shows that they are appreciative and successful.
1. and 2. – Strong from the high degree of involvement from the unions and
employers‟ organisations. This is particularly evident in some vocational training
centres such as CPIPE, collaborating with NET, where the representatives of
companies and unions work together in defining the training programmes,
identifying professional needs and skills and to support firms and employees.
31
7-Point Model Evaluation – Państwowe Szkoły Budownictwa
Vocational education is much more expensive for the government than general
education, which is the reason why the number of hours of practical training is
limited; the low hours of practical training equates a lower level of vocational
education. The first solution is to increase financing of vocational education
(discussed later). And second, the system of education should be changed,
which can be done by introducing a dual system of vocational education when
pupils partly gain theoretical knowledge in the school and practical knowledge in
a company or a practical training centre. Another solution is a module teaching
program where pupils receive theoretical basics in school, then get training at
practical training centres, after which they continue practical education in a
company. Of course, short-term, it is more expensive for the government, but
more effective overall as an educational process and less stressful for pupils,
because before real training in a company they can see what the work “looks
like” in practical training centres. For companies it is also advantageous since
they can host pupils with at least basic professional experience gained at
practical training centres.
1. Apprenticeship
The apprenticeship system is carried out in two ways: in school‟s workshops (or
in local practical training centers) and in enterprises. The problem that students
face is apprenticeship carried out in small firms that are often not well equipped.
Not every school can boast about its own workshops because they are too
expensive for local authorities to equip.
32
Some schools use its private connections and encourage well known construction
enterprises to invest in the equipment of the school workshops. For companies it
is also advantageous because they can prepare students to use the company‟s
technology. They also carry out training for vocational trainers to ensure that the
student will be well taught on proper use of machines and technologies. In this
way they are sure to gain a qualified worker in the future without much
expenditure. The main aim of a firm‟s existence is profit. Company management
usually decides to organize internships only if it is profitable for them. The
general principle is that a company‟s profit from a pupil‟s work should be higher
than the cost of time and efforts needed to teach her/him practical skills. There
should be a systematic solution found such as a centralized or regionalized
vocational training fund (collected from taxes) or/and tax incentives for
employers who decide to organise vocational training for pupils. Companies can
be encouraged to organize internship for pupils if it will be profitable for them
(recommended solution) or is less expensive.
33
company bankruptcy or economic distress is very low. Economic and political
turmoil in the early 90‟s and the current worldwide crisis are not conducive to the
existence of such schools, it is simply too risky. Nowadays, cooperation between
trade unions and vocational schools is very limited and mostly involves advisory
help given by trade union specialists.
34
5. Teaching materials/curriculum
Teachers who want to gain new skills, have only to apply for an appropriate
training course carried out either by a construction enterprise or educational
institution by filling out a form applying for a school refund paid by local
authorities, a minimum of 50%. This continuing educational program can include
courses of specialization in specific professions, postgraduate studies, trainings
organized by practical training centers or other educational private and public
units.
7. Feedback loop
35
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.
36
Synthesizing the main points about the educational system in the building and
construction area at a secondary school level in Poland is worked out as a result
of gathering the information from various Polish institutions and specialists active
in this sector:
Vocational schools:
- Building Secondary School No. 1 in Krakow with Andrzej Mielczarek
– the Headmaster
www.zsbnr1.republika.pl
- Państwowe Szkoły Budownictwa from Gdańsk
www.psb.neostrada.pl
Practical training centers:
- Practical Training Center in Krakow with the Headmaster Marek
Filipczyk and Vice Headmaster Piotr Pasternak
www.ckp.krakow.pl
Trade unions:
- “Budowlani” Trade Union with the Head Andrzej Piotrowski and
Vice Head Jerzy Turchan
www.zzbudowlani.pl
Enterprises‟ representatives: Tomasz Czyszczoń, Stanisław Antolec.
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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.
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 today‟s
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 other 6 points work
much more effectively. We understand the term “feedback loop” as the
information gained from regular evaluation of the educational system (done
either among all the stakeholders at the same time or between two directly
cooperating stakeholders). We 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
38
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.
In 1999, new educational reforms were introduced that significantly changed the
educational system. The new reforms decreased the importance of vocational
education focusing mostly on general education and forcing young people to
continue education at the university level. Through this way government wanted
to reduce high unemployment rates, especially among graduates. The
government wanted to limit well qualified vocational specialists and increase the
number of people with a general education. Five years after introducing the new
reforms, Poland joined the EU. Most vocational specialists who had been taught
in the old system and had good skills and experience decided to look for a job
abroad. Being an EU citizen gave everyone the possibility to find an official job in
39
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 order to have the educational system working more effectively, two factors
should be fulfilled:
1. An institution responsible for monitoring the national and the local
economies should be set up in order to specify the trends and to predict
the needs of the labour market in the short, middle and long-term future.
40
This is being some to some extent by several institutions, but there is no
single overseeing institution coordinating and monitoring these activities.
Especially hard to achieve would be this second point. As usual, the solution is
not easy to implement, as each stakeholder has different aims and needs:
companies – profit; schools – attractive educational offerings; teachers – high
salary; government – developing economy. There are also different obstacles
and limitations: for companies – lack of time and money to teach pupils; schools
– problems with lack of infrastructure and no successful enrolment because of
low demographics; teachers – aversion to change in curricula; government –
national budget limits. The system consists of groups with different needs and
limitations. Every group receives benefits from the system and so every group a
well functioning system is/should be the goal. The problem is only how to make
the system well functioning. Good communication, discussions about the needs
and obstacles and looking for a common solution among stakeholders could be
the basis for increasing the operational level of the system in general.
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Best Practices in Building Training
At Järva 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
Before
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Our first example of excellence came from the performance of students
pursuing a profession as Restorers.
During
During
After removal of old materials and old layers of paint we undertook restoration
and returned the interior to its original historic appearance.
43
During the restoration work we consider the historic layout of the premises. We
salvaged as much of the original materials as possible. For example, we replaced
the fallen plaster with lime plaster and used water-based paints with all our
restoration works approved by the National Heritage Inspector.
The second example on the premises of Järva County Vocational Training Center
focused on the vacant and dilapidated barn that had stood empty for twenty
years and was in a very bad condition. We decided to rebuild and make it
functional for use as a horse stable.
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School funding is limited, so this
presented an interesting challenge to
both students and teachers. We
didn‟t wait better economical times,
but rather decided to search for
solutions from the school‟s property.
The School has a store of
demolished old buildings and also
materials available for recycling.
Construction reusing old materials teaches the attitude and mindset of creativity.
In the beginning students were not so optimistic about reconstruction of the
stables, but as the project progressed student optimism increased. Step by step
they worked until the end of November when we gave achieved Stage 1, where
11 horses received a brand new home.
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This event gave great delight to students who saw that their efforts went
smoothly and had tangible results. Such activities that tie together theoretical
and practice serves to broaden the horizons of young people by showing them
that achieving results, even when faced with great obstacles is not impossible if
you use your imagination. During the 2010 school year we are continuing this
project in Stage 2 by reconstructing the other side of stables, after which we will
house 13 additional horses. Stage 3 will see the reconstruction of an adjacent
room for staff and supplies.
Finished work
The third example of our practical application is about our construction students
working on the school‟s 72-square meter auditorium- classroom building on the
Särevere Campus. The aim of this practical training was to increase school room
efficiency that once stood vacant unused. Classrooms are being readied for the
new study year 2011-2012. This project also incorporates daily repair and
maintenance tasks.
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In conclusion we can say, that giving students the opportunity to develop their
skills at specific construction sites allows students to achieve a higher level of
skills and understanding so that , in addition to gaining vocational skills, students
will continue to develop independent thinking and the ability to find sensible and
practical solutions in difficult circumstances. They know how to apply the
principles of sustainable renovation work and it embeds the acquired knowledge
in practical work.4
4
Written by IVAR KOHJUS, Practical Trainer – Järvamaa Kutsehariduskeskus
Translated by Tiina Kroll, Edited by Elizabeth Lenz
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Introduction: Arwed-Rossbach Schule – Berufliches Schulzentrum der Stadt
Leipzig
Arwed-Rossbach School – Vocational School Centre of Leipzig City
For the German best practice we chose the Arwed-Rossbach Vocational School
Centre because of its wide range of specialities. The school can be introduced
along the following adjectives:
Integrative: It collects a wide range of school forms which allow young people to
choose the appropriate qualification path according to the duration and content
of the vocational education being pursued. Arwerd-Rossbach School – until 2007
named as Vocational School Centre 6 of City Leipzig - was established in 1992
and includes these different school forms:
In the “Technical Secondary School” young adults get the chance, after
finishing their vocational education, to gain an advanced technical certificate.
The third school form includes the regular Vocational School (Berufsschule),
where the school and apprenticing company cooperate within the frame of the
dual educational system. In a two or three year period of education, students get
theoretical knowledge in diverse building and construction occupations.
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at a vocational preparation school can be recognized and credited as the first
year by this subsequent basic vocational education.
Curricula: s. attachment
Multisided:
The curriculum of the Arwed-Rossbach Vocational School Centre is divided in
three segments. Depending on what year of training, there is a different number
of hours planned each year for theoretical education and for practical training. In
the first year of education the number of hours for the theory is higher than the
number of hours for practice. According to the Dual Educational System
vocational education is focused on more delivery of practical knowledge, which
means that in the second and the third year the number of days spent in
companies actually increases. There are three actors which are involved directly
in the vocational education and training:
1. Training company – provides in-house initial vocational training. The
training companies must satisfy certain requirements regarding the
suitability of the training premises and must have a sufficient number of
qualified personnel. The competent body – in other words, the chamber
that is responsible for the particular company (as a rule, the local
Chamber of Industry and Commerce or Chamber of Skilled Crafts) –
determines whether a firm is qualified to provide in-company vocational
training.
2. Inter- company vocational training centre - provides those parts of a
trainee‟s training that his company cannot. In addition, trainees become
49
acquainted with the latest technical developments in their field at such
facilities. Inter-company vocational training also serves a pedagogical
function as a “third learning environment” where practical and theoretical
competence is systematically taught. The duration of inter-company
vocational training depends on what the training company is not able to
teach its trainee. The enterprises, chambers, guilds and the German
government bear the cost of inter-company vocational training.
3. Vocational School – has to offer the theory for the adequate profession
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Cooperative:
National Relations: The Arwed-Rossbach Schule has been cooperating with
different national partners since 1992 and organizes student exchanges in
Leipzig and in the partner countries which ensure a high reputation of the school
Saxony wide. In the region of Leipzig the school works with diverse local and
regional companies and institutions responsible for the development and
accreditation of curricula as with the Chamber of Crafts, Chamber of Commerce
and Industry Leipzig, Corporate Training Centre and University of cooperative
education.
International:
International Partners: Since 1990 the Arwerd-Rossbach Schule carried out
different bilateral projects with the Istituti Aldini Valeriani Bologna (IT), Matthew
Boulton College Birmingham (UK), Stredni Odborne Ucilište Tradicnich Remesel
Brno (CZ), Mustafa Kemal Atatürk Zespol Szkol nr 7 Wroclaw (PL) and with the
Stredné Odborné Ucilište Stavebné Levice (SK).
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 learn during 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 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
52
concussion, and one of burning.
What follows are simple and easy
first aid practices which could make
the difference between life and
death.
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
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minimum of 24 hours to a maximum of 96 hours if it belongs to a compulsory
training course.
Although safety training is incorporated in most vocational training programs, the
possibility to attend such courses on-line makes it a best practice, in allowing a
wider number of employees to attend the trainings.
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RATIONALE FOR THE PROJECT: Specific training related to preservation and
restoration of cultural heritage and frescos (during the third year); it included
also CAD lessons.
TARGET GROUPS
The training course, funded by Veneto region and ESF, is addressed to young
unemployed / jobless persons with a high school diploma, persons
about to graduate or with a degree in restoration or preservation of
Cultural Heritage.
For the ones attending a university, they can earn credits with this course.
Furthermore, the completion of such a course enables the participants to have
access to public State exams.
The participation was completely free and the trainees had an attendance grant
of 3.00 € per hour.
The course lasted 900 hours (560 theoretical and 340 onsite, including a week of
observation abroad).
CONTENT
Objectives:
o Restoration of the external façade of Villa Nievo Bonin Longare,
Montecchio Precalcino, Vicenza Learn innovative restoration methods
in order to be able to have access to this particular labour market
o Have the necessary training to have access to the public State exams
o Improve their knowledge in the field
o Learn also new and interesting tools and techniques
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The Nievo family of Montecchio Precalcino inherited this building in 1333 and
they have been modifying, restructuring and restoring it many times to arrive to
the current neo-gothic palace in 1880-1882.
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After surveying the situation of the building they started with restoration
interventions guided by the restoration trainer:
o Poultices with an innovative method using soluble salts
o Stone cleaning
o Plasterworks removal
o Plasterworks redressing
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o Disassembling and re-assembling of the stone elements
o Pictorial retouch (spolvero technique).
Results:
o Beautiful restoration of the façade of the villa
o Evaluation of the situation of the building to restore before
intervention
o Access to the specific labour market related to restoration
SOURCE OF FINANCING
EUROPEAN SOCIAL FUND
The European Social Fund (ESF) is one of the funding tools of the European
Union aimed at promoting the economic and social cohesion and reducing the
existing differences between the countries and regions of the Union. Within the
framework of the cohesion policy, ESF has the objective to improve the work
possibilities, encouraging a high degree of employability and new and better job
places. It supports actions to strengthen productivity and competitiveness and
promote a real economic growth and sustainable development.
The European Social Fund, implementing the Lisbon strategy, deals with the
education and training, combating social exclusion, promoting equal
opportunities and non discrimination.
The main priorities of the actions funded by this are:
o Increase the adaptability of workers to the new labour market needs
and situation
o Improve the employability to prevent unemployment
o Strengthen social inclusion of disadvantaged people
o Give potential to the human resources through quality training
o Promote partnership, initiatives at transnational, regional and local
level to encourage reforms in the labour market.
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.
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EVALUATION BY THE PARTICIPANTS
This project gave the trainees the opportunity to experience directly the
restoration and see the final result, and on the other hand learn new and
innovative restoration techniques and legislation related to this field that will
enable them to have access to this specific sector of the labour market, that as
many other suffer from lacking of public funds.
As evaluation and positive outcome of the course I‟d like to bring the example of
three of the trainees, what they are doing now, after the completion of the
course:
1. Adriana works for the restoration company they work with during the
course,
2. Giacomo started a PhD in Archaeology, his passion and
3. Giorgia is starting a new job for a restoration company specialized in laser
technology applied to restoration
The course was successful and gave them the opportunity to find a job place in
their field.
So this means that the course was a successful experience that improved their
knowledge and gave them the opportunity to find a job placement in their field
of expertise.
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Best Practice Poland
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).
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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.
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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In recent years the scope of cooperation has widened considerably and has
focused on transferring new technologies, professional equipment, high quality
materials, tools and devices for practical training. Moreover, the connection with
the labour market, meeting potential future employers, and gaining certificates
increases the possibility for our students to get an interesting job. Key to the
success is unfettered access to new technology coupled with the development of
skills and abilities gained not only by our students but also by teachers and
trainers. Our trainers trained by companies can train another interested people or
workers from the labour market not connected with the school and use this paid
service as additional support to PSB.
KNAUF
Cooperation with a vocational school can be the most effective way for
companies to ensure introducing their own technology into the curriculum and
gaining school graduates as employees knowing the technology and materials
used by them. Without a doubt we recognize here the importance of an
innovative way of widening the range of free advertisement.
Another advantage for companies is the possibility of using school facilities for
their own commercial trainings. Companies do not get money for using their own
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products during the training of external workers at PSB, because they benefit
from gaining know-how of their own products and technologies.
Most our students choose the workshop at PSB instead of having a placement in
private firms because of our quality and reputation of cooperating with
companies, fully equipped training rooms, and well qualified trainers and
practitioners from companies.
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Apart from the obligatory curriculum students gain additional qualifications in
specific technologies by attending different courses. Continuing education is one
of the necessities in the rapidly changing labour market. Students taking part in
professional courses get a certificate issued by the company and the school,
which confirms their knowledge and skills in a specific technology. This fact has a
significant influence on their qualifications. Obtaining a certificate gives the
graduates the possibility of getting a better job on the executive market, because
they are perceived by employers as qualified staff and do not need additional
investment in their training.
Successively equipped training rooms and tool rooms with new technological
materials, tools and didactic devices resulted that one of the biggest accredited
exam centre of REB (Regional Exam Board) is now located in our school, along
with a few Training Centres of internationally recognized producers.
Concluding remarks
This “Building the Best” Partnership project was successful in many ways. We
established lasting relationships and new networks; learned about educational
systems, challenges and successes in Partner Countries; exchanged knowledge,
innovative ideas and training approaches; and more. Above all, this Partnership
was successful because we found a „best practice‟ in Poland that could greatly
strengthen and improve quality and innovation and enhance the attractiveness of
vocational education and training in Europe. Several partners from this project
have therefore applied for a Leonardo da Vinci Transfer of Innovation for
introducing and testing this exemplary model.
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Website Links
Estonia – JKHK
Germany - Wisamar
Website links to the German Partners, which were visited during the meeting in
Leipzig:
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Drees&Sommer: http://www.dreso.com/english/default.htm
Italy NET
Centre) www.cpipe.net
association) www.ance.it
www.costruttoripadova.it
Federazione Italiana dei Lavoratori del Legno, dell' Edilizia, delle industrie Affini
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Fondo Ambiente Italiano (Italian Environment Foundation)
www.fondoambiente.it
http://www.ance.it/ance/jsp/home.jsp?sTipoPagina=HOME%20PAGE
http://www.cassaedile.it/
http://www.tv.camcom.it/
http://www.regione.veneto.it/Servizi+alla+Persona/Sanita/Prevenzione/Salute+e
+Sicurezza+nei+luoghi+di+lavoro/SPISAL.htm
POLAND - PSB
BRAAS (Building materials for pitched roofs, innovative roof, chimney and
ventilation systems) www.monier.pl
POLAND – BONUM
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Zespół Szkół Budowlanych nr 1 w Krakowie (Building Secondary School No. 1 in
Krakow) – www.psb.neostrada.pl
Polska Izba Przemysłowo-Handlowa Budownictwa (Polish Construction Chamber
of Commerce and Industry) - www.izba.budowlany.pl
Stowarzyszenie Architektów Polskich (Association of Polish Architects) -
www.sarp.org.pl
Polska Izba Inżynierów Budownictwa (Construction Engineers Chamber in
Poland) - www.piib.org.pl
Polskie Stowarzyszenie Budowniczych Domów (Polish House-Builders
Association) - www.psbd.com.pl
Śląska Izba Budownictwa (Silesian Building Chamber) - www.izbabud.pl
Credits
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