Final Product Paper

ABSTRACT....................................................................................................................................................
PROJECT BACKGROUND AND AIM......................................................................................................3
CARRYING OUT THE PROJECT..............................................................................................................................4

GENERAL OBJECTIVES OF THE PARTNERSHIP..........................................................................................................4
2008 – 2010 BUILDING SECTOR REPORTS............................................................................................4
COUNTRY OF ESTONIA .....................................................................................................................................4

COUNTRY OF GERMANY ...................................................................................................................................7
COUNTRY OF ITALY..........................................................................................................................................9
COUNTRY OF POLAND.....................................................................................................................................10
7-POINT BUILDING THE BEST MODEL .............................................................................................13
7-POINT MODEL EVALUATION – JÄRVA COUNTY VOCATIONAL TRAINING CENTER (JKHK)...................................14

Overall system grade............................................................................................................................18
7-POINT MODEL EVALUATION – WISAMAR MBH...............................................................................................19
Overall System Grade...........................................................................................................................27
7-POINT MODEL EVALUATION – N.E.T ASSOCIATION .......................................................................................28
Overall system grade............................................................................................................................33
7-POINT MODEL EVALUATION – PAŃSTWOWE SZKOŁY BUDOWNICTWA.................................................................34
Overall System Grade...........................................................................................................................40
7-POINT MODEL EVALUATION – INSTITUTE BONUM.......................................................................................41
BEST PRACTICES IN BUILDING TRAINING......................................................................................45
BEST PRACTICE ESTONIA .............................................................................................................45

BEST PRACTICE GERMANY...............................................................................................................................51
BEST PRACTICE ITALY, LEPIDO ROCCO.............................................................................................................57
BEST PRACTICE ITALY N.E.T.........................................................................................................................59
BEST PRACTICE POLAND ............................................................................................................................65
CONCLUDING REMARKS.......................................................................................................................70
WEBSITE LINKS........................................................................................................................................70
Abstract
A consortium of five countries (Estonia, Italy, Germany, Poland) and six

organizations successfully cooperated from 2008 – 2010 in a Leonardo
da Vinci “Building the Best” Partnership project. Our mutual desire is to
improve uniformity and functionality of vocational education delivery
and to learn the unique differences of each country’s educational
system. The impetus for this project came from the project
coordinator, Järva County Vocational Training Center of Estonia that
faces the challenge of teachers needing knowledge about modern
practices in vocational training as carried out at schools and
enterprises in Europe, but also about educational systems and how
educators in other countries resolved certain challenges. Partner
meetings and visits to vocational schools and enterprises were an
essential component for gathering information on modern practices
and training arrangements. The results of this project are extremely
gratifying in that it solidified relationship and networks, new ides and
insights were shared, and new projects are being pursued in order to
continue discovering optimal and best training schemes in VET. This
Partnership produced a CD that contains relevant partner country
information as economic summaries by country about the construction
sector; best construction training practices as determined by each
partner; PowerPoint presentations; and other supplemental information
deemed useful for decision makers striving to strengthen vocational
education delivery in their respective European countries.
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
3
audience of decision makers through disseminated in national
channels.
Carrying out the project
The project relied on a multifaceted approach based on the

observation of schemes implemented in partners’ regions, meetings
with local actors and beneficiaries, analysis of how different European
countries approach construction training, the exchange of
methodologies and the theoretical principles upon which the schemes
are based, as well as consolidating the best practices or tools in
common.
General objectives of the partnership

1. Deepening cooperation between VETs providing construction
training and European construction enterprises.
2. Exchanging new knowledge pertaining to technology, construction
practices, and employee training needs in Europe.
3. Furthering development of pedagogies and practice by improving
training delivery through a unifying medium, a CD as a resource to be
used by teachers and enterprise trainers of construction trades.
2008 – 2010 Building Sector Reports
Country of Estonia
According to the Statistics Office of Estonia (Eesti Statistika), there has

been a steady deceleration of economic activity since 2008.
4
Specifically regarding the construction industry construction volume in
2008 showed an overall 12% decrease in total production of
construction enterprises both foreign and domestic markets combined
from the previous year 2007. The main cause of the decline at this
time was the decreased volumes in dwelling construction in the
domestic construction market. The recession and the restricted loan
terms hindered the start of new dwelling construction projects. By 3rd
quarter 2009, compared to the same period of the previous year,
Estonia showed a decrease in total production among Estonian
construction enterprises by 29%.
The overall Baltic construction market fell in 2009 to the same level as
10 years ago during this 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
Construction volumes shrank 54 percent in Lithuania, 48 percent in

Latvia and 30 percent in Estonia in 2009 after the global credit freeze
and spending cuts by their governments that worsened the region’s
recession triggered by the collapse of a debt-financed property bubble.
Merko’s Chief Executive Officer Tiit Roben, leading firm of Estonian
construction industry, said “Estonia’s construction volumes may fall a
further 10 percent this year (2010) and start to recover next year,
1
Eesti Statistkaamet
http://www.stat.ee/31154
http://statistikaamet.wordpress.com/2010/03/15/baltimaade-ehitusturg-kumnendi-
madalseisus-3/
5
while Latvia and Lithuania will trail Estonian developments by about a
year.2
Key indictors illustrating market trends
Construction production in Estonia
2005 2006 2007 2008 2009
Ascending 23 31 39 33 21
total 181 131 127 839 471
1st quarter 3 729 5 000 7 314 7 161 4 543
2nd quarter 5 455 7 921 9 975 9 445 5 989
11
3rd quarter 7 233 9 521 9 381 5 810
689
10
4th quarter 6 764 8 689 7 852 5 129
149
Table code: CO0012 http://www.stat.ee/34159
Dwelling completions by type of building (new construction),

year
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Number of
3 5 5
dwellings 720 619 1 135 2 435 3 105 7 073 3 026
928 068 300
total
Non-residential building completions by type of building (new

construction), year
2
http://www.businessweek.com/news/2010-03-08/merko-of-estonia-eyes-acquisitions-road-
construction- growth.html
6
2007 2008 2009
Usabl Number Usable

Number Cubic Cubic Number Usable Cubic
e floor of floor
of capacit capacit of floor area, capacity
area, building area,
buildings y, m³ y, m³ buildings m² , m³
m² s m²
920 5 945 1 004 6 140 4 805

1 095 993 964 797 777
779 057 572 402 838
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
Economic overview in the building and construction field
The overall situation in the German Building Industry remains

stable in 2010
The economic stimulate package cannot absorb the crack in the

building sector but it has moderated it. According to the statistics of
the main association of the German Building and Construction Industry,
in 2009 the revenue in main construction trades dropped by a nominal
7
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 percent. Comparing this
with municipalities, who also implemented a future investment
program, but at same time slashed their own building and construction
programs.
The commercial construction still smarts from the recession in

2009: Turnover in the building sector decreased to 9 percent, and
incoming orders declined even at a nominal 15, 2 percent. But the
tempo had slowed down by the end of the year: new orders in
December decreased only at 5, 7 percent, however there is no
turnaround in the economy yet.
By contrast the residential construction developed more robustly

than expected: the turnover was 4, 8 percent lower than in the
previous year although the incoming orders show a rise in the second
quarter 2009.
Despite the sales slowdown in the building and construction sector

enterprises have kept their workforce almost constant. The number of
employees in the main construction trade decreased annually on
average a mere 0, 1 percent and dropping to 705.000. Entrepreneurs
had learned from their experiences of 2006 until 2008, when
8
manpower squeeze prevented the upturn in the building and
construction field.
Country of Italy
The building sector is going through a deep crisis which is expected to

persist through 2010. Available indicators do not show any upturn in
the economy and building firms are still worried about reduced activity
levels and the decreasing volume of commercial orders.
According to survey results conducted among partnering firms and

based on available ratings, ANCE (Association of National Construction
Enterprises) calculates a downturn of investments in the building
sector in 2009 by 9,4% compared to 2008, an additional 2,3%
decrease when comparing 2008 to 2007; a further decrease is
expected in 2010.
From 2008 to 2010, the building sector lost 18% of investments. In

particular, the sector of new houses is the most alarming, since such
investments decreased by 30%. The downturn in the sector of public
works began six years ago and by the end of 2010 the rate will have
reduced by 23% compared to 2004. In other words, after 9 years of
increase in this sector, the amount of production has decreased to the
levels seen at the end of the ‘90s. Nevertheless, the housing 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.
9
During the first 9 months of 2009, according to the ISTAT survey on the
labour force, the number of employees in the building sector
decreased by 3,9% compared to the same period in 2008. This
downturn is higher than the National average rate of 1,5%. In the
region, between October 2008 and March 2009, about 49,100
employees lost their job. According to a survey made in September
2009 among the firms in the partnership, a prolonging of the crisis is
expected to develop with deeper intensity than in the other regions.
The estimated production downturn in 2010 is - 9%.
Country of Poland
Poland's access to the European Union, available EU funds and

increasing investments were the main factors which have determined
the situation in the construction field in recent years enabling an
upward trend. Stable growth of the economy, high capital expenditure,
a boom related to EURO 2012 guaranteed the positive impact on the
construction market. First and foremost the positive effect resulted
from an increase in infrastructural works.
Year 2009 was difficult for the building industry. Admittedly, the crisis
in Polish economy was considerably milder than in other European
countries, but the consequences of the crisis in the European 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
10
numbers in construction grew in 2009, but salaries decreased.
Poland is still a relative attractive country in which to invest. Three

main reasons why there is optimism about the construction industry in
the future:
1. Stable growth of the economy at a rate of 4 – 5% of GDP
2. Increasing wealth of and ambitions of the Polish people
3. Delay in infrastructure and housing caused by many years of
communism, now resulting in strong demand for housing
construction.
Current concrete data is not yet available from the Statistical Yearbook,
but a few figures that illustrate the optimistic trends follow.
Dwellings completed: comparing with the previous periods

2007 - 133698
2008 - 165189
2009 - 160002 (in spite of the crisis)
2010 - Within the first three months of this year there was an increase
by 16% in the building of dwellings in comparison with the same period
of the previous year.
Employed persons in construction in thousands

(Excluding economic entities employing only up to 9 persons)
2008 - 421
2009 - 462
Data illustrating that the economic crisis did have a negative impact
upon construction in Poland:
11
Production of bricks (millions)
2008 - 329
2009 - 199
Production in cement (thousands)
2008 - 17017
2009 - 15347
12
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
13
7-Point Model Evaluation – Järva County Vocational Training
Center (JKHK)
1. Apprenticeship
Students in the construction program must complete 22 weeks of

practical training divided between Year 2 and Year 3, training
preferably done at enterprises. This year in 2010, enterprises have not
been able to take on as many student apprentices for lack of work for
their own full-time workers, let alone students. Nonetheless, with
resources on hand and with what materials were available, teachers
created practice/apprenticeship opportunities for students. The School
in 2010 organized on-campus training projects overseen by a building
foreman with extensive building experience. The school has requested
additional funding for this expense, but the Ministry has not yet given
approval.
2. Level of cooperation between schools and firms.
14
No formal contract exists between JKHK and enterprises and is instead
based on relationship. The reason being from unpredictability of job
contacts so that firms cannot guarantee student placements. Students
are responsible for finding their own placement, but the school does
advise students to approach specific larger firms in the road and
building sectors known for their consistency and reliability in taking
students for training. However, most firms are small or medium sized
enterprises (SMEs) and can only accept students if they have ample
projects or jobs on which to train students.
3. Connection with construction unions

JKHK is members of different trade unions because it provides an
opportunity to get courses from them, albeit not fee of charge, and
through memberships it is easier to find practice placements for
students. The school could be more active and work harder to cultivate
these relationships, so there is room for improvement. Ideally, JKHK
needs relationships with such progressive firms as IBM that has
donated PCs to schools, on which students are trained and now are
more likely to use IBM personal computers in the future; a wise
business practice not often practiced in Estonia.
At present, representatives of JKHK attend meetings at least 2 times a
year. One such membership is with the Estonian Association of
Construction Entrepreneurs. The E.A.C.E is a voluntary association of
construction enterprises created in order to support and co-ordinate its
members actions in matter of industry related economic issues and
relations with employees and employee unions. This is a union
primarily comprised of roofing companies uniting 100 companies
active in Estonia whose overall turnover comprises more than 45% of
the construction turnover of the entire Republic.
Principle activities of E.A.C.E as relates directly to VET training are:
15
 participation in the elaboration of legislation concerning the
Association and its members (including expressing opinion);
 generalization of construction and economic experience and
their distribution;
 arrangement of marketing and economic research and
elaboration of the respective recommendations;
 arrangement of construction associated refresher courses,
encouragement of the development of the construction
education by financing respective target programs;
 distribution of information concerning construction activities,
including issue and distribution of advertisements and other
publications.
As things presently stand, JKHK can attend informative meetings as

organized by the union, but often these topics do not directly aid the
school in planning training content or activities present or in the future.
At most, JKHK attends these meetings in order to make their own
contacts with enterprise representatives, but does not get special
assistance in finding student apprenticeship placements.
4. Enterprise training
Training of company trainers is only seen as a priority if the company

is large enough and can expend the manpower for such specialized
training. Mostly companies are SMEs and agree that, although it would
be beneficial for trainers to know how to work with students, it is done
at the company’s expense rather than the State’s. Companies are
interested in having more of their employees trained as trainers of
students by the vocational school, but this does not take place. In
terms of motivating trainers, this role as trainer is mostly voluntary
16
some companies give trainers a 10% wage increase to teach students.
Company management believes this system could be improved by
having the government to pay this amount, especially since the
company is already losing out because workplace trainers are unable
to do the job that they were hired for because their time is
monopolized in training students.
5. Teaching materials and curriculum
Vocational schools are given a State approved basic structure for

teaching difference courses. The school then creates the curriculum
and sends it to the Ministry of Education for approval. It is the
schools responsibility to find materials and resources for training
students using the budget annual amount given for each registered
student.
6. Continuing education program for teachers to gain new skills
There is some degree of retraining and updating of knowledge for

vocational teachers, but is only in the form of 2 -3 day free seminars
that provide pedagogical information (50%) and industry-specific
training (50%). There are 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
17
meetings do not take place between EEEL and the School or between
any other relevant stakeholders.
Overall system grade
1. Needs improvement – school needs strengthening in establishing

and maintaining strong and mutually beneficial cooperation with
enterprises. Right now, enterprises take students when they can,
but benefits of student employment is not well understood
among enterprises, schools need help in approaching companies
and explaining the benefits, enterprises do not make extra
investments into student learning like material contributions, and
the system does not promote stronger relations.
2. Needs improvement - connection exists in the form of a paid
membership by the school so that it may receive current industry
reports and attend seminars. Relations are good but not deep
and there is room for improvement in finding ways to match
market needs with student training.
3. Moderate – Students are ensured a place for practice, even if the
school has to create a real project on which students can work as
they would on a job site operated by enterprises. Dedication is
strong by the school to make sure students gain solid, practical
experience at job sites. This year 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
18
have too many classes because the school cannot afford to hire
more staff. Schools need their teachers trained in enterprises
with advanced methods and technologies (preferably where
students are not also practicing) or in international vocational
schools. At present, the only updating of skills comes through the
Leonardo da Vinci VETPRO program. But even this is not
adequate because budget allowances are not enough to enable
long-term training at a firm, at least 2 – 6 weeks. Rather it pays
for teacher travel and use of a hosting service that develops
programs for organized 1-day site visits to various companies
and schools for a total of 1 week. Time and money does not allow
more in depth study of a specific technology or skill. Teachers
often use their personal holiday time for such study visits.
5. Needs improvement - no real structure or guidelines exists so it
is up to the enterprise and dedication of the trainer and ample
number of jobs on which to train students.
6. Needs improvement - teachers use curriculum authorized by the
Ministry of Education. Materials are lacking, but teachers use
what is available.
7. Needs improvement – Department Heads meet with enterprise
managers at least twice a year for discussing students’ progress.
No other meetings take place between the vocational school and
enterprise representatives, trade unions, and associations with
the specific intent of making sure the school is providing courses
and skills as demanded by the labor market. Only higher level
meetings take place, but there appears to be a disconnect
between the school and planning initiates and discussions made
at Ministry level between key decisions makers.
7-Point Model Evaluation – Wisamar mbH
19
Dual Vocational Training System
1. Apprenticeship System
The term „dual system“ describes the special approach taken by

vocational training in Germany. This system consists of firms and part-
time 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.
Part-time vocational school
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.
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
20
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.
Inter-company vocational Training
Particularly in the case of technical occupations which are also taught

in smaller enterprises, such as in the skilled crafts and trades, the
company providing the training often does not have all the equipment
and machines necessary for learning everything required for the
occupation. But trainees are supposed to learn all aspects of their
occupation. For this reason, inter-company vocational training is
frequently used. Inter-company Vocational Training also serves a
pedagogical function as a “third learning environment” where practical
and theoretical competence is systematically taught. The duration of
inter-company vocational training depends on what the training
21
company is not able to teach its trainee. Enterprises, chambers, guilds
and the German government bear the cost of inter-company
vocational training.
2. Level of cooperation between schools and firms
Cooperation is tight in the written regulations, which is an obligatory

action according to the Dual System, so there must be cooperation
between vocational schools and firms. Such cooperation is good
because companies ensure the latest and most up-to-date practical
knowledge, but cooperation is not excellent as outlined in point 7B.
Dual here means that the training takes place at two different places:
an enterprise and a part-time vocational school. Upon completion of
his training, a trainee sits an examination at the competent body
(usually the Chamber of Industry and Commerce or Chamber of Skilled
Crafts).
The Vocational Training Act provides the foundation for in-company

vocational training. It entitles enterprises sole responsibility in
conducting vocational training. In other words: to hire and train
trainees. This federal law lays down the requirements and conditions
for vocational training that is provided on an in-company basis. All
areas of vocational training that are under the direction of a training
company are regulated by the Vocational Training Act. Instruction
provided at part-time vocational schools is governed by school
legislation of the respective state. In order to avoid a situation in which
these different laws lead to inconsistency in the training provided,
legislation is coordinated by the federal and state governments in
various bodies.
22
3. Connection to Unions
One so-called sovereign task –in other words, a task that has been
assigned by the state – is to support, regulate and oversee vocational
education and training. Employers who want to provide in-house
vocational training contact the training advisors at their local Chamber
of Industry and Commerce. These advisors come to the individual
enterprise and help in all matters regarding vocational training.
4. Enterprise training
The owner of a firm decides whether his company will provide in-house
initial vocational training, the occupations he will provide training in,
and how many youths his firm will take on for in-house initial
vocational training. He signs a training contract with each trainee and
ensures that the initial vocational training is conducted in accordance
with government regulations and legislation. Trainers are responsible
for planning training content and schedules and for conduction in-
company vocational training programmes. Only those persons who
have the requisite personal and professional qualifications may provide
vocational training.
Following a six-year suspension of the Ordinance on Trainer Aptitude,

the requirement that trainers pass a trainer aptitude examination was
re-started on 1 August 2009. The trainer aptitude examination
assesses the most important skills and competences for trainers (1.
Assess vocational training requirements and plan training, 2. Prepare
training and participate in trainee recruitment, 3. Conduct training, 4.
Conclude training)
23
5. Teaching materials and curriculum
As a rule, tasks to be assumed by the firm and the part-time vocational

school are assigned so that the firm teaches practical know-how and
the school teaches theory. In reality however, firms also teach theory
to go with actual occupational practice and part-time vocational
schools often supplement extended technical knowledge with practice-
oriented exercises. It is therefore important that they work together for
the benefit of their trainees – so that they supplement rather than
repeat one another.
Period of training
Initial vocational training programmes in the dual vocational training
system last two, three or three and one-half years. The duration of the
training is stipulated in the training regulations for the particular
occupation. Each in-company training programme starts with a
probation period that lasts at least one month and a maximum of four
months. During this time, the persons responsible at the firm are also
closely examined whether the individual trainee is a good match 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
24
training in their own company. The content of trainer seminars is
based on the four areas of activity that are outlined in greater detail
in the framework plan set forth in the Ordinance on Trainer
Aptitude. Trainer seminars are conducted by the local Chamber of
Industry and Commerce, Chamber of Skilled Crafts and other
bodies. The instruction schedule varies from region to region. A
trainer seminar generally encompasses 115 hours of instruction.
Seminars are offered as all-day, weekend and evening courses.
The competent body – the chamber that is responsible for the

particular company (as a rule, the local Chamber of Industry and
Commerce or Chamber of Skilled Crafts) determines whether a firm
is qualified to provide in-company vocational training. Trainers who
pass the examination have earned a recognized continuing training
qualification and are issued a corresponding certificate.
7. Feedback loop
A. Advantages of the dual system of vocational

education:
For trainees:
- No formal admission prerequisites: every school leaver has a
chance to learn a profession (but in fact the chances of being
accepted depend on pre-qualification)
- combination of learning and working
- professional and soft skills are acquired, easier start at the

labour market
- relations to potential future employer (many companies keep

their trainees)
25
- income
For the companies:

- train skilled workers according to the needs of the company
- reputation
- less personnel recruiting costs
Others:
- interaction between different actors involved: tasks are not
rigidly divided: school is not reserved solely for teaching theory,
and in-company training involves more than simply practice –
joint educational responsibility and by this permanent training for
trainers
- promote employability in a changing workplace
B. Disadvantages of the dual system of vocational

education:
- influence of the economical situation
- difficulties in realizing curricula if the training company is small

or has limited possibilities
- different possibilities in schools and companies to react to

changes (technical innovations…)
- question of coherency between demand and supply
- dependence on companies concerning quantity and quality
- Co-financing by the state necessary without the possibility of

directly influencing the process
26
- Possible cooperation problems between teachers at school and
trainers in the companies
Overall System Grade
1. Strong – this system is highly developed and has years of learned

experience. Still needs more attention in coherency between supply
and demand and does not work as well when companies are small.
2. Needs improvement to Medium – has an established and highly
organized system of cooperation between firms and schools, but has
disadvantages in that there is a dependency on companies concerning
quantity and quality and possible cooperation problems between
teachers at schools and trainers in companies.
3. Strong – Good and active intermediary body, the Chamber of
Industry and Commerce, promotes and aides in cooperation by
providing advisors who come to the individual enterprise and help in all
matters regarding vocational training
4. Medium - strongly regulated. Ordinance on Trainer Aptitude
reinstated in August 2009, so that it requires trainers to pass a trainer
aptitude examination. The trainer aptitude examination assesses the
most important skills and competences for trainers (1. Assess
vocational training requirements and plan training, 2. Prepare training
and participate in trainee recruitment, 3. Conduct training, 4. Conclude
training). This may hinder the process by causing too great a
requirement upon training firms and trainers.
5. Medium - Schools and enterprises theoretically work out that schools
teach the theory and enterprise the practical, but in reality the
enterprise trainers also teach a great deal of theoretical. Still needs
work to improve ongoing communication between schools and
teachers.
27
6. Strong – Company trainers attend Trainer Seminars conducted by
the local Chamber of Industry and Commerce, Chamber of Skilled
Crafts and other bodies. The instruction schedule varies from region to
region. A trainer seminar generally encompasses 115 hours of
instruction. Seminars are offered as all-day, weekend and evening
courses. The Chamber is very active in the process and decides which
enterprise are qualified to train students.
7. Strong – overall ongoing communication and strong involvement by
trade unions, schools, and enterprises that keeps a constantly updated
and learning system.
7-Point Model Evaluation – N.E.T Association
1. Apprenticeship system
In Italy, apprenticeship was instituted in 1955, it was later reformed in

1997, Law 196/97, and again in 2003 by Legal Decree n. 276. With the
new law, specific training for apprentices has been improved and
extended: the apprentice must attend 120 hours of out-of-company
training; in-company practical training (corresponding to in-company
work) must be supported by a tutor.
Every young person between 15 and 18 years old has to attend school
or vocational training, or work as an apprentice.
On-the-job training is probably the most important principle of Italian
apprenticeship. In fact, practical training corresponds to in-company
work. Indeed, theoretical training and work must be complementary.
The objectives of apprenticeship are to prepare young people for work

by practical training and by out-of-company training and to make the
entrance of young people in the labour market easier. In fact, firms are
28
encouraged to train student because the State pays pension
contributions that are generally employers’ responsibility.
Apprenticeship is addressed to young people ages 16 to 24 years old.

They must have completed a compulsory education (that is, at least 9
years of school).
The apprenticeship is regulated by a contract between the employer
and the apprentice. Contractual characteristics are determined by
labour laws (also the laws concerning youth employment) and by
the National Collective Contracts of the Sector.
Theoretical Training (Time and Place)

Out-of-company training comprises at least 120 hours per year. The
training must take place outside the company, but it must be within
regular working hours. The apprentice also receives a salary for the
training hours and can be absent only for reasons established in his
contract. Training takes place in a training centre or in a technical
school authorised by Regional Government according to specific
characteristics established by regional laws. National laws on
vocational training and apprenticeship establish that the centres must
receive a special validation from the Regional Government.
Practical Training (Time and Place)

Practical training corresponds to in-company work. The training centre
staff can decide to organise practical lessons within the theoretical
course (for instance in laboratories). There are no special programmes:
the apprentice works according to his professional role. The law
establishes that work must not be repetitive; the trainer is also the
tutor within the company.
Duration
29
The duration ranges from 18 months to 4 years (5 years in craft
companies), but not longer than the duration established by the
Collective National Contract of the Sector.
Manner of Payment and Financing

Public authorities pay social and, partially, health contributions and the
costs of theoretical training. The State pays the social contributions,
while the regional administration provides financing for theoretical
training and the in-company tutor’s training.
The Central Government can give financial contributions for
apprenticeship training to the Regions. The company pays salaries and
all employers, except for craft companies, pay a weekly charge for
insurance against accidents.
2. Level of cooperation between schools and firms, and

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

organisations. At national level, they contribute to define the model of
apprenticeship, through a continuous discussion with the Department
of Employment. They participate with the Commission regarding
professional content. At regional and local levels, they contribute to
organizing programme training, identifying professional needs and
skills and to support firms and employees.
4. Training of enterprise trainers
There is not a particular training for enterprise trainers and tutors. The
Department of Labour has basically determined the characteristics of
30
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
Apprenticeship laws have established the standards of educational

content, but they are not complete yet. In fact, a special Commission
(composed of representatives from the Employment Department,
Education Department, Unions and Enterprise Organisations) is
working to define the standards of technical content. At present, there
are only the standards for the so-called "transversal content",
established by the Department of Employment. This kind of content
concerns communicative skills, all the most important laws concerning
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.
31
There are no national standards for trainers of apprentices or for
vocational training teacher. At the national level, there is only the
National Collective Contract for Trainers that establishes professional
requirements and relative skills. Every Regional Government can
decide upon special standards for trainers and the procedure for their
employment. Of course, every centre employs trainers according to its
own standards.
7. Feedback loop
The Building the Best project activities and transnational meeting gave
us the opportunity to reflect and observe the apprenticeship and
training systems in partner countries.
The outstanding principle emerging from our visits abroad is the
importance of “learning by doing” for our beneficiaries, and in general
for students who prefer practice to theory. Many young people, indeed,
benefit from learning away from a classroom atmosphere, and they
can develop their skills, not only technical, but also communicative and
social, in the ‘real life’ situations experienced in the programmes of
workplace learning.
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
32
this issue, in the awareness that they are fundamental to identify skills
needs in their sectors and plan how these can be met.
Finally, a particular consideration should be made in relation to the

building sector. In many countries, the building sector is experiencing a
profound shortage of skills and manpower. This is the reason why all
the actors need to act in synergy to reinforce the image of the sector
and the jobs related to it. This is also possible through new and
innovative training and apprenticeship offers.
7-Point BEST Model Applied
Associazione NET
We selected our best practice based on our strengths in applying the

7-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.
In implementing such experiences, the cooperation of all the

stakeholders is required: public administration, enterprises, and
unions.
At the basis of these initiatives there is hard work by organizations, but

students’ feedback shows that they are appreciative and successful.
Overall system grade
In applying the 7-point model, we made the following determination:
33
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.
3. Strong, the apprenticeship system seems to be efficient, especially

for trainees. There can be some difficulties due to the fact that
sometimes employers are not happy that their workers have to go to
the training centres to be trained, but as they have economic
advantages in employing them, they accept this agreement.
4. Medium to Strong, it would be better if there were a standardized

path to get training for tutors and teachers.
5. Medium, there is no fixed system for analysing training needs

according to economic and technological progress; independent bodies
are each looking for a fix. However, there are several representing
stakeholders involved in the education restructuring process.
6. Needs improvement, no national standards in place stipulating or

assisting teachers to maintain a certain qualification level.
7. Needs improvement, no defined systemic feedback of information

between various stakeholders for sharing and updating of information.
7-Point Model Evaluation – 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
34
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.
2. Level of cooperation schools and firms
Some schools use its private connections and encourage well known
construction enterprises to invest in the equipment of the school
workshops. For companies it is also advantageous because they can
prepare students to use the 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
35
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.
Trade unions in Poland work intensively to analyze the building

educational sector in noticing problems and finding possible solutions.
Trade unions as a group have greater influencing power on
government decisions. Currently, trade union representatives are also
members of committees working on educational reform that is planned
to be introduced in Poland in 2012. At the moment trade unions focus
on low skilled specialists in the building and construction area
comparing to the situation in the 1980’s and 90’s when the educational
system “produced” much better building specialists. Trade Union
“Budowlani” shows vocational schools managed by companies to be a
proper and effective model of schools. Such schools were previously
co-financed by the State and a company, the curriculum was
influenced by the company’s needs for specialists. Nowadays such a
model rarely exists. It requires economic stability when the risk of
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.
36
Nowadays, cooperation between trade unions and vocational schools is
very limited and mostly involves advisory help given by trade union
specialists.
4. Training of enterprise trainers
The current educational system in Poland does not dictate educational

requirements or background of enterprise trainers. Previously it was
obligatory for trainers to gain pedagogical preparation, but found it
was too difficult to encourage trainers to finish their studies for lack of
interest; thereby resulting in removal of this requirement by the
Ministry of Education. An additional complication is that students have
no long-term employment guarantee. If the student shows promise and
if there is a need, the company will employ them. But in the
meanwhile the actual contract only applies to the apprenticeship
period (technical vocational school - 1 month a year, vocational school
2 or 3 days a year).
.
Current market circumstances show that construction engineer can
earn several times more being a supervisor at a building site than a
teacher at a school. It can happen that a vocational school employs a
vocational trainer who has completed full time studies in pedagogical
preparation or instructors who are professionals (e.g. carpenters). It is
not easy, however, to attract architects for example to work as a
teacher, because as a newcomer he will earn only enough money for
"food". As an exception, headmasters are allowed to employ a
professional (with MA degree or MS) without pedagogical preparation
as a theory teacher if they do not find a fully qualified teacher. Such
teachers can be employed only for one year and must be accepted by
the local department of education. The situation is a big challenge for
decision-makers working now on new educational reforms.
37
5. Teaching materials/curriculum
Presently, the curriculum in vocational secondary schools is

“overloaded” requiring too much by students. During the whole
education, which lasts 4 years, students are expected to learn over 30
subjects and spend 8 or 9 hours a day at school. Another disadvantage
is of today’s educational system concerns the centralization of the
educational program and curriculum causing slow response by the
Ministry of Education that many times disregards local labour market
needs. Regional institutions like vocational schools, practical training
centers, companies, local government, and labor offices should have
an opportunity and the tools for monitoring the labor market in the
context of forecasting future trends. Based on these facts,
headmasters of vocational schools should be able to decide about
programs their schools offer. Decentralization of decision making and
greater independence of local educational management should be
introduced.
Teachers who want to gain new skills, have only to apply for an
appropriate training course carried out either by a construction
enterprise or educational institution by filling out a form applying for a
school refund paid by local authorities, a minimum of 50%. This
continuing educational program can include courses of specialization in
specific professions, postgraduate studies, trainings organized by
practical training centers or other educational private and public units.
7. Feedback loop
38
The new reform of education is going to be introduced in Poland in
2012. The committee working on the reform includes representatives
of various groups like; government, trade unions, schools, practical
training centers, teachers, companies.
Reasons of planned reform in 2012, mainly:

1. Education sector needs: quality of education and implemented
new grounds of general education.
2. Domestic development: needs of Polish economy and labor
market as well as strategy of Poland’s development.
3. EU context: European projects in frame of European Social Fund,
aims of renewed Lisbon Strategy (mainly: lifelong learning),
European and domestic frames of qualifications and certification,
exact given competence during the education process (e.g.
Europass) and mutual recognizing of qualifications in EU.
The main areas of planned changes in vocational education

encompass:
1. Classification of vocational education professions.
2. The structure and organisation of vocational education.
3. The educational program offer.
4. Development of vocational consulting and advisory.
5. System of qualification and certification.
6. Education, supplement education of teachers and improving of
teachers’ skills.
7. Distance vocational education.
8. System encouraging employers to join into the vocational
education process.
9. Financing of vocational education.
10. Promotion of vocational education.
39
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.
Overall System Grade

1. Strong - 2 ways for student to carry out training, in training centers
or in enterprises.
2. Strong - companies understand the benefits of having strong ties
with vocational training centers and help in this education process
through material donation and contribution of trainers on school
premises.
40
3. Medium - historical relationships and involvement were strong so
the pattern exists. Cooperation levels have decreased, but unions do
serve an advisory role as specialists.
4. Needs improvement – difficult to attract and retain highly skilled
and pedagogically trained teachers with a professional skill.
5. Needs improvement – centralized decision making that is inflexible
and non-responsive to market needs.
6. Strong – State and regionally financed continuing education for
specific professions, postgraduate studies, trainings organized by
practical training centers or other educational private and public units.
7. Strong – continual gathering of information from various Polish
institutions and specialists active in this sector.
7-Point Model Evaluation – Institute BONUM
What Institute BONUM would like to introduce here is a possible

solution that could be strengthen the Polish vocational education
system. Focusing particularly on the construction sector, we see that
none of the points in the Building the Best 7-point model qualify as a
best practice, with each point having disadvantages that make the
system inappropriate in comparison to 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
41
know that the world/economy/labour market etc. is changing and the
educational system should react quickly and effectively in order not to
“lag behind”. Good feedback and evaluation is crucial in finding proper
changes that the educational system could develop in the right way.
The other 6 points from our model form the educational system. Each
of these 6 points is a very important factor of the system and the
system cannot function properly without any of these 6 working
effectively. But their effective work depends on the proper feedback.
This is one of the conditions for effective improvement of the system in
our proposal. The second is appropriate monitoring and prediction of
the economy and labour market.
To explain our reasoning of this choice we provide a more

comprehensive overview of Polish history. In the time of communism in
Poland, workers were one of two important social classes in the
country. For the government it was very important to have well
qualified vocational specialists that could work on developing large
infrastructure projects of that time. The system of vocational education
operated at a high level in adequately fulfilling the needs of the labour
market. After 1989 the situation changed. The market economy
started to be introduced instead of a planned economy. The market
was supposed to dictate its needs, but the transition was not so easy
or so quick because this was a new and unknowing situation for the
government. The country was in crisis, there were no new
infrastructure projects and people had problems with lack of money
and work. The vocational specialists were no longer needed as before.
In 1999, new educational reforms were introduced that significantly

changed the educational system. The new reforms decreased the
importance of vocational education focusing mostly on general
education and forcing young people to continue education at the
42
university level. Through this way government wanted to reduce high
unemployment rates, especially among graduates. The government
wanted to limit well qualified vocational specialists and increase the
number of people with a general education. Five years after
introducing the new reforms, Poland joined the EU. Most vocational
specialists who had been taught in the old system and had good skills
and experience decided to look for a job abroad. Being an EU citizen
gave everyone the possibility to find an official job in many West
European countries. Additionally, the jobs abroad paid much better
than similar ones in Poland. Moreover, a flow of European funds to
Poland initiated many investments in the country mostly in the
construction sector. These investments caused higher demand on the
labour market for good vocational specialists. Reformed schools after
1999 could not offer so many specialists as before the reform. It was
the reason why the cost of work increased drastically. The Polish
government tried to find a solution, by encouraging people from
Eastern Europe and even Asia to come to Poland to work on building
sites. Finally this crisis lessons and to some extent solved the problem.
In our opinion the biggest challenges in adjusting the educational

system to meet economic demands are:
1. Lack of simple predictability of future economic trends, e.g. the
new reform introduced in 1999 could be more thought over.
Experiences of other countries that joined the EU first should be
taken into consideration especially if everyone knew that Poland
was going to join EU in the near future.
2. Lack of flexibility of the educational system, e.g. the programs

and curricula do not change through the years. School directors
do not have a “free hand” to adjust educational offerings and
curricula to changes on the labour market. Programs are
43
standardized in all of Poland, which is one cause for failure, as
labour markets in various regions are different and have different
needs.
In order to have the educational system working more effectively, two

factors should be fulfilled:
1. An institution responsible for monitoring the national and the
local economies should be set up in order to specify the trends
and to predict the needs of the labour market in the short,
middle and long-term future. This is being some to some extent
by several institutions, but there is no single overseeing
institution coordinating and monitoring these activities.
2. Good communication between stakeholders of the vocational

education system should be established e.g. by organising
regular meetings (once a year) by a committee composed of
representatives from government, schools, teachers, companies,
trade unions, and labour offices that will facilitate good
cooperation between them and proper legislation in this matter.
Especially hard to achieve would be this second point. As usual, the

solution is not easy to implement, as each stakeholder has different
aims and needs: companies – profit; schools – attractive educational
offerings; teachers – high salary; government – developing economy.
There are also different obstacles and limitations: for companies – lack
of time and money to teach pupils; schools – problems with lack of
infrastructure and no successful enrolment because of low
demographics; teachers – aversion to change in curricula; government
– national budget limits. The system consists of groups with different
needs and limitations. Every group receives benefits from the system
and so every group a well functioning system is/should be the goal.
The problem is only how to make the system well functioning. Good
44
communication, discussions about the needs and obstacles and looking
for a common solution among stakeholders could be the basis for
increasing the operational level of the system in general.
Best Practices in Building Training
Best Practice Estonia
At 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
45
Our first example of excellence came from the performance of
students pursuing a profession as Restorers.
During
This successful practice was

conducted at Särevere Manor
where restoration students
gradually opened Manor rooms by
removing old doors, floors,
staircase handrails made of
materials available during Soviet
times, as well as old layers of paint.
During
46
After removal of old materials and old layers of paint we undertook
restoration and returned the interior to its original historic appearance.
During the restoration work we consider the historic layout of the

premises. We salvaged as much of the original materials as possible.
For example, we replaced the fallen plaster with lime plaster and used
water-based paints with all our restoration works approved by the
National Heritage Inspector.
47
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.
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
48
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.
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
49
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.
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
50
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.3
Best practice Germany
Introduction: Arwed-Rossbach Schule – Berufliches Schulzentrum der

Stadt Leipzig
Arwed-Rossbach School – Vocational School Centre of
Leipzig City
3
Written by IVAR KOHJUS, Practical Trainer – Järvamaa Kutsehariduskeskus
Translated by Tiina Kroll, Edited by Elizabeth Lenz
51
For the German best practice we chose the Arwed-Rossbach Vocational
School Centre because of its wide range of specialities. The school can
be introduced along the following adjectives:
Integrative: It collects a wide range of school forms which allow young

people to choose the appropriate qualification path according to the
duration and content of the vocational education being pursued.
Arwerd-Rossbach School – until 2007 named as Vocational School
Centre 6 of City Leipzig - was established in 1992 and includes these
different school forms:
In the “Vocational Secondary School” students can get their Higher

Education Entrance Qualification after 3 years in the following subject
areas: constructional engineering as well as Information- and
communication technology.
In the “Technical Secondary 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.
Basic Vocational School (Berufsgrundbildungsjahr, BGJ) is offered in

the fields of constructional engineering and metal engineering. A
successful degree earned at a vocational preparation school can be
recognized and credited as the first year by this subsequent basic
vocational education.
52
The “Vocational Preparatory Year” (Berufsvorbereitungsjahr, BVJ)
is offered in the field of building technique and wood technique for
young people who have no training contracts with the any company.
After the successful completed of the BVJ, the certificate of secondary
education can be gained. Through this vocational preparatory year the
compulsory vocational school training is fulfilled.
Curricula: s. attachment
Multisided:
The curriculum of the Arwed-Rossbach Vocational School Centre is
divided in three segments. Depending on what year of training, there is
a different number of hours planned each year for theoretical
education and for practical training. In the first year of education the
number of hours for the theory is higher than the number of hours for
practice. According to the Dual Educational System vocational
education is focused on more delivery of practical knowledge, which
means that in the second and the third year the number of days spent
in companies actually increases. There are three actors which 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 acquainted with the latest technical
53
developments in their field at such facilities. Inter-company
vocational training also serves a pedagogical function as a “third
learning environment” where practical and theoretical
competence is systematically taught. The duration of inter-
company vocational training depends on what the training
company is not able to teach its trainee. The enterprises,
chambers, guilds and the German government bear the cost of
inter-company vocational training.
3. Vocational School – has to offer the theory for the adequate
profession
Teaching Plan: example
Green: Company + holidays
54
Yellow: Inter-company vocational training
Red: Vocational school
White: total number of days
Cooperative:
National Relations: The Arwed-Rossbach Schule has been cooperating
with different national partners since 1992 and organizes student
exchanges in Leipzig and in the partner countries which ensure a high
reputation of the school Saxony wide. In the region of Leipzig the
school works with diverse local and regional companies and institutions
responsible for the development and accreditation of curricula as with
the Chamber of Crafts, Chamber of Commerce and Industry Leipzig,
Corporate Training Centre and University of cooperative education.
International:
International Partners: Since 1990 the Arwerd-Rossbach Schule carried
out different bilateral projects with the Istituti Aldini Valeriani Bologna
(IT), Matthew Boulton College Birmingham (UK), Stredni Odborne
Ucilište Tradicnich Remesel Brno (CZ), Mustafa Kemal Atatürk Zespol
Szkol nr 7 Wroclaw (PL) and with the Stredné Odborné Ucilište
Stavebné Levice (SK).
Speciality of the school
The school pays attention not only on the quality-oriented education

and practical training but also on the personal development of the
students. Though different project works as the project “Building and
Environment” or “Construction – past and present” students 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
55
week and students are involved in the first year of apprenticeship to
motivate and encourage them for their further education.
56
Best Practice Italy, Lepido Rocco
Lepido Rocco Association

GOOD PRACTICE: HYGIENE AND SAFETY AT WORK
Locker rooms and basic health care and sanitation measures are
essential to the comfort and cleanliness of the construction site staff.
Therefore it is necessary to build up appropriate spaces or to use
prefabricated buildings, conveniently insulated, lightened, aerated and
warmed during the cold season. This allows all employees to work in
the essential conditions of self-respect and wellbeing.
Related to the care of oneself,

it is important to be ready for
sanitary emergencies which
might occur, such as avoiding
further harm to a person’s
health and taking the right
measures. These are practices
which cannot be improvised.
Here some examples are
described: fibrillation and
57
cardiac arrest; hemorrhaging, a
case of concussion, and one of
burning. What follows are
simple and easy first aid
practices which could make the
difference between life and
death.
To intervene even if supported

by a minimum medical
knowledge is far better than
stand still and stare.
The training is organized by the

association “Unindustria Treviso” and
each training path is developed by the
National Association of Construction
Enterprises (ANCE) which collaborates
with vocational training schools of the
surrounding provincial or regional
area.
Firms and enterprises are constantly
informed about the training courses
available and they receive a monthly
newsletter and other specific
advertising. Some of the training
courses, though, are compulsory, such
as the safety course.
Teachers of these specialized courses
are professionals from the field of
58
construction and specifically regarding
the safety course are trained experts.
The duration of the courses depends on the training path they are
pursing: from 20 to 30 hours if the course is part of an initial education
path, or from a minimum of 24 hours to a maximum of 96 hours if it
belongs to a compulsory training course.
Although safety training is incorporated in most vocational training
programs, the possibility to attend such courses on-line makes it a
best practice, in allowing a wider number of employees to attend the
trainings.
Best Practice Italy N.E.T.

Associazione NET
NAME OF THE PROJECT

ESF 3-YEAR TRAINING COURSE “COLLABORATOR AND RESTORER FOR
THE HISTORICAL AND ARTISTIC HERITAGE”
PERIOD OF DEVELOPMENT (starting and finishing year): 2007 - 2009
59
PLACE OF DEVELOPMENT: VILLA NIEVO BONIN LONGARE, MONTECCHIO
PRECALCINO, VICENZA
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
60
The Nievo family of Montecchio Precalcino inherited this building in
1333 and they have been modifying, restructuring and restoring it
many times to arrive to the current neo-gothic palace in 1880-1882.
In particular it is the result of a radical intervention by the architect

Michele Cairati from Milan, who restored the existing building remaking
them in a neo-gothic style, except for the monumental entrance and
the contiguous portico designed by Giacomo Varga in 1824. The façade
was characterised by richly decorated plasterworks with neo-gothic
patterns but when students arrived here for the ESF course they found
them in very bad condition: wide areas detached, cracking, and lifting
of the pictorial layer.
61
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
62
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.
63
According to the European Planning 2007-2013, Veneto region focused
the Operative Regional Planning ESF on the Objective “Regional
Competitiveness and Employment” that defines the orientation and the
funding for Upper Training.
EVALUATION BY THE PARTICIPANTS
This project gave the trainees the opportunity to experience directly
the restoration and see the final result, and on the other hand learn
new and innovative restoration techniques and legislation related to
this field that will enable them to have access to this specific sector of
the labour market, that as many other suffer from lacking of public
funds.
As evaluation and positive outcome of the course 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.
64
Best Practice Poland
Państwowe Szkoły Budownictwa

Cooperation level between a school and companies
Our school, Państwowe Szkoły

Budownictwa (PSB), was
grappling with the question of
how to reorient and modernize
our didactic base after many
years of communism. Running
the school workshops in a
dynamically changing labour
market meant close
cooperation with leaders in the
construction field: material
65
producers, tool producers,
devices producers and their
direct users – executives in
construction market.
The analysis of the current and future producers’ and executives'

market indicated unambiguously, what should be the form of the
cooperation and how it should be realized, so that the needs of future
staff in deficient professions would meet requirements made by future
employers. The school needs were defined together: techno didactic
equipment, materials and also requirements that should be fulfilled by
the school towards the partner (company).
Forms of cooperation were based also on common definition of

prospective aims having an influence on both school development and
benefits for companies. Only in this way is there clear understanding in
the cooperation between school – company and company – school
allowing us to reach intended goals with benefits for both interested
sides.
Companies involved in the project „Building the Best”
BRAAS
Cooperation with leading
companies turned out to be a
unique initiative to improve the
standard of our underinvested
workshops. We have been fostering
successful cooperation since 1997
with such companies as:
66
GEBERIT
GEBERIT, BRAAS-MONIER, KNAUF,
FAKRO, JUNKERS, BOSCH, HETTICH,
ROCHWOOL, SANITEC KOŁO,
OTTIMO, COMAP, ATLAS, VELUX,
NIDA GIPS, SCHIEDEL, WAYNE
DALTON, APEKS, warehouses AL
KOR, FEMAX, ATM, ASP, which are
leaders in the construction market
not only in Poland but worldwide as
well.
In recent 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
67
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 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.
68
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
69
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.
Website Links
Estonia – JKHK
70
http://www.paidemek.ee/. Paide MEK AS, location of building company
operations.
http://www.eeel.ee. Estonian Association of Construction
Entrepreneurs.
http://www.hkk.ee. Archimedes Foundation, Center for Educational
Programmes
http://www.hm.ee. Estonian Ministry of Education and Research
Germany - Wisamar
Website links to the German Partners, which were visited during the
meeting in Leipzig:
Arwerd-Rossbach Vocational Educational School: http://www.arwed-

rossbach-schule.de/cms/
Überbetriebliches Ausbildungszentrum Leipzig: http://www.bau-

bildung.de/leipzig.htm
Betonwerk Oschatz: http://www.betonwerk-oschatz.de/
Förderverein für Handwerk und Denkmalpflege Schloss Trebsen:

http://www.schloss-trebsen.de/
Links to further contacts:

Chamber of Commerce Leipzig:
https://www.leipzig.ihk.de/de/DesktopDefault.aspx/15_read-14743/
HausHalten e.V. Leipzig: http://www.haushalten.org/
Drees&Sommer: http://www.dreso.com/english/default.htm
Zimmerei und Holzbau Göbel: http://www.zimmerei-goebel.de/
71
Berufliches Schulzentrum 12 "Robert Blum“:
http://www.bsz12leipzig.de/start.html
Italy NET
Centro Provinciale di Istruzione Professionale Edile (Building Vocational
Training Centre) www.cpipe.net
Associazione Nazionale Costruttori Edili (National constructions
Employers’ association) www.ance.it
Collegio Costruttori Padova (Construction Employers’ association -
Padua) www.costruttoripadova.it
Federazione Italiana Lavoratori Costruzioni e Affini (Italian Association
of construction workers) www.filca.cisl.it
Federazione Nazionale Lavoratori dell'Edilizia industrie affini e del
Legno (Italian Association of construction workers and carpenters)
www.feneal-uil.it
Federazione Italiana dei Lavoratori del Legno, dell' Edilizia, delle
industrie Affini ed estrattive (F.I.L.L.E.A.) (Italian Association of workers
of wood, construction workers and similar) www.filleacgil.it
72
Fondo Ambiente Italiano (Italian Environment Foundation)
www.fondoambiente.it
Italy Lepido Rocco
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
GEBERIT (Innovative Sanitary Solutions) www.geberit.com.pl
BRAAS (Building materials for pitched roofs, innovative roof, chimney

and ventilation systems) www.monier.pl
KNAUF (Plasterboards) www.knauf.pl
POLAND – BONUM
Centrum Kształcenia Praktycznego w Krakowie (Practical Training

Center in Krakow) - www.ckp.krakow.pl
Związek Zawodowy "Budowlani" (“Budowlani” Trade Union) -
www.zzbudowlani.pl
Centrum Nauki i Biznesu “Żak” (Science and Business Centre “Żak”) -
www.zak.edu.pl
Zespół Szkół Budowlanych nr 1 w Krakowie (Building Secondary School
No. 1 in Krakow) – www.psb.neostrada.pl
73
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
74

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ABSTRACT....................................................................................................................................................

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

CARRYING OUT THE PROJECT..............................................................................................................................4

COUNTRY OF ESTONIA .....................................................................................................................................4

7-POINT MODEL EVALUATION – JÄRVA COUNTY VOCATIONAL TRAINING CENTER (JKHK)...................................14

BEST PRACTICE ESTONIA .............................................................................................................45

A consortium of five countries (Estonia, Italy, Germany, Poland) and six

Carrying out the project

The project relied on a multifaceted approach based on the

General objectives of the partnership

2008 – 2010 Building Sector Reports

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

Construction volumes shrank 54 percent in Lithuania, 48 percent in

Key indictors illustrating market trends

Construction production in Estonia

2005 2006 2007 2008 2009

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

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

Table code: CO0012 http://www.stat.ee/34159

Dwelling completions by type of building (new construction),

Non-residential building completions by type of building (new

Usabl Number Usable

920 5 945 1 004 6 140 4 805

Economic overview in the building and construction field

The overall situation in the German Building Industry remains

The economic stimulate package cannot absorb the crack in the

In 2009, public building and construction was the most important

The commercial construction still smarts from the recession in

By contrast the residential construction developed more robustly

Despite the sales slowdown in the building and construction sector

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

According to survey results conducted among partnering firms and

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

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

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

Dwellings completed: comparing with the previous periods

Employed persons in construction in thousands

Students in the construction program must complete 22 weeks of

2. Level of cooperation between schools and firms.

3. Connection with construction unions

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

As things presently stand, JKHK can attend informative meetings as

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

5. Teaching materials and curriculum

Vocational schools are given a State approved basic structure for

6. Continuing education program for teachers to gain new skills

There is some degree of retraining and updating of knowledge for

The school tries to organize meetings with enterprise owners or

Overall system grade

1. Needs improvement – school needs strengthening in establishing

7-Point Model Evaluation – Wisamar mbH

The term „dual system“ describes the special approach taken by

Part-time vocational school

In Germany’s dual vocational training system, part time vocational

Structure of instruction time at part-time vocational school: As

A company that provides in-house initial vocational training must

Inter-company vocational Training

Particularly in the case of technical occupations which are also taught

2. Level of cooperation between schools and firms

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

The Vocational Training Act provides the foundation for in-company

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

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

6. Continuing education program for teachers to gain new skills